東協國家的發展對日本無論是在國際政治上或經濟重新再起都是很重要的一環。然而冷戰後中國崛起、各國新舊領導人交替，在這樣複雜的環境變化下，日本如何因應這些變化，興起本論文研究的動機。 本研究目的在於分析日本對東協國家的政策從冷戰到現在有什麼改變，而隨著時間演進，這些政策改變之後，日本與東協國家之間的關係發生了什麼樣的變化，是否有趨勢可循。本研究將從非傳統安全議題中的環境保護與防災合作，以及經濟議題中的FTA／EPA來作切入。 本研究企圖以「層次分析」構築全篇論文的研究架構，分別從國際和國家以及個人三個分析層次探討日本對東協國家外交政策中非傳統安全政策與經貿政策面的變化，並解釋國際層次、國家層次以及個人層次中的各個變項如何影響日本與東協國家之間的互動。 本研究認為日本對東協國家外交政策最終促使日本與東協成員國的關係更加緊密。在非傳統面向中，國際層次因素是促使日本與東協國家在非傳統安全合作上影響最深的要素。實際施作的細節則是受到國家層次因素的影響，主要由外務省定出支援方針，由JICA具專業知識與充足經驗的專家在第一線實際操作。在經濟面向，國際層次上，區域經濟整合已經成為不可阻擋的潮流，對此，日本國內雖有不同看法，卻已逐漸凝聚共識，東協的經濟成長力是讓日本經濟再起不可或缺的重要助力。

隨著時代不斷演進，現代企業裡的工作團隊大多面臨複雜、變動快速且競爭激烈的環境，因此，如何有效提升團隊績效已成為企業重視的一大課題。過去許多研究指出，團隊交融記憶系統(transactive memory system，簡稱TMS)能有效幫助團隊提升績效並提升團隊決策速度與品質，然而，一個團隊欲建立團隊交融記憶系統，必須先瞭解團隊交融記憶系統的形成前因為何。本研究以資訊處理動機模型為理論基礎，並以企業中之實務工作團隊為研究對象，探討團隊內成員之認知需求(知識動機)與團隊合作性目標(社會動機)如何促成團隊交融記憶系統的形成，並且在研究中加入團隊資訊精緻化作為中介變數，以探討團隊資訊精緻化在認知需求、團隊合作性目標與團隊交融記憶系統間之中介效果。另外，研究中亦將進一步探討團隊合作性目標對於認知需求與團隊資訊精緻化關係的調節效果。 本研究以70個實際工作團隊(包含研發團隊與行銷團隊)作為研究樣本，並以層級迴歸分析及Sobel test進行假設驗證。經由實證分析結果，本研究發現團隊合作性目標與團隊資訊精緻化具有顯著的正向關係，而團隊資訊精緻化在團隊合作性目標與團隊交融記憶系統之關係間具有中介效果。此外，團隊合作性目標亦會調節團隊認知需求與團隊資訊精緻化間的正向關係。也就是說當團隊合作性目標高時，團隊認知需求與團隊資訊精緻化間的正向關係將高於團隊合作性目標低時。

自1970年代以來，社會企業在世界各國興起，近幾年台灣也開始引入社會企業的概念，許多人也期望透過組織轉型或是創業的方式，以社會企業的形式解決既有社會問題，但在實踐社會價值的同時，社會企業也必須開創良好的經營模式，才能維持穩定的經濟收入，進而有永續發展的可能。相較於歐美各國的發展已趨於成熟，目前台灣的社會企業仍處於萌芽期，現行研究也較少從單一個案切入，基此，本研究以台灣主婦聯盟生活消費合作社做為個案，探討其經營模式，以及組織形態與經營模式之關係。 研究發現有三。第一，經過長久演化而來的合作社七大/八大原則已初步建構出合作社的經營樣態，而台灣主婦聯盟生活消費合作社在經營上也秉持著合作社的七大/八大原則，足見合作社的組織形態的確有助於個案的持續經營。第二，儘管社會企業經營模式的文獻多從企業管理的文獻延伸而來，且社會企業與一般企業在本質上有所差異，在進行研究時可能會出現適用性的問題，但在個案中可以發現，其經營模式仍大抵符合社會企業經營模式的要素。第三，「人」的參與有助於個案達到社會企業的三重底線-即經濟、社會及治理面向，台灣主婦聯盟生活消費合作社的社員透過經濟及實質參與，讓合作社及地方站所得以持續經營，也間接讓生產者有穩定的經濟收入，另一方面，生產者也必須遵守合作社的開發原則，生產出友善環境的產品，而合作社則是擔任社員與生產者之間的橋樑，連結緊密的價值網絡。 儘管被視為台灣社會企業的代表案例，台灣主婦聯盟生活消費合作社並不以社會企業自詡，近年來也致力於轉型，期望成為真正的社會企業，故本研究建議個案可往社會合作社、下設事業體或是公益公司的形態發展，開創另一種可能。

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.

本研究旨在探討基於基因演算法(genetic algorithm)在同時考量先備知識水平及學習角色異質互補，以及社會互動關係同質因素下，發展之最佳化問題導向網路合作學習分組策略，是否有助於提升問題導向網路合作學習之學習成效、互動關係、團體效能與團體凝聚力。 本研究採用準實驗研究法，以新北市某國小六年級三個不同班級合計83名學生為研究對象，並將三個班級學生隨機分派為採用基因演算法最佳化分組策略的實驗組，以及分別採用隨機分組及學生自行選擇分組策略的控制組一與控制組二，三組學習者皆在問題導向學習系統（Problem-based learning system,簡稱PBL）上進行不同分組策略之問題導向網路合作學習活動。藉由學習成效與團體效能與團體凝聚力評量，以及分析三組學習者在問題導向學習系統上的學習歷程與互動關係，最後再輔以半結構式訪談，以驗證三種不同分組策略在學習成效、互動關係、團體效能與團體凝聚力上的差異。 結果顯示本研究所提出之最佳化問題導向網路合作學習分組策略具有提升學習成效之效益；本研究所提出之最佳化分組策略對於促進問題導向網路合作學習之同儕互動具有正面效益；採用不同問題導向網路合作學習分組策略組別學習者在團體效能與團體凝聚力上具有顯著差異；採用最佳化分組策略組別學習者在問題導向網路合作學習的滿意度接近同意的水準。 / This study aims to explore whether the optimized group formation scheme based on genetic algorithm helps students enhance learning performance, interaction, collective efficacy, and group cohesion in collaborative problem-based learning environment. Factors associated with heterogeneous complementation of students’ prior knowledge levels and learning roles and the homogeneity of social interaction relationship were simultaneously considered in the genetic algorithm-based optimized group formation scheme. In this paper, a quasi-experimental research method is employed to assess the effects of three different group formation schemes on the learning performance, interaction, collective efficacy, and group cohesion in collaborative problem-based learning environment. Eighty-three students in three different sixth-grade classes in an elementary school in New Taipei City were invited to participant in the experiment and were randomly divided into three groups: the experimental group, which adopts genetic algorithm-based optimized group formation scheme, and two control groups, one is randomly grouped; while the other allows students group themselves. Learners in these three groups all use collaborative problem-based learning system (CPBL) to perform collaborative problem-based learning activities. Learning performance, interaction, group efficacy and group cohesion evaluation are applied to analyze the learning process and interaction among learners in these three groups. Finally, a semi-structured interview is supplemented to validate the variation of these three different group formation schemes in learning performance, interaction, group efficacy and cohesion. The result showed that the genetic algorithm-based optimized group formation scheme helps students promote learning performance and provides positive effects on peer interaction in collaborative problem-based learning. Three group learners adopting different group formation schemes for collaborative problem-based learning show significant difference on group effectiveness and group cohesion. The satisfaction of learners adopting genetic algorithm-based optimized group formation scheme for collaborative problem-based learning reached a nearly agreed standard.

國內過去有關幼稚園教師合班關係之研究，多以個案的方式進行，缺乏大量樣本的研究。因此，本研究以量化的方式，首先調查幼稚園教師合班關係之實際與理想情形；繼而探討不同背景變項幼稚園教師與合班滿意度、教學效能感、工作滿足之關係；最後探討幼稚園教師合班滿意度與教學效能感、工作滿足之關係。 　　本研究發現：（一）公私立幼稚園的教師合班類型並不相同，公幼以輪流教學為主，私幼以主助教搭配合作為主；但多數公私立幼稚園教師認為，團隊式教學才是理想的合作教學類型。（二）整體幼稚園教師的合班滿意度在六點量表中，為4.74，接近「滿意」程度。（三）公私立幼稚園教師的合班滿意度無顯著差異，但有區域性差異，台北縣市的教師合班滿意度，優於台中縣市與高雄縣市。（四）教師的教學效能感與園所規模、教學年資都有關；一班規模的教師教學效能感顯著較低，年資3年以下的教師教學效能感也較低。（五）合班滿意度與教學效能感呈顯著中度正相關（相關係數 .415, p<.01）。（六）合班滿意度與工作滿足也呈現顯中度著正相關（相關係數 .410. p <.01）。 　　本研究並根據研究結果提出建議，以提供幼稚園教師、幼稚園經營管理者、政府機關以及未來研究者之參考。 / In the past, the studies for two kindergarten teachers cooperation in one classroom in Taiwan were used to conduct in case study and still insufficient for large and quantitative sample study.Therefore, using quantitative way, this study firstly investigated the practical and ideal situations for two kindergarten teachers cooperation in one classroom.Then, after discussing the relation among kindergarten teachers‘s different background, cooperative satisfaction, teaching efficacy, and job satisfaction, this study discussesd the relation among kindergarten teachers cooperative satisfaction , teaching efficacy, and job satisfaction. 　　It finds out that： (1) The cooperative type of teachers is various between public and private kindergartens. The major teaching is a week in rotation in public kindergartens while the other teacher as assistance in private kindergartens. In addition, most teachers in both public and private kindergartens believed that the ideal type of cooperative teaching is team work. (2) In six-point scale for satisfaction of the teacher cooperation, the total point is 4.74, closed to the degree of “satisfied”. (3) Teachers‘cooperative satisfaction shows no significant difference between public and private kindergarten, but in region. It’s greater in Taiper city than in Taichung and Kaohsiung city. (4) The teaching efficacy is related to the size of the kindergarten and the teaching experiences. This study shows that the teaching efficacy is lower in schools which have only one class and teachers within three year teaching experience. (5) The cooperative satisfaction and teaching efficacy reveals mid positive correlation (r = .415, p < .01). (6) The cooperative satisfaction and job satisfaction also indicate mid positive correlation (r = .410, p < .01). 　　According to the findings, this study proposes some suggestions for kindergarten teachers, kindergarten managers , administration, and researchers in the future.

組織認同衝突嚴重影響著組織的生存。可惜的是，過去研究多著重於探討組織認同衝突所帶來的影響與嚴重性，但卻較少提及衝突雙方該如何解決此問題。在本論文中，我觀察一個被購併進集團的公司，如何運用網絡策略去培養更多與集團內其他成員相容的價值，同時保存與發展了獨特的價值，進而幫助個案公司跳脫認同衝突的困境並成功整合進集團。為了呼應個案研究之發現，我以一個集團企業做為研究情境，搜集資料並進行實證研究，我發現當一家公司同時具備高整合與高差異化的組織認同時，可得到較多與集團內其他成員合作的機會。此外，在集團網絡中佔據邊陲掮客網絡位置的成員，較有可能培養出高整合與高差異化之組織認同，進而得到較多的合作。本論文亦於結尾提供研究意涵與未來研究方向。 / Identity conflicts can seriously endanger an organization’s survival. Extant studies emphasize the consequences of identity conflicts but not how conflicting parties extricate themselves from this trap. I investigate how an acquired firm uses network strategies to develop more integrating values and distinctive values, resolve identity conflicts, and successfully integrate into the group. To echo these qualitative findings, in my empirical study in the setting of a business group, I found that firms with high identity integration and high identity differentiation have more chances to cooperate with other group members. In addition, peripheral brokers are more likely to achieve high identity integration and high identity differentiation, and further have more cooperation. Implications and future research directions are also provided.

過去十年，翻譯學習已成為外文系大學生學習的重點之一，但是許多研究發現教師仍使用傳統的翻譯教學法。在傳統的教室，學生過度依賴以教師為中心的學習，教師本身亦接受或間接鼓勵被動的學習方式。學生只想聽取教師的建議，而鮮少了解自己的翻譯過程、翻譯風格及自我解決問題的方法。 本研究的目的在設計一個翻譯學習活動：「合作式翻譯任務」。此設計經過三個階段：(一) 初步設計；(二) 施實「合作式翻譯任務」的二個原型；(三) 完成合作式翻譯任務的設計。本研究採用設計本位研究方法 (Design-based research method)，並試圖對真實學習情境作深入地了解。在原型(一)共有五個活動：活動一為書面同儕回饋、活動二為組內討論及翻譯者研討會、活動三為口頭同儕回饋、活動四為口頭教師回饋、活動五為最終校正。 研究的參與者為科技大學的外語系學生，在第一循環共有56位學生參加，在第二循環有25位學生參加，另有二位翻譯教師參與此研究。本研究採用三角測量研究法 (triangulation) 來收集資料，包含影片、訪談及學生的翻譯文本等。研究分析的工具為「活動理論」，並從社群、分工、媒介三方面進行分析，以尋求可能解決設計問題的方法。 經過二個原型的實施，本研究設計出「合作式的翻譯任務」。活動一為訓練學生描述及解釋翻譯錯誤的能力。活動二為個人的書面同儕回饋，學生需使用文書處理軟體中的「新增註解」功能給予回饋。活動三為學生研討會及教師研討會。每位學生需記錄自己在研討會的討論結果。教師研討會的時間較短，以便讓與會的學生回學生研討桌分享研討的結果。活動四為學生翻譯員上台分享在學生研討會中得到的回饋及達成的共識。活動五為二個教師給予口頭回饋。活動六為學生使用「新增註解」註明所收集到的回饋、是否接受建議及理由。每組需交出一份校正後的翻譯，及附有註解的檔案。 研究發現學生較相信教師的評語，但是對同儕評語的不信任卻增加學習自主性。學生經分析同儕建議的翻譯、重組或修改後才採用。影響學生互動的因素為問答的溝通模式、同儕間的熟悉度及對同儕回饋的信念。學生的回饋方式傾向於找出有問題的翻譯、提供建議的翻譯及給予讚許。但他們很少給予針對自己的評語作解釋。 本研究提供理論上及實務教學的建議。在理論方面，本研究提出三種理論：領域理論、設計框架、及設計實施方法。在實務教學方法，合作式翻譯任務提供翻譯教師另一種教學模式，以期達到最佳的教學成效。 / For the past decade, translation learning has been one of the main foci for university language learners, but a number of studies have found that many translation teachers still utilize traditional translation teaching methods (Chang, Yu, Li & Peng, 1993; Dai, 2003; Mu, 1992). In traditional classrooms, students tend to depend heavily on teacher-centered instruction, and teachers accept or encourage the students’ passive learning attitudes (Kiraly, 1995). As a result, students only follow the teachers’ suggestions and rarely reflect up their own translating process, translation styles, and problem-solving approaches. The goal of this study was to design a translation learning task called the Cooperative Translation Task (CoTT). It was achieved in three phases: (a) the initial design of the CoTT; (b) the implementations of two prototypes of the CoTT and (c) the finalized CoTT. The current study followed a design-based research (DBR) framework to clarify the complicated interactions in an authentic learning environment. In total, there were five sessions in Prototype I:Session 1: Written Peer Response; Session 2: Within-group Discussion & Translator Seminar; Session 3: Oral Peer Response; Session 4: Oral Teacher Response; and Session 5: Final Revisions. The student participants in both cycles were technological university students, including 56 students in Cycle I and 25 in Cycle II. Two translation teachers participated in the study. For data collection, triangulation data were collected, including videos, interviews, and student documents. The data was put into the framework of Activity theory to diagnose implementation problems in terms of community, division of labor, and mediating artifacts, and innovations with solutions were provided. Following the second prototype, the latest version of the CoTT has been constructed. In Session 1, training in describing and explaining errors is conducted. In Session 2, a peer group gives written responses for the translator group to make revisions. To encourage students to give explanations to their own peers, individual accountability is included. The peer group uses the Comment function in the word-processing software to identify, describe, and explain the agreeable and disagreeable translations. In Session 3, a student seminar and a teacher seminar are conducted simultaneously. To help students take organized notes on the results of their discussions, and to prevent students from not accepting responsibility in the discussions, an individual seminar sheet is given to each student. The teacher seminar finishes earlier than the student seminar so that the members can return to the original seminar and share the teachers’ suggestions with the group. In Session 4, the translator group needs to present the comments from each seminar. In Session 5, the two teachers can use multiple criteria for error analysis. In Session 6, translator members use the Comment function in the word-processing software to insert collected comments, their acceptance level, and the reasons why they accept or reject each suggestion. Each group needs to turn in the final product, one copy with and one without the comments, to the instructor. The present study has found that students have a tendency to trust and use the teachers’ comments. However, this distrust of peers’ review increased students’ autonomy. Students underwent a process of analysis of the suggested translations and reformation of the translation. The influential factors in student-student interaction are an Asking and Answering communication mode and Acquaintance (2A), and students’ values in peer response. When giving a linguistic-level evaluation, students provided the most comments on mechanics, then comments vocabulary and sentences. As for the types of responses, they focused mainly on the identification of translations, provision of suggested translations, and some compliments on agreeable translations. They seldom gave explanations for either agreeable or disagreeable translations. The present study has both its theoretical and practical implications. This design-based study offers three kinds of theories: domain theories, a design framework, and design methodologies. The CoTT and its six sessions provide translation teachers an alternative way to teach, especially for teachers trained in other professions.

金融危機後，東協尋求進一步區域經濟合作，中國大陸有爭逐區域霸權的思維，提供市場及其他公共財予東協，兩者開展合作；而日本憂慮中國大陸崛起，也積極與東協合作，但是多邊制度甚至一開放的東亞區域經濟建制對日本有利，不過欲保持自身自主性的東協及欲排除其美國於東亞勢力的中國大陸並不贊成。中國大陸也認知到區域內需中日共存與合作；日本雖欲建立制度領導，但仍遭遇東協與中國大陸之疑慮，況又有來自國內保守壓力；但是東協透過集體與中國大陸簽訂「自由貿易協定」，再由東協成員國個別與日本簽訂自由貿易協定的方式，尋求東亞經濟合作，使得東亞區域雖無一正式化經濟合作制度，但彼此卻已展開實質經濟合作，本論文將要探討在這過程中，東協國家如何彈性地避開爭議又獲得東亞地區實質合作的進展。 / After the financial crisis, ASEAN sought for further regional economic cooperation. China bearing the thought to pursue becoming the regional hegemony provides ASEAN with public goods and ASEAN started to cooperate with China. And Japan who was worried about the rise of China began to cooperate with ASEAN actively. But the multilateral regime, or a open-end East Asia regional economic regime is more beneficial to Japan. ASEAN who wants to keep their self-autonomy and China who has a strong wish to exclude the U.S. influence form East Asia do not approve to build the multilateral economic system in East Asia. China recognizes that China and Japan must work economically together and co-exist in East Asia. Although Japan who needs to handle the doubts of ASEAN and China hopes to build a system and to lead the economic cooperation within the region, Japan encounters the conservative power domestically. ASEAN who looks for the economic cooperation in East Asia by concluding the Free Trade Agreement with China collectively and Japan individually to make real economical cooperation in East Asia. This paper is going to discuss how does ASEAN flexibly avoid the disputes and achieve real economic cooperation progress during the economic cooperation process.

中華人民共和國為世界主要強權之一，且為現存最大的共產主義國家，而哈薩克斯坦共和國為前蘇聯加盟共和國之中，最大的非斯拉夫民族共和國，1991年底獨立後成為世界第九大國、最大內陸國及中亞地區最大國。中共在哈薩克獨立後隨即與之建交，兩國建交迄今將近20年，兩國非惟在政治、外交、安全層面合作密切，歷年簽署的雙邊條約或行政協議、公報、宣言汗牛充棟，近年在經濟、能源層面的高度互補，也引起各界的關注。 本文透過歷史分析法，追溯當代哈薩克民族國家的起源，回顧近代哈薩克與中國之間的外交演變，包括清朝時期、國民政府時期及中共建政時期，並以此歷史脈絡作為認識哈薩克獨立後中哈雙邊關係之基礎。而在2001年上海合作組織成立後，中哈之間除了既有的雙邊關係，又增加了多邊關係的互動平台，是故本文以2001年上海合作組織成立的時點作為分野，將中哈關係分成前、後二階段探討，並分別就兩國政治、經濟、能源與安全四大議題分別論述評析。最後，鑑於中亞地區在國際地緣戰略上的重要價值，中哈關係的發展始終受到其他強權外部因素的影響，因此特別針對俄羅斯、美國、歐盟國家、印度等對哈薩克亦抱持戰略興趣的國家，深入研析該等國家對哈薩克的外交作為，以暸解對於中哈關係產生的衝擊。 本文發現，中哈之間目前除水資源爭議外並無利益衝突，在以疆界問題為主的高度政治議題解決後，兩國在低度政治議題特別是石油領域，建交至今有長足的進步，符合哈薩克「石油興國」的目標，更成就中國「油源多元化」以打破「麻六甲困境」的能源安全大佈局。因此，中哈關係在目前國際環境條件不變之下，在各自以國家利益為前提下，可望繼續深化友好，促使中國與中亞地區產生更緊密連結。 / The People’s Republic of China (PRC) is nowadays one of the major powers in the world and the largest communist country. Republic of Kazakhstan (Қазақстан Республикасы) is the largest non-Slavic peoples component of the former Union of Soviet Socialist Republics (USSR), and after its independence, it becomes the 9th largest country in the world and the most important and the largest country in central Asia. The PRC and Kazakhstan has established diplomatic relations since January, 1992 soon following Kazakhstan’s declaration of independence on Dec. 16, 1991. The PRC-Kazakhstan diplomatic relations are growing closer not merely in high politics such as diplomacy and security issues, but also in low politics such as economy and energy issues. The two countries have signed and reached certain treaties, agreements, bulletins and pronouncements as well. This thesis reviews the origin of Kazakhstanian nation state and the transformation of mutual relations from the Chin Dynasty to the eve of Kazakhstan’s independence on the basis of the historical analytic approach and evaluates the present PRC-Kazakhstan diplomatic relations. Moreover, the Shanghai Cooperation Organization (SCO) was founded in Jun. 15, 2001 and it offered a multilateral channel for the PRC and Kazakhstan to dialogue and negotiate with each other. So this thesis divides the PRC-Kazakhstan diplomatic relations into two periods by the crucial year 2001 and therefore compares bilateral political, economical, energy and security (including anti-terrorism) issues before and after 2001. Nevertheless, the PRC-Kazakhstan diplomatic relations are always under the influence of other major powers such as Russia, the USA, the EU or even India due to the geopolitical value of central Asia, the so-called “heartland” of the “world island” in Mackinder’s theory. As a result, this thesis discusses on the impact by these behaviors upon the PRC-Kazakhstan diplomatic relations and its resolutions. Finally, this thesis concludes that the PRC-Kazakhstan diplomatic relations are getting better with the time except for water resource issue. Their first cooperative item is petroleum mining and transportation. By doing so, Kazakhstan can trade foreign exchange to develop economy, while the PRC can ensure its petroleum import from “Malacca” dilemma and avoid energy hunger. Hence, looking forward to the future of the PRC-Kazakhstan diplomatic relations, they will build closer tie than ever under their national interests, and play more important roles both in central Asia and the world politics.