在電子商務的領域中，多種不同的營運模式被相繼推出，許多成功的電子商務網站，也在各大商管學界被持續探討。展望未來，許多產業勢必導入電子商務經營，而圖像授權這個文化創意領域，更是一個近年來在電子商務領域發光發熱的產業。目前全世界圖像授權平台的競爭劇烈程度與日俱增，國內廠商首當其衝，而國際大廠亦是戒慎恐懼，稍有不慎就很可能會在圖像授權平台版圖的劇烈變化中慘遭擊敗。回顧過去圖像授權平台產業歷史，就曾經發生因為破壞式創新導致產業版圖大幅改變的案例，而現在網路技術日新月異，未來商業模式也必將不斷有所創新，深深值得進一步研究。 　　本研究將使用Afuah & Tucci(2001)發表之論文中的電子商務相關理論作為核心，再由研究者立意選定，以I公司圖像授權網站、G公司圖像授權網站、K公司圖像授權網站、S公司圖像授權網站等四個個案進行個案研究，希望能夠透過對於顧客價值、市場範圍、收入來源、經營之關連活動、資訊系統建置、企業能力、獲利持續性等等面向的探討，針對圖像授權在電子商務創新經營的議題進行研析，希望對於產業界與學術界能有所助益。 / In the field of electronic commerce (e-commerce), a variety of business models have been introduced sequentially. Many successful e-business sites are discussed continously in business or management academia. Looking ahead, many industries are bound to import e-commerce operations. Image licensing is an industry that vigorizes e-commerce in recent years. At present, the intensive competition of image licensing platform all over the world is increasing, not only international manufacturers but also the domestic manufacturers, who are the first to be affected. A slight mistake can lead to failure in the dramatic changes of the image licensing platform. Reflecting the history of image licensing platform, there was a case of a industry destructive innovation that led to significant changes in the industrial landscape. Now, since the Internet technology is ever-changing, the future business model will continue to be innovative, which is worthy of further study. 　　This study will use e-commerce related theories published by Afuah &Tucci (2001) as the core theory, and then selected by researchers.Taking I Company's image licensing site, G Company's image licensing site, K Company's image licensing site, S Company's image licensing site four cases as case studies, in hopes that through the discussion of customer value, market scope, revenue source,management-connected activities, information systems implementation,business capabilities, profit sustainability, etc., research andanalysis will be targeted to the issues of image licensing ine-business innovative operation, and the results can be helpful forthe industry and academia.

本文主要從圖像著手討論18世紀以後西方的中國觀察。18世紀及其之前西方的中國圖像，與中國相距甚遠，後現代主義認為，此時期的中國形象被扭曲，甚至妖魔化。但18世紀以後，西方的中國圖像與前期有極大的差異，因此本文嘗試透過圖像來討論西方中國觀察的變化。 首先，從文本的記載到外銷瓷、外銷畫上的中國圖案，以及18世紀歐洲中國風所發展出的中國象徵符號，討論西方中國想像的形成。 其次，亞歷山大及湯姆遜二者所記錄的中國分別代表18世紀末、19世紀初及19世紀後半的中國，所採用的工具繪畫與攝影正好反映當代圖像記錄工具的變革，因此，透過對亞歷山大及湯姆遜作品的討論，期能理解西方的中國觀察及影響因素。 / This dissertation discusses China observation in the West after the eighteenth century. Before the eighteenth century, images about China in the West were very different from the real China. Post-modernists argue that in that period the images about China were distorted or even demonized. This dissertation tries to explore the changes of understanding of China through examining images about China in the West. First, to discuss the emerging of the imagination of China in Europe, it discusses Western texts about China, the images on the eighteenth-century China porcelain and exported paintings, as well as the symbols of the “Chinoiserie” style. Secondly, it examines the drawings of William Alexander in the late eighteenth century and the photographs of John Thomson in the nineteenth century. Not only do they represent the shift of media of image recording images but also the change of the understanding of China. In the conclusion, it tries to understand the factors that brought about the changes of China observations in the West.

本研究旨在探討「以常用詞根輔以圖像構詞式詞彙教學法」、「常用詞根無圖像構詞式詞彙教學法」及傳統的「詞義說明式詞彙教學法」在學生的詞彙記憶上的差異；本研究亦探討學生的英文詞彙量、構詞察覺度、短期記憶、長期記憶及拼詞能力之間的相關。 本研究的主要發現如下：接受「以常用詞根輔以圖像構詞式詞彙教學法」的學生比接受「常用詞根無圖像構詞式詞彙教學法」及傳統的「詞義說明式詞彙教學法」的學生表現出更好的構詞察覺度、短期記憶、長期記憶及拼詞能力。在這三組中，構詞察覺度較高的學生對生詞有較佳的短期記憶與長期記憶能力，反之亦然；在詞彙記憶方面，短期記憶力較佳則長期記憶力也是較佳，反之亦然；並且，一星期後的後測分數比較高的學生在一個月後的後後測分數也會比較高；再者，詞彙的短期記憶與學生英文詞彙量的差異無關，因為學生所記住的生詞都可以持續短暫的時間，但不一定能長久記憶。 / This study aims to investigate the discrepancy in the use of the iconic-morphological approach via commonly-used roots, the non-iconic morphological approach via commonly-used roots, and the traditional definition-based teaching method in vocabulary memorization. It also explores the correlation between English vocabulary size, awareness of morphology, short-term memory for words, long-term memory for words, and vocabulary spelling abilities. The subjects of this study are 91 third-year students studying at the National Overseas Chinese Experimental Senior High School in Taipei County. They received instruction in the iconic-morphological approach via commonly-used roots, the non-iconic morphological approach via commonly-used roots, and the traditional definition-based teaching method, respectively. In the beginning, the three groups took the same pre-test to examine their vocabulary size. Then, subjects were immediately asked to take post-test 1 to examine their awareness of morphology after receiving different instructions. Later, subjects were asked to memorize forty unknown words within twenty minutes and then to take post-test 2 to investigate their short-term memory for words. A week later, post-test 3 was held to check their long-term memory for words. A month later, they sat for post-test 4, used to explore their longer-term memory for the forty words. In conclusion, the study summarizes the main findings pertinent to the proposed research questions. The students who receive instruction in the iconic-morphological approach via commonly-used roots finally develop higher awareness of morphology, better short-term memory for words, better long-term memory for words, and better spelling ability than those who learn in the traditional definition-based approach or in the non-iconic morphological approach via commonly-used roots. Among the three groups, the students who display higher awareness of morphology have better short-term memory and long-term memory for words, and vice versa. Moreover, those who have better short-term memory have better long-term memory, and vice versa; those who have better one-week long-term memory for words definitely have better one-month long-term memory for words. Interestingly, students can learn words by rote for a short period of time regardless of their vocabulary size. That is, one person’s short-term memory for words is not correlated with his vocabulary size.

臺灣華德福教育乃四一○教育改革浪潮之一環，宜蘭慈心華德福首先發展為K-12之完全學校，具指標意義。本研究為具自傳性、反思取徑之課程行動研究，帶有民族誌色彩。研究目的在以華語文課程為範疇，敘說慈心華德福中小學課程實踐暨轉化歷程，呈現華德福學校語文課程與教學，構思課程系統圖像，探究教師圖像與學校圖像。 　　本研究採參與觀察法、訪談法、文獻分析與自我研究法，由學校工作小組既有資料與研究我的反思書寫，採擷同仁觀點，形成「公開知識」、「我觀點」與「他者觀點」之理解視角。藉由實踐者即研究者的立場，研究者透過「敘說」交織兩條軸線，其一，基於行動研究之經驗基礎，本研究為「教學我」之教學敘說反思與華德福教育之「課程理解」與「課程轉化」；其二，本研究為個案研究，場域為「研究我」服務之慈心華德福學校，聚焦「人智學」（Anthroposophy）啟迪下之華語文課程發展與實踐，及其中浮現之課程系統圖像。 　　研究發現﹕華德福語文課程於小學主要表現為口述故事、肢體與韻律活動、藝術活動等，以之進行教與學；中學著重語文的功能、現實性與規則，亦注重傳記、歷史故事與青少年發展之關係；高中階段與各門知識形成綜合文化學習與自我探究。就主課程而言，人智學啟迪之華語文課程系統圖像：「夢境」（一至五年級：童話、神話）、「真實」（六至八年級：文法：形式之現實；歷史：內容之現實）、「詩與思」（九至十二年級：詩的歷史理解、詩與哲學）。就學習者，透過主體與世界之互動，可開採出「旅程」隱喻：在世界中尋求自我；由自我走向世界。十二年一貫統整課程實為學習者的「永恆樂園」，各個主課程都是一面世界之窗，個體之小宇宙與意識進化史之大宇宙呼應，可理解為「天人合一」，整體課程由小學至高中呈U型對映浮現學習者「聖盃」圖像；研究者推導華德福之語文觀，「人」不同於其他物種，「個人自成一類」，導出人必發展屬己的獨一無二之語言。教師由個人學習旅程之「英雄」，變衍為課堂中捨身之「基督」或「佛陀」；語文教師探索外在與內面世界，為透過創作分享眾生的「吟遊詩人」。慈心學校課程演化之經驗可以「西遊記」為隱喻。慈心學校發展由美感團體朝向求真團體。 研究結果有助於理解人智學如何形塑華德福課程與教學踐行。研究顯示，統整課程之理解為教學統整重要基礎，教育實踐的究竟思考引領教師成長並為課程理解基礎。社群互動與共好的文化氛圍為課程發展基礎。華德福華語文課程在地轉化應持續關注教育本質、自我認同與對華語文之理解的內在辯證。 / Waldorf education in Taiwan is one of the influence and result of the 410 Education Reform (四一０教改). Ci-Xin Waldorf School in Yilan is the first to develop into a K-12 complete school system, which is a significant achievement. This study is an ethnography-like action research combining also autobiographical and reflective approach. The purpose of this study is to narrate the process and practice of curriculum delivery and transformation in Ci-Xin, to demonstrate the reality of language lessons and teaching in Waldorf School, to construct a systematic structure of language curriculum, and finally to study the ideal picture of being a teacher and of a school. 　　The methods that are applied in this study include participative observation, interview, documentation analysis, and reflection on personal experiences. With data from working groups in Ci-Xin School, my own reflective writings, and the opinions contributed by my colleagues, there are three points of views formed, which are "public knowledge", "my viewpoints" and "others' viewpoints". As the researcher is also a practitioner, two themes are formed through "narration". Firstly, based on action research, the study consists of the researcher’s narrative reflection of his own teaching and of the understanding and internalization of Waldorf curriculum. Secondly, as the thesis is essentially a case study of CiXin Waldorf School where the researcher works at, it concentrates on the Chinese language curriculum development and practice under Anthroposophy ideas and the emerging picture of curriculum system. 　　The conclusions are as following. Under Waldorf pedagogical ideas, language teaching and learning in primary school focus on oral stories, movements, rhythmic activities, and artistic exercises. In middle school, the emphasis is on the functionality, actuality, and rules of language. The relationship between biographies, historical stories and adolescence development is another importance. In high school, Chinese language courses together with other subjects and knowledges are integrated and synthesized into wide-ranged cultural learning and self-exploration experience. In terms of main lesson in Chinese language area, "Dream" is the main them for grades 1 to 5 to allow the children to immerse themselves in abundant fairy tales and myths. "Reality" is the focus for grades 6 to 8. Pupils at this stage learn a lot of grammar which represents the forms of the reality, and history which is the content of the reality. For grades 9 to 12, “Poetry and Thought” is the major learning in which the young people have a glance at the history of poems and of poetry and philosophy. As to learners’ experience, through the interaction between the subject and the world, they may grasp the metaphor of "journey", that is, to seek their own egos in the world and to explore the world through stepping out of themselves. The 12-year curriculum is the ''eternal paradise'' for learners. Each main lesson is ''a window to the world''. The inner world (microcosms) of each individuals and the universe of consciousness evolution are interweaving, which can be understood as "the unity of man and nature". The whole curriculum from primary to high school forms a picture of U-shape which reflects the "holy grail" experience of the learners. The concept of language teaching in Waldorf education as deduced from the research is that "Humans" are different from other species; "Each individual is a separate category" and therefore will develop his or her own unique language. A teacher originally is the "hero" in his or her own journey of learning and then transforms him/herself into "Christ" or "Buddha" who gives out him/herself in the class. A language teacher explores the outer and inner worlds and becomes a "bard" through sharing his or her creation on the way. The story of “Monkey King” can be a metaphor to demonstrate the evolution of language curriculum in Ci-Xin Waldorf school. This school is developed from an aesthetic community towards a community of truth seeking. 　　The result of this research helps to clarify how Anthroposophy shapes the curriculum and teaching practice in Waldorf education. It shows that the overall understanding of Waldorf curriculum forms the grounded foundation of teaching integration. And the philosophical thinking towards the nature of education guides the teachers’ self-development and understanding of the curriculum. Healthy community interaction and cultural atmosphere towards ''common good'' are the pillars of curriculum development. To support the contextualization of Chinese language courses in Waldorf education, we shall relentlessly pay attention to the intrinsic dialectic in the thinking about the nature of education, the formation of self-identity, and the understanding of chinese language.

本篇論文是以中國大陸甘肅省臨夏回族自治州的州治所在臨夏市為主要的田調場域，研究對象是臨夏市穆斯林社群的婦女們，研究切入的時間點正值西部大開發帶動臨夏社會經濟現代化的契機，此地的穆斯林因應此變化被迫必要調整其傳統倫理規範對婦女們的制約，讓婦女走出家庭、甚至走出河州，解放其勞動力，隨其知識獨立經濟獨立後，藉此良機提升地位，並對社會做更大的貢獻。 臨夏市的穆斯林社群是傳統華夏社會的縮影，惟因位處邊緣加上歷史因素，其社群相對封閉而變化較緩，婦女地位低下仍是目前社群內部普遍存在的問題。搭乘大開發的列車，為呈現穆斯林女性地位已出現或可能有的變化，在章節的安排上，第一章、第二章針對回回婦女集體歷史記錄的失落，企圖利用有限的文獻材料，重構此邊緣族群婦女的歷史圖像，順勢彰顯華夏社會“男尊女卑”、“男主外，女主內”根深柢固的傳統與臨夏穆斯林社群的婦女地位問題相對應的關係，特別是在複合文化交疊、異例突出的邊緣地帶；為釐清外界對伊斯蘭教與回回社群的誤解，特別在第三章釐清這個複合規範的內涵，分從儒家的道德綱常、伊斯蘭的倫理觀與西北特殊的風俗民情三部分論述，時至今日臨夏穆斯林婦女所承受的規範制約，究竟是哪一部分需要調整或必要革新，或許在地的穆斯林也並不是那麼清楚所謂的傳統，究竟是舊封建社會的遺緒，抑或是伊斯蘭教教義、教法使然，不願人云亦云、積非成是地全歸咎於伊斯蘭的宗教特性，對照歷史軌跡尋繹，從理性認知解放臨夏穆斯林婦女，自覺、自尊方能由此建立。 筆者如此關注臨夏穆斯林婦女地位的問題，乃因在臨夏調研時的實際觀察，仍見臨夏穆斯林社群婦女很傳統的生活面向，故在第四章介紹傳統規約下的婦女生活，從婦女的婚姻、家庭生活、勞務分工與宗教規箴對女學的影響等方面提供一些民族誌的觀察。由於社會調查有其普遍採樣的困難和限制，加上臨夏正處在社會經濟變遷的過渡階段，多元、多樣正是此階段的特色，故選擇口訪對象盡可能是在一定的社會高度，有較廣泛見聞以及能理性陳述的對象，不乏公部門幹部、老師、醫師和律師，藉之強化此民族誌觀察的可信度與說服力。 本篇論文的第五章則談論臨夏經濟發展人力需求的趨勢，而穆斯林婦女所須具備的競爭條件，而從臨夏婦女接受義務教育的現實問題、宗教女學蓬勃發展的利弊以及婦女法律認知、制度配套與人為因素致使婦女權利在實踐上出現相當的落差，於田調實察所得數據和資料來說明社群內部有待改變、革新之處。現代化的潮流和進程難以阻擋，臨夏市在現代化社會的轉型過程，舊價值與新發展之間的矛盾和衝突性無可避免，婦女地位提升已成為社會整體進步的關鍵，也漸成為穆斯林社群的共識；包括臨夏面對都市化的衝擊，伊斯蘭Jamaat內部可能面臨的文化危機，保守的宗教體制內是否應該與時俱進地賦予女學新定位、新任務，促使婦女在族教邊界的維繫上發揮固基的力量，故在第六章仍以民族誌的觀察為主，介紹臨夏部分穆斯林女性在宗教、學術、經濟與政治等領域不凡的表現，她們衝破既有族教藩籬與限制，力爭上游，成為在地穆斯林婦女效法的標竿。總之，改善不利於穆斯林婦女發展的負向指標，提升她們的地位，在推動臨夏社會經濟進步極具現實價值，是本論文的研究旨趣所在。 任何社群只要存在兩性的差異，婦女學與兩性研究就有存在下去的理由。過往少數民族婦女議題歸屬學術研究的邊陲，本篇論文就學術價值而言，其貢獻有二：一則，為社會科學研究婦女民族誌開闢了新領域，強化女性文化的基礎；二則，選擇邊緣穆斯林族群的婦女議題，除了釐清對伊斯蘭教在中國西北世俗化過程的許多誤解，也使穆斯林婦女在現代婦女史與婦女民族誌中不再留白，或無言。