本研究旨在瞭解天下雜誌教育基金會推動[希望閱讀計劃]的成效，發現偏鄉閱讀教育的現況與需求，同時規劃出[希望閱讀計劃]未來行動方案。天下雜誌教育基金會自2004年開始啟動[希望閱讀計劃]，在200所偏遠小學推動閱讀。本研究分析比較過去六年，基金會針對聯盟小學進行的五次問卷調查，一次與校長及老師[世界咖啡館]的深度會談，並將會談中得到的結論，再透過問卷，建立200所聯盟小學共識，據以定出希望閱讀計劃之未來行動方案。 研究結果顯示，[希望閱讀計劃]已對200所偏遠學校產生相當重大的影響。學校對於基金會的期待，也從資源提供者，轉變為政策推動者。未來在偏鄉推動閱讀，首先應建立學校行政領導團隊和老師對推動閱讀的共識，提升老師的自信心與企圖心，並且敦促政府要有長遠的閱讀教育規劃，才有可能建構真正有系統的閱讀教育。 [希望閱讀計劃]未來行動方案，不僅只是送書到偏鄉學校，亦企圖提供一個完整的偏鄉學校推動閱讀的支援系統。此支援系統涵蓋從閱讀教育資源、人力資源進入教學現場，閱讀推手教育訓練並展現閱讀成果，到推動閱讀在地深耕。因為家庭失能與經濟弱勢，是偏鄉學校家庭教育最大的痛，政府政策和外界資源，尤應正視並繼續給予支援，激勵社區參與學校教育工作。 偏鄉教育，除了民間團體投入外，更重要的是政府相關單位，提出長遠的教育規劃，從政策面推動，才能真正幫助偏遠地區的老師孩子，有機會飛出低谷，海闊天空的飛翔。 / This study aims to understand the effectiveness of the [Hope Reading Program,] a charitable effort promoted by the Common Wealth Magazine Education Foundation. It aims to find the current situation and needs of literacy programs in remote cities and towns, and to outline a future action plan for the [Hope Reading Program]. The Common Wealth Magazine Education Foundation started the [Hope Reading Program] in 2004, and promoted reading in 200 remote primary schools. This study includes (1) the analysis and comparison of the past six years’ surveys; (2) results from five different surveys of primary schools allied with the Common Wealth Magazine Education Foundation, and (3) the result of the [World Café] event in which we invited principals and teachers to share their experience with us in detail, after which we established the primary consensus of the alliance of 200 primary schools through the use of questionnaires, in order to come up with the future action plan of the [Hope Reading Program]. The result shows that the [Hope Reading Program] has made a significant impact on the 200 rural primary schools. What’s more, the schools’ expectations of the Common Wealth Magazine Education Foundation were changed from resource provider to policy executor. In the future, we should first establish the consensus on literary programs with the rural primary schools’ executive leadership teams and teachers, enhance the teachers’ confidence and ambition, and urge the government to have long-term plans for literacy programs, so that it would be possible to approach reading education in a systematic fashion. The future action plan of the [Hope Reading Program] is to not only send books to rural primary schools, but also to provide a complete support system that promotes reading. This support system should include educational resources, human resources, the training and sharing of best practices for promoters, and the formation of the local reading culture. Due to dysfunctional households and economic disadvantages, the lack of home education is a major source of complications for rural schools. Policymakers and external providers should take this into consideration when giving support and encouraging community involvement in school-based educational efforts. Education in rural schools relies not only on the efforts of civic groups, but more importantly, on the government’s long-term education plans, which will provide the boost necessary to help the children and teachers in rural areas to find good opportunities and fly high to a brighter future.

本研究主要目的是探討合作學習融入數學教學對於偏遠地區學校國一學生在學習國中數學第一冊的學習成效。以屏東縣一所偏遠地區學校國一學生兩班共55人為研究樣本，其中一班為實驗組，實施「合作學習融入數學教學」；另一班為對照組，實施傳統講述法，來探討學生接受不同的教學方法之後，在數學學習成就、態度及保留三方面的差異性。實驗結果，可得以下之結論： 一、在衡量數學學習成就指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 二、在衡量數學學習態度指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 三、在衡量數學學習保留指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 最後本文再對上述統計檢定推論提出建議，以供教師實務上教學及後續相關研究之參考。 / The main purpose of this study is to apply “cooperative learning in mathematics” in remote area to explore its effects of learning performance by seventh graders. Two classes, which have a total of 55 students, were sampled from a junior high school in a remote area of Pingtung County. One class students were assigned as the experimental group and the other students as the control group. The first class was taught using “cooperative learning in mathematics”, while the second one was taught using traditional method. In order to find if there are differences on learning achievements, learning attitudes, and learning retention of mathematics between two teaching methods, statistical tests were conducted. The following conclusions are reached︰ 1.Based on mathematics learning achievement indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 2.Based on mathematics learning attitude indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 3.Based on mathematics learning retention indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. Finally, suggestions for practical teaching are provided and future possible researches are also discussed.

本研究透過網路通訊平台Skype經營線上讀書會，讓偏遠地區學童與來自不同區域的學童進行閱讀討論活動，藉此觀察研究對象之間的互動討論情形與討論的對話內容層次，以探究偏遠地區學童與來自不同城鄉區域的學童組成線上讀書會，對於閱讀成效的影響。本研究之實驗對象共分為三組，實驗組一為偏鄉地區與都會地區國小六年級學童各2名，合計4名之國小六年級學童；實驗組二為偏鄉地區不同國小六年級學童各2名，合計4名之國小六年級學童；對照組為偏鄉地區相同國小共4名之國小六年級學童。本研究在實驗前後實施閱讀理解測驗，並針對各組線上讀書會的討論對話進行內容分析，實驗結束後再針對研究對象進行半結構式訪談。研究結果歸納如下： 一、基於文學圈經營線上讀書會為一可行之線上合作學習模式 二、偏遠地區學童與都會地區學童的線上讀書會成員的異質組合，有助於提升偏遠地區學童的閱讀理解成效 三、偏遠地區學童與都會地區學童的線上讀書會成員組合，有助於激發高層次之討論對話 四、同為偏遠地區但不同學校的線上讀書會成員組合，有助於營造愉快的討論氣氛 五、在討論對話中，偏遠地區學童發表高層次思考型問答以及使用推理用語的次數越多，其閱讀理解成效越好 本研究之研究結果可作為教師基於同步討論經營有效線上讀書會的實施模式參考，也對於有興趣於線上讀書會的研究者提供許多值得探究的研究方向。 / In order to explore the possibility of using information and communication technology to help the children in rural areas and the effects of rural-urban disparity on collaboration learning, this study organizes three online reading groups with different compositions of group members by implementing Literature Circles, a student-led and structured book club. The members of experiment group1 are 2 sixth graders from a rural school and 2 sixth graders from an urban school. The members of experiment group2 are 4 sixth graders. All of them are from rural schools but half of them are from a different school. The members of the control group were 4 sixth graders. All of them are classmates in a rural school. The results of reading comprehension tests and the dialogues of three groups are analyzed to collect quantitative data. A semi-structured interview is conducted to collect qualitative data. The research outcomes shows that the heterogeneous group of rural-urban students could best improve the reading comprehension of rural students and produce high level thinking dialogues. In addition, the group of rural students from different schools could conduct the dialogues in the most delightful atmosphere among all three groups. Based on the research outcomes, relevant applications or in-depth researches could be further preceded in the future.

隨著電信自由化發展，我國電信市場已由公營獨佔變為競爭的局面，但高山、離島或偏遠地區，由於營收偏低或建設費用較高，電信業者在一般商業條件下，較無經營意願，極易造成偏遠地區通信建設落後及數位落差；即使業者正常經營，勢必大幅提高電信服務費用。如此，必然影響該偏遠地區之國民基本通信權益，故須輔以「電信普及服務制度」的政策，以照顧偏遠地區的弱勢族群。 我國電信普及服務制度自2001年6月實施迄今已屆5 年，本研究將從電信普及服務制度之理論基礎研析開始，以新公共服務之觀點針對我國電信普及服務制度提出探討研析，並經由文獻分析、參與觀察及深度訪談等研究方法，評估近年來我國電信普及服務之實施成效及衍生之相關問題，而進行理論及實務的分析和探討。 最後，針對我國電信普及服務制度之綜合研析，以作者的認知，試圖拋磚引玉，提出以下政策建議，以期使我國電信普及服務制度更趨完善周延，並作為我國電信普及服務制度未來規劃方向之參考： 一、 電信普及服務制度 應為我國電信自由化過程中，追求「效率與公平」的配套機制。 二、 以新公共服務觀點，電信普及服務應是政府及業者共同應該分攤的責任。 三、 電信普及服務之合理分攤原則，應以提供「電信服務」所創造的「公共利益」為共享主體，不宜將早期屬國營公司之海岸電台通信、教育推廣數據及社會福利補助等業務納入。 四、 歷年電信普及服務的實施成果及實施計畫之查核機制，僅有例行性的服務品質查核與成本稽核機制，未來應有更積極周延的獎勵誘因及激勵措施。 五、 檢討電信普及服務的實施範圍，應避免衝擊過大，宜採漸進方式調整為宜。 （一）不經濟公用電話宜採限縮於偏遠地區。 （二）應排除海岸電臺船舶遇險及安全通信服務為普及服務提供範圍，而改由政府部門編列預算負責推動。 （三）全國中小學校、公立圖書館之數據通信普及服務，宜採漸進方式限縮於偏遠地區。 （四）提高偏遠地區電信數據普及服務補助金額比例，初期可以寬頻未達之偏遠地區村里作為建設試辦點。 六、 應整合政府各單位有效資源，以建立更公平周延的電信普及服務制度。