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

技术教育，沿着始于英国的工业革命的发展，在英国、美国和德国的发展历程非常相似。例如，在德国，技术教育作为学生的职业准备，在英国，技术教育涉及科学的应用和实践，与学术性的纯科学教育相对立。在美国，世纪以来，技术教育在职业学校中迅速发展，科学教育与技术教育被视为不同的学科，科学教育与职业技术教育被划上了一条分界线。然而，两者之间有几个不同之处。例如，在美国和德国，国家干预了技术教育的发展过程，而在英国却没有。在科学教育尚未在学校课程中占有法律的地位的世纪，科学教育与技术教育的关系问题还没有被讨论过，在工业化和信息化迅速发展的今天，技术教育被赋予了新的定义。也就是说，技术教育不是一门教授如何制造任何东西的学科，而是一门研究如何解决技术问题的学科。因此，科学-技术接口有一个基础，在这方面.

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.