本研究旨在探討團隊合作學習(TBL)教學模式應用成效的現況及差異。另以科技領導實施現況探討科技應用於教學中，提升學生學習成效。 本研究以問卷調查為主、訪談為輔。以研究者自編「團隊學習合作」調查問卷，以新北市某私立中學八年級全體學生為調查對象。計回收有效問卷157份，並採平均數、標準差、單因子變異數等統計方法進行資料的分析與處理；在訪談方面，以新北市某私立中學的校長、主任、組長進行半結構式訪談，以了解科技領導實施現況。 根據研究結果，得到以下主要結論: 一、學習者性別、操作科技器材的熟悉度在團隊合作學習效能上具有顯著差異。 二、團隊合作學習整體效能及其各層面均達到「中高表現」。 三、學校的「科技願景與發展目標結合」、「科技的落實」、「軟硬體導入教學現場」、 「企業式分層管理」是實現學校科技願景的最佳模式。 四、「使組織成員之學習目標與科技訓練結合」、「科技導入課程的實用性」是組 織成員所期盼的。 五、「科技設施採購與借用須按教學需要彈性規定」是學校科技設施支持的關鍵 要素。 六、「課堂觀察」、「教學分享」、「追蹤組織成員使用科技成效」是學校科技評鑑的方式。 七、「取得組織成員信任」、「定時接受科技訓練」、「推動科技之人員具有高專業」是實施科技人際關係與溝通最佳模式。 八、「領域科技人員不足」、「人員異動頻繁」等因素是學校科技領導的阻力。 九、學校行政人員經由科技領導,在學生思考、科技輔助、團隊分組、主動學習、 社會學習各層面學習成效均有所提升。 關鍵詞: 科技領導、團隊合作學習 / The purpose of this study mainly focuses on the current implementation and differences of TBL, Team-based learning. At the same time, with a view to promoting students’ learning effect, current technology leadership strategies are also applied to teaching. The research method of this study is based on questionnaire surveys, assisted with interviews. Based on a survey questionnaire on TBL adapted by researcher along with subjects of all grade eight students from a private middle school in New Taipei City, a total of 157 valid samples, filled with an analysis of data of mean, standard deviation, and one-way analysis variance. The interview is semi-constructed and the subjects are the principal, directors, and section chiefs so as to understand current implementation of tech-led status quo. Accorind to the study results, the findings are as follows: 1. As to the efficacy of TBL, there is an obvious difference among learners’ sex and his or her familiarity to operate technological devices. 2. The efficay of TBL and its related aspect reach the performance of “intermediate”. 3. “The combination of technological vision and its developmental goal”, “The practice of technology”, “Softwares and hardwares introduced to education situations”, and “Enterprise hierarchical supervision” are the best model of implementing school vision of technology 4. A combination of staff’s learning goals and the purpose of its technology training as well as the practicability of courses introduced with technology is what the staff members look forward to. 5. The key element to support school’s technology facilities is flexible rules based on teaching when it comes to purchasing and borrowing the technological facilities. 6. How school technology evaluation works is based on class observation, teaching sharing, and follow-ups of staff members’ use of technology. 7 The best model to implement technological interpersonal relationship and communication is to “access the staff’s trust”, “receive technological training regularly”, and “encourage technology-promoters to receive advanced technology”. 8. The obstacles school technology may encounter are the lack of the techological staff of a specific field and the frequent personnel changes. 9. School administrators will, in students’ thought, technological assistance, team grouping, active learning, and social learning, get promoted through the introduction of technlogy. Keywords: technology leadership, team-based learning

由於企業環境劇烈的競爭及快速變化，工作方式將以團隊合作結合群體的智慧取代以個人力量獨力完成，而群組軟體透過電腦軟體及網路能促進組織成員之溝通、協調及合作。 　　本文提出動態團隊產生引擎的觀念，係以解決問題及顧客滿意為導向，根據問題的難易程度找出解決問題所需專長，形成團隊在網路上同時相互討論共同解決問題，並依此觀念應用群組軟體建立雛型。利用這種方式，組織內專家可以突破空間之限制，在網路上解決問題，不需來回奔波，可增加效率及生產力。除此之外，可迅速產生適當人員解決問題可避免大才小用、縮短反應時間、提升組織的彈性及應變能力等。本研究並針對如此的應用，對組織可能產生衝擊作一初步探討。 / Due to the hard competition and dramatic changes in business environment, Jobs and problems will be solved by team work instead of single person. Using groupware on computer network can improve communication, coordination and cooperation among team members. 　　In this research, a dynamic team generation engine is proposed to organize a team based on each problem. The members for each team depend on the problem's level and domain knowledge it needs in the first time, and will be changed when necessary. The team members will discuss the problems through computer network until the solution is found. Based on this kind of concept, a prototype is built, and a small ambulance case will be studied and showed how to solve the problems by this way. 　　Taking the advantage of groupware, experts within the organization can solve the problems more efficiently without being restricted by time and space, which raises the productivity of organization. Moreover, dynamic team generation engine can help to search for adequate experts inside the organization to solve problems, reduce the response time raise the flexibility of the organization and the capability to adjust to changing circumstances. Influences on the management side by the application of groupware to the organization will also be discussed in this research.

數位典藏內容建置一直以專業典藏機構為主，但是有鑒於相關單位所能涵蓋的文化產物畢竟在質與量均甚為有限，許多民間文化資源隨著時間的流逝很容易就消失了，本文希望讓一般人對生活週遭值得典藏的文化及事物也能進行紀錄與保存。同時本文認為，典藏對象的數位化與多媒體化，需要結合跨領域的知識與訓練，如：主題領域、數位媒體、資料管理、人機介面、軟體工程等，並且制定工作流程、角色扮演與階段性物件的傳遞。結合以上的目標，本文開發了主題式數位典藏建置平台提供給使用者建立典藏文化的管道與方法。

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。

本研究採⽤個案研究法進⾏研究，以臺北市五所學校，教師應⽤團隊合作學習模式作為研究個案，探討教師應⽤團隊合作學習模式後，其教師教學效能、教師⾓⾊定位與學知覺教學效能的情況。研究資料的蒐集⽅式分別為質性與量化兩種，質性部分有教師訪談內容，⽤以分析教師應⽤團隊合作學習後對於其教學效能之情況；量化部分使⽤教師教學效能調查問卷，透過學⽣填答知覺教師教學效能狀況。 研究結果顯⽰，學⽣知覺教師應⽤團隊合作學習模式中，國⼩與國中學⽣有顯著差異。研究者在質性資料中，歸納出教師透過團隊合作學習模式，能有效的執⾏其教學模式，包含：1. 規劃教學⽬標⼤綱，熟悉教材，設計教學；2. 透過團隊營運，調節班級經營，提⾼學⽣凝聚⼒；3. 明確的教師⾓⾊定位，團隊的權⼒釋放；4. 從過程中觀察與檢討，讓學⽣評定學習的過程與環境；5. 強化學⽣獨⽴思考，主動協助，提升表達能⼒；6. 凝聚共識，發展整合發表能⼒，培養團隊責任。最後，研究者據此提供建議，以供相關研究或課程參考。 / The purpose of this research was to investigate the students in their perceptions of teachers’ teaching effectiveness, role and teaching effectiveness of teacher after teachers applying Team-Based Learning in their teaching method of five schools in the Taipei city. Both qualitative research method and quantitative research method were employed in this study. Furthermore, qualitative data included interviews with 5 participants applying TBL teaching method in their teaching and quantitative data were collected and analyzed based on “Questionnaire of Teachers’ Teaching Effectiveness” which was given to students. These conclusions of this research were summarized below: (1) the outcome of students in their perception of teachers’ teaching effectiveness with TBL teaching method varied significantly from students’ age; (2) the researcher found that teachers make plans before teaching, enhance students’ interior cohesive force, give students opportunities to learn by themselves, discuss with students about their learning process, build an environment of teamwork and encourage students to express their opinion will improve teaching effectiveness of TBL teaching method.

本研究目的在於探討：(1)團隊之領導模式；(2)團隊領導對團隊表現的影響；(3)團隊領導對集體效能的影響；以及(4)集體效能之中介效果。研究採問卷調查方式進行，以團隊為單位進行資料分析，有效樣本共計100組團隊，包括主管100位，團隊成員246位。研究結果顯示：（一）在團隊表現的影響方面，民主式領導的團隊表現較權威式領導的團隊來的優良；（二）在團隊表現的影響方面，主動式領導的團隊表現較被動式領導的團隊來的優良；（三）在團隊表現的影響方面，「主動—被動」對「民主—權威」不具調節作用，即「主動—被動」與「民主—權威」對團隊表現的影響無交互作用存在；（四）集體效能的一致性對於團隊表現不具有顯著的影響力，但對於團隊整體的集體效能則具有正向影響效果，即一致性高集體效能也愈高；（五）對於集體效能的影響，主動式領導所產生的集體效能高於被動式領導；（六）集體效能與團隊表現具有正向關係，當集體效能愈高時，團隊表現也愈佳；（七）集體效能在團隊領導對團隊表現的中介效果方面，僅在團隊領導對團隊績效的影響中具有中介效果，而對團隊態度與團隊合作方面，則不具有中介效果。本研究最後則針對研究結果進行綜合性討論，並針對研究討論所得之結果，提出研究的可能限制、後續相關研究建議、以及實務應用之建議。

管理大師彼得。杜拉克(Peter F. Drucker)在1960年代即提出『知識工作』與『知識工作者』等觀點。之後，更在1993 年其著作-『後資本主義社會』（Post-Capitalist Society）當中表示，『我們正進入一個知識社會，在這個社會當中，基本的經濟資源將不再是資本(Capital)、自然資源(Natural Resources)或是勞力(Labor)，而將是知識，而知識員工將成為其中的主角』。 在知識經濟的年代，創造力比生產力重要，再加上，知識工作者所想要的是挑戰性較高的工作，所以喜歡在成功的團體中工作(Dick Dove,1998)。今日，許多由知識型工作者組成的知識型團隊紛紛出現，也是因為一個案子的成功已不太可能是只靠一人之人所達成，而是集眾人之力，因此，本研究以知識型團隊為主角，欲了解知識型團隊的運作的過程。 本研究嘗試想用左腦工作者與右腦工作者為出發點，想找出不同的知識工作者所組成的知識型團隊的團隊特性是否有差異？此外，這些差異是否會造成知識型團隊在選擇知識管理策略時選擇方向的不同？於是，想以成功團隊為例，試圖找出各個知識型團隊在團隊本質、創意特性、團隊特性與知識整合上的一般性，期望以知識管理為一架構，做一個重新的詮釋。 最後，經由「個案分析法」，本研究歸納出以下幾點結論： (1)、知識型團隊的特性可分為「團隊構成(知識異質性)」、「團隊的任務(任務模糊性)」與「相互關係」。「團隊的任務」與「相互關係」具有正相關，當團隊的任務模糊性高時，團隊成員與成員間相互關係自然緊密；若任務模糊性低，成員與成員間的互動會減少、互動方式只有垂直式互動為必須，互相依賴的程度也會變少，造成成員間的相互關係為鬆散。而不同知識型團隊因具有不同的團隊特性導致團隊「知識管理策略」產生不同的情形。 (2)、知識型團隊特性會影響團隊的知識管理策略。「知識依附的方式」、「知識儲存與協調的方式」、「知識整合模式」、「知識整合機制」與「整合者角色」與「團隊的任務(任務模糊性)」及「相互關係」的關聯性最強，與「團隊構成(知識異質性)」的關聯性最弱。 (3)、知識型團隊特性會影響團隊的知識管理策略。「知識整合機制」與「開展性與整合性思考時間比例」與「團隊的任務(任務模糊性)」及「相互關係」的關聯性最弱，與「團隊構成(知識異質性)」的關聯性最強。 (4)、「學習機制」、「整合者類型」與知識型團隊特性無關。 期望這幾點研究發現能對未來後續研究有任何啟發，並能對「知識管理」領域有些許貢獻。 / In 1960s, Peter F. Drucker was the first person who mentioned that “knowledge worker”. Afterward, he proposed that “now the society is a knowledge society. In knowledge society, the most important resource is not capital, natural resources and labor, but knowledge. Knowledge workers will become the main actors.” in “Post-Capitalist Society” in 1993. In knowledge economy era, creativity is more critical than productivity. Besides, knowledge workers want to work in more challenge environment, therefore, they want to work for successful teams. (Dick Dove, 1998) Nowadays, many knowledge teams emerge, because one project could not succeed by only one man’s effort. Therefore, knowledge team was selected as main actor in this investigation. In addition, it uses different types of knowledge workers as starting point in this work. It hopes to find some connections between “knowledge team’s characteristics” and “knowledge management strategies”. Also, it uses “case study method” to develop and summarize primary and secondary materials in this investigation. The aim of this study is as the follow: (1) To summarize “knowledge team’s characteristics” from practice of four cases. (2) To find the connections between “knowledge team’s characteristics” and “learning mechanism”. Also, it will analyze which “knowledge team’s characteristics” effects the knowledge team’s “learning mechanism” selections. (3) To find the connections between “knowledge team’s characteristics” and “the knowledge depending way”. Also, it will analyze which “knowledge team’s characteristics” effects the knowledge team’s “the knowledge depending way” selections. (4) To find the connections between “knowledge team’s characteristics” and “the knowledge storage and coordination way”. Also, it will analyze which “knowledge team’s characteristics” effects the knowledge team’s “the knowledge storage and coordination way” selections. (5) To find the connections between “knowledge team’s characteristics” and “the knowledge integration model”. Also, it will analyze which “knowledge team’s characteristics” effects the knowledge team’s “the knowledge integration model” selections. (6) To find the connections between “knowledge team’s characteristics” and “the knowledge integration mechanism”. Also, it will analyze which “knowledge team’s characteristics” effects the knowledge team’s “the knowledge integration mechanism” selections. (7) To find the connections between “knowledge team’s characteristics” and “the types of knowledge integrator”. Also, it will analyze which “knowledge team’s characteristics” effects the knowledge team’s “the types of knowledge integrator” selections. (8) To find the connections between “knowledge team’s characteristics” and “the role of knowledge integrator”. Also, it will analyze which “knowledge team’s characteristics” effects the knowledge team’s “the role of knowledge integrator” selections. (9) To find the connections between “knowledge team’s characteristics” and “the time ratio of opening and integration thinking”. Also, it will analyze which “knowledge team’s characteristics” effects the knowledge team’s “the time percentage of opening and integration thinking” selections. After doing interview and analysis, it gets several conclusions in this investigation: 1、“Knowledge team’s characteristics” can be divide into three parts: 　 A “The composition of team” B “The task of team” 　 C “The interrelation of team” There is an interesting thing among those three parts. “The task of team” is proportional to “The interrelation of team”. In other words, if “The task of team” is very hard, all teammates will interact frequently and job overlap is often. Then, “The interrelation of team” will be very closed. 　2、“Knowledge team’s characteristics” influence knowledge team’s “Knowledge Management Strategy”. In this investigation, “The task of team” effects knowledge team’s decision about “Knowledge Management Strategy” in several aspects, “The knowledge depending way”, “The knowledge storage and coordination way”, “The knowledge integration model”, ”The knowledge integration mechanism” and “The role of knowledge integrator”. 3、“Knowledge team’s characteristics” influence knowledge team’s “Knowledge Management Strategy”. In this investigation, “The composition of team” effects knowledge team’s decision about “Knowledge Management Strategy” in several aspects, ”The knowledge integration mechanism” and “The time ratio of opening and integration thinking”. 4、There is not any correlation between “Learning mechanism”, “The types of knowledge integrator” and “Knowledge team’s characteristics”.

因應未來社會，需要從教育的點滴工程著手。學校為教育的主要場域，教師的教學影響學生學習的成效與關鍵能力的養成。面對複雜而快速變遷的時代，需要培育出具有良好思考力、未來想像力以及團隊合作能力的下一代。本研究採取個案研究方法，以一所位於台北市區國小內高年級的班級做為研究對象，此班級利用綜合活動時間實施系統思考教學，當中包含任教教師與26位學生，利用教室觀察與訪談法、輔以影片分析、學生作品分析、系統思考活動評量、學生自陳式反思問卷、想像力測驗、時間觀量表等工具，探究實施系統思考教學的教師角色(包含教師個人特質、工作動機、專業知能、教學信念和教學技巧)與系統思考教學的交互影響；對於教師班級經營、師生互動與班級氣氛的營造，進一步探究綜合教學實施與經營，與學生對於系統思考的理解和養成之間的關係。再者探究教學活動與培養學生未來想像力之關聯，而課程當中融入小組討論和遊戲教學，藉此探究教學歷程與學生團隊合作能力培養的相關性。本研究以因果回饋圖呈現研究結果，主要發現有以下五點: 1.系統思考教師扮演教室的結構者、引導者，時時精進系統思考認知與教學技巧，帶領學生關注根本重要的事。 2.系統思考教學實施增進師生互動關係和班級正向氣氛，鼓勵學生討論、發表意見與想法，營造班級共同思考與學習的氛圍。 3.系統思考教學培養學生系統思考力，從小關注世界當中重要的事件，瞭解其趨勢變化與關鍵結構，嘗試根本解決問題。 4.系統思考教學實施幫助啟發學生未來想像力，鬆動思考開啟創意想像，展開未來行動具備未來時間觀。 5.系統思考教學當中活動的形態，有助於學生提升團隊合作技巧與能力進而建立共同願景。 由以上研究結果瞭解系統思考教學教師扮演重要的結構者，啟發學生展開思考、想像，進而自主學習創造未來。在未來若要讓系統思考教學更能培養學生面對未來的關鍵能力，教師在課程設計上應將系統思考和未來想像的精神相結合，並且拉長時間、擴大空間，讓學生擁有充分的自主空間，學習思考，掌握根本而重要的事。 / Nowadays schools are still playing an important role in our education. We have to improve our education to let our children adapt to their futures. The way of teaching will influence our students’ learning. In the future world, we should cultivate our children the abilities of thinking skills, future imagination, and teamwork. The current case study selected a sixth grade class in elementary school. There were two teachers and 26 students in this class. In this study, sources and analyses of the data included: classroom observations, interviews, video analyses, students’ work analyses, systems thinking assessments, imagination tests, and ZTPI. Through the data analysis process, it can be inferred that whether the teaching of systems thinking can influence the teachers and students in the class.The purpose of this research is to use the systems perspective on offering advice and ideas regarding how to use systems thinking teaching in class to improve the students’ learning.The results are listed below: 1.Teachers played a role of guiding students and leaded them to what concerns to the root of any given problem. 2.Teaching processes included enhancing good interactions between teachers and students, and building up the positive classroom climate.Through these processes, students had more chances to discuss and share with each others.At the same time, they showed much respect for others, such as listening to others patiently. 3.With the systems thinking ability, students started to care about what is happening around the world and to attend the changing trend.They try to find the important structure behind the problem and solve it with leverage solution. 4.This class inspired students’ future imagination, expanded their ways of thinking and encouraged them to take actions for the future. 5.Through this class, students gained more team work skills and built shared visions. To conclude, the teaching of systems thinking can help our children to think more deeply and systematically. This way of teaching encourages our children to broaden their minds and take actions for their futures.If teacher can combine systems thinking with future imagination in instructional design, students can have more opportunities and time to learn what is the most important value in their life.

資訊科技的蓬勃發展，地球村世界的來臨，提供現代人快速取得知識的平台，也促成了急速轉變的全球性競爭的環境，使企業面臨了非常重大的挑戰，迫使企業開始重新思考組織核心能力，以滿足隨時可能產生變動的市場需求；企業必須作出更快速的決策，以適應全球化腳步發展。越來越多的企業警覺到知識分享對於員工累積經驗與企業正向發展的重要性，因而透過不同的方式來鼓勵員工知識分享建構具競爭力的學習型組織。 多數的研究報告皆在探討轉換型領導風格 (transformational leadership) 和交換型領導風格 (transactional leadership) 對於組織文化、組織策略執行力…等的相關性研究，尚未有探討過威權式的領導風格對於員工知識分享意願的影響。威權式的領導風格是否影響員工知識分享意願、企業具備知識分享的氛圍，是否干擾在威權式領導風格之下之員工分享知識與經驗意願 ? 有鑑於此，本研究針對威權式的領導風格如何影響員工知識分享意願，並以知識分享之企業文化為干擾因素，尋找過去相關文獻資料加以整理，歸納出假設與模型，並依照此模型進行分析與探討，以提出對實務界有效的建議與學術界未來的研究方向。 本研究採問卷調查法，在不同產業中挑選頗具盛名的公司，針對其員工進行便利抽樣，並採用Lisrel 和 SPSS軟體來進行資料的分析。從威權式領導風格、知識分享企業文化、知識分享意願三個構面，探討主管威權式的領導風格如何影響員工的知識分享意願，並以知識分享的企業文化為干擾因素。以研究結果歸納出相關結論，以提供相關建議，供實務界在推行知識管理時一個主要的關鍵成功因素，以提高知識分享的可行性。亦供學術界進行組織氛圍研究之參考。 本研究結論如下: 1. 威嚴式領導與員工知識分享意願呈現負相關。 2. 知識分享的企業文化與員工知識分享意願呈現正相關。 3. 知識分享的企業文化，干擾在威權領導風格下之員工知識分享意願程度。 / In the past, research on the knowledge-sharing behavior of indi-viduals lacked discussions on authoritarian leaderships. Therefore, this research demonstrates how authoritarian leadership and or-ganizational culture affect the knowledge-sharing behavior of indi-viduals. The purpose of this research is to focus on an authoritarian leadership’s effect on the knowledge-sharing behavior of individu-als that is influenced by innovation and a sound organizational climate. Questionnaires were administered to employees from various in-dustries in order to gather information regarding individuals’ be-havior under an authoritarian leadership. The author used conven-tional sampling methods and 233 out of 250 participants provided relevant information. The findings of the research were as follows: 1. The more a leader tends to express authoritarian leadership, the less an individual exhibits knowledge-sharing behavior. 2. The more an organization demonstrates a knowledge-sharing culture, the more an individual exhibits knowledge-sharing be-havior. Such a culture, especially, encourages ‘innovation, sharing and learning’. 3. Organizations that possess a culture that is highly oriented to-wards knowledge sharing influence the knowledge-sharing be-haviors of individuals under authoritarian leaderships.