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.

隨著網路學習模式的發展演進，數位學習模式也逐漸由重視個人自我學習，慢慢轉變成由電腦促成多人合作學習模式，進而產生了網路學習社群的概念。過去網路社群相關研究多以一般商業社群或是社交導向社群為研究範圍，並依據使用者參與動機及透過討論區內容分析互動行為，加以歸納出網路社群角色類型以及不同角色類型對社群經營的影響。而網路學習社群研究則著重於討論互動的歷程，以探討成員行為與角色之間的關係為主，鮮少有研究定義網路學習社群角色類型與行為特徵，並據此促成更有效的網路合作式學習成員組合，提升網路合作式討論歷程。 本研究以過去社交性及網路學習社群之研究為基礎，應用其研究結果於學習社群角色探討，並定義網路學習社群角色類型行為特徵，再依據網路合作式學習應以異質性分組實施之理論基礎，提出基於學習社群角色行為特徵之異質性分組策略，探討不同分組機制下網路學習社群成員進行合作學習之討論歷程差異。本研究採取準實驗法，實驗過程分為隨機分組與立意分組兩階段，每一階段分別實施三週。由教師選定學科領域範圍，小組在限定範圍內發想題目進行討論與合作，並且在wiki共筆平台上完成各組之小組作業。在資料分析層面以數位學習平台討論區紀錄、兩階段團體效能與凝聚力問卷前後測資料進行序列分析量化地分析，並且輔以平台討論紀錄說明分析結果。 實驗結果顯示以社群角色類型行為特徵所發展之異質分組策略可以使小組在合作式學習討論歷程上有所影響，共計三點發現：一、相較於隨機分組策略本研究所提異質性立意分組策略能有效提升小組討論互動程度與討論行為歷程層次，異質性立意分組策略使小組合作歷程跳脫單純的資訊分享行為晉升到尋求解決方法以及歸納與分析之反覆修正的討論行為歷程。二、相較於隨機分組策略本研究所提異質性立意分組策略對於小組知識建構層次有一定程度的提昇之效，第二階段各組在協商意涵與共同建構知識行為上提昇2%，而在驗證與修正已存在的經驗與知識行為上提昇8%，顯示異質性分組策略下小組在驗證與修正已存在的經驗與知識之層次有明顯提昇。三、異質性立意分組策略對於團體效能提昇有所助益，隨著合作歷程的轉變也同時了提昇的小組完成任務之信念。 / As web-based learning, which evolves from self-leaning into cooperative learning, makes a concept of web-based group learning community. Most studies about community focus on commercial community or social community and analyze users’ motives and behaviors through online discussion contents to conclude many types of community role and their impacts on community interactions. In contrast, web-based learning community studies focus on relationships between users’ behaviors and their role behaviors features but researchers seldom take advantage of the relationships result to form a formation strategy and see how it affect the process of group discussion. The purpose of study is to organize and conclude relative community studies to identify students’ role behavior features and make a group formation strategy based on heterogeneous group learning theory. This study was conducted by quasi-experiment. The experiment had two phases: I. Group learning in random arrangement, and II. Group learning in group formation strategy. In each phase, the course teacher announced relative issues and asked each group to figure out a topic as well as write a general report of the topic on wiki platform for three weeks. After experiment, researcher collected questionnaires of group efficiency and group cohesion, discussion contents to analyze. After comparing two phases, the experiment result contained three results: 1. The heterogeneous group formation strategy raised most groups in phase II the solving-problem behavior level and made groups not only share information but also search lot of information to analyze their interested topic. 2. The heterogeneous group formation strategy affected knowledge construction process of group learning. Phase II raised 8% high level knowledge construction behavior-“testing and modification of proposed synthesis or co-construction”. 3. The heterogeneous group formation strategy raised the group efficiency to help group members have faith to fulfill their learning task. Besides, the result indicates that good learning process didn’t have direct impacts on the scores of their group task.

在台灣的英文學習環境中， 閱讀能力ㄧ向被視為學習中最重要的ㄧ環 ， 然而， 閱讀所帶來的沉重負擔， 讓許多學生在有限的教學時數之下往往成為了犧牲品，特別是低成就者。班上參差不齊的英文程度,也對老師造成了教學上極大的困擾。 本研究旨在探討 ，以合作式學習法來縮短學習者程度上的差異，進而提升整體的閱讀能力。此外, 互動式閱讀技巧也分別在實驗組與控制組中教授， 以檢視其對閱讀能力的影響。 參與本研究的學生為 79名台北某公立高中的兩班九十四學年度高一新生， 實驗組施以合作式學習法，控制組則為傳統老師講授的方式， 兩組在同一時間內閱讀同一本教科書， 並分別施以前測， 後測。 最後， 並再針對所有研究對象施以問卷調查， 以期了解研究對象對合作式學習法及互動式閱讀技巧之回應。此外, 老師上課的觀察紀錄及小組的檢視表也一併在本研究中被採用。 本研究的結果摘要如下: 1. 在學生閱讀成就方面，實驗組以漸進的方式，最後超越控制組。 2. 在一學期互動式閱讀技巧實施之後， 研究對象之閱讀能力明顯提升。 3. 在實驗組中 ，高、中、 低成就者對合作式學習法展現許多雷同與少許差異的反應，但整體而言，皆傾向於正面的肯定。 4. 閱讀技巧在實驗組與控制組中似有明顯之差異， 顯見研究對象會依教學活動採取不同的閱讀技巧。 根據研究結果， 本論文擬提出對現行高中閱讀教學之建議，俾為教師及未來研究者提供參考。 / In an EFL environment in Taiwan, reading is regarded as the most essential skill. However, for most students, abundance in reading material makes them feel stressful--especially the weaker ones who tend to be sacrificed due to limited instruction time. For teachers, how to deal with a big mixed-level class has therefore become the most important task. An aim of this study was to examine the effectiveness of cooperative language learning (CLL) skills in bridging gap among students with differing academic abilities and in enhancing students' overall reading comprehension. In addition, the interactive reading approach was adopted in both the experimental and the control groups to examine its effect upon them. Participants of this study included 79 tenth-graders from two intact classes in one public senior high school in Taipei in the fall semester of 2005. The experimental group was engaged in three CLL activities and the control group was instructed in the traditional teacher-centered methods. Both groups were taught by the researcher with the interactive reading approach. During the span of this study, the participants in both groups were assigned to read nine lessons from the textbook. In the meantime, they were instructed under the CLL methods and the traditional teacher-centered methods respectively. Besides, they were given a pretest and four posttests during and after the study. In time, two questionnaires were adopted: one for investigating the reading strategies used by the participants in both groups and the other for measuring the CLL group participants' attitudes and responses of the CLL group toward CLL teaching. Besides, the teacher's classroom observation and the group processing checklists were also employed in this study. After four months of experiment, the main results of this study can now be summarized as follows: 1. The experimental group gradually outscored the control group on the reading comprehension test during the experiment. 2. The participants’ reading comprehension ability improved significantly after the implementation of interactive reading approach. 3. The results showed some similarities and differences among the high/low achievers and the average students in their perceptions toward the CLL. However, the participants' attitudes toward and responses to CLL may be described as being supportive and positive. 4. The adoption of reading strategies seemed diverse between the two groups. On the whole, when exposed to different teaching activities, the participants adopted different reading strategies accordingly. This study concludes that the effects of CLL might be better than those of individual learning in a big class on senior high school students' reading proficiency. It also suggests that the interactive reading approach can be used to enhance senior high school students' reading ability.

本論文之研究目的為開發一線上合作式創造力學習系統。本文將描述一以遊戲為基礎之創造力思考輔助工具＂Idea Stroming Cube＂。它的目標在於讓學生養成創意思考與典範轉移能力的習慣。此系統會汲取學科專家的知識，使用者歷史記錄，和腦力激盪中的個人創意，提供使用者、目標及情境感知的學習支授。比較相關的教學系統，它更注重於刺激發散情思考之能力。此系統可分為兩種學習模式Base Mode和Agent-Assist Mode：一為提供學科知識學習之輔助，另一為提供學習發散性思考能力之輔助。 本文提出合作式創造力思考輔助之Human-Computer Interaction(HCI)的系統已初步實作完畢，本文並報告了兩個相關的實驗以測試系統效能。本研究的主要結果符合實驗假設，以遊戲情境為基礎之創造力支援系統相較於其他類似系統，更有助於學生學習創造力，另外，籍由適當且適時的智慧型思考輔助Agent，亦能提供學生不同面向的思考觀點，有助於學生用更多觀點學習知識。 / The objective of this research is to develop a Web-based collaborative tool for learning creativity. This research describes a game-based system, Idea Storming Cube, in support of creative thinking. It aims to make people form a creative and Perspective-Modifying thinking habit. Based on theories of this kind support system and prior studies, we propose to integrate exciting game environment and intelligent support mechanism into the creativity thinking support system. The system acquires knowledge from domain expert, user inputs history, and individuals of a brainstorming group, and then provides user-, goal- and context-sensitive supports. Compared to classic tutoring systems, it focuses more on stimulating divergent thinking. The system can be utilized with two distinct support strategies, Basic Mode and Agent-Assist Mode, in order to support different learning objectives. One focus on knowledge learning, the other highlights the divergent thinking ability. The proposed Human-Computer Interaction (HCI) tool for collaborative idea generation has been implemented, and two experiments for preliminary evaluation of the system are also reported in this thesis. The major results of this study show that the game-based brainstorming system with appropriate intelligent support outperforms the other types of systems because the game competition environment can make them concentrate on the brainstorming tasks and let them think more from different view points for learning the knowledge with the support of the peer-like agent.

本研究旨在探究兩個不同電腦支援合作學習環境，知識論壇平台（Knowledge Forum, KF）與黑板數位學習平台（Blackboard, BB），在支援師培生學習教育理論、教師專業與教學實務等概念過程中之影響。BB的設計主要以一般的學習理論為基礎，KF的設計則是以知識建構（knowledge building）理論為中心。研究設計採混合研究法之橫斷取向策略，研究對象為某國立大學修習一師培必修課程「教育理念與實際之整合」之49位學生。於學期初將研究對象分成二組，其中BB組25人，KF組24人。課程目標主要希望學生在修課後能對自己即將投入之事業，以及對於教學理論、教師專業與教學實務間的關係，能有更深入的瞭解，並進一步反思自己在未來實習階段需要加強之處。 研究資料主要來自兩個數位學習平台上自動存取的紀錄(例如：建立文章次數、對他人文章回覆次數等)、以及學生於兩平台上所發表的文章內容。資料分析主要為推論統計之單因子變異數分析及質性的內容分析法。根據分析結果，本研究提出以下三點結論： 一、兩組學生在相同教師及相同課程設計下，在兩個學習平台上的活動量大致相同，但是於KF環境下學習的學生則表現出較多的成員互動。根據本研究結果推論，會產生此現象是因為BB的平台設計僅提供單一回文機制，供學生對他人的文章做回饋。而KF平台的設計則提供較多元的互動機制，除了可以對他人文章做回應(build-on)外，還可以對別人的文章做註解(annotation)、引用他人文章(reference)、以及統整文章(rise-above)等功能。 二、在學生於教育理論與教學實務間關係概念的理解上，首先，於低層次的理解面向上（主要包含教師要能「知道且理解教學理論」和「應用教學理論」）兩組學生沒有顯著差異。但是，在高層次的理解上（主要為教師要能「分析理論和實務上的關係」），KF組則比BB組表現好。根據本研究結果推論，KF的學習環境可以幫助學生發展更高層次的思考。 三、在學生對教師專業與教學實務間關係概念的理解上，首先，在低層次的理解面向上（主要包含教師要「理解並應用專業於實務」和「從實務中歸納專業為多面向的整合」），兩組學生沒有顯著差異。然而，在較高層次的理解上（主要包含教師要能「分析專業和實務上的關係」和「評鑑、反思自己在專業上的表現」），KF組的表現比BB組好。研究推論KF環境較能幫助提昇學生的概念學習至較成熟的理解層次。 根據上述結論，本研究提出下列四點建議：（1）電腦支援合作式學習環境應發展更多元的文章互動機制；（2）師培教育應更重視師培生對教學理論、教師專業與教學實務間關係的理解；（3）教師選擇使用電腦支援合作式學習環境時，應將是否能幫助學生產生深層理解做為其中考量；以及（4）教師應幫助學生發展知識創新概念。 / This study investigated the effects of two different computer-supported collaborative learning environments, Knowledge Forum (KF) and Blackboard (BB), on teacher-education students’ conceptual understanding of theories, expertise, and practices in teaching. Blackboard is designed generally based on conventional learning theories. In contrast, Knowledge Forum is designed particularly based on knowledge building theory and pedagogy. Participants were 49 students who took a course titled “Integrating Instructional Theory and Practice,” which was offered by a teacher-education program in a national university, Taiwan. The study employed a mixed-method design, with the participants being divided into a BB group (N=25) and a KF group (N=24), with the later serving as an experimental group. The main instructional goal was to help students deepen their understanding of the relationships between theories, expertise and practices in teaching and to become more reflective on their future teaching practice. Data primarily came from students’ online discourse posted in the form of notes and were recorded in the aforementioned two BB and KF databases. To analyze, one-way ANOVA was employed to describe students’ online activities (e.g., number of notes posted) and an open-coding procedure were adapted to content-analyze student notes. There were three main findings as follows: (1) It was found there was no significant difference observed between the two groups in terms of the number of notes posted online in each database. But in terms of interactivity, there were more note linking actives in the KF group than in the BB group. It is suggested that this might be due to the design mechanism of the BB environment being less supportive for discourse interaction among students. In contrast, the KF environment has more design features such as annotations, references, and rise-above to support student interactions. (2) In terms of students’ conceptual understanding of the relationships between theories and practices in teaching, it was found that there were no significant differences between the two groups at the two lower conceptual levels (including teachers should “know and understand most teaching theories” and “be able to put theories into practices”.) But in contrast, it was found that there was a significant difference between the two groups at a higher level of understanding (i.e., teachers should be able to “analyze the relationship between theory and practice”). The findings suggest that as compared with Blackboard, Knowledge Forum seemed to be a more supportive environment that tended to help students achieve a deeper conceptual understanding of the relationships between theories and practices in teaching. (3) In terms of students’ conceptual understanding of the relationships between expertise and practices in teaching, it was found that there were no significant differences between the two groups at the two lower levels (including teachers should “understand the practice and the application of teacher expertise” and be able to “integrate practice into the multifaceted teaching expertise.”) But in contrast, it was found that there was a significant difference between the two groups at a higher level (i.e., teachers should be able to “analyze the relationships between teacher expertise and teaching practice” and “evaluate, reflect on their own professional performance.”) The findings suggest that Knowledge Forum seemed to be a more supportive environment capable of helping students achieve a higher level of conceptual understanding of the relationships between teacher expertise and practices in teaching. Building on the above results, this study made the following four suggestions: (1) a good computer-supported collaborative learning environment should include necessary design features that support multiple interactive mechanisms; (2) teacher education program should help its students develop deeper conceptual understanding of educational theories, teacher expertise, and teaching practices; (3) teachers should be equipped with the necessary knowledge in order to choose a good computer-supported collaborative learning environment to support teaching; and (4) Teacher education program should help its students develop more knowledge building oriented concepts towards teaching and learning.