本論文共一冊，約九萬字，計分七章，二十八節，茲將其章節內容分述如后： 第一章 緒論 本章計分研究動機、研究目的、研究範圍、研究方法、文獻探討等五節。 第二章 高職公民教育之理論基礎 本章計分公民教育之哲學基礎、心理學基礎及社會學基礎等三節。 第三章 世界主要國家高職公民教育之探討 本章計分六節，分別探討美國、英國、法國、西德、日本等五國之高職公民教育，並 對五國之高職公民教育作一綜合分析。 第四章 我國高職公民教育之沿革 本章計分六節，分就民國建立以前、民國初年、國民政府成立後、抗戰及戡亂時期、 政府遷臺後的高職公民教育而述之，並對高職公民教育的演進作一綜合分析。 第五章 我國高職公民教育的內涵分析。 本計分三節，分就高職公民科及公民教育相關課程的內涵分析，並對高職公民教育內 涵作一綜合分析。 第六章 我國高職﹁公民﹂科教學現況之調查分析 本章分就問卷與調查表之編製與內容、調查之對象、調查結果與分析等三節而述之。 第七章 結論與建議 本章對本研究發現作一結論，並 對我國高職錢民教育出改進建議。

第一章 緒論 第一節 研究動機 第二節 研究目的 第三節 研究範圍 第四節 研究方法 第二章 理論文獻之探討 第一節 評鑑概念之釐清 第二節 評鑑的意義和目的 第三節 評鑑的模式及其比較 第四節 評鑑的設計與執行 第五節 學校評鑑及其實施 第六節 再評鑑 第七節 評鑑結果之運用 第三章 實際評鑑概況 第一節 我國歷年學校評鑑概況 第二節 美國中等學校評鑑概況 第四章 我國六十九學年度國中評鑑工作之分析 第一節 國中評鑑的設計與實施 第二節 摘要與分析 第五章 我國國中評鑑與理論模式及美國中等學校評鑑之比較 第一節 國中評鑑與理論模式之比較 第二節 國中評鑑與美國中等學校評鑑之比較 第六章 結論與建議 第一節 結論 第二節 建議

本論文共分八章： 第一章 引論，探討保定軍官學校的成立背景，即對中國近代史上的建軍過程做一 剖析，藉以明瞭保定校在我國近代史上的意義和地位。 第二章 保定軍官學校的創辦，分三節，包括該校成立的經過以及學校的組織和經 費。 第三章 兩次風潮及其影響，對保定軍校發生於民國元年，民國二年的兩次風潮， 分別就其發生原因、經過和影響予以探討。 第四章 課程與訓練，分二節，包括課程的介紹、變動以及學生在校內的起居作息 狀況，並敘述入伍生之訓練情形。 第五章 師資與學生，分五節，師資方面敘述歷任校長之建樹及一般教員之出身情 形，學生方面則敘述各期學生的來源、各兵科學生藉貫的分佈狀況。 第六章 保定軍官學校的興革，分四節，以袁世凱、段祺瑞各該校的關係為背景， 探討該校與模範團的關係和從陸軍部軍學司改隸於陸軍訓練總監的經過，並論民國 七年五月該校改招文中學畢業生的時代背景。 第七章 畢業生的出路與影響，分四節，檢討畢業生分發見習的制度，並述畢業生 與黃埔軍校的關係和北閥的關係。 第八章 結論，綜論保定軍校的成就與得失。 #2810109 #2810109

民國五十二年起，政府為加強培育中級技術人才、提倡職業教育、配合經濟建設和緩和升學競爭起見，特別鼓勵并核準私立五年制專科學校的設立。三、四年來，五專如同雨後春筍，在「量」的發展上呈現一片欣欣向榮的景象。只是，近一、二年，五專招生不能足額的嚴重情形，以及改進五專教育論著的屢見不鮮，這些五專學校在「質」的方面似乎有待重新評估和探討的必要。筆者為求確實瞭解關係五專品質的課程與教學實況，以為改進五專教育內容的依據，乃從事本項調查研究。 本調查研究報告共分五章：首章為緒論，敘述筆者本項調查研究的旨趣。次章為調查計劃與經過，分別說明本項調查研究的範圍、調查的內容、調查的方法以及調查的經過。第三章為本項調查研究的發現，是將調查所得的資料逐項加以整理的結果：為目前五專課程與教學實況的說明。第四章結論，即綜觀各五專學校課程與教學設施，分別估評其優劣，并綜合各校對於改進目前五專課程和教學各項措施的意見。末章為建議，係筆者針對目前五專課程與教學的實況，就其各項措施的缺點和困難問題，依個人的淺見，分別對教育行政機關和各五專學校等，提出若干建議，以供改進五專課程和教學的參考。 本調查研究報告，因囿於個人學養經驗淺陋，以及時間、人力、經費的不足，疏誤之處自所難免，敬祈諸位師長、先進，蕙賜指正為禱！ 本項調查研究之進行及報告之撰寫，均承呂俊甫老師懇切指導，謹誌由衷之謝忱。又教育部職教司唐司長若愚、榮正先生，高教司陳文章學長等對於筆者搜集資料或前往各校調查訪問，曾多方予以協助，并承各五專學校諸位先生之惠予指教或填答問卷，使研究工作得以如期完成，於此一併致誠之謝意。

九年一貫課程的實施意味著學校本位課程發展理念的實現，學校一時間從受命單位，成為需做關鍵決定的主動者，在變動的情境中，學校做了哪些課程決定、以怎樣的方式做決定、決定受到哪些因素影響、決定過程中遭遇到那些困難，又以哪些策略解決，這些問題的答案對研究者來說具有相當的價值。本研究首先從課程決定的歷程、層級、影響因素等角度去理解文獻中課程決定的概念，進而分別從課程四大要素的角度去探究青水中學自然領域的課程決定樣貌，並發現（1）課程內容的決定在學校層級中最受重視（2）教師忽略了單元目標的決定（3）學校層級的課程決定是一個動態的歷程（4）青水中學的課程決定方式是由校長擬定大方向、教師依據方向擬定實施步驟（5）影響課程決定的因素來自學校內、外部以及決定者本身（6）決定過程中主要的困難是教師能力不足以及傳統校園文化的充斥；具體的解決策略則包括規劃進修課程、強化教師心理、建立互動系統等三個方面。研究者以前述六項發現為基礎，提出兩個討論問題：（1）由校長主導學校層級的課程決定不符合學校本位課程發展的精神嗎？（2）課程決定者的的教育信念應內隱或外顯？最後研究者提出五點建議：（1）強化學校長期課程發展成果的檢核（2）開展課程決定者間進行課程對話的機會與深度（3）加速教師專業培育系統的更新（4）鼓勵校內、外的課程決定者建立起高效率的合作機制（5）加強教師運用能力指標的能力。

本研究目的在探究臺北市國民小學集體協商的內容，及集體協商的歷程，並探討我國臺北市國民小學教育組織中集體協商的現況和相關意見，根據研究結論提出建議，以供我國未來國民小學集體協商之參考。 因此本研究方法採文獻分析、問卷調查、訪談，透過文獻分析以作為調查和訪談研究的基礎，並編製「臺北市國民小學集體協商意見調查問卷」，進行調查研究並編製訪談大綱，進行訪談，以瞭解臺北市國民小學集體協商的現況和相關意見。問卷部分以隨機抽樣的方式，共發出問卷本研究總計對臺北市所抽樣的學校發出756份問卷，共回收590份問卷，有效問卷為545份，可用問卷比例為72﹪。 訪談對象則訪問臺北市國民小學的校長、教師會會長、家長會會長各3名，共9名進行訪談。最後將文獻探討、問卷調查和訪談結果做成結論，並據以提出建議。依據文獻探討、問卷調查和訪談結果的發現，歸納出以下結論： 一、協商主要內容可分為「課程與教學」、「人事」、「預算」、「一般校務」四面向，臨時性質的事件也會成為協商內容。 二、學校集體協商內容目前「應列入」但仍「未列入」的議題有：「本校教師教學時數的安排」、「本校教師任教科目的分配」及「教師獎懲考核的實施辦法」。 三、不同的職務及學校規模所較重視的議題亦隨之相異。 四、臺北市國民小學的學校集體協商品質良好，但在個人情緒控制及思考模式的變通仍有改進的空間，其中互動情形良好的學校比互動情形欠佳的學校協商品質較為優良。 五、臺北市國民小學的學校集體協商成效良好，但在效率及履約執行方面，為日後需繼續努力的方向；其中家長、行政人員及互動情形良好的學校較認同集體協商成效。 六、在進行協商時多使用「先同意大架構，細節部分再行討論」的策略進行，目前協商時第三者介入情形不普遍，如需選擇第三者時，以「教育局人員」為多數，遇僵局時多以「先休會擇期再開」的方式處理。 七、「專科」學歷的協商代表對於「協商過程中第三者」傾向選擇「民意代表」，行政人員、教師、家長則分別傾向求助於「教育局人員」、「退休或離職的校長、主任、教師」、「民意代表」。 八、教師認為學校在「協商僵局處理」時會傾向於「擁有裁量權者的一方說了就算」，家長則認為學校應「請第三者進行事實調查，提供真實資料供雙方參考」；而大型規模及互動情形良好的學校除選擇「先休會擇期再開」之外，也傾向用「請第三者調解」的方式解決。 九、協商成員的權力及知能較為缺乏。 十、臺北市國民小學認同「集體協商」為協商決策模式，其中以家長與互 動情形良好的學校更認同協商決策模式。 最後綜合研究結果提出以下建議： 一、 對學校的建議： （一） 學校宜建立良好的集體協商制度，以作為重大議題的決策模式。 （二）協商內容可分為「課程與教學」、「人事」、「預算」、「一般校務」四面向，惟須注意臨時性質的事件也會成為協商內容。 （三） 未來學校集體協商內容應增列「本校教師教學時數的安排」、「本校教師任教科目的分配」及「教師獎懲考核的實施辦法」的議題。 （四）學校集體協商內容應考慮對象及學校規模之不同需求。 （五）學校行政人員、教師與家長協商時應屏除個人私益及情緒。 （六）學校宜精簡時間、人力、資源，以提升效率並應持續追蹤協議的達成度。 （七）學校集體協商時可多使用「先同意大架構，細節部分再行討論」的策略。 （八） 學校集體協商將來若需外力協助時，得商請相關的第三者協助。 （九）遇協商僵局時，成員應去除獨權專大的陋習，並可考慮請第三者調解、進行事實調查等解決方式。 （十）落實家長監督機制。 二、 對教育行政機關的建議 （一） 辦理協商知能的研習。 （二） 建立諮詢的資訊平台。 （三） 制定相關協商的法令。 / The purpose of this study is to investigate the content and the process of collective negotiation in Taipei public elementary schools. The study is also to explore the circumstances and opinions of collective negotiation from the schools’ organizations. According to the study results, some recommendations are proposed available for future references. The study methods include the literature review, the questionnaire, and the interview. The questionnaire, “Taipei Public Elementary Schools’ Opinions on Collective Negotiation Questionnaire”, is created based on the initial results from the literature review and the interview. 756 copies of the questionnaire are distributed to randomly-sampled schools. Finally, there are 545 of 590 valid questionnaires are collected. The retrieval rate is 72%. Nine interviewees are: three principals of Taipei public elementary schools, three presidents of Teachers’ Association, and three presidents of Parents’ Association. Finally, the study makes a conclusion by analyzing the literature review, the questionnaire, and the interview’s results. Some findings and suggestions are described as below: A. The content of collective negotiation can be categorized into four main areas: “the curriculum and the teaching”, “the personal matters”, “the budget”, and “general school administration”. Temporary events are also included in the content of collective negotiation. B. In the content of schools’ collective negotiation, some issues currently “should be included”, but “not be included yet” are: “arrangement for school teachers’ teaching hours”, “distribution of school teachers teaching subjects” and “implementations of school teachers’ rewards, punishments and assessments”. C. Different people and school’s scales should pay attention to different issues. D. The qualities of Taipei public elementary schools’ collective negotiation are good. However, they still need to improve some places, like personal emotion’s control and thinking models. Schools, having better interactive status, have better quality of collective negotiation than those having worse interactive status. E. The efficacy of collective negotiation in Taipei public elementary schools is better. However, they need to continue making efforts on its efficiency and the implantation. Parents, administrators and schools, having better interactive status, agree with the efficacy more. F. In the process of collective negotiation, people most of time take a “agree with a big framework first, and then discuss its parts in detail” strategy. Currently, it is not common to ask a third person to get involved in the process. If choosing a third person to deal with a deadlock is necessary, people most of time choose from the Bureau of Education. When meeting a deadlock, they usually use “adjourn first, and then fix another meeting date” strategy. G. Representatives of collective negotiation, having “vocational school” degree, prefer to choose “representatives of the public opinion” as their “third person in the process of collective negotiation”. Administrators, teachers, and parents prefer to ask for help from “people who are in the Bureau of Education”, “retired principals, deans, and teachers” or “representatives of the public opinion”. H. Teachers think that the schools prefer to “listen to people who have decision-making rights” as dealing with a deadlock of collective negotiation. Parents think that schools should “invite a third person to do a fact survey and provide facts for the two sides’ references”. However, schools having bigger scale and good interactive status, not only choose “adjourn first, and then fix another meeting date”, but also prefer to use “invite a third person to mediate” strategy. I. The power and skill of the negotiation members are more destitute. J. Taipei public elementary schools agree that “collective negotiation” is model to make a decision. Parents and schools having better interactive status agree with it more. After the study combines the results, some suggestions are made as follows: l To schools: 1. Schools should set up good rules of collective negotiation as decision-making model for important issues. 2. The content of collective negotiation can be categorized into four main areas: “the curriculum and the teaching”, “the personal matters”, “the budget”, and “general school administration”. However, it is necessary to pay attention to temporary events that will also become a content of collective negotiation. 3. The content of schools’ collective negotiation should add three more events, “arrangement for school teachers’ teaching hours”, “distribution of school teachers teaching subjects” and “implementations of school teachers’ rewards, punishments and assessments”. 4. The content of schools’ collective negotiation should consider different needs from different people or schools’ scales. 5. School administrators, teachers and parents should remove personal interests and emotion in the negotiation process. 6. In order to increase the efficiency and efficacy of collective negotiation, schools should save time, people, and resources. 7. Schools’ collective negotiation can use “agree with a big framework first, and then discuss its parts in detail” more. 8. If schools’ collective negotiation need others’ assistance, they could ask an appropriate third person for help. 9. If schools meet with a deadlock in the process of collective negotiation, school members should discard bad habits of autocracy and may consider to invite a third person to mediate, to do a fact survey and so on. 10. To execute the system of cognizance from parents. l To educational administration: 1. Doing a research to deal with negotiation. 2. Building an information platform. 3. Setting up some laws about negotiation.

論文摘要 本研究旨在：一、探究教師評鑑之相關理論與實施現況；二、探討國中教師對實施學校本位形成性教師評鑑之看法；三、根據研究結果，提出結論與建議，以供相關機關與人員之參考。為達上述目的，本研究採文獻分析、問卷調查以及內容分析等三種研究方法。問卷調查法以自編之「國中教師對學校本位形成性教師評鑑看法之研究---以桃園縣為例」為研究工具，研究對象以分層隨機抽樣方式抽取桃園縣33所公立國民中學，總計發出樣本505份，共計回收427份，問卷回收率達84.55﹪。所得之資料以百分比、次數、卡方考驗等統計方法加以分析。 根據問卷調查結果，獲致以下結論： 一、性別、年齡、職務類別、學歷、年資、學校規模、學校地點、組織成員等變項在學校本位形成性教師評鑑主要目的看法同意度上達到顯著差異水準。 二、性別、年齡、職務類別、年資、學校規模、學校地點、組織成員等變項在理想的教師評鑑者所須具備的條件看法同意度上達到顯著差異水準。 三、性別、學歷、年資、學校地點、學校規模、組織成員等變項在透過教師評鑑希望獲得之知能中達到顯著差異水準。 四、性別、學歷、年資、學校地點等變項在學校本位形成性教師評鑑實施步驟意見上達到顯著差異水準。 五、學校地點變項在學校本位形成性教師評鑑所應具有的主要措施上達到顯著差異水準。 六、性別、職務類別、學歷、年資、學校規模、學校地點、組織成員等變項在學校本位形成性教師評鑑實施能提升專業知能的助益上達到顯著差異水準。 關鍵字：學校本位、形成性教師評鑑 / Abstract The purpose of this study was: 1. to explore related theories and current situation of implementing evaluation of teachers on school-based, 2. discuss the views from junior high school teachers on formative evaluation of teachers on school-based and present conclusion ,3. and recommendations according to the results of research to provide reference for related authorities and officials. To achieve above-mentioned goal, the research adopted literature analysis, questionnaire survey and content analysis as research methods. In the questionnaire survey, the researchers used self-edited “The Study on the Views of Junior High School Teachers on Formative Evaluation of Teachers on School-based—Taking the Junior High School Teachers in Taoyuan County as Example” as research means. Regarding research targets, the researchers sent questionnaires to 505 teachers in 33 junior high schools in Taoyuan County who were picked up as samples by Stratified Random Sampling and total 427 questionnaires were answered and sent back. The rate of return is 84.55%. The data from these questionnaires were analyzed by statistic methods such as percentage, times and Chi-square Test. Following conclusions were obtained according to the results of questionnaire survey: 1. The agreement degrees of people’s population characteristics as sex, age, category of duty, education, seniority, size of school, geographical location, and organization members, the main purpose of formative evaluation of teachers on school-based have obvious differentials. 2. The agreement degrees of people’s population characteristics as sex, age, category of duty, seniority, size of school, geographical location, and organization member, the conditions and opinions of the ideal teacher evaluation members have obvious differentials. 3. The people’s population characteristics as sex, education, seniority, size of school, geographical location, and organization members, the knowledge and capabilities that teachers want to get have obvious differentials. 4. The people’s population characteristics as sex, education, seniority, and geographical location, the steps on the implementation of formative evaluation of teachers on school-based have obvious differentials. 5. The people’s population characteristics as geographical location, the main action on the implementation of formative evaluation of teachers on school-based have obvious differentials. 6. The agreement degrees of people’s population characteristics as sex, category of duty, education, seniority ,size of school, geographical location, and organization members, the enhancememt of teacher’s growth of specialty of formative evaluation of teachers on school-based have obvious differentials Keywords：school-based management, formative evaluation of teachers

本研究主要目的在探討臺北市國民中學的行政人員、教師兼行政人員及專任教師使用學校空間與設備及運用知識管理的情形，包括使用的每天平均時數、使用滿意度，並探討其認為規畫學校空間應考慮的重要因素，以問卷調查法、檔案資料內容分析法、觀察法、訪談法來分析未來知識管理空間的具體作為及可能的侷限性。在資料分析上，問卷調查以次數分配、百分率統計、F檢定、Cochran Q考驗、卡方考驗、多變量變異數分析、單變量變異數分析、單因子變異數分析、Spearman等級相關及Scheffé事後比較；檔案資料內容分析以次數、百分率作記錄說明；觀察及訪談以整理圖文記錄說明，最後研究結果發現： 一、知識管理運用及學校空間規畫上的相關概念及研究：(一)知識管理以訂定知識目標與確認知識、獲取知識與運用知識、知識分享與傳播、知識發展與儲存知識、評價與量測知識五步驟讓教育團隊經營有效率。(二)學校教職員在教學空間、行政空間及共同使用空間，皆以資訊管理系統為主軸發展經驗式學習、終身學習等知識內容。 二、臺北市國民中學教職員對學校空間與設備使用情形：(一)教職員對空間與設備能善加利用，使用資訊管理系統人數最多，教師兼行政人員使用行政空間與設備的時間最長。(二)資訊管理系統的堪用程度普遍受到教職員肯定，以服務年資五年以下的行政人員、教師兼行政人員在校舍面積大者對堪用程度最滿意。(三)教職員經常使用行政公佈欄、線上研習報名及查詢、線上教學教材或試題等資訊管理系統；設備以桌上型電腦、筆記型電腦、單槍投影機、印表機、掃瞄器為主。(四)教職員在教學空間及行政空間使用資訊設備情形相同，然而在不同空間有不同資訊設備配置需求、不同職務亦有不同需求程度。(五)行政人員較有機會使用各種資訊設備，其次是教師兼行政人員及專任教師。(六)教職員經常使用的教學空間是普通教室、教師辦公室、視聽教室、專科教室、教材製作室及圖書室。(七)教職員經常使用的行政空間是辦公處室、視訊(會議)室及簡報室。(八)教職員經常使用的共同使用空間是影印機、廁所、飲水機、活動中心及操場。 三、臺北市國民中學教職員運用學校知識管理空間情形：(一)學校網頁連結成功率高，部分網頁有動畫、有音樂載入讓人有互動感，但下載速度偶有遲滯現象、網站版面不常更新且計數器未準確記錄。(二)教務處使用公告系統最頻繁，其次是輔導室、訓導處，然而假期前後各處室更新篇數明顯下降。 (三)學校論壇發言次數較少、內容更新速度較慢，部分學校需要帳號與密碼，且多流於聊天功能較無知識性文章。(四)學校空間中運用知識管理步驟大部分進行第二步「獲取知識與運用知識」，尤其是在資訊管理系統(虛擬空間)及共同使用空間之中進行。(五)資訊管理系統進行「訂定知識目標與確認目標」、「獲取知識與運用知識」、在共同使用空間中進行「獲取知識與運用知識」、在教學空間中進行「知識發展與儲存知識」的情形顯著。(六)教師兼行政人員或服務年資五年以下的教職員，於學校空間中較會運用知識管理五步驟。(七)教師兼行政人員、服務年資五年以下的教職員及100人以下教師數的學校，較常於各學校空間運用知識管理步驟。 四、臺北市國民中學知識管理空間規畫影響因素與限制：(一)教職員規畫學校知識管理空間之主要影響因素依序為：「學校經費預算」、「教職員工作需求」、「教職員資訊科技能力」。(二) 教職員認為規畫資訊管理系統、行政空間及共同使用空間時應考量「學校經費預算」，其他空間依各職務有不同看法。 (三) 學校開放教學及共同使用空間供社區人士、學生家長共享的觀念已建立，但是資訊管理系統及行政空間的規畫有待加強。 根據文獻分析及研究結論，提出幾點建議學校規畫知識管理空間之參考： (一)學校應重新審視學校空間配置以規畫知識管理空間，讓知識管理空間的特性促使學校成員有機會接觸新知；(二)教育局應積極推展資訊融入教學，並鼓勵各校落實e化教育；(三)學校成員應該可以自主管理學校空間與設備，並由學校調查「資訊管理系統與設備需求」；(四)應有專責人員負責全校資訊系統，以推動全校學習資訊生活化；(五)學校應讓圖書室升級且加速、加強圖書資訊系統，以創造學校成員進修空間與時間為各校積極發展的教學資源中心、進修中心，或教學與行政研究中心(六)多應用社區資源幫助學校擁有知識管理空間，社區融入校園提昇親、師、生彼此互動關係。 / The purpose of this study mainly investigated the situation how middle school full-time administers, teachers having part-time position in administration and full-time teachers take the knowledge management to use school space and facilities in Taipei city, including average hours of using them a day, the degree of satisfaction and the influential elements. The questionnaire investigation, documents and archives analysis, observational technique and interview are used to help the study understand its limitation and the substantial methods of planning middle school knowledge space in the future Taipei city. About the data analysis, the study used Frequency Distribution, Percentile Points, F-test, Cochran Q test, χ2 test, Multivariate ANOVA, One-way ANOVA, Spearman Rank Correlation and Scheffé Method. Besides, the researcher also combined many interview records and pictures. The result of the study is as below: A. The related concepts and studies of using knowledge management and planning school space: 1. Setting knowledge goal and knowledge identification, knowledge acquisition and knowledge utilization, knowledge sharing and distribution, knowledge development and knowledge retention, and knowledge assessment are five steps of knowledge management that make educational teams work efficiently. 2. School teaching and administrative staffs all take information management system as a spindle to develop many knowledge contents, like experimental learning and lifelong learning in the teaching, administrative and the common-use spaces. B. The situation of using school spaces and facilities for middle school teaching and administrative staffs in Taipei city: 1. School teaching and administrative staffs can take good use of spaces and facilities for most people using information management system, and teachers having part-time position in administration take most time in administrative spaces and its facilities. 2. Most school teaching and administrative staffs satisfy the information management system on its fit-to-use degree, especially to the full-time administrators serving less than 5 years and teachers having part-time position in administration serving in larger size school. 3. About information management system, school teaching and administrative staffs always use on-line administrative announce, sign up or search on-line trainings, materials and test questions. About its facilities, they mainly use PC, notebooks, overhead sliders, printers and scanners. 4. School teaching and administrative staffs have the same situation while using information facilities in teaching and administrative spaces, but different space still has its different needs of information facilities, and people in different position also have different needs. 5. Full-time administrators have more opportunities to use vary information facilities; teachers having part-time position in administration and full-time teachers. 6. In teaching spaces, school teaching and administrative staffs always use ordinary classrooms, teacher office, audio-visual classroom, training classroom, material production classroom and library. 7. In administrative spaces, school teaching and administrative staffs always use offices, audio (meeting) room and reporting room. 8. In common-use spaces, school teaching and administrative staffs always use copy machines, washrooms, drinking fountains, activity center and playground. C. The situation of using school knowledge management for middle school teaching and administrative staffs in Taipei city: 1. School websites have high percentage of successfully-link, but their download speed are sometimes slow for most of them having animating images and musical backgrounds; even people have more senses of interaction, school websites are seldom updated to a new version, and even the counters do not record the numbers of guests correctly. 2. The academic offices use on-line system of announcement more frequent than the consultant offices and discipline office; however, offices update quiet few announcements before or after the vacation. 3. In most school forums need people to apply an account and set a code, so there are few speakers, preferring chatting rather than sharing knowledge, seldom post a new content. 4. In school spaces, most people take second step of knowledge management, knowledge acquisition and knowledge utilization, especially they are using information management system (virtual space) and common-use spaces. 5. The situation of using information management system to set and identify knowledge goal or to do knowledge acquisition and knowledge utilization are quiet different from people doing knowledge acquisition and utilization in common-use spaces and doing knowledge development and development in teaching spaces. 6. Teachers having part-time position in administration or teachers serving less than 5 years take five steps of knowledge management much often. 7. Teachers having part-time position in administration, teachers serving less than 5 years, or teachers serving in school with less than 100 school teaching and administrative staffs much often take steps of knowledge management in every school space. D. The influential elements and limitation to the middle school knowledge management space program in Taipei city: 1. Orderly, school teaching and administrative staffs, planning a knowledge management space are mainly influenced by school financial budget, the necessities, and the ability of using information technology. 2. School teaching and administrative staffs regard school financial budget as a key element while planning information management system, administrative and common-use spaces, but the viewpoint is different from other positions in other school spaces. 3. Schools open teaching and common-use spaces to communities and build up a sharing concept to parents; however, their information management system and administrative spaces still need to be improved. According to the literature and study result, following suggestions are worth to be referred: 1. In order to plan knowledge manageable spaces, schools should re-examine its spatial arrangement to let the characteristics of knowledge management increase the chance of getting news to the school members. 2. The Bureau of Education should promote E-teaching and encourage every school to practice E-learning positively. 3. School members should have rights to management spaces and facilities on their own, and schools could investigate their needs while using information management system and facilities. 4. There should be a commissioner taking responsibilities for the school information system for promoting the concept of learning information daily. 5. Schools should speed up upgrading libraries and its information system to become a teaching center, a further study center or a research center of teaching that school members could have more spaces and time to further study in schools.be 6. Schools should take better use of community resources, even have communities in schools, to help themselves own a knowledge management space and get chances to improve the relationship between parents, teachers and students.

本研究依研究目的，以文獻分析探討高中職社區化之理論及相關研究，以問卷調查法進行瞭解台北區高中職社區化之情況。本研究問卷有兩種：一為「台北區高中職社區化推動情形調查表」，以台北區所有高中職為樣本學校，每校1份問卷，以教務主任或承辦人員為調查對象，以瞭解台北區高中職社區化之推動現況、面臨困難和可行作法；二為「台北區高中職社區化實施意見調查」以台北區高中職校長、教務主任、承辦組長、教師會理事長、各學科召集人、各年級級導師、家長會長、家長為研究對象，以探討台北區高中職社區化政策與實施之成效認同、支持態度、參與意願；將本研究所得之資料分析方法為次數百分比、獨立樣本平均數考驗（t-test）、單因子變異數分析（ANOVA）、鄧肯（Duncan）事後考驗等統計分析，探討各變項間的關係。茲將研究結論與建議分述如后。 綜合上述，本研究結論如下： 一、 高中職社區化政策受到教師與家長頗高支持，值得教育部繼續推動• 二、 為使高中職社區化能永續推展，政府應有相關配套措施，以求穩健踏實。 三、「家長會長」、「家長」、「41∼50歲」、「綜合高中」對高中職社區化的成效，持較高的認同度。 （一）「家長會長」、「家長」比「學科召集人」、「級導師」、「教師會理事長」對高中職社區化的成效，持較高的認同度。 （二）「41∼50歲」比「31∼40歲」的教師與家長，對高中職社區化的成效，持較高的認同度。 （三）「綜合高中」比「高中」「高職」的教師與家長，對高中職社區化的成效，持較高的認同度。 四、不同的學校性質、學校類別、學校所在地，對高中職社區化面臨的困難有不同看法。 （一）公立高中職在高中職社區化推動過程中，面臨的困難多於私立高中職。 （二）高中在高中職社區化推動過程中，面臨的困難多於高職。 （三）鄉鎮地區高中職，在高中職社區化推動過程中，面臨的困難多於縣轄市地區高中職。 五、不同的學校性質、不同的學校所在地之教師與家長，對台北區高中職社區化的成效，看法已漸趨一致性。 六、八成以上教師與家長一致認為，高中職社區化能提供學生多元學習環境。 七、八成五以上教師與家長一致認為，高中職社區化能為學校與社區之間建立良好的互動關係。 八、高中職社區化之推展，要破除競逐明星學校尚有困難。 九、高中職社區化之推展，無法減輕學生的升學壓力。 十、高中職保障社區國中生就近入學之比率以21％∼30％最適當。 十一、綜合高中的推動，能促進高中職社區化的發展。 十二、完全中學的設立，能促進高中職社區化的推動，並具有協助學校社區化的功能。 十三、依各校社區學生入學比率，繼續提供績優學生每人每學期一萬元之獎學金，有助於高中職社區化的推動，值得繼續支持。 十四、高中職社區化的推動，能為十二年國教的實施奠定基礎。 依據上述之結論，提出對高中職社區化之教育主管機關、參與高中職社區化專案合作學校、及後續研究之建議： 一、對教育行政主管機關之建議 （一）不同的學校性質、學校類別、學校所在地和不同的職務或身分的教師與家長，對推動高中職社區化的支持態度頗高，值得繼續推動。 （二）高中職社區化實施近三年面臨諸多困難，亟待解決與突破。所以高中職社區化之推動，應緩步前進，以求穩健踏實。 （三）九十四學年度高中職保障社區國中生就近入學的最適當比率以21％∼30％最適當，建請教育制定政策參考。 （四）綜合高中是高中職社區化推動的核心，以此核心概念，來推展高中職社區化，進而整合社區內課程、師資、設備等資源，以符應高中職社區化精神，讓學生適性學習，成為「社區型綜合高中」。 （五）完全中學的成立與直升，都有學校社區化及就近入學之目的，又是實現區域高中與達成社區中學的理想，又能促進高中職社區化的推動，亦即是完全中學具有協助學校社區化的功能，應多鼓勵。 （六）約有八成三教師與家長認為依各校社區學生入學比率，繼續提供績優學生每人每學期一萬元之獎學金，有助於高中職社區化的推動，教育主管機關值得繼續支持。 （七）民意對十二年國教之實施是有期待，也是高中職社區化願景之一。為使十二年國教奠定基礎，可透過高中職社區化之實施，逐步解決後期中等教育的問題，以均衡公私立、高中職、城鄉等教育資源，逐步體現教育之目標。 （八）宣導活動應由教育部統一規劃，和各適性學習社區之召集學校、核心學校、參與學校之上下通力合作，全力以赴。宣導成效必須達各級學校、各社區，以化解教師、家長、社區對政策的不安與疑慮，進而凝聚共識，以利政策推動。 （九）為使高中職社區化能永續推展，政府應有其他相關配套措施。 二、對參與高中職社區化合作學校之建議 （一）建立基礎網絡部分之建議 （二）辦理適性課程改進之建議 （三）建立適性輔導機制之建議 三、對後續研究之建議 （一）研究範圍 （二）研究對象 （二）研究方向 （四）研究方法

兩岸高等學校教師聘任制度之比較研究 中文摘要 兩岸因為歷史因素造成隔閡，依照環境系統理論的說法，兩岸自然會形成不同的社會文化與制度。高等學校教師的聘任制度是兩個社會中相當具代表性的社會文化制度，因此，針對兩岸之間高等學校教師聘任制度的異同或特色加以探討，是一件很有意義的事情。 本研究在透過環境系統理論的闡述，分析兩個不同社會因素造成的不同環境是如何影響到兩岸高等學校教師的聘任制度。過程中特別強調兩岸高等學校教師聘任制度與其社會文化間、與其公務人員間的關連性，並說明兩岸教師各自對其聘任制度的回應以及是否享有較高的社會地位等問題，加以比較分析。 本研究所採取的研究方法，包括觀察法、比較法、歷史法、歸納法、演繹法及制度法等，並且在兩岸處於嚴重急性呼吸道症候群的不利情境下，透過管道完成問卷調查，該結果並納為研究分析的憑證。又研究過程中大量引用兩岸政府現行的相關法規，透過分析比較，說明其異同、特色與優缺點，最後再綜合提出研究的結論與建議，目的在對有關方面能夠有所貢獻。茲摘錄本研究的相關結論如下： 一、 兩岸高等學校教師的聘任制度均已完成法制化的工作 二、 兩岸的教師聘任制度因不同的環境產出不同的特色 三、 兩岸教師均享有很高的社會地位，而且與聘任制度有關 四、 兩岸教師資格的要求著重點不同，教師證書的取得亦有事前制與事後制之分，且取得教師資格之途徑有別 五、 兩岸教師的聘任程序都有學術性的委員會參與，但享有的權限不一致 六、 兩岸教師的聘任限制，其本質與提供的作用相同；但產生的法律效果不完全一致 七、 兩岸教師的升等途徑類似，但升等的難易存有差距 八、 兩岸教師的評審機制其性質與作用雖大致相同，但組成的成分不同 根據以上的研究結論，本研究最後向三個方面提出了建議。第一是兩岸的主管機關、第二是兩岸的高等學校、第三是台灣地區有志從事大陸相關研究的人士。茲分別說明如下： 一、 對兩岸主管機關的建議： （一）、兩岸政府應抱持「截長補短」的心胸，相互觀摩學習，藉由刺激追求進步 （二）、聘任法制的建構仍須加速進行 （三）、加速國際接軌工程，減低國內不利因素的影響 （四）、尊重學術，避免人情或政治外力的干預 二、 對兩岸高等學校的建議 （一）、兩岸制度固有不同特色，然各學校為提升學術水準，允應持續積極建立各校特色，以競逐人才 （二）、要以專業自主的學術導向為上，不宜偏重政治性的要求 （三）、應強化聘任程序中學術性委員會的功能 （四）、教師升等應該嚴予把關，不容放水 三、 對國內有志從事大陸研究人士的建議 （一）、研究方法上可能受到限制 （二）、資料蒐集的質量問題應先確認 （三）、建立人際網絡，廣結大陸善緣 關鍵詞：高等學校、聘任制度、環境系統理論 / A Comparative Study of Hiring Practices of Postsecondary Education Faculty between the Two Sides of the Taiwan Straits Abstract The two sides of the Taiwan Straits (hereinafter known as the two sides or China and Taiwan) have been separate due to historical issues. According to the system theory, the two sides naturally generate unique cultural and social systems. Faculty hiring at postsecondary education institutions is a fair representation of their social systems. It is therefore very meaningful to analyze the similarities, differences and characteristics of the two sides’ postsecondary education faculty hiring practices. This study aimed to analyze how different social systems influenced the formation of the two sides’ postsecondary education faculty hiring practices. The relationships between faculty hiring and the social system, and between faculty hiring and government civil servants were emphasized. Faculty satisfaction of hiring practices and perception of their social status on the two sides were also respectively explored. Research methods such as observation, comparative approach, historical approach, induction, deduction, and systemic approach were utilized. Questionnaire surveys were completed even during the recent outbreak of SARS across the Taiwan Straits. The findings of the surveys were included in the analysis. Many current faculty hiring rules and regulations of the two sides were compared and contrasted in the process of research in order to understand their similarities and differences, and strengths and weaknesses. Research conclusions were then presented, followed by some suggestions. The research conclusions are summarized as follows: 1. Faculty hiring practices of postsecondary education institutions of the two sides were legitimized. 2. Faculty hiring practices of the two sides have their own characteristics due to different environments. 3. Faculty at postsecondary education institutions of the two sides enjoy high social status, and this relates to their hiring policies. 4. On the two sides, faculty qualifications have different requirements; faculty certification is processed either before or after hiring; faculty certification has different approaches. 5. Faculty hiring processes on the two sides have academic committee involvement but in this regard, the powers of academic committees are not entirely equal. 6. The nature and function of faculty hiring limits of the two sides are similar. However the legal effects they generate are not completely the same. 7. Approaches for faculty promotion on the two sides are similar, but the degrees of difficulty in getting promoted are different. 8. Although the nature and function of faculty evaluation schemes on the two sides are almost the same, their practices are different. Based upon the above research conclusions, this study offers some suggestions to the authorities that govern faculty hiring and postsecondary education institutions on the two sides of the Taiwan Straits, and to fellow citizens in Taiwan who plan to do research on China issues. The suggestions proposed in this study are listed respectively: 1. For China and Taiwan government authorities: 1.1 China and Taiwan governments should be open-minded and learn from each other in order to pursue progress. 1.2 Legitimization of faculty hiring practices still has to continue. 1.3 Keeping up with the international community and minimization of the impact of unfavorable domestic factors. 1.4 Respect for academics, and avoidance of public and political interference. 2. For postsecondary education institutions in China and Taiwan: 2.1 Despite different faculty hiring characteristics, individual institutions need to continue to pursue their own characteristics and recruit quality faculties for the purpose of promoting academic excellence. 2.2 Faculty hiring should be academically orientated not politically orientated. 2.3 Enhancement of the academic committee function in the hiring process. 2.4 Faculty promotion should be based upon strict review. 3. For fellow citizens in Taiwan who plan to do research on China issues: 3.1 Research methods may have limitations. 3.2 Quality and quantity when collecting data should be confirmed. 3.3 Interpersonal relationship networks should be built up and enhanced. Key words: postsecondary institution, faculty hiring practices, system theory