University of Macau / Faculty of Education

University of Macau / Faculty of Social Sciences and Humanities / Department of Government and Public Administration

University of Macau / Faculty of Social Sciences and Humanities / Department of Government and Public Administration

教育政策形成過程中的政治影響向來被視為重要的因素，但是是否重要成為主導力量卻甚少有系統性的研究。本研究使用多重個案的研究設計方式，一方面研究範圍擴大為兩類型（一般性質與統獨性質）五個案（教育基本法、教育經費保障、常態編班、開放大陸學歷、拼音政策）的重大教育政策，另一方面將五項個案運用共同一致的觀察指標（政策論述框架、自主性、動員性與聯盟性）以作為比較的基礎。以此兩項前提下，試圖實證整體教育政策研究上，政治因素對教育政策的涉入，提供較為系統性與完整的結論。 在一般的教育政策上，代表政治因素與考量的政治框架，則從沒在任何一項政策各案中成為運用最多的論述內容。但是在統獨性質的教育政策上，政策的產生的確深受政治因素為最多的考量。 在自主性上，一般性質的教育政策中利益團體的自主性相較於政黨與教育行政機關是相當高的，但是在統獨性質的教育政策上，利益團體的自主性卻不如政黨與行政機關。 在動員性方面，一般性質的教育政策，較常處於行政機關（特別是主管教育事物的中央教育部），被動地面臨單方或多方的利益團體的壓力，利益團體間也不見得總是全面合作，而是也存在著角力與對抗的過程。至於統獨性質的教育政策則是十足的反映出由於政治上各政黨對於統獨意見的分歧，使得統獨教育政策的結果主要是在政黨對抗的情況下產生。 綜合以上研究結果顯示，教育政策的互動過程的確因為政策性質的不同而有不一樣的互動型態。證實了相較於一般性質的教育政策，統獨性質的拼音政策與大陸學歷開放政策的形成過程，的確在各指標上都顯示有較高的政治決定因素。

本質性個案研究旨在從三位歐美外籍留學生的視角了解他們的華語文學習信念，探討他們在台灣留學期間所處的社會文化環境如何改變他們的語言學習信念，以及台灣作為華語文環境所能提供的機會與挑戰。本研究主要透過深入訪談（In-depth Interview），邀請三位來台留學半年至一年的歐美華語文學生敘述自身語言學習歷程，包括他們的個人華語文學習背景、來台緣由與期待、在台華語文學習歷程及信念。歷時半年四次的定期訪談均被錄音，經謄錄為逐字稿、重現（reconstruct）個別故事樣貌後，再依Lieblich等人（1998）提出的敘事分析方法，以整體——內容（Holistic-content）和類別——內容（Categorical-content）之邏輯整理成個別個案，並作為後續跨個案分析的資料依據。結果發現，研究參與者從華語為外語（Chinese as Foreign Language）學習環境，到台灣華語文為第二語言（Chinese as Second Language）學習環境的不同學習階段裡，他們的華語文目標、期待和能力不斷地與社會環境互動，而互動所產生的結果足以鞏固或動搖其舊信念。來台前，研究參與者過往的語言學習經驗和成長環境對於外語學習的觀點，無形中都型塑了他們的華語文學習信念。來台後，他們經歷固有的信念和實際與母語者交際情況之間的落差，衝擊了他們原有的信念，而且覺得自身的華語文使用者身份及所付出的努力難以受當地母語者社交圈之認同。此外，研究參與者的留學經歷也反映出台灣作為華語文學習場域的一些情況，既當他們的華語文能力變強後，才有能力善用台灣華語文環境所提供的學習機會，當他們的華語文能力仍偏弱時，他們一般較難在非正式場域與母語者互動，或從中獲得學習機會，反而需依賴課堂環境為主的學習機會。最後，由於信念會隨著學習歷程波動及變化，面向多元，具動態特質，因此本研究建議未來可選擇某一項議題做更深入的研究，若採取類似BALLI研究信念橫斷面的工具時，還可加入情景及情感面向，探討信念歷時的直斷面。在教學運用上，華語文中心能著手處理外籍華語文學生的行前準備資料，加強對留學生有關語言學習進程的輔導，在師資培訓上也應該注意如何處理初出國留學生在語言學習適應上的調整，以減少留學生因學習期待落差而受到的衝擊。另外也建議常與學習者接觸的當地母語者接受跨文化交際的教育，雙方才能創造合宜的華語文學習環境，促進外籍留學生赴台學習華語文之發展與成效。 / This qualitative case study aims to look into Chinese language learning beliefs from the perspective of three Chinese learners from Europe and America and to explore how the Taiwanese social-cultural environment changes their language learning beliefs, as well as the affordance and challenge Taiwan offers to these international Chinese learners. Three students from Europe and America who have been learning Chinese in Taiwan from six to twelve months respectively are invited to the study and receive four in-depth interviews within six month. Their personal Chinese language learning experiences over the time are narrated and recorded. The data is then analyzed using Holistic-Content and Categorical-Content method proposed by Lieblich et al., (1998). The results shows that, at different learning stages, the interaction of the participants’ Chinese language goals, expectation and proficiency levels with social environment either reaffirms or shakes their beliefs. Before studying in Taiwan, the past language learning experiences as well as the prevailing view of their native community towards foreign language basically constitutes the beliefs of the participants. At the early stage of studying in Taiwan, the gap between their expectations and the actual communication experiences with local native speakers also has critical impacts on their beliefs. The participants would also find that their efforts to make themselves live as Chinese speakers are constantly challenged by the local native community. In this case, Taiwan and its social community as the field for learning Chinese actually provide more opportunities to the learners with higher Chinese proficiency. When proficiency is low, such as at the beginning stages of Chinese proficiency or upon arrival, the participants have great difficulty getting benefits from the target language community; their learning mainly happens in the language learning classroom. It is clear that language learning beliefs is dynamic, multifaceted, and fluctuate from time to time. The study suggests that, specific topic under the multilayered nature of belief should be focused in the future research. Social environments and emotions of students should also be included in BALLI. Finally, to promote the development and effectiveness of foreign students studying in Taiwan, stronger pre-departure briefing, orientation and counseling services are needed to facilitate language development. Teachers also need training on how to reduce the impact of crashed expectations of new foreign students. In addition, local people (i.e., native speakers) who often come into contact with the learners are recommended to develop intercultural communication skills in order to provide the learners with the best possible informal communication experience.

本研究旨在了解日本學生的語言學習信念變化，並找出哪些因素在台灣和日本的TESOL環境中影響學生的學習信念的形成和變化。不同於傳統基於問卷的調查，只針對某些固定的學生的學習信念特徵的研究，最近的研究更注重學習信念的動態變化過程。社會文化理論還強調，社會文化環境在學生的思考過程中具有中介的效果。本研究旨在了解日本學生的學習信念是如何受他們的學習經驗影響，而這些經驗在不同的環境如何影響他們的學習信念。本研究使用深度訪談收集資料，採用半結構式訪談每個月針對學生的學習經歷和信念進行一學期五次的資料蒐集。通過Liblich(1998)的方法整理出訪談資料的整體與分類的內容，本研究希望找出在台灣和日本學習語言的意識形態的不同，這些差異和參與者的語言學習信念之關係，以及在台灣的日本學生面臨何種語言學習機會和挑戰。 這項研究的結果是，三位參與者經歷了不同程度的語言學習信念轉變，同時形成新的學習信念。來台灣之前，參與者對於自己的英文能力的自信心高低不一，但他們都相信能夠透過海外留學加強英文能力。在台灣，由台灣以及西方學生所組成的團體使參與者能夠練習英文並表達自己的意見，無須擔心被批評。ETP課程給他們一個機會可以使用英文來學習並溝通。來到台灣一年後，Yoshi對英文能力變得較有自信，且相信策略運用比天生能力來的重要。Taka變得較不在意自己的發音且把注意力放在文化學習上。Ko了解自己天生語言學習能力的極限並開始發展自己的學習策略。在研究建議方面，當未來的研究採用BALLI(Belief About Language Learning Inventory)(Horwitz,1999)分析時也應將親密團體和社會文化等因素加入。在英語教育方面，台灣的大學英語培訓課程應該包括更多的跨文化差異教學，所以當國際學生參加一般ETP(English taught program)時他們將面臨較少的文化衝擊。由於參與者提到與台灣和國際學生的非正式交流對她們的英語學習大有幫助，在ETP課程中教授應考量國際學生的英語水平，並把他們分配在具有相應英語水平的小組中，使他們能夠更快克服學習困難。期望這項研究的結果提供語言教學方法的調整建議，以滿足國際學生，特別是日本學生的需求。 / This study was aimed to understand the language learning belief change of Japanese students, and to find out what are the factors in the TESOL environments of Taiwan and Japan that lead to these changes. Unlike the traditional questionnaire-based research, which studied student’s learning belief based on certain critical characteristics; recent studies focused more on the changing process of language learning belief. Socio-cultural theories also stressed that the socio-cultural environment has meditational effects on the student’s thinking process (Furberg, 2009). This study tried to understand how Japanese student’s English learning belief was affected by their learning experiences and how these experiences in the different environments affected their learning belief reciprocally. This study adopted in-depth interviews to collect data, using semi-structured interviews per month for six months to discover how Japanese students’ learning experiences and belief changed in the process. By analyzing the interview data using the holistic-content method proposed by Liblich et al (1998), this study focused on how different language learning ideologies in Taiwan and Japan affected the participants’ learning belief, what opportunities and challenges the Japanese students faced in Taiwan in terms of language learning. Based on the result of this study, the three participants experienced different degrees of language learning belief changes and formed new learning beliefs in the process. Before they came to Taiwan, the participants had different levels of self-confidence and all believed that they could improve their English proficiency by studying abroad. In Taiwan, the supportive community formed by Taiwanese and Western students allowed the participants to practice English and express their ideas without being afraid of getting judged. The ETP (English Taught Program) offered them an opportunity to use English to both study and communicate on a daily basis. After one year of staying in Taiwan, Yoshi became more confident in his English proficiency and believed more in strategy use than innate language learning ability. Taka was less anxious about his Japanese accent and put more emphasis on learning cultural factors. Ko realized the limitation of his innate language learning ability and began to develop his own language learning strategies. As for theoretical implication, factors like community and socio-cultural influence should be added to BALLI’s (Belief About Language Learning Inventory)(Horwitz,1999) model in analyzing language learning belief in future studies. In terms of pedagogical implication, English training programs in Taiwan’s university should provide more cross-cultural information so that when international students take English taught classes they will encounter less cultural shock. As the participants mentioned that the informal interaction with Taiwanese and Western students assisted their English learning, professors in the ETP classes should consider international students’ English proficiency and put them within groups of appropriate English levels so they can learn with less difficulty.

本研究以A公司做為研究對象，探討PCB曝光設備廠商的經營策略、精實生產、企業價值管理等相關性議題。 A公司成立初期，研發半自動CCD對位UV燈泡型曝光機，以價格約歐日曝光機的1/3，曝光品質又不低於歐日產品，成功滲透台灣PCB產業，贏得大中廠客戶的好評與信心。17年期間，累計裝機台數已經超出3000台，產品遍佈於台灣、中國、泰國的主要PCB生產廠商，台、中、泰裝機比重約15%、70%、15%。 綜觀3C產品、物聯網設備、穿戴式電子產品、虛擬實境(virtual reality,VR)、無人機、汽車自動駕駛等電子產品，對PCB印刷電路板有三項重要發展趨勢，其一為Any-Layer HDI需求增加；其二為PCB板的線/線距愈趨微細小化，其程度已由50um提升至35um甚至到25um以下。其三為「水俁汞限制公約」於2020年開始實施，將全面禁用含汞之設施。 因此，對於PCB曝光設備廠商A公司而言，也面臨以下三大挑戰。其一為創新研發技術，開發高精密、高產出的DI直接成像曝光設備，並於IC產業贏得市佔率。其二為開發 UV LED 燈源型傳統曝光機，以因應2020年「水俁汞防制公約」的實施及綠能化產品之趨勢。其三為2017年如何調整經營策略突破困境，持續成長，獲取超額利潤，提升企業價值。 本研究擬透過個案研究方法，進行研究訪談，收集初級及次級資料，透過TOWS分析、五力分析、BMC九宮格圖、精實生產、企業價值管理等分析，最後總結經營策略、精實生產、企業價值三者間的相關性，彙整PCB曝光設備產業的關鍵成功因素、中長期的策略方針，做為本研究之結論與建議，提供台灣PCB曝光設備廠商的未來發展之參考。 / This research mainly take Company A as the research object to discuss the business strategy, lean production, enterprise value management and other related issues of PCB Exposure Equipment Manufacturers.At first, Company A was setup for Semi-automatic CCD alignment UV lamp-type exposure machine research and development. With the same or higher quality compared to the European and Japanese products but about 1/3 of the retail price, company A successfully penetrate Taiwan's PCB industry, winning praise and confidence from lots of customers. During the 17-year period, the cumulative total number installed has surpassed 3,000 units. Its products are located in major PCB manufacturers in Taiwan, China and Thailand. The proportion between Taiwan, China and Thailand is 15%, 70% and 15% respectively. Comprehensively looking into the evolution of the electronics industry, there are three important trends for PCB printed circuit boards of electronics products, including 3C products, IoT devices, wearable electronics, virtual reality, drones and autopilot. One is the increasing demand of Any-Layer HDI, the other is the PCB board line / line spacing requirements becoming increasingly smaller and smaller, and has to be improved from 50um to 35um or even less than 25um . Third, the launch of Minamata Convention on Mercury in 2020 will completely ban the use of mercury-containing cosmetics, coal-fired power generation and lighting fixtures. AsFor factors mentioned above, company A faces the following three challenges. One is to reserch and develop innovative technologies to produce high-precision DI direct imaging exposure equipment and gain market share in the IC industry. The other is the development of a full range of traditional UV LED exposure machines to meet the 2020 "Mercury Control Convention" implementation. Third, how to adjust business strategy in 2017 to breakthrough difficulties, sustained growth, excess profit, and enterprise value to defeat the slowdown or decline of the performance growth rate over the past five years. This study intends to conduct research interviews and collect primary and secondary materials from company A, using "Case Study Method", with the analysis of “TOWS”, "Five Forces Analysis", "Business Model Canvas", "Lean Production" and "Enterprise Value Management".Finally, "key success factors" and "medium and long-term strategic directions" were compiled for this research and providing a reference for the future development of Taiwan PCB exposure equipment manufacturers.

University of Macau / Faculty of Education