The Science-Technology Interface : Historical and Comparative Study among the England. United Stats, and Germany

技术教育随着始于英国的工业革命的发展，在英国、美国和德国也经历了非常相似的发展过程。例如，在德国，技术教育作为一种对学生的职业准备，而在英国，处理科学的应用和实践的技术教育与学术的纯科学教育相抗衡。在美国，自20世纪以来，技术教育在职业学校得到了迅速发展。因此，科学教育和技术教育被视为不同的学科，并在科学教育和职业准备技术教育之间划一条线。然而，两者之间有一些不同之处。例如，在美国和德国，国家对技术教育的发展过程进行了干预，而在英国则没有。在19世纪，科学教育还没有在学校课程中占据法律地位，科学与技术教育的衔接问题还没有被讨论。在工业化、信息化快速发展的今天，技术教育被赋予了新的定义。也就是说，技术教育不是被定义为一门教授如何制造任何东西的学科，而是一门教授如何解决技术问题的学科。因此，科技界面的建立就有了这个基础。

Technology education, along with the development of the Industrial Revolution which had started in England, pursued a very similar course of its development in England, the United States, and Germany. In Germany, for example, technology education as a vocational preparation for students was done, and in England technology education which dealt with the application and practice of science held its own against the academic pure science education. Still in the United States, technology education developed rapidly in the vocational school since 20th century.Scientce education and technology education, thus, were conceived as a different subject each, and one line was drawn between science education and technology education for vocational preparation. There are, however, several differences between the two. For example, the nation intervened in the developmental process of technology education in the United States and Germany, but in England did not. The interface between science and technology education was not been discussed in 19th century, when science education had not hold its legal place in school curriculum.Nowadays, in the industrialized and information society which developed rapidly, new definition is given to technology education. That is, technology education is defined not as a subject which teach how to make anything, as a one which do how to solve technological problems. Thus, the science- technology interface have a basis on this ground.