本研究藉由文件分析、文獻分析、比較分析、歸納分析及實地訪談等研究方法，分析教師評鑑的理論基礎、教師評鑑的性質與內涵、及探究英國教師評鑑制度之發展、內涵與特色，並對我國未來建立教師評鑑制度提出具體建議。 經由上述研究，獲致以下結論： 一、教師評鑑在教育專業化的趨勢中扮演著重要的角色。 二、教師評鑑具有多元化的目的。 三、教師評鑑模式應配合評鑑目的與對象及教育發展而作彈性調整。 四、英國教師評鑑制度是逐漸發展且有其特殊背景。 五、透過立法程序是教師評鑑工作制度化的重要關鍵。 六、觀念的宣導及地方性的實驗研究是教師評鑑制度重要的前導工作。 七、周延的程序及多元的目的是順利推動教師評鑑的重要因素。 八、充分的時間與資源是教師評鑑持續推動的關鍵要素。 九 、教師評鑑不是獨立的工作而是學校整體經營的一環。 十、教師評鑑必須結合相關教育政策才能發揮相輔相成效果。 十一、我國中小學教師成績考核亟需檢討修正。 十二、英國中小學教師評鑑制度足供我國參考。 十三、 建立我國教師評鑑制度時機已趨成熟。 根據研究發現及結論，本研究從以下三方面提出建議： 一、對改進我國現行中小學教師成績考核制度缺失之建議：重新界定教師成績考核之目的；重新規範教師評鑑之範圍；建立多元化的教師成績考核方式；重新建立合適的教師成績考核程序；健全考核委員會之組織；擴大教師成績考核結果之運用；健全教師成績考核申訴制度；明定各級主管教育行政機關應有的角色。 二、對建立我國教師評鑑制度之建議：研究者提出下列五個階段，供作建立我國教師評鑑制度之參考：研議階段；宣導溝通階段；建立共識階段；法制化階段；正式實施階段。 三、對未來研究之建議：持續對先進國家教師評鑑制度進行深入探究；鼓勵學校進行教師評鑑的實驗研究；從事教師評鑑與教師專業發展、學校發展及教育品質關係的實證研究；進行教師評鑑與獎金及薪資關係的實證研究；加強現行教師成績考核制度之研究。 / By means of documents analysis, literature analysis, comparison, induction, and field work of interview, this research is aimed at investigating both the theoretic basis, the nature, and the meaning of teacher appraisal, and the development, the structure and the characteristics of British system of teacher appraisal. Furthermore, some practical suggestions are put forward for our teacher appraisal here. Conclusion 1. Teacher appraisal plays an important role in the trend of the professional ization of educational enterprise. 2. Teacher appraisal possesses multifarious purposes. 3. The mode of teacher appraisal should be flexibly modified according to the purpose, the target of educational appraisal, and the educational development. 4. The system of British teacher appraisal had developed stet by step and has its particular background. 5. The process of legalization is the key factor in the institutionalization of Teacher appraisal. 6. Both the dissemination of ideas and the regional experiments and studies are the significant prerequisites of teacher appraisal. 7. Complete and detailed procedures and multifarious goals are the key elements in the success of teacher appraisal. 8. Sufficient time and resources are important for promotion of teacher appraisal. 9. Teacher appraisal is part of, rather than independent of, the whole system of school education. 10. Teacher appraisal and educational policy should be connected with each other for the most benefits. 11. It is necessary to examine and modify our system of both middle and primary school teacher appraisal. 12. British system of middle and primary school teacher appraisal can be referred to for the improvement of ours. Suggestions 1. The suggestions about how to advance our current system of middle and primary school teacher appraisal. (1) Redefine the purpose of teacher's achievement assessment. (2) Rebuild the range of teach appraisal. (3) Establish multifarious ways of teacher achievement assessment. (4) Reproduce the suitable procedure of teacher's achievement assessment. (5) Reorganize the assessment committee. (6) Extpand the application of the consequences of teacher achievement assessment. (7) Ameliorate the appealing system of teacher's achievement assessment. (8) Specify clearly the de jure roles of educational organizations at every levels. 2. The suggestions about how to establish our system of teacher appraisal. Five steps are raised as follows: (1) The stage of planning; (2) The stage of dissemination and communiction; (3) The stage of the formation of consensus; (4) The stage of legalization; (5) The stage of implementation. 3. The suggestions for the future (1) Keep on investigating in depth the teacher appraisal systems in developed countries. (2) Encourage the school authority to take action on the experiment and studies of teacher appraisal. (3) Take up the empirical studies of the relationships among teacher appraisal, teachers' professional development, and educational quality. (4) Carry out the empirical studies of the relationship among teacher appraisal, scholarship, and pay system. (5) Strengthen the studies of the current assessment system of teachers' performance.

本研究旨在探討彰化縣國民中學學校教師會之運作，由學校教師會之組織運作、運作效能及運作滿意度三方面，來瞭解彰化縣國民中學學校教師會運作之現況，並探究不同背景之教師對於學校教師會運作看法的差異情形，最後依據研究結果，提出結論與建議，以供學校教師會運作與發展上之參考。 本研究以彰化縣國民中學現職合格教師為研究對象，針對已成立學校教師會之17所國中進行問卷調查，以自編的「彰化縣國民中學學校教師會運作之調查問卷」為研究工具，共發出問卷600份，問卷回收456份，回收率為76%，有效的調查問卷有431份，可用率為71.8%。在資料分析上，以描述統計、t考驗、單因子變異數分析及薛費事後比較法等統計方法進行分析與考驗。 經研究結果發現： 一、 學校教師會之運作功能良好，頗能符合教師期待，但在與行政互動及提升教師專業部分須多加努力。 二、 學校教師會之運作效能完善，頗能得到教師認同，但在推動會務時間上及與會員互動上還需尋求改善。 三、 學校教師會之運作滿意度高，頗能受到教師肯定，但在與行政互動及提升教師專業部分仍未符教師期待。 四、 30班以下（小型）、30~50班（中小型）、70班以上（大型）之學校教師對於學校教師會運作之看法高於50~70班（中大型）之學校教師。 五、 服務年資26年以上之教師對學校教師會運作之看法普遍高於服務年資6~15年之教師。 六、 在學校兼任主任、組長與導師之教師對學校教師會運作之看法普遍高於專任教師。 七、 教師會一般會員對於學校教師會運作之看法普遍高於非教師會會員。

促進競爭是文獻中解釋分購的理由之一，競爭的程度由參與供應商的數目決定，以供應商的家數作參數。我建立一個兩期的模型，用「從做中學」的效果，將競爭的程度用成本結構的差異大小來表現，成本結構差異越大，競爭越激烈，透過模型讓競爭的程度由購買者內生控制。希望透過這一個簡單的模型檢視當廠商數目固定時，購買者會否在考量控制供應商的成本相似下採用分購策略。雖然發現在我模型的設定中，購買者考量兩期之下一定選擇不採用分購策略，但是，仍能發現只考量第二期的購買價格下促進競爭的確是購買者採用分購的原因之一。

從學校圖書館的借閱情形，到臺灣104年度閱讀素養調查報告中，都顯示臺灣從青少年到成年人的閱讀內容，有淺薄化和狹窄化的現象。淺薄化意指思考深度較為淺薄的內容，狹窄化所指的是個人的閱讀種類具有偏好與習慣，上述例如小說類的輕小說或生活實用類的運動減肥書。長遠來看，這樣的閱讀風氣並不利於一個國家社會的穩定與發展。因此，「從教育紮根」便是常常受關注的口號，所以各學科國中教師，須思考以教學的力量，幫學生掌握閱讀理解策略，進行深思明辨，並且帶領學生認識多元化的閱讀視野。不過在升學主義的國中教育現場，要教師改變傳統教學法是有一定的困難度，所以本研究從已實行閱讀策略融入教學的老師去探討以下七點研究目的 : 一、了解國中學科教師對閱讀策略的認知和態度。 二、分析國中學科教師融入閱讀策略於在教學中的情形、收穫與想法。 三、整合與探討國中各學科需要的基本閱讀策略。 四、分析教師融入閱讀教學的原因與問題。 五、探討閱讀策略教學對各學科教學的擴散影響。 六、了解與探討教師於圖書資訊利用的情形。 本研究中採用訪談法，以一所國中為研究場域，針對五門學科(國文、英語、數學、社會和自然)各四位教師進行深度訪談。 訪談資料的分析結果有以下結論:教師認同需要閱讀策略融入教學來偏鄉學生改善學習能力，不過教師對於閱讀策略的認知相當有限。經過整合後學科需要的基本閱讀策略有瀏覽、摘要、辨詞、統整、解釋、比較、連結和推論，但不同學科之間仍有差異。除想養成學生自學能力外，另外教學意願也深受教學同儕的正面影響，然而教師認為趕課壓力卻是教學中最大的問題。閱讀策略教學對各學科教學確實具有助益與擴散影響，不過學科延伸閱讀的學習課程不多，呈現師生的學科圖書資訊素養不足，而教師多表示未來願意去嘗試設計推廣學科閱讀。 本研究分別對教育當局、學校單位和教師本身都有提出具體相關建議，以做為繼續推動長遠閱讀教育與活化教學的參考。 / From the condition of borrowing books in a school library to the Taiwanese reading literacy survey in 2015, it shows that the reading hobby of Taiwanese teenagers and adults is shallow and narrow. Shallow text means that the content is not good enough to think deeply and narrow hobby means people have their individual reading favorite and preference, such as light novels or the books of keeping fit. In the long term, such reading atmosphere goes against the stability and development of a country. “Rooted by education.” is an announcement won public attention. Thus, the junior high school teachers should think how to help students to use reading strategies well, to consider and recognize clearly, and to lead them to habepluralistic views. However, there is a certain difficulty for teachers to change their traditional teaching under diplomaism. The research studied the teachers who had practiced the incorporation teaching with reading strategies, and included 7 research purposes: 1.Understand junior high school teachers’ cognition and attitude about reading strategies. 2.Analyze the situation, gain and thoughts of teachers’ incorporation teaching with reading srtrategies. 3.Study the basic reading strategies of different subject’s needs. 4. Analyze the reasons and problems in teachers’ incorporation teaching. 5.Discuss Reading strategies’ spreading effect on different subject’ teaching . 6.Investigate the teachers how to use library information in teaching. The method of the research is in-depth interview. Choose 4 teachers for each subject (Chinese, English, Mathmatics, Social and Science) to make deepth interviews. Based on the analysis of the interviews, the major findings were as the following: The teachers agreed that rural students needed incorporation teaching with reading strategies to improve their learning ability, but teachers’ reading strategies cognition is quite finite. After integrating opinions, all subjects need browsing, abstracting, recognizing words, integrating, explaining, comparing, connecting, and inferring. However, there is still some difference among diverse subjects. Besides teach reading strategies to develop students’ independent studying, teachers are influenced by peers profoundly. Even so, their largest problem is the pressure to catch up school progress. Teaching reading strategies is doubtlessly helpful and effective in each subject’s teaching, but many extending reading courses in class is insufficient. Even though Reading literacy of subject is not abundant, teachers still expressed to design and popularize the subjects’ reading in the future. According to this research, the conclusions would offer the education authority, the administrative unit in school, and the teachers some concrete advises which could be the references to keep advancing the reading education and teaching actively.

本研究共一冊，約五、六萬字，分五章十一節。 第一章 緒論。旨在闡述研究動機與目的，說明研究範圍與方法。 第二章 有關文獻之探討，分四節：一、規模經濟的內涵與分析；二、教育規模經濟 的內涵；三、教育規模經濟之分析及有關發現；四、影響學校成本的因素之探討。 第三章 調查研究之設計與實施。 第四章 調查結果之分析與討論，分三節；一、影響單位學生平均經常成本的學校因 素之決定；二、以直線式、乙形曲線和矩形雙曲線作假定，採複迴歸分析法調適出台 北市國民中學最適代表性的成本理論曲線；三、決定台北市國民中學經營規模最佳指 標（包括最適當的在學人數和資源分配比例）。 第五章 結論與建議，分二節：一、歸納研究發現提出結論；二、根據結論試提建議 。

九年一貫課程的實施意味著學校本位課程發展理念的實現，學校一時間從受命單位，成為需做關鍵決定的主動者，在變動的情境中，學校做了哪些課程決定、以怎樣的方式做決定、決定受到哪些因素影響、決定過程中遭遇到那些困難，又以哪些策略解決，這些問題的答案對研究者來說具有相當的價值。本研究首先從課程決定的歷程、層級、影響因素等角度去理解文獻中課程決定的概念，進而分別從課程四大要素的角度去探究青水中學自然領域的課程決定樣貌，並發現（1）課程內容的決定在學校層級中最受重視（2）教師忽略了單元目標的決定（3）學校層級的課程決定是一個動態的歷程（4）青水中學的課程決定方式是由校長擬定大方向、教師依據方向擬定實施步驟（5）影響課程決定的因素來自學校內、外部以及決定者本身（6）決定過程中主要的困難是教師能力不足以及傳統校園文化的充斥；具體的解決策略則包括規劃進修課程、強化教師心理、建立互動系統等三個方面。研究者以前述六項發現為基礎，提出兩個討論問題：（1）由校長主導學校層級的課程決定不符合學校本位課程發展的精神嗎？（2）課程決定者的的教育信念應內隱或外顯？最後研究者提出五點建議：（1）強化學校長期課程發展成果的檢核（2）開展課程決定者間進行課程對話的機會與深度（3）加速教師專業培育系統的更新（4）鼓勵校內、外的課程決定者建立起高效率的合作機制（5）加強教師運用能力指標的能力。

國立政治大學教育學系九十一年度碩士論文摘要 論文名稱：新竹縣市國民中學教師評鑑指標建構之研究 指導教授：湯志民博士研究生：彭春蘭 本研究旨在探討國民中學教師評鑑理念內涵、理論基礎，了解新竹縣市教育人員對指標看法的差異，以建構新竹縣市國民中學教師評鑑指標。 本研究以新竹縣市地區公立國民中學教育人員，包括校長、主任、組長、教師等為母群體， 以「新竹縣市國民中學教師評鑑指標調查問卷」為工具，以簡單隨機抽樣方式，對新竹縣市國中教育人員，抽取樣本893份，進行問卷調查。問卷資料採T考驗（T-Test）、單因子變異數分析（one-way ANOVA）、多因子變異數分析及雪費事後比較（Scheffe' Posterior Comparisons）分析等方法。獲得重要結論與具體建議如下。 壹、重要結論 一、獲致「國民中學教師評鑑」重要理念與內涵。 二、國民中學教師評鑑的理論基礎包括「動機理論」、「學習型組織理論」、「績效責任理論」與「生涯發展理論」。 三、新竹縣市國民中學不同「性別」與不同「組織參與」教育工作人員對整體指標體系看法沒有顯著差異。 四、新竹縣市國民中學不同任教「地區」教育人員在「學生輔導」、「教學設計」及「專業態度」層面上有顯著性差異。 五、新竹縣市國民中學不同「學歷」教育人員在「學生輔導」及「教學實施」層面上有顯著差異。 六、新竹縣市國民中學不同服務「年資」教育人員在「教學設計」、「專業態度」層面有顯著差異。 七、新竹縣市國民中學任教不同學校「規模」教育人員在「專業態度」層面上有顯著差異。 八、新竹縣市國民中學不同「職務」的教育人員在「學生輔導」、「教學設計」、「專業態度」層面指標有顯著差異。 九、新竹縣市不同類別教育人員對「新竹縣市國民中學教師評鑑指標」層面之間看法部分有差異。 十、新竹縣市國民中學教師評鑑指標包括「學生輔導」、「教學設計」、 「專業態度」及「教學實施」等四個層面，共計四十六個指標內容。 貳、研究建議 本研究依據文獻探討與問卷調查統計分析之研究結論，提出教師評鑑指標應用與教師評鑑相關研究建議如下： 一、評鑑指標體系可做為國民中學教師平日工作自我檢核的依據。 二、評鑑指標體系可做為國中教師年終工作績效考核應用。 三、評鑑指標體系的應用需考量不同類別教師的觀點。 四、評鑑指標體系可作為建立學校本位評鑑計畫依據。 五、評鑑指標體系可作為師資師資培訓機構與教師在職進修課程設計的參酌。 六、重視國民中學教師在「學生輔導」與「教學實施」層面指標內容的工作支持與知識能力需求。 七、培養國中教育人員專業研究、學習分享、團隊工作及社區參與的觀念與行動。 八、加強國民中學教師評鑑制度研究。 九、加強國民中學教師評鑑制度研究 十、繼續國民中學教師評鑑指標的研究。 關鍵詞：新竹縣市、國民中學教師、教師評鑑指標。 / 【abstract】This research aims to study the connotation and basic theory about junior high school teacher evaluation.and to try to understand Hsinchu district teachers' different opinions on indexes system.Acorrding to the research material,we try to set up“Hsinchu's junior high school teacher evaluated indexes.” The members of this research is to rest on Hinchu district public junior high school education members ,including principal、managers and teachers as mother body,simple draw 894 copies of questionnaire to be the investigation samples in total. This research uses “ a research questionnaire for hsinchu jumior high school teacher evaluated indexes“ as a tool.T－test,One way ANNOVA ,MANNOVA、Scheffe' Posterior Comparisons and Pearson correlation are used to analyze the information getting from the above mentioned tools. Important conclusions are obtained as follows： 1. This research has gotton the important conceptions and connotations on the evaluation system of junior high school teachers. 2. The basic theories of junior high school teacher evaluation include： motive theory ,learning organization theory,accountability theory and career development theory. 3. The participating teachers from different sex and different organization show the some views on evaluation indexes. 4. The teachers from different district show different views on some indexes about student counselling ,instruction designing and professional attitude items. 5. The teachers from different academic background show differenf views on some indexs about student counselling and instruction practicing items. 6. The teachers from different service years show differenf views on some indexs about instruction designing and professional attitude items. 7.The teachers from different school scale show differenf views on some indexes about professional attitude item. 8.The teachers from different funtion of office show differenf views on some I indexes about student counselling,instruction designing and professional attitude items. 9.The teacher in different background elements still exist some different views on the evaluation indexes. 10.There are 4 items and 46 indexes in Hsinchu district’s junior high school teacher evaluation index system which includes“student counselling”、“instruction design”、“professional attitude” and“instruction practicing”. According to above conclusions，some suggestions are give as follows： 1. The evaluation indexes system can be applied as the base of self-daily check of junior high school. 2. The evaluation indexes system can be utilized as The evaluation indexes system can bethe junior high school teachers' annual assessment. 3. The application of evaluation indexes system must consider the viewpoints from different categories of teachers. 4. The evaluation indexes system can be used as the foundation of school-based evaluation plan. 5. The evaluation indexes system can be applied as the reference of teacher foster organization and on-job training curriculum design. 6. School masters should pay more attention on the demand of teachers' knowedge and ability about student counselling and instruction practicing 7. To cultivate the concepts and motions of the junior high school teachers' professional research ,learning share ,teamw.rk and community. 8. To enhance the research on teacher's evaluation system. 9. To keep on the research on the indexes of junior high school teachers’ evaluation . Key words：Hsinchu county，Junior high school teacher，Teacher evaluation index. II

本研究旨在探討教育部所規劃教師分級制的可行性。本研究選取北區233所公立國民中學為調查樣本，回收有效問卷共計806份。本研究探討的主題有：教師分級制的目的、教師分級制的級數與名稱、教師分級制審查機制的組成、教師分級制教師的權責、教師分級制的待遇與福利、教師分級制的配套措施、教師分級制的可能缺失、教師分級制的可行性等八個變項。本研究並以各項統計方法進行數項假設考驗，所得重要結果如下： 一、教師分級制的實施有60﹪教師認為可促進教師進修研習等效能。 二、教師分級制的職級以四級為宜，各職級的名稱宜適合本國國情為佳。 三、教師分級制各職級教師的權責應明確區分。 四、教師分級制審查機制的組成須具有客觀、公平、公開的評鑑方式。 五、教師分級制的待遇與福利各職級應有明顯區別與差異。 六、教師分級制應有相關進修、證照、獎懲等全方位的配套措施。 七、實施教師分級制可能衍生對教學不利等的疑慮問題。 八、教師分級制的推行須良性雙向溝通及加強宣導，以利教師分級制的實施。 關鍵詞：國民中學、生涯發展、教師分級制度 / The purpose of this study was to analyze the feasibility of teacher career ladder system. 233 public junior high schools were selected as the sample for the investigation. Altogether, a total of 806 copies of the questionnaire were successfully collected. The key issues of the study included, the purposes of practicing teacher’s career ladder system, the degree titles and numbers of the career ladder, the composition of the mechanism to review teacher’s promoting, powers and responsibilities of teacher’s career ladder system, the pay and welfare of Career ladder system, the supporting measures of teacher’s career ladder system , the possible shortcomings in teacher’s career ladder system and the feasibility of teacher’s career ladder system for a total of eight variables. The study proceeded with various hypotheses and tests through various statistical methods. The findings of the study were summarized as follows: 1. There were 60% teachers indicate career ladder system could promote the in-service training.. 2. The career ladder should divide into four degrees, the titles of every degrees should name in consideration of local circumstances. 3. The responsibilities of every degree should be definite and unequivocal. 4. The composition of the mechanism should be followed with a subjective, just and open evaluation process. 5. Significant difference on pay and welfare between different degrees should be made. 6. Several measures in relation to in-service training, certification, rewards and punishment, should be come along with the implement of teacher’s career ladder system. 7. Problems would be derived from the practice of teacher’s career ladder system. 8. Two-way benign communication and announcement enhancement were inevitable during the promotion of Teacher’s career ladder system. Key words: Junior high schools, career development, career ladder system.

本研究旨在探討我國政府採購法實施後對國民中小學總務行政影響之情形，並瞭解學校採購人員對影響國民中小學執行採購因素的看法上之差異情形，依統計分析結果進行綜合討論，以進一步對目前國民中小學總務行政執行政府採購法之相關缺失提出改善之道。 本研究主要採用調查研究法，研究對象包括台北市、台北縣、桃園縣、新竹市、新竹縣等五縣市國民中小學之校長、會計、總務主任與事務組長為母群體，抽取1340學校採購人員為樣本，以自編之「政府採購法對國中小總務行政影響之調查問卷」進行問卷調查，有效問卷共計1173份。所得資料以SPSS 10.0 for Windows統計套裝軟體進行統計分析，並以t檢定與單因子變異數分析（one-way ANOVA）進行假設考驗。達顯著之研究假設則進一步以薛費法（Scheffé method）進行事後比較，以了解各組之差異情形。本研究之主要發現如下： 一、就專業知能方面 (一)男性採購人員對「專業知能」的要求程度明顯高於女性採購人員。 (二)準備退休期（51歲以上）之採購人員對「專業知能」的要求程度顯著高於資深期（41-50歲）之採購人員。 (三)「總務主任」對「專業知能」的要求程度明顯高於「會計主任」。 (四)於民國88年8月1日前擔任總務工作職務者的採購人員對「專業知能」的要求程度顯著高於民國88年8月1日前沒有擔任總務工作職務者。 (五)服務於城市之學校採購人員對「專業知能」的要求程度顯著高於偏遠地區之學校採購人員。 (六)新竹市之學校採購人員對「專業知能」的要求程度顯著高於其他縣市之學校採購人員。 二、就採購效率方面 (一)於民國88年8月1日前擔任總務工作職務者的採購人員認為政府採購的「採購效率」高於民國88年8月1日前沒有擔任總務工作職務者的採購人員的看法。 (二)學校規模為「27-35班」之採購人員認為政府採購的「採購效率」顯著高於「54-62班」之採購人員的看法。 (三)新竹市之學校採購人員認為政府採購的「採購效率」明顯高於其他縣市之學校採購人員的看法。 三、就採購公平性方面 (一)男性採購人員認為政府採購的「採購公平性」顯著高於女性採購人員的看法。 (二)「總務主任」認為政府採購的「採購公平性」顯著高於「會計主任」。 (三)「師大、師院或教育學院」畢業者之採購人員認為政府採購的「採購公平性」顯著高於「研究所（含）以上」畢業者之採購人員的看法，同時也高於「一般大專院校」畢業者。 (四)於民國88年8月1日前擔任總務工作職務者的採購人員認為政府採購的「採購公平性」顯著高於在民國88年8月1日前沒有擔任總務工作職務者的採購人員的看法。 (五)新竹市之學校採購人員認為學校的「採購公平性」顯著高於其他縣市之學校採購人員的看法。 四、就採購人員壓力方面 (一)投入期與紮根期(31-41歲)之採購人員認為政府採購法實施後學校的「採購人員壓力」顯著高於資深期（41-50歲）採購人員的看法。 (二)「總務主任」認為政府採購法實施後學校的「採購人員壓力」顯著高於「校長」、「會計主任」與「事務組長」的看法。 (三)台北市之學校採購人員認為政府採購法實施後學校的「採購人員壓力」顯著高於台北縣之學校採購人員的看法。 本研究依研究發現對主管機關、上級機關、學校採購人員與未來研究方向提出下列建議，以供參考： 一、對主管機關的建議： (一)學校應增加專業採購人員的員額編制以避免由非相關專業人員來進行採購作業； (二)應統一培訓採購專業人員以避免縣市間採購人員專業知能上的差異； (三)應深入瞭解學校採購人員之實際需求並滿足它； (四)應提高學校採購人員的薪酬或減少其授課時數； (五)應將政府採購法納入大學教育行政課程或教師養成之相關課程中。 二、對上級機關的建議： (一)應建立聯合發包中心以避免學校採購作業人力與物力之浪費； (二)應建構良好的資訊網站； (三)應建立縣內專業採購人員網絡。 三、對學校採購人員的建議： (一)應積極參與各類研習活動以增進專業執行能力； (二)應暢通採購諮網絡以增進彼此意見交流； (三)應瞭解各種壓力調適的方法以調解採購執行過程的壓力。 四、對未來研究的建議： (一)就研究對象方面，可將員額配置之變項納入背景變項進行分析； (二)就研究方法方面，可兼採質性研究以更深入瞭解問題； (三)就研究內容方面，可擴大影響採購作業相關因素之探討。 / The present study aims at the impact of the enforcement of the Government Procurement Law on the general & administrative affairs of junior high schools and primary schools. The study is intended to look into the school procurement officers’ viewpoints and the differences in factors related to the procurement of junior high schools and primary schools. Based on the outcome of the statistical analysis, it will launch a comprehensive discussion to further work out the correct actions against the shortcomings found in the enforcement of the Government Procurement Law by the schools’ general & administrative functions. The present study mainly adopts a survey study method aiming at the targets including the principals, accountants, heads of the general affairs and general affair sections in the junior high schools and primary schools in Taipei City, Taipei County, Taoyuan County and Hsinchu City and Hsinchu County, taking 1,340 school procurement officers as the samples. Using the “Questionnaire on the Influence of the General and Administrative Affairs in Junior High Schools and Primary Schools” compiled by the Researcher, the questionnaire survey was conducted to receive a total of 1,173 effective questionnaires which were analyzed through SPSS 10.0 for Windows software packages, further analyzed through t-test and one-way ANOVA for assumption and test. Those up to the significant research hypothesis were further taken into comparison through the Schefféémethod to look into various divergences. The study yielded the findings notably including the following: I. In terms of expertise: (I) Male procurement personnel are significantly higher than female counterparts in the demand of “expertise”. (II) The procurement personnel ready to retire (age over 51) are significantly higher than counterparts at senior ages (age 41~50) in the demand of “expertise”. (III) The “heads of general affairs” are significantly higher than the “heads of accounting” in the demand of “expertise”. (IV) The procurement personnel joining the general affairs before August 1, 1999 are significantly higher than the counterparts joining the general affairs after August 1, 1999 in the demand of “expertise”. (V) The procurement personnel serving in the urban areas are significantly higher than the counterparts serving in the rural areas in the demand of “expertise”. (VI) The procurement personnel serving in Hsinchu City are significantly higher than the counterparts serving elsewhere in the demand of “expertise”. II. In terms of procurement efficiency: (I) The procurement personnel joining the general affairs before August 1, 1999 are significantly higher than counterparts joining the general affairs after August 1, 1999 in the belief of the “procurement efficiency” by the government. (II) The procurement personnel serving in schools with the scale of “27-35 classes” are significantly higher than counterparts serving in schools with the scale of “54~62 classes” in the belief of the “procurement efficiency” by the government. (III) The procurement personnel serving in Hsinchu City are significantly higher than counterparts serving elsewhere in the belief of the “procurement efficiency” by the government. III. In terms of “impartial practice in procurement practice”: (I) Male procurement personnel are significantly higher than female counterparts in terms of the “impartiality in procurement” by the government. (II) The “heads of general affairs” are significantly higher than the “heads of accounting” in terms of the “impartiality in procurement” by the government. (III) The procurement personnel graduated from National Taiwan Normal University, Normal College or Educational College are significantly higher than the counterparts graduated from “Graduate School (inclusive) and higher institutions”, and higher than counterparts graduated from other general universities and colleges as well in terms of the “impartiality in procurement” by the government. (IV) The procurement personnel joining the general affairs before August 1, 1999 are significantly higher than counterparts joining the general affairs after August 1, 1999 in terms of the “impartiality in procurement” by the government. (V) The procurement personnel serving in Hsinchu City are significantly higher than the counterparts serving elsewhere in terms of the “impartiality in procurement” by the government. IV. In terms of pressure upon the procurement personnel: (I) The procurement personnel at rooting ages (age 31~41) are significantly higher than the counterparts at senior ages (age 41~50) in terms of the pressure of the procurement by the government. (II) The “heads of general affairs” are significantly higher than the “principals”, “heads of accounting” and “general affairs section chiefs” in terms of the pressure of the procurement by the government. (III) The procurement personnel serving in Taipei City are significantly higher than the counterparts serving in schools in Taipei County in terms of the pressure of the procurement by the government. Based on the findings yielded in the present study, proposals will be offered to the competent authorities of the government, superior authorities, the procurement personnel at schools as well as future researchers: I. Proposals to the competent authorities of the government: (I) That schools should staff themselves with more professional procurement personnel and should prevent assigning non-professionals to launch procurement; (II) That procurement professionals should be trained and groomed through package efforts to prevent the professional expertise deviation between those in urban and those in rural areas; (III) That they should make in-depth awareness of the substantial needs of the procurement personnel at school and try to satisfy them; (IV) That the remuneration should be raised, and the teaching hours should be reduced to procurement personnel at school; and (V) That the Government Procurement Law should be covered in the Educational Administration or Faculty Development Programs in universities. II. Proposals to superior authorities: (I) That a concerted contract awarding center should be established to prevent unnecessary waste in the resources and procurement personnel; (II) That sound information websites should be established; and (III) That professional procurement personnel websites should be established inside the county. III. Proposals to the procurement personnel at schools: (I) That the procurement personnel should vigorously participate in a variety of research and practice programs to enhance their expertise; (II) That they should set up barrier-free procurement information websites to enhance sound interchanges of their opinions; (III) That they should probe into the methods to soothe pressure so as to ease up pressure in the procurement process. IV. Proposals to the future researchers: (I) That they should put the variables in the personnel lineups into the background variables for analysis. (II) That in terms of research method, they should adopt qualitative studies to make possible more in-depth awareness of the issues; and (III) That in terms of the contents of study, they should expand the range of probes into the procurement related factors.

本研究旨在探討學校城鄉差距與家庭社經地位對數位落差之影響，研究方法採問卷調查方式進行，研究工具為「學校數位化現況調查問卷」及「學生資訊學習情況調查問卷」，並以全國公立國民中學為研究對象，採抽樣調查方式，蒐集57所國中及744位國二學生之調查資料，經過平均數、標準差、t考驗、Pearson’s相關分析、單變量分析、多變量分析、複迴歸分析和Scheff'e的事後比較等方法統計與分析。根據研究結果，歸納出下列主要結論： 一、 國民中學城鄉所在地的不同，存在數位落差現象。 （一）城市國民中學「硬體品質」優於鄉村國民中學。 （二）城市國民中學「資訊經費來源」多於鄉村國民中學。 （三）城市國民中學「網路化程度」高於鄉村國民中學。 （四）城市國民中學「數位接近機會」多於鄉村國民中學。 （五）城市國民中學「硬體數量」與鄉村國民中學無差異。 （六）城市國民中學「資訊融入教學」與鄉村國民中學無差異。 二、不同家庭社經地位之學生，存在數位落差現象。 （一）中、高家庭社經地位學生「電腦知識」強於低家庭社經地位學生。 （二）中、高家庭社經地位學生「家庭網路使用頻率」高於低家庭社經地位學生。 （三）不同家庭社經地位學生在「資訊學習之環境氛圍」方面無差異。 （四）不同家庭社經地位學生在「學校電腦軟硬體設備使用頻率」方面 無差異。 三、不同城鄉別、家庭社經地位之學生，在「電腦知識」與「資訊學習之環境氛圍」等方面有差異。 （一） 家庭社經地位對「電腦知識」的影響視城鄉別而定，在城市，社經地位的影響不顯著，但是在鄉村，低社經學生的「電腦知識」特別弱。 （二） 家庭社經地位對的「資訊學習之環境氛圍」影響視城鄉別而定，在城市，社經地位的影響不顯著，但是在鄉村，低社經學生的「資訊學習之環境氛圍」特別弱。 四、學校數位化程度對學生資訊素養有影響。 學校數位化程度對學生「電腦知識」、「資訊學習之環境氛圍」、「學校電腦軟硬體設備使用頻率」等方面有正面影響，但是學校數位化程度對「家庭網路使用頻率」方面沒有影響。 根據上述研究發現，學校城鄉差距與學生家庭社經地位對數位落差之影響，表現在「硬體品質」、「資訊經費來源」、「網路化程度」、「數位接近機會」、「電腦知識」及「家庭網路使用頻率」等六方面。 / The purpose of this study was to explore the digital divide between urban and rural areas and among Socio-Economic classes. A questionnaire about digitized state of schools was administered to 57 public junior high schools, while a questionnaire about expertise of information technology was administered to 744 students randomly selected from those 57 schools. Results showed that urban schools got better scores than rural schools among many aspects, including quality of hardware, financial support, use of internet, and availability of information equipments. In addition, students with higher socio-economic status have better knowledge about information technology and higher frequency of internet use at home than students with lower socio-economic status. Besides, urban students also obtain better knowledge about information technology and have more opportunities of using school’s and family’s information equipments than rural students. Interaction effects showed that rural students with low socio-economic status are in the most impoverished situation of the current digital society. In light of the above conclusions, it was suggested that more government’s financial supports should be allocated to rural schools and especially to rural students with low socio-economic status. Keywords: urban and rural areas, socio-economic status, digital divide, junior high school, information technology expertise.