國立政治大學教育學院九十一學年度第二學期碩士論文摘要 研究所別：教育研究所 指導教授：邱錦昌博士 論文題目：台北縣國中教師校內同儕回饋 研 究 生：王 春 生 方式與教師專業成長之關係研究 摘 要 本研究旨在分析探討台北縣立國中推動同儕回饋方式對教師「專業成長」的助益。研究方法採文獻分析、問卷調查法。按台北縣教育局將現內國中分為九大區，問卷對象是現職北縣國中教師（包括教師兼行政之主任、組長）實施調查研究，分層隨機抽取樣本450人，回收樣本數419份。所獲得之資料以百分比次數分配與F檢定及事後比較統計分析。最後綜合文獻分析、問卷調查結果，歸納出以下的結論： 壹、 同儕回饋次數與專業成長的關係 不管教師參加導師會報、教學觀摩會、各學習領域教學研究會的次數越多，都無助於這三種專業成長（教學知能、班級經營、專業責任）的提升。其原因是一般老師認為同儕回饋方式流於工作分配、政令宣導。 貳、 基本資料對同儕回饋與專業成長的影響 以「性別」、「擔任職務」、「服務年資」、「學校規模」、「學校所在類型」為自變項來分析同儕回饋對專業成長有顯著差異。 參、 同儕回饋對專業成長的助益 一、教學觀摩會及各學習領域教學研究會這兩種同儕回饋方式對提升教學知能最有幫助。 二、導師會報這種同儕回饋方式對提升班級經營最有幫助。 三、各學習領域教學研究會這種同儕回饋方式對提升專業責任最有幫助。 根據上述結論，本研究分別對教育行政機關、學校、教師、後續相關研究提出相關建議。 關鍵詞：同儕回饋、專業成長 / Abstract The purpose of this study was to analyze and discuss the positive influence of the ways of peer feedback activities that junior high schools in Taipei County had developed on teachers’ professional growths. The research methods of the research were literature review and questionnaire survey. The Educational bureau of Taipei county divided all its junior high schools into nine big areas. The parent population is junior high school teachers now in-service in Taipei county ( including teachers with double positions ). 450 junior high school teachers were sampled by stratified random sampling, which of the 419 were put into statistics. The raw data collected above were analyzed by percentage frequency distribution, F-test, and posteriori comparisons. Finally, inducing the conclusions as follows: First.The relationships between the frequency of peer feedback and profession growths No matter how many times the teachers join homeroom teachers’ meeting, teaching demonstration, and teaching for learning areas workshop, they would have no positive influence on promoting these three profession growths ( including instructional ability, the classroom management, professional responsibilities ). Secondary.The influences of background variables on peer feedback and profession growths The influences of peer feedback on profession growths were significantly different among levels of six independent variables respectively, including gender, position, service-years, school size, and school location. Third.The positive influences of peer feedback on profession growths a.Teaching demonstration and teaching for learning areas workshop, these two ways of peer feedback were the most helpful in promoting Instructional ability. b.Homeroom teachers’ meeting, this way of peer feedback was the most helpful in in promoting the classroom management. c.Teaching for learning areas workshop, this way of peer feedback was the most helpful in promoting professional responsibilities. The reason was that teachers thought this kind of peer feedback was nothing but task-allocation or commandment-delivery. Keywords：Peer feedback activities, Professional growth.

同儕網路(Peer-to-Peer Network)是近年來最熱門的研究領域之一。在此篇論文中，我們利用同儕網路設計了一個互動式的網路電台，其名稱叫做PeerIIR。有別於傳統的網路電台多半是單向的傳輸系統，我們結合了網路電話的技術實現了可以讓許多人互動的網路電台。電台主持人可以邀請其他的共同主持人來一同主持節目。而收聽節目的聽眾，也可以call-in給節目主持人。 然而，在主持人、共同主持人或call-in的人同時講話的時候，會同時產生多條聲音串流來佔用網路頻寬。為了解決這個問題，在節目的主持人只有一個人時，我們會建立樹狀的拓樸來傳送我們的封包。然而，當有多個主持人或是有人Call-in給節目主持人時，我們會透過distributed mixer negotiation的演算法, 在我們所設置的PeerIIR伺服器之間建立樹狀的架構,以分散式地合成聲音串流，達到節省網路頻寬的目的。最後也透過了一連串的實驗模擬來證明我們所設計的系統確實能夠在反應延遲、頻寬負荷上達到好的效能。 / Peer-to-Peer (P2P) applications are popular recently and have become one of the hottest research topics. The participants share their resources (such as processing power, disk storage, and network bandwidth) in the P2P architecture. In this thesis, we design and implement an Interactive Internet Radio system using the P2P approach, called PeerIIR. Different from the traditional radio system which can just broadcast the voice streams to its audience, the PeerIIR utilizes the Voice-over-Internet-Protocol (VoIP) features to make the live interaction between the program host and the audience possible. The program host can invite co-hosts to talk in the program. The audience can also use call-in service to talk with the hosts. However, when the host, co-hosts, and calliners are speaking at the same time, they will produce multiple streams which need to deliver to all the audience on the system. This could consume the network bandwidth inefficiently, or even exhaust the link capacity of the audience. Thus, how to process multiple streams produced at the same time and to deliver to all the audience efficiently is the key issue. When there are only one program host producing the audio stream, a distribution tree is built to distribute it. If there are co-hosts or calliners speaking, a distributed mixer negotiation algorithm is performed to build a voice mixing tree among PeerIIR servers. Therefore the audio streams are mixed distributedly and step by step along the mixing tree to save transmission bandwidth. The results from series of simulation show that the performance for response time and link/node stress is enhanced compared with some related works.

為了解我國大學生之自尊、同儕關係與復原力及幸福感之間的關係，乃以北、中、南三區之大學生887人為研究對象，運用個人基本資料、自尊量表、大學生同儕關係量表、青少年復原力量表以及中國人幸福感量表等研究工具，獲得所需資料，再以描述性統計、T考驗、皮爾遜積差相關、多元逐步回歸分析及調節迴歸分析等統計方法進行分析。結果發現： 1.大學生整體復原力大致良好，且在「同理心與人際互動」的復原力表現尤佳，在「情緒調節」的復原力表現則最差。而大學生的整體幸福感則呈現尚可的狀況。 2.不同性別的大學生，其整體復原力並沒有顯著的差異存在，僅在「同理心與人際互動」與「情緒調節」兩向度的復原力表現上有顯著的差異存在。而其整體幸福感並沒有顯著的差異存在。 3.大學生的自尊、同儕關係與復原力及幸福感之間有顯著的中度正相關的關係存在。 4.男女大學生之「自尊」與「整體同儕關係」兩者皆能夠有效預測其「整體復原力」以及「同理心與人際互動」、「希望與樂觀」與「問題解決與成熟」的復原力表現；且各預測變項之預測程度皆以「自尊」的預測程度為最高。 5.僅「自尊」能夠預測男女大學生之「情緒調節」復原力表現，唯預測程度並不高；且在女大學生的預測程度較男大學生為高。 6.男女大學生之「自尊」及「整體同儕關係」兩者皆能夠有效預測其「整體幸福感」；且各預測變項之預測程度皆以「自尊」為最高。 7.男女大學生的復原力及幸福感之間，有顯著的中度正相關的關係存在。 8.男女大學生整體復原力的強弱，在自尊與幸福感間以及同儕關係與幸福感間，皆未扮演了調節的作用。 最後，根據研究所得結果，針對大學生、學校及未來研究提出積極建議。

為瞭解北台灣地區青少年之價值觀表現與性別、父母管教方式、同儕關係之間的關係，乃以台北市及新北市共6所高中、高職之在校學生共381人爲研究對象，採用個人基本資料表、國中生價值觀問卷、父母管教方式問卷及同儕關係問卷等研究工具，獲取所需資料，在以描述統計、獨立樣本t檢定、卡方考驗、雙因子變異數分析、多元逐步迴歸分析等統計方法進行分析。結果發現： 一、青少年在各方面的價值觀皆相當的重視，其中最重視的為情感價值觀，而對職業價值觀的重視則較低。 二、青少年知覺以採用「寬鬆放任」型為最多，「忽視冷漠」型者最少。至於母親管教方式，青少年知覺以採用「專制權威」型為最多，而「開明權威」型為最少。 三、青少年之整體同儕關係有良好之表現，而在「信賴度」及「自我揭露度」之表現尤佳。 四、女性青少年比男性青少年較重視「心理價值觀」。 五、不同性別青少年的同儕關係沒有顯著差異存在。 六、整體青少年之同儕關係與「生理價值」、「心理價值」、「人生價值觀」、「人際價值」、「情感價值」和「道德價值」皆有顯著相關的存在。 七、在「生理價值觀」方面，會因母親採用之管教方式不同而有差異存在，即母親採用開明權威管教方式比採用專職權威、寬鬆放任及忽視冷漠管教方式，男生青少年會表現出較爲重視生理價值觀。 八、父親採用管教方式不同，即父親採用開明權威及寬鬆放任管教方式，相較于專制權威及忽視冷漠之青少年，在「心理價值觀」及「道德價值觀」有顯著差異存在。 九、「同儕關係」對青少年的「生理價值觀」、「心理價值觀」、「人際價值觀」、「情感價值觀」、「道 德價值觀」及「人生價值觀」之預測力从1.9%至24.2%之間。 十、母親「開明權威」的管教方式對青少年的「生理價值觀」、「心理價值觀」及「職業價值觀」之預測力從3.3%至4%之間。 十一、母親「專制權威」管教方式對青少年的「人際價值觀」、「情感價值觀」和「道德價值觀」之預測力從1.4%至2.8%之間。 十二、母親「寬鬆放任」的管教方式對女生青少年的「心理價值觀」之預測力為3.9%。 本研究根據上述研究結果加以討論，並提出數點建議，以供後續相關實務工作及研究之參考。

This research explored the relationship between peer mentorship and international student adjustment to life and studies in Taiwan. Questionnaires were drafted and sent to participants via email, and physically. The hypotheses explored the relationship between peer mentorship and international student adjustment to life and studies in Taiwan; informal peer mentorship vs. higher mentorship functions/satisfaction; and Taiwanese peer mentors vs. higher mentorship functions/satisfaction. Independent samples Tests were used to test the hypotheses. However, the test results did not accept any of the proposed hypotheses. Perhaps peer mentorship is not positively related to international adjustment, or perhaps the research is missing something.

本研究旨在探討孩童在同儕對話中所使用的拒絕策略，以及說話者及聽者的性別對於拒絕策略選擇之影響。研究語料來自兩人或三人一組的孩童在玩耍時的對話，孩童的年紀在四歲七個月到五歲十個月之間。本研究主要採用Beebe等人所提供的拒絕策略分類，研究結果發現，孩童在同儕對話中使用較多的間接拒絕策略(70%)，這也顯示出孩童避免與同儕產生正面衝突，並且努力維護彼此間的友誼。在所有策略中，孩童最常使用的是簡單否定(simple negation: 31.8%)以及提供理由(reason: 26.7%)；此外，在這個年紀的孩童在一次拒絕中，大多只使用一種拒絕策略。 而在性別的影響方面，則發現在同性別的互動中，女生比男生使用了更多的直接拒絕策略；此外，與在同性別互動中的表現相比，女生在不同性別的互動中變得更直接，而男生則變得較委婉。研究也發現，孩童會根據不同性別選擇特定的拒絕策略，例如，男生較常對女生使用非語言性的迴避策略(nonverbal avoidance)。本研究中討論了造成此現象可能的原因，像是中國文化中女人的角色、家長對不同性別孩童的教育方式，和不同性別的孩童之間友誼的強弱等等。總而言之，研究發現不論是說話者的性別或者聽者的性別都會對拒絕策略的選擇造成一定的影響。 / This study aims to explore children’s refusal performance in peer talk and how speakers’ and interlocutors’ genders influence their choice of refusal strategies. The natural conversations produced by dyads of triads of children aged from 4;7 to 5;10 were used for analysis. The refusal strategies adopted in this study are mainly based on Beebe et al. (1990)’s category. The results showed that children applied much more indirect refusal strategies (70%) than direct ones (30%) when refusing their peers, which indicates that they tried to avoid confrontation and make efforts to maintain their friendship. Among the strategies, children tended to employ simple negation (31.8%) and reason (26.7%) most frequently. In addition, children at this age applied only one refusal strategy in a refusal most of the time. As for the influence of gender, it is observed that in same-gender interactions, girls used more direct strategies than boys. In addition, in cross-gender interactions, girls became more direct while boys were more indirect than in same-gender interaction. Moreover, children tended to choose certain strategy when refusing others of different gender; for example, boys used a lot more nonverbal avoidance when refusing girls than boys. Possible reasons such as women’s role in Chinese culture, children’s intensity of friendship between different gender, and parent’s educational style were discussed in the study in order to explain the gender differences. The findings, therefore, suggest that both speakers’ and interlocutors’ genders play an important role in children’s choice of refusal strategies.

本文透過健保資料精神疾病歸人檔，擷取1997～2004年門診中之精神分裂症患者，針對其中701位精神科專科醫師對患者的精神分裂症一、二代藥物之處方行為進行研究。迴歸結果顯示醫師性別對處方選擇沒有特別的影響，同儕效果在相當程度上對醫師產生蠻大的改變。藥價調整前，教學醫院的醫師會受到周遭醫師開藥行為影響，其受影響程度大於非教學醫院。藥價調整後，教學醫院醫師幾乎不受同儕影響，相對的，非教學醫院比起藥價變動前，更易受到同僚行為而改變其行為。不過大體而言當周遭醫師容易開新藥（舊藥）時，醫師本身也會較容易開第二代（第一代）藥物。

本研究的主要目的在探討研究者所發展的「同儕回饋」作文教學模式對於高中生作文表現之影響。「同儕回饋模式」主要根據寫作認知歷程模式與社會互動模式，並結合同儕互評之相關研究為核心所建構而成。 本研究以新竹縣某國立高中二年級三個班級為研究對象，採準實驗研究設計中的不等組前後測設計，教學實驗共實施十一週。第一類組與第二類組的班級採取「同儕回饋」作文教學，第三類組的班級為「範文寫作」教學；其中「同儕回饋」作文教學包含「接受回饋」與「給予回饋」兩種實驗處理。 資料蒐集後進行統計分析，並以學生作品作為分析之參照，分別簡述如下： 1.以前測為共變項，將前測差異影響予以排除後，進行共變數分析，以了解自變項對依變項後測的影響。 2.根據受試者在教學實驗後所知覺到的作文表現情況進行回饋問卷調查，並對不同組別在各問題進行平均數差異檢定。 本研究之結果如下： 1.接受回饋與給予回饋組之整體作文表現的提升顯著優於範文寫作組，且給予回饋組在自我知覺「作文表現能力的提升」亦高於範文寫作組。 2.同儕回饋中接受回饋組與給予回饋組在整體作文表現的提升無顯著之差異。 3.以班級而言，第一類組同儕回饋在作文表現的提升是最為顯著。 4.以作文表現「組織結構」而言，第二類組學生對於「給予回饋」的提升效果是優於「接受回饋」實驗處理。 研究結果顯示，在高中階段的作文教學中應用「同儕回饋」模式對於學生作文表現有正面之影響，良好的同儕互動與有品質的同儕回饋意見將促使學生投入學習活動之中，進而提升在作文上的表現。 關鍵字：同儕回饋、範文寫作、作文表現 / The main purpose of this study was to explore the effects of the “peer feedback writing instruction model” developed by the researcher on the writing performance of senior high school students. This peer feedback model was constructed based on the cognitive processing writing model and the the social interaction model, and some peer evaluation theories. The teaching experiment lasted for eleven weeks, in which the quasi-experimental nonequivalent pretest-posttest theories were applied. Participants were juniors in three different classes of a national senior high school in Hsin-Chu County. Students in Class One and Class Two participated as the peer-feedback group, which was further divided into two subgroups: the feedback-receiving group and the feedback-giving group. Students in Class Three participated as the control group, which was also the model-essay group. Listed below were analyses of the experimental data with reference to students' writings: 1.In the experiment, the pretest was set as covariance. To investigate the influence of independent variable on the dependent variable(posttest) , one-way ANCOVA statistics was conducted after exclusion of pretest-difference. 2.After the teaching experiment, a feedback-questionnaire survey on how the participatns perceived their writing performance is carried out. One-way ANOVA is applied for every question among different groups. The results of the study were as follows: 1.Overall writing performance of students in the feedback-receiving and feeback-giving groups was significantly better than the model-essay group. For self-perception of the improvement in writing ability, the feedback-giving group also scored higher than the model-essay group. 2.In terms of improvement in overall writing performance, no significant difference was found between the feedback-receiving and feedback-giving groups. 3.Classwise, Class One benefited most from peer-feedback and hence made the most improvement in writing performance. 4.As far as structure organization in writing is concerned, Class Two students in the feedback-giving group performed better than students in the feedback-receiving group. The study results showed that the peer feedback model has a positive effect on the writing performance of senior high school students. Peer interaction and peer feedback of good quality stimulate students into learning, and hence improve their writing performance. keywords:peer feedback、writing with model essay、 writing performances

鑒於洋煙開放進口、青少年吸煙人口急遽增加、及反煙與戒煙行動效果不彰，乃著手 進行有關吸煙行為之研究。根據國外文獻之記述發現，成年吸煙者中約有分之七十的 人，其吸煙習慣係養成於十二至十八歲之間。故本研究乃以國中時期（即十二至十五 歲）為探討範圍，一方面可做為研究者爾後深入研究之基礎，另方面，亦希望得以收 拋磚引玉之效，喚起國人對於與「吸煙行為」有關之「心理」與「環境」等因素的重 視，如此，不但能真正落實有關吸煙問題之探究，使不致侷陷於空談與現況調查的無 所俾益之舉措，且對於遏止我國吸煙人口成長與消費數量之增加及發展確實可行之戒 煙與禁煙手段等方面亦能產生實際之助力。 本研究所探討之研究變項包括：人格特質、家庭因素、同儕影響、吸煙行為，及年齡 、性別、年級、成績等人口統計變項。本研究係採問卷調查法進行，所使用之研究工 具為：(一)人格特質量表。此量表係參照美國學者Cattell 所編製之High School Re rsonality Questionnaire 修訂而成，原問卷之適用年齡為十二至十八歲。(二)自編 問卷。關於受試基本資料、同儕影響、家庭因素及吸煙行為的變項，係由研究者參考 國內外有關研究之研究工具編製修訂而作。所有研究工具於工式施用前，皆經過預試 之修訂，其信度、效度頗高。 研究結果發現，臺北市國中男性吸煙者人數高女性吸煙者人數；吸煙煙齡及吸煙量與 年齡成正相關；人格特質中，焦慮性、緊張性、情緒穩定性、社會性等特質對吸煙行 為有影響；家庭因素中，父母吸煙者的吸煙行為高於父母不吸煙者之吸煙行為，兄弟 姊妹吸煙者的吸煙行為高於兄弟姊妹不吸煙者；同儕影響方面，友伴吸煙人數愈多者 ，吸煙行為愈顯著。 依照國際衛生組織的分類，吸煙行為乃屬於心理依賴之習慣，因此本研究建議，對於 吸煙行為之處理，應著重人格與環境二方面較為可行。

本研究以質性分析的方式，探討學齡前融合教育班級師生及同儕互動的情形，以一所台北縣公立幼稚園的一個融合教育班級為研究場域，透過部份參與式觀察與教師訪談蒐集資料，進一步探討特殊教育需求幼兒與一般幼兒之間的互動情形，以及特殊教育需求幼兒與教師之間的互動情形。 研究發現，在特殊教育需求幼兒與一般幼兒之間的互動行為中，多以正向非口語行為為主，同時特殊教育需求幼兒在互動行為上較為被動，互動的內容多與遊戲或學習活動有關，若是在衝突情境則會出現負向非口語的攻擊行為。在特殊教育需求幼兒與教師之間的互動行為中，正向口語行為為主，但時常搭配非口語行為一起進行，互動的內容多與特殊教育需求幼兒的特殊需求以及教學活動有關，在互動行為進行中，教師較為主動，但在求助行為中，則以特殊教育需求幼兒扮演引發互動的角色。而影響互動行為的因素包括有：特殊教育需求幼兒的人格特質、特殊教育需求幼兒的能力、教師的態度與引導、以及一般幼兒的人格特質等。整體而言，在本研究進行的場域中，特殊教育需求幼兒的互動對象較傾向於與成人進行互動，和一般幼兒互動的情形較少出現。 綜合上述研究發現，對於學齡前融合教育的實施，本研究提出具體建議，在特殊教育需求幼兒與一般幼兒之間的互動方面：安排能力較佳且有意願的一般幼兒協助特殊教育需求幼兒進行學習活動、教導解決衝突的策略，以減少負向行為、教導特殊教育需求幼兒與他人互動的方法，並鼓勵他勇於嘗試。在特殊教育需求幼兒與教師之間的互動方面：教學活動時間，兩位教師應盡可能同時參與，以協助特殊教育需求幼兒進行學習，增加互動機會、營造特殊教育需求幼兒主動進行互動的機會。 / The study aims to explore the state of teacher-student and peer interaction in inclusive preschool class setting using a qualitative analysis method focusing on a public inclusive preschool classroom in Taipei County as the research site, with data gathered through a partially participated observation and teacher interviews, to further examine the interaction between preschoolers with special education needs and general preschoolers, and the interaction between preschoolers with special education needs and teachers. The study found that the interaction between preschoolers with special education needs and general preschoolers tends to take place with positive, nonverbal behaviors, while preschoolers with special education needs tend to be more passive in interactive behavior, and the content of interaction is largely related to game or learning activities, but negative, nonverbal aggressive behavior can appear under a conflict scenario. The interactive behavior between preschoolers with special education needs and teachers tends to take place with positive, verbal behavior, and is often coordinated with nonverbal behavior, where the content of interaction is largely related to the special needs and teaching activities of preschoolers with special education needs; in the progression of interactive behavior, the teacher is more active, whereas in help seeking behavior, preschoolers with special education needs tend to enact an interaction-triggering role. While factors that affect the interactive behavior include: the personality attributes of preschoolers with special education needs, the capability of preschoolers with special education needs, the attitude and guidance of the teacher, and the personality attributes of general preschoolers. As a whole, at the site where the study is conducted, the interaction of preschoolers with special education needs tends to lean towards interactive with adults, while the phenomenon is less seen in the interaction with general preschoolers. In recapping the foresaid study findings, when implementing the inclusive preschool education, the study presents a tangible recommendation on the interaction between preschools with special education needs and general preschoolers that it is feasible to arrange general preschoolers with better capability and are willing to facilitate preschools with special education needs to engage in learning activities, spearhead them to conflict-solving strategies, which would help to reduce negative behavior, and show preschoolers with special education needs the means to interact with others, as well as encourage them to try. In the aspect of interaction between preschoolers with special education needs and teacher, it is recommendable that during the time of teaching activities, it is best for two teachers to participate at the same time to facilitate preschoolers with special education needs to engage in learning, enhance the interactive opportunities, and create the opportunity for motivating preschoolers with special education needs to engage in interaction.