研究目的：本研究使用共通信念模式，以瞭解第二型糖尿病患者持有的疾病表徵對自我照護行為的預測關係。過去的研究顯示，糖尿病患者的「控制」表徵能夠有效預測患者的自我照護行為和糖化血色素值；也就是，患者相信疾病能被控制的程度愈高，在自我照護行為的表現愈好，糖化血色素值愈低。但是，「結果」表徵與「情緒」表徵無法顯著一致的預測患者的自我照護行為。透過回顧與健康行為相關的理論發展與文獻，考量慢性疾病的自我調節歷程中，除了疾病表徵以外，還需要納入與自我意識有關的人格特質。為此，本研究目的有四:(1)先檢驗在台灣糖尿病患者的疾病表徵建構，是否與國外使用疾病共通信念模式的研究結果一致，有相同的因素結構。(2)檢定台灣第二型糖尿病患者，其持有的疾病表徵對自我照護行為與血糖控制的預測，是否與Harvey和Lawson(2009)的研究結果一致。(3)評估糖尿病患者的人格特質對自我照護行為與糖化血色素值的影響。(4)探索第二型糖尿病患者反芻反思特質，在疾病表徵影響自我照護行為上的調節效果。 研究方法：本研究以立意取樣的方式，邀請新竹某教學醫院門診的第二型糖尿病患者為受試。排除漏答與亂填者，共有142位符合資格的受試者；每位受試者皆需完成受試者同意書、背景資料、糖尿病自我照護量表、疾病表徵問卷與中文版反芻反思量表。根據研究目的，以階層回歸和羅吉斯回歸分析等統計方法進行假設考驗。 研究結果：(1)臺灣第二型糖尿病患者的疾病表徵結構與國外患者相似，共包含：「認同」、「病因」、「時間感急慢性」、「時間感循環性」、「結果」、「情緒」和「控制」表徵。(2)研究結果與Harvey和Lawson(2009)的研究結果一致，「控制」表徵可以顯著預測整體自我照護行為和糖化血色素值。(3)第二型糖尿病患者的反芻反思特質，無法單獨預測自我照護行為與糖化血色素值。(4) 第二型糖尿病患者的反芻反思特質會與病表徵產生交互作用，共同調節各種自我照護行為的表現。 結論：本研究資料與其他使用共通信念模式的研究資料一致，亦即控制表徵能預測自我照護行為和糖化血色素值。此外，本研究發現，不同自我照護行為會受到疾病表徵與反芻或反思特質的交互作用而影響。由於，增加自我照護行為的執行度，是目前糖尿病治療與衛教的首要目標。建議未來從事糖尿病照護的實務工作者，能提供疾病表徵與反芻反思特質的專業心理評估；以協助建立個別評估與個別介入的個別化治療方案，進而提高患者在自我照護行為的執行度、增加臨床治療的效果。 / Background and Aims. It is increasingly being used to understand and predict individuals' coping with and subsequent self-care of chronic illness is Leventhal and colleagues' the common sense model. This model postulates that it is the individual's illness representation is the proximal determinant of coping behavior. The role of personality in determining self-care behavior has been relatively ignored, possibly because of the lack of convergence in concepts and measures. Due to the lack of research in the area of interest, the present study attempt to resolve this issue. We investigated, (a) using subjects of Type-II diabetes in Taiwan, are the results of present study similar as others studies directed by common sense model to identify the factors of illness representation, (b) discussing the influences of illness representation to self-care behavior and glycemic control (HbA1c); like as Harvey and Lawson(2009)’s study, (c) assessing whether traits of normal personality are associated with variations in self-care behavior and glycemic control in patients with type 2 diabetes, (d) examining whether personality moderate the relationships between illness representations and self-care behavior. Methods. Patients were eligible if they had Type 2 diabetes, were aged 20 years or more at diagnosis. Before we collect data, a physician will invite patient to enter the study. Patient want to join this study, they be giving an informed consent and be asked to complete four questionnaires. A total 142 patients completed the demographic survey ( age, educational level, diabetes duration et al.), Diabetes Self-Care Scale, the Revised Illness Perception Questionnaire(IPQ-R), the Chinese version of Rumination- Reflection Questionnaire. Analysis were concluded using multiple regression analysis, logistic regression and so on. Results. The results revealed that: (1) as our hypothesis, the structures of the IPQ-R in type 2 diabetes in Taiwan were similar as other foreign studies directed by common sense model. (2) Control representation can induce main effect on self care behavior. Higher control representation was significantly positive associated with self care behavior, and it was significantly negative associated with HbA1c. (3) Self reflection and self rumination were inconsistently associated with self care behavior and HbA1c. (4) Personality moderated the relationships between illness representations and self-care behavior. Conclusions. This study supports the Common Sense Model (CSM) of illness representation when considering type 2 diabetes in Taiwan. Based on our results, we found personality traits may offer new insights in to variations in self-care in patients with type 2 diabetes undergoing standard management. Personality refers as self-reflection and self-rumination which moderated the relationships between illness representations and self-care behavior. Therefore, CSM could become the theoretical framework for psychological interventions in type 2 diabetes. Furthermore, according to the study result, we suggested the practitioners paying attention to the different interaction when representation and personality are together in diabetes’ each self-care behavior.

本研究目的在瞭解大學生的人際依附風格、愛情信念與關係衝突因應策略彼此間之關聯性。研究對象為856位北部大專院校通識課或相關課程的大學生。本研究使用「人際依附風格量表」（安全型依附、焦慮型依附、忽略逃避型依附、害怕逃避型依附）、「愛情信念量表」（發展信念、命運信念）與「關係衝突因應策略量表」（表明因應、忠誠因應、忽視因應、離開因應）為研究工具，所得資料先以驗證性因素分析與Cronbach’s α分析「愛情信念量表」與「關係衝突因應策略量表」之信度與效度，再以描述性統計、獨立樣本單因子多變量變異數分析、皮爾森積差相關與典型相關進行正式資料分析，主要研究結果如下： 一、 大學生的人際依附風格以「安全依附」的傾向較高；愛情信念中較傾向有「發展信念」；關係衝突因應策略較傾向採用「表明因應」。 二、 女性在「害怕逃避依附」、「發展信念」之得分高於男性；男性在「忠誠因應」、「忽視因應」及「離開因應」之得分高於女性。目前有交往對象者在「安全依附」、「發展信念」與「表明因應」的傾向較高；曾經有交往對象者在「安全依附」、「命運信念」、「忠誠因應」、「忽視因應」與「離開因應」的傾向較高；未曾有交往對象者在「焦慮依附」、「忽略逃避依附」、「害怕逃避依附」、「命運信念」、「忠誠因應」、「忽視因應」與「離開因應」的傾向較高。 三、 人際依附風格、愛情信念與關係衝突因應策略三組變項間有三組典型相關存在：1.「安全依附」和「發展信念」愈高，則其「表明因應」愈高，「忽視因應」與「離開因應」愈低；2.「焦慮依附」、「害怕逃避依附」和「命運信念」愈高，則其「忠誠因應」與「忽視因應」愈高；3.「安全依附」與「命運信念」愈高，則其「表明因應」與「離開因應」愈高。 根據以上研究發現，本研究提出進一步的討論，並提供愛情/婚姻教育與諮商實務工作上之建議及未來之研究方向。 關鍵詞：愛情關係、人際依附風格、愛情信念、關係衝突因應策略 / The purpose of this study is to examine the relationship among attachment style, love beliefs, and conflict-coping strategies in relationship. 856 college students who located in Northern Taiwan were selected as subjects. The data was collected from the inventory of attachment style (secure attachment, preoccupied attachment, fearful-avoidant attachment, dismissing-avoidant attachment), love beliefs (growth belief, destiny belief), and conflict-coping strategies in relationship (voice coping, loyalty coping, neglect coping, exit coping). The confirmatory factor analysis and Cronbach’s α were used to analyze the reliability and validity for both love beliefs and conflict-coping strategies in relationship. The descriptive statistics, multivariate analysis of variance, pearson’s correlation and canonical correlation analysis were used to complete the full analysis. The major findings are presented as follow: 1. Most of college students (in our sample) are secure attached, growth belief in love, and use voice conflict-coping strategies. 2. The dismissing-avoidant attachment, and growth belief of female college students are higher than that of the male college students, The loyalty coping, neglect coping, exit coping of male college students are higher than that of the female college students, The college students who currently in a relationship tend to have higher score in secure attachment, growth belief, and voice coping, The college student who has boy/girl friend before tend to have higher score in secure attachment, destiny belief, loyalty coping, neglect coping, exit coping, The college students who never had boy/girl friends tend to have higher score in preoccupied attachment, fearful-avoidant attachment, dismissing-avoidant attachment, destiny belief, loyalty coping, neglect coping, exit coping. 3. There were three significant canonical correlation between attachment style, love beliefs, and conflict-coping strategies in relationship. First, higher secure attachment and growth belief were associated with higher voice coping and lower neglect coping and exit coping. Second, higher preoccupied attachment and dismissing-avoidant attachment were associated with higher loyalty coping and neglect coping. Third, higher secure attachment and dismissing-avoidant attachment were associated with higher voice coping and exit coping. The implications of this study for love/marriage education and counseling worker, along with future research suggestions, are discussed herein. Keyword: love relationship, attachment style, love beliefs, and conflict-coping strategies in relationship

異質信念(Heterogeneous beliefs)修正傳統資產定價理論中同質信念(Homogeneous beliefs)的基本假設，探討投資者間所持有的不同資訊，以及對於資訊的不同參考程度，如何影響資產定價。 本文試圖以Banerjee(2008)的模型，估計出臺灣投資者對於台灣各家公司股票的價格參考密度；並且透過外部研究者的預測作為市場不同信念的代理變數，探討異質信念對於臺灣股市交易的價量影響。 經由實證結果發現，在台灣的股市交易市場上，當市場的資訊流通速度愈快，投資者對公開資訊的參考密度愈低，投資者愈易依賴自己所持有的私人資訊。當投資者的行為決策將愈顯紛歧時，對交易量和報酬率的影響皆為正。 / Heterogeneous beliefs, which revise the basic assumption of traditional asset pricing theory- Homogeneous beliefs, study the impact on asset pricing by different information owned and referred by investors. I use the model derived from Banerjee(2008)to estimate the degree how Taiwan investors will take into account stock prices when they make investment decisions. Also, I study how heterogeneous beliefs of investors influence stock prices and trading volume in Taiwan stock market, using predictions of external researchers as a proxy variable of dispersion in beliefs. The empirical results show that the degree which investors take into account prices will be lower when a faster information flowing speed exists in Taiwan stock market. When investors rely more on their private information, their investment decision will become much diversified. Dispersion in beliefs has a positive influence on stock trading volume and return.

本研究的主要目的在探究以想法為中心的教學設計對大學生學習歷程與知識信念的影響。本研究透過知識論壇 (Knowledge Forum，KF) —一個以知識翻新（knowledge-building）教育理念為核心所建立的數位學習平台—來記錄學生的學習歷程。研究設計採個案研究法，以一個班級為研究單位，藉由多元資料的蒐集，以深入瞭解知識翻新教學對大學生在學習歷程上的影響。研究對象為某大學修習「生活科技概論」課程之22位學生。 資料來源包括：(1) 知識論壇上的學習筆記(note)—即學生整學期在知識論壇平台上的貼文與對話記錄；(2) 期末科技成品與影音記錄—即課程中學生所設計科技產品的期末發表; (3) 期末反思—即學生的期末學習心得; (4) 知識信念問卷(Chan & Elliott, 2004)的前後測資料。 本研究依據資料分析結果提出以下三點主要結論: (1)協作式的知識共構活動可以幫助學生跳脫傳統以個人為中心的學習方式，並進而以集體想法交流的形式來共構知識；(2) 從學生在科技產品上的創意表現可知，學生已逐漸能體認到知識是可以被創造的，人人都有能力創造知識；(3) 學生經過一學期的知識建構過程後，在知識信念上也有部分轉變，特別是在「天賦能力」的面向上，傾向學習能力並非天賦且不可改變的觀點。 根據上述結論，本研究在教育實務上提出以下三點建議：(1) 教師應多運用想法中心的教學設計，以培養有自主想法的學生，並藉此激勵學生積極參與學習社群中的知識共構活動；(2) 教師應將知識創造的能力視為學生學習的關鍵能力，以培養學生面對未來職場所需的競爭力；(3) 師資培育機構應注重師資培育生在知識信念上的發展，並協助其養成更具建構取向與學生中心的教學信念。 關鍵詞：想法中心、電腦支援協作學習、知識翻新、知識信念、主動學習 / The purpose of this research was to investigate the effects of idea-centered education on college students’ learning progress and change in epistemological beliefs. An online collaborative knowledge-building environment—Knowledge Forum (KF)—was employed in this study to document the process of students’ idea generation and development, as well as their belief change. This study employed a case-study design, using a college class as a unit for investigation, with multiple datasets collected to understand how knowledge building might affect students’ learning process and outcome. Participants were 22 students (16 females and 6 males) who took a course titled “Introduction to Living Technology” in a university, Taiwan. Major data sources include: (1) Students’ online discourse recorded in a KF database; (2) Students’ final presentations about the technology products they designed (the presentations were videotaped); (3) An open-ended survey employed to elicit students’ reflection on what they did and learned from this course; (4) A belief questionnaire, adopted from Chan & Elliott (2004), which was administered in the beginning and at the end of the course. There were three main findings: (1) An idea-centered approach was found helpful for students to move away from individual-based learning to taking more collective responsibility in their knowledge advancement. It was found that with support of KF, students were able to engage in continuous idea exchange and improvement; (2) As evidenced in students’ performance on the design of creative technology products, it was suggested that students have gradually realized that knowledge can be created and that all humans has potential to create knowledge; (3) After doing knowledge-building for a whole semester, the participating students also shifted their’ beliefs to become less inclined to believe in inborn ability as a fixed quality. Building on the findings, this study made the following suggestions: (1) To foster student capacity for more autonomous learning and collaborative knowledge building, teachers should try to encourage students to work with ideas and to engage them in sustained idea improvement; (2) Teachers should regard knowledge creation as a key ability that students need to acquire in order to face the competitive workplace in the future; (3) Teacher education programs should pay attention to the development of students’ epistemological beliefs, and to help student develop a more constructivist-oriented and student-centered teaching beliefs. Keywords: idea-centered, CSCL, knowledge building, epistemological beliefs, active learning

在知識急速進步與變動的時代，知識共享與共構是未來的新趨勢。傳統師資培育偏重理論與知識傳遞的教學方式，固然有其優點，但面對未來知識社會的挑戰，師培課程也需要不斷進行反思與改進。為了改善傳統偏重知識傳遞的教學模式，本研究嘗試運用知識翻新(knowledge-building)理論於師資培育課程，並使用知識論壇平台(Knowledge Forum©)作為本課程的線上輔助學習環境。研究目的在讓師培生於課堂中實際進行體驗教學，並利用教室與線上知識論壇的學習環境進行大量教學反思，以期能幫助師培生發展更多元創新的教學信念，並且實踐於教學活動中。 研究對象為修習國民小學自然科教材教法的28位師資培育生，以個案研究法進行資料的蒐集和分析，資料包括：(1)整學期師培生在知識論壇平台上的互動與對話--使用知識論壇分析工具(Analytic Toolkit, ATK)計算學生於知識論壇平台進行知識建構的互動次數，亦使用社會網絡分析軟體(social network analysis)分析閱讀與回文訊息的流通情況，最後透過知識論壇學生的實際貼文內容，呈現師培生在平台上的互動情形；(2)師培生試教結束後在知識論壇的教學回饋內容--透過對教學回饋品質與教學回饋信念的質性編碼和兩階段相依樣本t考驗進行分析；(3)期初與期末的自我檢核表問卷--以質性分析軟體Nvivo進行開放式編碼，依據師培生對於問題的陳述內容進行編碼和兩階段相依樣本t考驗；(4)期初與期末的教學本質問卷--以質性分析軟體Nvivo進行編碼，依據師培生對開放性問題的陳述內容進行編碼和兩階段相依樣本t考驗；(5)期末試教反思問卷--計算師培生在試教活動中，教師中心與學生中心活動所佔時間的百分比，進行兩階段相依樣本t考驗，並根據師培生在教學設計、教法、教材和評量的反思內容，以貼文為分析單位，進行編碼和描述性統計。 研究結果顯示：(1)使用知識論壇平台有助師培生進行線上知識分享與自我反思；(2)透過知識翻新學習可以幫助師培生改進教學的回饋品質；(3)經由知識翻新學習讓師培生進行自我反思，可以幫助教學實務知識的發展；(4)經由知識翻新學習可以幫助師培生建立主動學習的教學信念；(5)讓師培生經由實際體驗教學與省思後，需要有更長的時間進行信念的內化，才能有效幫助師培生教學信念的實踐。 根據本研究結果，提出以下幾點建議供未來師資教育之參考：(1)教師可善用數位學習平台（如知識論壇）以輔助教學，促進學生想法的分享和改進；(2)營造開放自主的師資培育環境，可以建構多元的教學信念；(3)師資培育課程應提供更多實際體驗教學的機會，讓師培生檢視自我如何將教學信念付諸實踐；(4)課程革新應進一步思考如何促進教師教學信念與課程理念間的聯結，以協助教師在教學現場有效的落實課程。 / We are entering into a knowledge age, during which knowledge changes rapidly; accordingly, sustained knowledge sharing and constructing is essential. Although the traditional teacher education--that tends to emphasize more of the learning of educational theory than practical knowledge--has its advantage, teacher educators still need to reflect on and improve teacher preparation approaches continuously in order to face the challenge in the knowledge society. To this end, this study employed knowledge-building theory and Knowledge Forum© technology in a teacher education course. The purpose of this study was to help teacher-education students develop more informed science teaching beliefs by guiding them to effectively practice their teaching in classes, and to discuss and reflect on their teaching both in class and online. Participants were 28 teacher-education students who took a course about science teaching. Data sources (and analysis) mainly came from: (1) Teacher-education students’ interaction and discourse on Knowledge Forum (KF) (using the Analytic Toolkit to calculate the students’ frequency of activities on the KF platform; then, social network analysis was used to analyze the betweenness centrality and network density. Finally, examples of teacher-education students’ notes was analyzed to understand the interaction of teacher-education students in the KF platform); (2) Teacher-education students’ teaching feedback posted in Knowledge Forum (based on students’ answers, quantitative analysis was performed by means of paired-sample t tests); (3) An open-ended questionnaire that surveyed teacher-education students’ practical knowledge at the beginning and the end of semester was coded using key concepts as unit of analysis (quantitative analysis was performed via paired-sample t test); (4) A questionnaire with 6 open-ended questions that surveyed teacher-education students’ teaching beliefs at the beginning and the end of the semester was coded (quantitative analysis was performed via paired-sample t tests); (5) A questionnaire that surveys teacher-education students’ reflection on teaching practices (analysis was done by calculating the percentage of time on teacher-centered and student-centered teaching/learning activities using paired-sample t tests; and in addition, students’ texted answers were analyzed qualitatively). The results showed that: (1) using Knowledge Forum was helpful for teacher-education students’ sharing of their knowledge and reflection on their teaching; (2) Engaging in knowledge building could help improve teacher-education students’ teaching feedback quality; (3) Engaging in knowledge building could help teacher-education students’ development of their practical knowledge; (4) After engaging in knowledge building for a semester, teacher-education students developed more constructivist-oriented learning beliefs; (5) It was time-consuming to help teacher-education students develop more informed teaching beliefs. Building on the results, this study made the following suggestions: (1) Teachers should make good use of online learning platforms (e.g., Knowledge Forum) to facilitate students’ idea sharing and improvement; (2) Teacher education programs should help foster an open learning environment, in order to foster the development of multiple teaching beliefs; (3) Teacher education programs should provide teacher education students with more opportunities for teaching practice and for reflection on their teaching beliefs; and (4) Curriculum reform should try to better relate curriculum development and teachers' beliefs development.

本研究旨在探討我國生醫產業公開說明書之資訊揭露程度對初次公開發行 (IPO, initial public offering)定價效率及次級市場投資人信念異質性程度之影響。當初級市場認購人間資訊不對稱程度越大時，IPO價值之事前不確定性越高。為均衡各交易參與者之利益，發行人與承銷商將主動提升公開說明書之資訊揭露程度，以制定適當的IPO折價幅度、維持承銷商合理的承銷風險與報酬，並協助認購人適切評定IPO之價值。異質信念觀點強調次級市場投資人對企業價值看法之歧異程度越大，將導致IPO蜜月期報酬之異常現象。本研究預期若無形資產密集度越高，IPO事前不確定性越大，則IPO折價幅度越大，並預期公開說明書之資訊揭露程度將改變無形資產密集度對折價幅度之影響程度。此外，本研究預期，生醫產業IPO案件之無形資產密集度、公開說明書之資訊揭露程度及者配售情形均可能影響投資人信念異質性，進而影響掛牌初期之成交價量表現。 本研究參考國外證券主管機關之無形資產資訊揭露規範，自行建立資訊揭露指標，系統性地衡量我國生醫產業公開說明書之資訊揭露程度，並以多元迴歸分析檢測假說。實證結果顯示，我國生醫產業IPO案件之無形資產密集度對IPO折價幅度存在顯著正向影響；公開說明書之資訊揭露程度改變無形資產密集度對折價幅度之影響程度；發行人之無形資產密集度、公開說明書資訊揭露程度及初級市場配售情形皆影響掛牌初期之投資人信念異質性及價格震盪幅度。研究結果證實公開說明書之資訊揭露提供預期效益，及初級與次級市場間之資訊相互流通、交易行為相互連動之關聯性。 / This research examines how the disclosure level of prospectus influences the efficiency of IPO (initial public offering) pricing in the primary market and the degree of divergence of opinions in the secondary market. The literature of IPO underpricing suggests that ex ante uncertainty due to information asymmetry has a positive impact on IPO discount and voluntary disclosure of prospectuses may reduce the uncertainty level. This research hypothesizes that, for biotechnology companies, a greater disclosure level of prospectuses would lower the impact of intensity of intangibles on IPO discount. Further, this research hypothesizes a relation between the pricing efficiency in primary market and the level of divergence of opinions in secondary market. The empirical results from regression analyses of hand-collected data show that, for biotechnology IPOs, the disclosure level of prospectuses reduces the impact of the intensity of intangibles on IPO discount. In addition, the intensity of intangibles, disclosure level of prospectuses, and trading behaviors in the primary market have an effect on the degree of divergence of opinions in the secondary market. In sum, this research evidences the expected benefits of the increased level of voluntary disclosure of prospectuses for biotechnology IPOs.

本研究旨在探討實習課對職前華語文教師教學信念與教學行為之影響，以某國立大學華語文教學碩士學程二年級的七位台籍學生為研究對象。首先，教學信念之探討係透過質性訪談、試教後的反思札記、及修改前後之教案等相關資料進行分析；其次，教學行為的探討則以剖析職前華語文教師試教錄影檔案中的行為表現為主；最後，再進行交叉比對，以探究教學信念與教學行為之間的關係。主要研究問題為：第一，實習課如何影響職前華語文教師教學信念(共分為教學方式、師生角色、課程與教材、教學任務四個面向進行探討)？第二，藉著實習課錄影檔案，探究職前華語文教師的具體教學表現行為為何？第三，教學信念及教學行為之間的關係為何？分析方式則是藉由Nvivo 統計分析軟體編碼以質化方式分析教學信念，其次以量化方式分析教學行為，然後再以紮根理論方式探討教學信念與教學行為間的關係。 研究結果顯示：(一)本個案中的教學實習課對職前華語文教師所形塑之教學信念較趨向效能取向; (二)本個案中的教學實習課對職前華語文教師教學行為之影響主要為提高其以學生中心方式教學的比例; (三)本個案中的職前華語文教師之教學信念與教學行為間的關係並非完全一致，而是呈現出些微相異處；(四)整體而言，教學實習課有助於職前華語文教師增進教學專業能力，亦其助其瞭解學習者特性知識與教育現場所需的脈絡知識。最後，根據研究結果，本研究提出相關建議供未來華語文師資教育之參考。 / This case study aims to understand how teaching practicum might impact pre-service teachers’ teaching beliefs and teaching practices. Participants were seven Taiwanese Chinese language pre-service teachers who were in their 2nd year of graduate study and they were from the Department of Teaching Chinese as Second Language at a national university in Taiwan. To implement, firstly, this study analyzed pre-service teachers’ teaching beliefs using qualitative interviews, reflective teaching journals, and their teaching plans and other relevant information. These data were coded by using Nvivo statistical software. Secondly, this study analyzed pre-service teachers’ teaching practice using their videotaped records. Lastly, this study made use of all above collected data in a more integrated manner to analyze the relationship between pre-service teachers’ teaching beliefs and their teaching practices based on grounded theory. The main findings of this study include the following: (1) After teaching practicum, the teaching beliefs of the participating pre-service teachers became more efficiency-oriented; (2) After teaching practicum, the teaching practices of the participating pre-service teachers became more likely to perform more student-centered teaching; (3) It was found that the relationship between pre-service teachers’ teaching beliefs and teaching practices was not fully consistent; (4) Overall, it was found that teaching practicum employed in this course not only enhanced pre-service teachers’ professional teaching ability but also equipped them with more knowledge of learners, as well as learners’ characteristics, and more knowledge of educational contexts. Based on the findings, three suggestions for cultivating more effective Chinese language pre-service teachers were made.

筆者在這篇論文中所要說明的是：慈善原則（Principle of Charity）在戴維森（Donald Davidson）詮釋理論中的必要性。 在本篇論文中，筆者並不刻意的採取支持或是反對的立場。筆者所要做的是，以戴維森的角度著眼，並進而探討為什麼對於戴維森而言，慈善原則是其詮釋理論中一個極為重要的主張，並且，是一個無法避免的一個預設。在此，我們將說明此原則所涉及的實質內容與作用是什麼，以及戴維森是如何證成此原則的。 嚴格的來說，慈善原則並不是一個單一的主張，而我們是無法以一個簡單的主張或內容界定之。雖然這個原則無法以一個簡單的主張或內容來含括說明，但是，它的內容至少必須是「假定言說者的信念大體上是真的，並且是與詮釋者的（基本）信念是相一致的。」 慈善原則在戴維森的詮釋理論中不僅僅對我們的經驗做出某些要求，而且此原則還是一個先驗的原則。它所涉及的範圍包括了我們的信念、欲望、意義以及行動的部分。 從詮釋理論的角度來看，慈善原則所允許的是，在不同的語言之間者，我們依然能夠進行了解以及溝通的工作。這個原則所要求的是，我們必須將我們的詮釋對象視為大體上與我們的理性是相一致的。換而言之，詮釋者必須假設與被詮釋者之間，擁有基本的理性模式。在這個先驗原則的要求與限制下，包含了一個對詮釋理論的限制，而其所依據的亦即是慈善原則。 在本篇論文的鋪陳上，將分為三個章節來說明其所主張的觀點。筆者希望能夠透過上述各個章節的鋪陳，而展示出慈善原則在戴維森的詮釋理論中為什麼是不可避免的預設，以及這個主張的實質作用為什麼涉及了信念、欲望、意義以及行動的部分。最後，我們將以「三角測量隱喻」（triangulation metaphor）初步的證成此原則。首先，要知道的是，我們可以把戴維森的詮釋理論視為是真理理論，意義理論以及行動理論相互連結的理論，此三個要素在戴維森的詮釋理論是相互依存但卻不同的詮釋要素。我們將在第一章的討論內容中說明真理理論與意義理論的部分。在此，將可以看到戴維森的詮釋理論是由語意的形式結構把握語言的意義，並採取外延（extension）的進路表明公共且客觀的世界是個人信念和語言的主題所在； 而在第二章以及第三章的內容說明中，其所關連到的是意義理論以及信念理論的部分。同時，這亦即是是本篇論文所要處理的重點-----徹底詮釋的討論。在這部分的討論上，戴維森訴諸意義的經驗證據，他認為信念內容和語言意義得根據共同生活的人的思想內容、意向性行動等等。

本研究旨在探討以英語為國際語 (English as an International Language) 之理論將如何影響高中英語教師之教學信念的想法(reflection)與改變(transition)。本研究探討的主要議題，包含了英語的所有權(ownership)、英語標準(standard)與英語的相互理解(intelligibility)，教師對個人形象(self-image)與個人認知(identity)，以及英語發音教學等議題。 本研究的研究對象為三位高中英語教師，採質性研究進行資料收集，包含一次訪談、兩次讀書會研討以及一份問卷。首先，為要探討研究對象對以英語為國際語之理論的認知，採用訪談與問卷進行研究。之後，又進行了兩次讀書會研討，研究對象對其理論有更近一步認識以進行反思與討論，最後用同一份問卷比較研究對象的教學信念是否產生變化。 研究結果顯示研究對象的教學信念並沒有因為對其理論有更近一步的認識後而有所改變。然而，他們對其理論之議題的反思卻深化了對本研究之詮釋深度。在探討其理論之議題時，研究對象也清楚的說明了為何不能接受此理論之因素。 研究最後提出研究總結、教學之建議，及未來進一步研究可行之方向。 / This study investigates how the infusion of the EIL (English as an International Language) ideology might contribute to the transition of and the reflection from the English teachers in the senior high school. The targeted infusion includes several major issues in the EIL ideology: the ownership of English, the standard and the intelligibility of EIL, the self-image and identity issues, and the EIL phonology teaching beliefs. A qualitative research is conducted to collect data from three English teachers in a senior high school. One interview, two study group meetings and one questionnaire were utilized in the study. In the beginning, the interview and the questionnaire were applied so as to discover the subjects’ knowledge about the EIL ideology. The study group meetings later were held to serve as the infusion of the EIL ideology in the research. After the meetings, the same questionnaire was used again to demonstrate whether the transition occurred in the research. The results show that no obvious transition of the EIL ideology occurs before and after the infusion. However, the reflection of the three subjects provides richness and depth of interpretation for the study. In the discussion of the major issues of the EIL ideology, the subjects articulate factors of their low degree of acceptance of the EIL ideology in class. Lastly, summary of the study, pedagogical implications, and suggestions for further research are provided.

本研究的目的在整合現今較受重視的認知取向憂鬱理論，探討其因果機制及重要變項，以架構出較折衷的認知性憂鬱因果模式，並以結構方程式模式技術予以驗証。 　　文中共探討了Abramson的無望感理論、Bandura的自我規範論、Beck的自我基模論、Becker的自我貶低論、Ingram自我焦注論、Rehm的自我控制論、Seligman的無助感理論，共歸納出負向事件知覺、因應信念、負向自我基模、自我評估知覺、逆境歸因、個人歸因、無望感、自尊感、認知性憂鬱等九個潛在變項。 　　研究過程中首先分析了不同性別及憂鬱程度的受試者在各個測量變項上的差異情形，並以兩階段的方式進行了理論模式的適配性考驗，再針對考驗結果進行討論，形成進一步的假設，並提出理論架構、研究方法、實際應用上的建議，最後說明本研究面臨之限制，以及後續研究可改進方向。 　　下面是本研究主要的研究結論： 　　一、女性大學生較男性大學生的憂鬱程度為高，且具有憂鬱現象的人數也較多；男性則在個人自我意識上較女性強。 　　二、高憂鬱組在偏差態度、過度類化、完美主義、特質歸因、無望感上都較低憂鬱來得高；在問題解決信念、成功預期、自我概念、自尊感上都較低憂鬱組來得低。 　　三、因果模式中被支持的因果關係如下： 　　　（一）負向事件知覺對負向自我基模具有正向的因果關係。 　　　（二）自我評估知覺對因應信念具有正向的因果關係。 　　　（三）因應信念對負向自我基模具有負向的因果關係。 　　　（四）負向自我基模對逆境歸因其有正向的因果關係。 　　　（五）負向自我基模對個人歸因具有正向的因果關係。 　　　（六）因應信念對逆境歸因具有負向的因果關係。 　　　（七）因應信念對個人歸因具有正向的因果關係。 　　　（八）逆境歸因對無望感具有正向的因果關係。 　　　（九）無望感對自尊感具有負向的因果關係。 　　　（十）負向自我基模對認知性憂鬱具有正向的因果關係。 　　四、以八個潛在變項對高低憂鬱組對行區別函數分析，結果正確率達89.61%，其中以無望感、自尊感、逆境歸因、個人歸因等四個變項最有區辨力。 　　五、以探索性因素分析發現，負向歸因風格可區分為三個向度：內在（影響內在歸因、特質歸因、控制歸因）、穩定歸因（影響穩定歸因及控制歸因）、概括歸因；在穩定歸因與概括歸因之間存有正相關。 / Purpose of this thesis was to integrate several depression theories which are mainly focusing on cognitive approach, to argue for the causes-result mechanism of depression and to find the improtant varibles related to depression develepment. the author also wanted to construct prosper frame of cognitive depression. There are seven theories including Abramson's hopelessness theory, Bandura's self-regulation theory, Beck's self-schema Becker's self-degorate theory, Ingram's self-focusing theory, Rehm's self-control theory, and Seligman's helplessness theory was discussed in this thesis, and nine important varibles including depression, negative event perception, coping belief, self-appraival perception, negative self-schema, personal attributional style, aversive attributional style, low