百略醫學科技股份有限公司：國際品牌、品牌策略個案研究 / Abstract Microlife Corporation: A Globalizing Brand By Gerald A. Roliz Microlife Corporation engages in the development and manufacturing of medical diagnostic equipment for institutional and home use worldwide. Their primary product offering includes blood pressure monitors, digital thermometers, and asthma monitors. All hardware products primarily reach end users through the retail channel, while pressure on contribution margins constantly grows due to increased competition. The product pipeline for Microlife Corporation is quite prolific and includes 2 product lines that are set for imminent launch and will be distributed to a new target market that is unfamiliar with the Microlife brand. The senior executives of Microlife Corporation Kin Yuan Lin, Ty-minh Tan, and Scot Muve must decide on how to proceed with the firm’s brand strategy development. The transfer of existing brand equity from the retail channel into the professional channel remains an issue and requires considerable discussion. Furthermore, the medical device industry is spawning new innovations, which leads to new developments of medical technologies. Earlier detection of diseases, digitalization of data, and secure transmission of information among healthcare professionals are developing trends. To keep up with the evolution of the medical device industry’s new medical technologies, Microlife Corporation acquired and created 2 new product lines. Both are in pre-launch phase and proven to successfully integrate medical hardware devices with functional software solutions. The Microlife Medical Home Solutions (MiMHS) subsidiary functions as the research arm for workflow solutions, software platforms, and patient positive outcome guidelines for physician clinics. The Microlife executives foresee healthcare systems in many countries will gradually shift toward pay-for-performance reimbursement systems. Both patients and tending physicians will be held more accountable for healthcare fees and reimbursement in the future. Microlife Corporation contracted Direction Design Group to assist in the remodeling of their existing Corporate Identity and to assist in brand strategy development for the future product offerings that will ensure Microlfe Corporation’s customers continue to recognize, understand, and believe in the Microlife brand. Microlife. A partner for people. For life.

2002年中，政府擬在中小學推行「電子書包教學」之訊息開始廣泛為新聞媒體報導，帶動社會大眾關注。「電子書包」彷佛是繼教育電視、電腦輔助教學之後，另一個運用科技進行教學的里程碑。然而，本論文認為，不可一昧地將電子書包的出現和發展視為理所當然，而應探討其發展歷程和影響其中轉變的權力（即政治）運作，方能瞭解電子書包問世和停滯的問題所在。 不同於過去文獻探討教學科技發展時，多著重教學科技的工具性角色與其影響，忽略了科技發展所牽涉的社會條件與社會關係運作，本論文採取科技與社會相互建構、共同構成一個整體的立場，並採取「科技框架」為研究概念、個案研究作為研究方法，分析電子書包的意義如何在社會與科技相互建構的過程中產生和轉變，以及其中的權力運作意涵。以此探討社會運作如何影響電子書包發展，也看社會和科技構成的整體又如何賦予或限制社會運作。 研究分析發現，整體而言，提倡或早期採用電子書包的社會團體成員，出自對創新科技運用的認同，仍將電子書包定義為用來達成教學／學習目的「工具」並重視討論其影響和應用方式；電子書包在官方與學界聯手推動下，進一步被界定為中小學生的學習工具，卻受到「電子書包」名稱蘊含的符號意義所限制、引發相關社會、教育爭議，為研究和推動工作帶來社會干擾和壓力，反限制原行動目的，於是便再欲以「行動學習載具」再正名，希望主導電子書包的「正確定義」。 然而，電子書包或說行動學習載具，雖透過教學實驗，讓更多相關社會團體開始互動，其各自對電子書包的定義和問題界定仍存在諸多岐見，相關行動者的行動或互動反而朝各自重視的方向進行、優先解決各自重視的問題，例如政府機關未能解決利益衝突問題而暫緩擴大實施、研究人員聚焦於完成研究工作、硬體廠商開發新市場以解決獲利問題等。也就是說，電子書包的定義要由具詮釋彈性到逐漸穩定下來、形成某種具共識的雛型、達到理想，仍待許多努力。行動者的各自的科技框架、市場利益、電子書包與教學情境的互相形塑，皆實際影響、限制了行動者選擇硬體的條件，甚至限制行動教學順利進行。

本研究以政大附中為個案研究對象，旨在瞭解政大附中學科型教室的規劃理念、調查政大附中學科型教室的運用現況、探討政大附中教師對學科型教室的使用感受、分析政大附中學科型教室與教學效能的關係，進而根據研究結果提出對未來研究之建議，以供後進學校規劃學科型教室之參考。 為達此研究目的，目前政大附中共有24位教師，皆為本研究之問卷調查對象，並訪談政大附中6位教師、實地觀察一位教師上課情形。在資料分析上，問卷調查的結果主要以次數百分比統計及平均數分析，以內容分析法分析訪談所得資料，以描述性的方式記錄實地觀察過程。從研究結果發現得到以下結論： ㄧ、政大附中學科型教室規劃理念秉持空間有效利用、妥善配置及教室使用效 能提升的原則 二、政大附中學科教室情境佈置內容多元豐富，多以學科知識為主，輔以班級 事務，常見學生駐足閱覽 三、政大附中學科教室裡教學資訊設備豐富，教師不僅能熟練地使用學科教室 的資訊設備，且對資訊設備有助教學內容的呈現、教學效果的提升，持肯 定態度 四、政大附中教師肯定教學研究室有助教師交換教學經驗、情感交流、放鬆壓 力及提升教學效果的功能 五、政大附中教師肯定學科型教室之設計意義及運作方式，共用學科教室之教 師，會彼此溝通協調意見 六、學科型教室使用現況與教師教學效能之「教學自我效能信念」、「系統呈 現教材內容」、「多元有效教學技術」、「有效運用教學時間」、「建立 和諧師生關係」、「營造良好班級氣氛」，以及「整體教師教學效能」具 有顯著相關 本研究依據結論，提出建議如下： ㄧ、學科型教室設計有其價值，值得推廣 二、教師可善用學科教室便於進行情境佈置之優點，強化以學科內容相關知識 充實教室情境佈置 三、學科型教室教學設備豐富，教師需提升教學設備使用的知能 四、學校可規劃教學研究室讓同科教師在一起，以利專業對話 五、共用學科教室之教師，應透過溝通協調達成共識 六、學科型教室設計為因應「班級」的需求，需有妥善配套措施 七、學科型教室係因學生需移動到各學科教室上課，應妥善規劃動線 八、未來研究可以進一步地針對採行學科型教室的不同學校，從事長期性的研 究，以瞭解不同學校學科型教室的運作現況及績效 / By conducting a case study on The Affiliated High School of National Chengchi University, the research aims to penetrate the concept of organizing Variation type classrooms, investigate the school’s utilization of such classrooms, discuss the teachers’ feedback, and analyze the classrooms’ relation to teaching effectiveness. Further suggestions are made according to the research results for schools’ reference when it comes to the organization of Variation Type Classrooms. To achieve the above purposes, 24 teachers of The Affiliated High School of National Chengchi University conducted the survey questionnaires, with 6 teachers interviewed and one observed in class. As for data analysis, the questionnaires were analyzed in terms of frequency portion percentage and mean. On the other hand, content analysis was conducted on the information obtained through interviews and the observation process was documented with truthful description. The following conclusion can be derived from the research results: 1. The Affiliated High School of National Chengchi University organized Variation type classrooms with the principle of effective space utilization, proper arrangement and elevated class efficacy. 2. The subject classrooms in Affiliated High School of National Chengchi University are decorated with abundant and diverse subject knowledge supplemented with class affairs that often attract students to read. 3. The subject classrooms in Affiliated High School of National Chengchi University are equipped with abundant information equipment for teaching. Teachers are proficient in the application of such equipment and hold positive opinion on its help with the presentation of teaching contents and the improvement of teaching effectiveness. 4. The teachers of Affiliated High School of National Chengchi University confirm that teaching labs can help teachers exchange teaching experience, share emotions, alleviate pressure and improve teaching effectiveness. 5. The teachers of The Affiliated High School of National Chengchi University approve of the design idea and operation of Variation Type Classrooms. Teachers sharing the same subject classroom can communicate and coordinate with one another. 6. The utilization status of Variation Type Classrooms are closely related to the teaching effectiveness in terms of “self-efficacy for teaching”, “systematic presentation of teaching materials”, “diverse and effective teaching methods”, “effective use of teaching sessions”, “establishment of harmonious relationship between teachers and students”, “creation of pleasant class atmosphere” and “overall teaching efficacy of teachers”. The following suggestions are proposed based on the research results: 1.The design of Variation Type Classrooms is of great value and worthy of promotion. 2.Teachers can furnish subject classrooms with thematic decoration and supplement with subject-related materials. 3.Teachers have to improve their proficiency of teaching equipment operation in order to make use of the abundant teaching equipment in Variation Type Classrooms. 4.Schools can arrange teaching labs so that teachers of the same subject can gather to facilitate professional dialogue. 5.Teachers sharing the same subject classroom should reach consensus through communication and coordination. 6.Supplementary measures must be taken for Variation Type Classrooms to meet the demands of classes. 7.Students have to move to each subject classroom in the Variation Type Classrooms. Therefore, the routes must be carefully designed. 8.Further studies are encouraged to conduct long-term surveys on different schools adopting Variation Type Classrooms to better understand the operation status and effectiveness of such classrooms.

本論文全一冊，計十四萬字，以序言開始，本文內容自緒論至綜結，區分為八章。 第一章有兩節，係從經濟學之理論與實際來探究馬克斯政治經濟學，從導引到說明， 舉陳「研究動機」與「基本範圍」。 第二章之兩節，敘述「馬克斯的方法論」和「本論文的研究方式」。 第三章係對政治經濟學的研究，以「緣起與演變」及其「研究內容和對象」分為兩節 。 第四章是對馬克斯政治經濟學的主要說明，分三節申述其「產生背景」、「學說體系 」和「性質」。 第五章以五節分別申述馬克斯的勞動價值說，從而探究其創建與議論。 第六章以四節來引述馬克斯剩餘價值說，並探討資本主義的前景。 第七章之三節，是對馬克斯政治經濟學理論的整體看法，以反省其學科地位。 第八章以四節來綜結本文，其主旨係自馬克斯「政治經濟學」與當前社會經濟現實來 展望中國社會經濟之需要，並提出對「政治經濟學何去何從的看法」來終了全文。

本研究以國民中小學課程統整為範圍，旨在探討「課程統整」概念之涵義、理論基礎、課程統整的理由、統整模式、實施原則，以及與課程統整相屬的觀念，並根據理論探討的結果，評析「九年一貫社會領域課程綱要草案」。經過文獻分析及概念分析，最後得到的發現如下： 第一，課程統整的涵義。從歷史的角度探討課程統整的演變，本文發現近代課程統整概念源於十九世紀之「學問的統整」、「社會的統整」、「學習者(人格)的統整」及「學習的統整」的思想。到了進步主義教育思想盛行的時代，課程統整已經發展成為統合學習者、知識及社會三者的課程理論，其形式與內涵都相當完備，二次大戰後迄今，由於課程科學化、概念重建、人本主義以及後現代思潮的影響，課程統整的內涵從知識的統整逐漸擴展為統整知識、學習者(自我意義、認知結構、社會文化、生活經驗)、社會(社會所期望之價值、能力與公民素質)的課程設計方法或理論。 第二，課程統整與「科際整合」的概念有關，但不宜視之為「一而二，二而一」的關係。 第三，教育人員對課程統整的認識，除了「找出課程組織核心」、「打破學科界限」、「組織有意義、統整的學習內容」之外，更要有課程統整乃促成知識與學習者之自我意義、認知結構、生活經驗及社會文化相聯結的思考，因為課程統整最後乃是統整在學習者身上。 第四、了解課程統整的涵義之後，必須掌握課程統整的特性及正確觀念，才能架接從「認識」到「實踐」的一致性。 第五、當代課程統整的理論依據，從課程統整概念的演進過程來看，至少包括杜威教育哲學、認知學習理論、建構論、人本主義心理學、腦相容學習理論、多元智力理論及後現代課程思潮。 第六，從課程改革的立場而論，實施課程統整需要「好理由」，但是從「功能」層面出發，往往遭到反對者質疑沒有充分的證據、並不比傳統分科課程優越、或者與課程無關而是教師專業能力的問題。因此論課程統整的理由應從「學理」與「理想」層面著手，找出當今教育上必須努力或值得努力，而課程統整在實踐上要比分科課程具「優越性」的目標，做為實施課程統整的理由，本文將這些理由分成教育方面、學習方面、社會統整及適應社會變遷方面、反應時代特性方面等四個範疇。 第七，課程統整設計必須能帶給學生獲得以主題為核心的完整的學習，以及提高思考層次，從這種標準而論，有些統整型課程其實只是分科課程的變形，但並不表示統整性越高越有價值，這必須視課程主題及學習目標而定，因此設計統整型課程必同時考慮課程主題的性質與統整模式的功能，本研究探討主題之選擇與課程組織原則，並結合主題的學術性強弱及學科界限之濃淡這兩個向度，將統整型課程的設計模式分成：概念性多科並列統整、概念性學科互動統整、主題性多科並列統整、主題性學科互動統整、主題性超學科統整等五種類型，各舉實例說明。 第八，推行課程統整應遵循某些必要的原則，也需要配合措施。原則方面本研究指出主題處理的原則、課程組織原則；配合措施則從建立全校性課程藍圖；「教」、「學」與「評量」的一致性措施；統整的校園文化；充分的行政支援；以及與課程統整相屬的觀念等方面討論之。 第九，關於「九年一貫社會領域課程綱要(草案)」之評析，本研究根據研究結果，採取「支持統整而求其完美」的立場，針對課程綱要與「課程統整」有關的陳述加以評析。發現其統整取向是正確的，但仍有若干待補強的地方： (一)缺少對於「追求統整」從「認知」到「實踐」所需的觀念、原則與要件之陳述。 (二)缺少社會領域課程非統整不可的基本理由。 (三)社會領域目標仍有進一步統整的可能。 (四)九大主題軸僅顧及社會領域知識統整，導致經過轉化的「分段能力指標」過於向知識學習，因而出現能力指標在各學習階段分配不均，甚至從缺的現象。 (五)「實施要點」內容不敷所需，也需要調整其定位。 最後本研究依據前述之發現，針對「如何實踐課程統整」、「九年一貫社會領域課程綱要(草案)」之修訂，以及後續研究三方面提出建議。 / The purposes of this study are: (1) to explore the meanings, theoretical foundations, rationales, models, principles, character and relevant ideas of curriculum integration; and (2) to analyze what the “1-9 Social Study Curriculum Program “involves in curriculum integration. Through the methods of literature review and concept analysis , the researcher has had the following main findings : 1. Tracing the changing of the concept of curriculum integration(CI), we know the original thinkings of CI were discipline-integration, society-integration, personal-integration and learning integration in the nineteen century. During the progressivism era, curriculum integration had fully developed both in pattern and content. After World War II, the concept of CI affected by Curriculum-Scientific movement, Reconceptualists movement, Humanistic Psychology and Post-modern Curriculum Thinking, the concept of CI has grown into a curriculum design theory and method which bring knowledge, society and learner(cognitive schema, social-culture, self-signification )together. 2. It is not true to think “interdisciplinary” is equal to “curriculum integration”. 3. If teachers want to know CI completely, they will recognize the CI not only to find out “core”, to break the discipline barriers, and to organize whole experience, etc. but also to facilitate the integrated knowledge, society and the learner. 4. According to CI concept evolution, the theory foundations of CI included John Dewey educational thinking, Cognitive Learning Theory, Constructivism Humanistic Psychology, Brain-Compatible Learning Theory, Gardner’s multiple intelligences theory and Post-modern curriculum thinking at least. 5. The rationales for CI to be practiced , including four major aspects: the reasons of education, the reasons of learning, the reasons of social integration and social changing, as well as the reasons of time-changing necessity. 6. Although most of experts believe that there is a continuum along which progressively more and more connections are made, but the growth toward a more progressive state may not be better; it may be just complexities. So, design an integrated curriculum must consider both curriculum theme and model. In this study, provided five curriculum integration models: conceptual multidisciplinary approach, conceptual interdisciplinary approach, thematic multidisciplinary approach, thematic multidisciplinary approach, and thematic transdisciplinary approach. 7. To carry out curriculum integration idea ,we need to hold some disciplines and create supportive conditions which are to build curriculum mapping, to make teaching, learning and assessment in alignment, to grow up an integrative culture in a school and integrative idea in staff development. 8. The “1-9 Social Studies curriculum Program” is a progressive curriculum plan , but something with curriculum integration have to supply: (1) to add some explanation to practice. (2) to add some rationale to implement. (3) to integrate the social curriculum objects more. (4) to expand the curriculum theme content to include both knowledge and abilities elements which have to be learned for the students in compulsory education level. (5) to adjust and supply some “ implement guidelines ”. At last, this study draws some suggestions about how the curriculum integration idea to be practiced, the curriculum program to be adjusted and what the next study step is in the future.

共一冊，七萬字。 第一章 緒論 第一節 研究動機與目的 第二節 研究問題與假設 第三節 操作定義 第二章 文獻評論 第一節 能力分班之研究 第二節 自我概念之研究 第三節 能力分班對自我概念之影響 第三章 研究設計與實施 第一節 調查對象與樣本選取 第二節 研究工具 第三節 實施程序 第四章 結果分析與討論 第五章 結論與建議

知識的力量在現今的社會，已經愈來愈被重視，如何運用已經存在的知識，是目前許多人急於想了解的。在此情況下，學術界的論文也成為一股很強大的知識力量，許多研究者在當中搜尋有用的文獻當成知識來運用，希望藉由前人的研究，可以不斷的在研究領域上有所進展和發現，但知識管理在學術文獻上的應用仍是不足，大多數人也非常容易忽略這樣的知識資產，當有研究者想要研究某一領域的研究論文之時，常需要花不少時間來整理和尋找，也因論文未有效的分類，以至於若想找到相關的論文，也必須花費一翻功夫才行。如果我們可以利用知識管理中的方式，建構起一張對台灣資訊管理學科碩、博士論文的知識地圖，未來在運用龐大的文獻資料之時，我們就擁有了一個好的嚮導，可以指引我們搜尋的方向，節省許多研究者寶貴的時間。 　本研究的目的特別針對兩點做出研究，一方面瞭解目前在台灣碩、博士論文中資訊管理學科近三年來援用的理論概況，另一方面將資訊管理學科近三年來在台灣所發表的碩、博士論文加以分類探討。依據這兩方面來看出我國資訊管理學域近三年的研究重點為何，在學術上各校的發展又有何傾向，再以這幾個構面來整理出一張屬於台灣資訊管理學科的「知識地圖」。最後根據研究結果與發現，對於台灣近年來所發展的資訊管理學科方向、理論來源這兩部份做出彙總和整理，讓以後想尋找台灣資訊管理學科碩、博士論文相關資料的研究者做為參考，期待可以對學術界有所貢獻。 / The rapid development of science and technology is characteristic of today's modern civilizations. In such a society, knowing how to pick up information from a load of various data and take advantage of it usefully and efficiently means one holds the key to the door of success. The old proverb ‘Knowledge is power', therefore, becomes more meaningful in this competitive society. 　Undoubtedly, essays and research achievements from academic circles perform as a great resource, too, which enables researchers to follow predecessors and make progress and new findings on the existent basis. However, knowledge management in academic documents still lacks its efficient application. When common people often neglect the treasure aside and just go away, researchers are busy seeking and sorting the materials available, causing the waste of time. For this reason, to collect both the M. D’s and Ph. D’s essays of the Science of Information Management available in Taiwan and establish a network becomes an important task that cannot be delayed. There are two major goals in this study: firstly, to find out the theories applied to the Science of Information Management in the recent three years in Taiwan; secondly, to sort and study these various researches in this science. Then we can see the major emphases in this study field, the scholastic trends in each school's development, and thus form the ‘knowledge map’ we intend to make. I sincerely expect the compilation and arrangement of the theory bases and trends in the Science of Information Management in recent Taiwan can be a reference to researchers who take interest in this subject and contribute to this academic field.

本研究旨在瞭解政大附中學科型教室之規劃理念、學生使用現況、使用滿意度、使用感受與學生學習自我效能，分析不同性別學生在使用現況、滿意度、使用感受及學習自我效能之差異，探討學生學科教室滿意度與使用感受與其學習自我效能之相關，最後提出學科型教室在臺灣規劃實施之相關建議俾供參考。 　　本研究以政大附中國中部學生（有效樣本158人）為問卷調查對象，以秘書及各班副班長共六人為訪談對象，並以其中二班學生一日作息、在學科教室、班級基地、教學研究室及討論室中從事特定活動之學生（共計931人次），以及學科教室之設備與佈置情形為觀察對象。在資料分析上，主要採用描述性分析、次數百分比、平均數與標準差及Pearson積差相關等方法。研究結論如下： 一、政大附中學科型教室空間設備之規劃理念涵蓋班級課程、師生教學、學生置物、移動與人際交流等需求，延長下課時間以增加互動機會並使移動更平順。 二、政大附中學科型教室之國中部學生空間使用現況符合學科教室便利教與學、班級基地兼顧置物與學生交流、教學研究室方便師生談話、討論室供學生交流及停等以及學生移動便利等理念。 三、政大附中國中部學生學科型教室使用滿意度高，使用感受非常好。 四、政大附中國中部學生學習自我效能屬於普通偏高，其中以言語說服、生理狀態及樂意學習三向度平均較高，而整體學習效能為女生高於男生。 五、政大附中國中部學生學科教室滿意度與使用感受與其學習自我效能為中度正相關，且學生學科教室滿意度與使用感受越高，學習自我效能也越高，高低分組在言語說服及樂意學習之差異最明顯。 　　 　　研究者根據文獻探討與研究發現，提出以下幾點建議： 一、對教育機關及人員之建議 （一）學科型教室空間營運模式值得推廣。 （二）學校規劃者在規劃學科型教室空間設備時，應將校地條件、班級數、教師員額、課程設計及師生需求融入規劃考量。 （三）實施學科型教室，教室應有充足教學設備並強化學科佈置，以突顯其特色。 （四）學科教室與班級基地之配置應注意動線便利性，並配合課表強化空間機能。 （五）實施學科型教室應提供安全置物空間及便利停等設施，以減少學生移動負擔，可延長下課時間至15到20分鐘，以增加人際互動機會並使移動更平順。 （六）推行學科型教室時，學校對教師、學生及家長均需持續加強溝通與理念宣導。 （七）定期調查使用者對學科型教室運作之意見，作為對現有措施調整參考。 二、對未來相關研究之建議 （一）在研究學校的選擇上，增加研究學校，與其他學科型教室學校比較。 （二）在研究對象的選擇上，擴大研究對象，納入全校學生或教職員。 （三）在研究內容方面，拓廣研究範圍，作更完整之用後評估，探討更廣泛之學習態度及行為。 / Variation type classroom is one of the operational models of school classrooms. In this model, all classrooms belong to subject teachers instead of students of the class. It is believed that this model could help teachers teach and students learn from the results of literature review. This study examines the relationship between the using satisfaction of variation type classroom and academic self-efficacy of junior high school students in AHS of NCCU. It also examines behaviors of junior high school students in variation type classroom. There are 158 junior high school students in AHS of NCCU surveyed, the secretary and 5 assistant class leaders interviewed, and 931 person-time and 2 classrooms observed in this study. Data gathered in this study indicated the following are the other key findings in this study: 1. The planning rationale of variation type classroom in AHS of NCCU consists of the needs of teachers teaching and students learning, storage, classroom transferring, interpersonal interactions and longer class break for more interaction and smoother classroom transferring of students. 2. The junior high students’using behaviors of variation type classroom in AHS of NCCU correspond to the planning rationale of it. 3. The junior high school students in AHS of NCCU have great using satisfaction toward variation type classroom. 4. The junior high school students in AHS of NCCU have general academic self-efficacy (2.88), with higher efficacy in verbal persuasion, physiological state, and enjoyment of learning. The female junior high students have higher academic self-efficacy than the male students do. 5. There is significant mid-level correlation between the using satisfaction and academic self-efficacy of junior high school students in variation type classroom, and the higher the using satisfaction the students have, the higher their academic self-efficacy is. The major implications of this study are as follows: 1. Variation type classroom operational model is worth promoting. 2. School planner should fully consider about the ground of the school, number of classes and faculty, curricula design and needs of teachers and students when planning space and facilities of variation type classroom. 3. In the variation type classroom operational model, classrooms should be equipped with enough teaching facilities and context of subjects should be emphasized to express the strengths of this model. 4. The convenience of the routes between subject classrooms and student lockers should be considered during arrangement process of the school and in correspondence with the class schedule. 5. The school in variation type classroom should provide safe lockers and convenient facilities for stay and wait to make students move with less stuff. Longer break (15-20 minutes) could be taken into account to promote interpersonal interaction and make students’ transferring of classrooms more smoothly. 6. The school administration needs to communicate and advocate consistently with the students, their parents and the faculty about the rationale of variation type classroom. 7. The school administration could survey about the users’ using satisfaction and opinion regularly to make necessary modification of the model or space and facilities of variation type classroom.

本研究的目的在於了解國中教師資訊科技融入教學的情形，並探討教師教學信念、科技學科教學知識(Technological Pedagogical Content Knowledge, TPACK)和知識創新學習環境間的關係；同時並分析教師背景變項對TPACK表現造成的影響。 本研究的問題主要如下：(1)了解教師在不同背景變項下其TPACK表現是否有所不同？(2)探討教師的教學信念、TPACK和學生知識創新學習環境之間是否具有相關？(3)教師的教學信念是否對教師的TPACK表現具有預測力？(4)教師的TPACK表現是否對知識創新學習環境具有預測力？ 本研究改編外語教師TPCK調查研究問卷(Chai et al., 2011)和知識創新學習環境(Lin et al., 2014)之問卷，形成本研究資訊融入教學的問卷，對桃園市國中老師390位進行施測，統計方法上使用一般描述性統計、皮爾遜積差相關、單因子多變異數分析、多元迴歸分析以驗證假設問題。 研究發現如下：(1)教學年資較淺、任教術科教師、有使用教學平台及每周上網時間較長的教師在TPACK表現較佳。(2)學習者中心的教師信念、TPACK和知識創新學習環境之間具有顯著關係存在。(3)學習者中心的教學信念對TPACK的表現具最佳預測力。(4)教師的TPACK能力對知識創新學習環境也具預測力。本研究並根據上述研究發現提出相關的結論與建議以供教師或教育機關參考。 / The purpose of this study was to investigate the relationship among technological pedagogical content knowledge (TPACK), teaching belief, and knowledge building environment, in order to understand how teachers may integrate information technologies into their instruction. This study attempts to answer the following research questions: (1) what are some major demographic variables that may influence middle school teachers’ TPACK level? (2) How are teaching belief, TPACK level, and knowledge building environment related to one another? (3) Can teaching belief help predict middle-school teachers’ TPACK level? (4) Can higher TPACK level help teachers to cultivate more creative knowledge building environment? Data from 390 samples were obtained from middle school teachers in Taoyuan, Taiwan, through an adapted survey. The statistics employed for data analysis include descriptive statistics , Pearson's correlation analysis, one-way ANOVA, and multiple regression. The major findings were as follow：(1) Teachers who had less years of teaching experiences, or taught non-examination-oriented subjects, or had experiences of using teaching platforms or used Internet more often, tended to have higher TPACK level. (2)There were significant correlations among teaching belief, TPACK level, and knowledge building environment. (3)Student-centered teaching belief was found to predict teachers’ TPACK level. (4) Higher TPACK level was also found to predict teachers’ capacity to foster more creative knowledge building environment. Based on the findings, relevant conclusions and suggestions were also made for teachers and educational policy-makers.

隨著高等教育的大眾化發展，臺灣與法國的大學招生制度經過幾次變革，以期滿足招生需求。大學學位不僅是學歷的一紙證明，更是臺灣與法國高等教育標準化歷程的體現。從高中過渡到大學，是每個學生學術生涯中關鍵且費神的階段，並與未來的成功息息相關。因此，無論在臺灣或法國，學生高中階段的學術能力測驗至關重要，可謂從青春期過渡到成年期的重要指標。學術能力測驗成績影響著絕大多數畢業生的大學申請和錄取機會。雖然臺灣和法國有不少關於兩國大學教育的研究，但對於高中學生進入大學前的學術能力測驗甚少探討。本研究旨在探討臺、法國大學申請的入學先決條件和要求，以期進一步瞭解大學入學機制。本研究透過對臺灣和法國大學系統中錄取要求，如臺灣的先修課程測驗和法國的一般入學要求等規定進行對比分析，找出各自的優缺點。研究方法包括文獻綜述，以及對兩國高中生進行問卷調查和深度訪談。研究發現，目前兩國的大學入學系統的主要難題之一是缺乏相應的學術指導機制。臺灣方面在於過分強調大學入學考試測驗，法國則與之相反，學生因為過高的升學率而缺乏學習動機。本研究建議，今後臺法兩國如何面對高教入學機會中重新出現的不公與文憑貶值等新挑戰，是雙方大學入學體系需要解決的共同問題。 / With the massification of their higher education systems, Taiwan and France have experienced several changes in their college admission processes in order to meet the increasing demand of enrollment into higher education. A university degree has become more than just a certificate of academic achievement but a normalized process in Taiwan and France. The transition from high school to university has become a pivotal yet nerve-racking period in a student’s academic career and is considered as one of the most crucial factor of the student’s future success. In Taiwan and France, the academic abilities of students tested during the senior high school are the most important and significant indicators of students’ transition from adolescence to adulthood. It leads a vast majority of graduates to apply to university and to undertake college admission process. Although several studies have been done in Taiwan and France, only few have previously analyzed a student’s journey through the college admission process in the two countries. The current study intends to investigate the prerequisites and requirements that college applicants in Taiwan and France are required to meet in order to access the college and university systems. By comparing and analyzing the massification of the two systems, as well as Taiwan and France college admission’s requirements such as the Scholastic Ability Test and the Advanced Subjects Test in Taiwan, and the French General Baccalaureate; the study seeks to identify the crucial pro and cons that arise in each system in order to give recommendations on improvements that can be made. Data has been collected through literature reviews, in-depth interviews as well as surveys among former senior high school students in both countries. The results of the present study show that one of the main dilemmas of today’s education systems is the lack of academic guidance. While one of the main problems of Taiwanese education is its emphasis on testing, France education, on the contrary, is facing issues due to its excessive accessibility of universities which leads students to enroll in degrees without real motivations behind their choice. The shift of inequalities in educational opportunities is also one of the new concerns that Taiwanese and French education systems are facing as well as the depreciation of diplomas.