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A Study of Factors for Senior High English Teachers in the Greater Taipei Area in Textbook Selection / 大台北地區高中英文老師選擇教科書考量因素之研究柯宗明, Ko,Tsung-ming Unknown Date (has links)
本研究旨在探討大台北地區（台北縣與台北市）高中英語科教師在選擇教材時，可能會考量到的因素，其研究重點在於了解不同學校類型（公、私立，與城、鄉學校）以及資深與年輕老師在選擇教材時，是否有其不同的考量因素。
本研究主採問卷調查，佐以訪談方式進行。除就大台北地區二十七所公、私立高中英語科教師做抽樣調查外，並針對十位教師及六位教科書編撰者進行深入訪談，希望藉此進一步了解教師們與教科書編撰者所考量的因素為何，並探討兩者所考量的因素是否有其相關性。本研究最後歸納出結論如下：
1. 學生的英語程度與學習需求以及英語文的正確與自然度是老師與教材編撰者共同考量的因素。
2. 選擇教材時，公立高中的英文老師重視經銷人員的服務態度與售後服務以及教材的配套完整。而私立高中的英文老師重視大學聯考的導向以及學校教育政策。
3. 選擇教材時，任教於城市的高中英文老師重視經銷人員的服務態度與售後服務、溝通式教學法的理念以及教科書所涵蓋的文化層面。而任教於鄉鎮的高中英文老師重視老師本身多重職務角色之扮演（教學、導師或其他行政職務）、教學信念跟語文能力以及教材的價格是否合宜。
4. 選擇教材時，資深與年輕老師所考量的因素並沒有很大的差異。
整體來說，在選擇教材時，內在因素例如英語文的正確性、教材的編輯原理與組織架構仍是老師們最主要的考量。然而外在因素例如學生的英語程度、大學聯考的導向、學校教育政策、以及經銷人員的服務態度，亦是老師在選擇教材時所會考量到因素。因此本研究建議出版社在編撰教科書時也應考量到外在因素，使其教科書更趨於完善，更能符合老師與學生的需求。然而在此同時，老師們也應加強自己的專業知識，使其在選擇教材時能做出最正確的判斷。 / The present study was aimed at investigating what factors English teachers of senior high schools in greater Taipei area took into consideration when selecting textbooks, with particular focus on the comparison of differences between public and private schools, urban and rural schools, and senior and young teachers. Meanwhile, textbook compilers’ considerations were also explored to see if their concerns were in accordance with those of teachers.
The questionnaire survey was the main research method of the present study. Moreover, the interview method was also conducted to probe further information. In total, 10 English teachers and 6 textbook compilers were interviewed in the present research.
Based on the findings of the present study, four crucial points were concluded as suggested.
1. Most students’ English proficiency and learning needs as well as accurate and proper English were the primary concerns of the general English teachers and textbook compliers.
2. When selecting textbooks, public school teachers emphasized salespersons’ service and the textbook’s intact package, whereas private school teachers considered Joint College Entrance Examination, and school’s leadership more.
3. Likewise, urban school teachers took salespersons’ service, Communicative Approach and cultural component into more account than rural school teachers who were more concerned about teachers’ various roles such as teachers, mentors or administrative personnel, their own English proficiency, and textbooks’ price.
4. However, no significant differences were found between senior teachers and young teachers.
Generally speaking, internal factors such as appropriateness, naturalness of English, and rationale, organization of the textbook were the primary concerns for senior high English teachers in textbook selection. However, English teachers of senior high schools were also concerned about external factors such as English proficiency and learning needs, Joint College Entrance Examination, school’s leadership, and salespersons’ service. Therefore, it is suggested that publishing companies should take external factors into more consideration to ensure that textbook being compiled can be more comprehensive in all aspects and be related to needs of both teachers and students. Meanwhile, teachers should take a firm stance based on their updated professional knowledge in making any sound judgments related to textbook selection and evaluation.
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論胡塞爾現象學之主體性悖論 / ON PARADOX OF SUBJECTIVITY IN HUSSERL’S PHENOMENOLOGY江偉峰, Chiang,Wei-Feng Unknown Date (has links)
主體性，是作為相對於客體性而言之主觀存在，且同時是作為在客體性中的客觀存在。如此一種普遍地可能存在於一切認識活動中的雙重存在狀態，正是所謂的「主體性的悖論」。而根據胡塞爾現象學式的沈思回溯考察，這樣一種可能的悖論形態之形成的原因，無非就出於主體多少偏執「客觀存在性先行存在」作為認識活動的理所當然性的前提之故。因為此種由主體對客體性存在與否具有著強烈興趣而產生出的偏執，總是讓主體在對「客觀存在性如何先行存在」此一問題少有深思的情形下，或是有所盲目或是有所扭曲地將自身多少誤解為關聯於客體而共同存在於客體性之中，且同時還多少將此種主體-客體的關聯當作兩者間具有某種平行類比意義的根據，甚而多少誤解主體是客體的類比存在性且可來自於對客體的存在性進行抽象而得之補充抽象的東西。如此一來，不僅主體固有的本質存在方式多少被化約遮蔽地客體化了，客體作為主觀的被給予東西的意義也多少被片面地簡化了，甚至還有那種由最深刻的不可理解的悖論危險性，所帶來之「客觀存在性如何能被主觀地認識」此一非比尋常的認識活動/知識（真理）之謎。而根據胡塞爾現象學式的沈思回溯考察，唯有通過徹底的「懸擱」來全面克制對客體性存在與否的強烈興趣，主體的目光才能完全解除指向客觀存在性的束縛，而以自由的反思活動來真正深入自身的主觀存在性之中，「無悖論地」揭示出自身「如何」以固有的本質存在方式主觀地認識到一切作為客觀存在性之主觀被給予的「事物本身」。
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