本研究旨在調查高一學生英文字彙學習困難，目的在於探尋高一學生所遭遇字彙學習困難的原因、瞭解課堂上老師所用的字彙敎學技巧、找出課堂上老師所使用的字彙練習活動、檢視用於測驗高一學生的字彙測驗類型、並發掘高一學生所使用的字彙學習策略。 本研究調查對象為臺北區七所公立高中的560位高一學生及三位英文任課教師，研究工具包括學生的字彙學習問卷調查及老師的口頭訪問。 研究結果，發現高一學生英文字彙學習困難的兩項主要原因：(1)高一字彙量太多。 (2)高一相關字彙練習活動困難。此外，最常用的字彙敎學技巧乃是以老師為中心的字彙敎學方法；字彙練習活動如造句及同義字、反義字練習最常用於課堂上；最常用的字彙測驗類型亦是傳統無上下文單題式字彙測驗類型；學生並不常運用字彙學習策略來幫助其學習字彙。除上述研究發現外，並對本研究的侷限及未來從事相關研究給予建議。 / This study investigated Senior I (first-year) high school students’ vocabulary learning difficulties. The purpose of the study was to (a) seek for reasons to account for vocabulary learning difficulties encountered by Senior I students, (b) investigate the vocabulary teaching techniques used in class, (c) find out the vocabulary practice activities used in class, (d) examine the vocabulary assessments given to Senior I students in class, and finally (e) explore vocabulary learning strategies used by Senior I students. 560 Senior I students and three teachers from the seven senior high schools in Taipei area participated in the present study. A vocabulary learning questionnaire was administered to the students, and the three teachers joined the oral interviews. Data were collected through the questionnaires for the students and oral interviews for the three teachers. Descriptive statistics were computed for data analysis. Two major reasons that account for vocabulary learning difficulties encountered by the Senior I students were: (1) huge increase of vocabulary size in Senior I and (2) more demanding vocabulary practices in Senior I. Besides, the most popular vocabulary teaching techniques were conventional teacher-centered ways of presenting new vocabulary items. Vocabulary practices such as sentence making are frequently used in senior I class, followed by synonym and antonym practices. Traditional decontextualized vocabulary assessments were frequently used in class. Finally, the students did not utilize vocabulary learning strategies frequently to help their vocabulary learning. Along with these findings, limitations of the study and implications for future research have been suggested.

在越來越重視幼兒學齡前英語教育的社會中，全美語沉浸式教學，成為父母期待子女學好英語的選擇，然而人們對全美語沉浸式教學，有正反兩極端的意見，本研究探討參加過全美語沉浸式教學之國小學童在國小英語的學習態度，以期能對全美語沉浸式教學的影響有所暸解，並對幼兒英語學習有所助益。 本研究資料分別取自於桃園ㄧ國小六年級學童及其家長的問卷與訪談。266位學生〈13位全美語和253位非全美語學童〉與220位家長〈12位全美語和208位非全美語家長〉的問卷，採四種統計方法進行分析：描述性統計、單因子變異數分析，LSD事後比較與皮爾森相關分析。而26位學生〈13位全美語和13位非全美語學童〉與10位家長〈5位全美語和5位非全美語家長〉的訪談，提供更進一步資料，反映學童對於英語學習的態度。資料分析結果如下： 1. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較多的學習信心。 2. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較高的學習興趣。 3. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較強的學習信念。 本研究亦發現參加過全美語沉浸式幼稚園之國小學童的家長比未參加過學童的家長，對於子女在英語學習上，顯示較高的信心、興趣與信念，與學童的資料分析結果相當一致。 / English immersion preschools, the choices for parents who expect their children to learn English well, exist in our society that values early English education. However, there are studies for and also against immersion learning. This study aims to investigate the English learning attitude of the primary school students who have attended English immersion preschools. The study is suggested to reveal the effect of the English immersion preschools in order to provide better English education for young learners in the future. This study employed questionnaires and interviews for the sixth graders and their parents of P primary school in Taoyuan. Two self-reported questionnaires respectively for 266 sixth graders (13 English immersion learners and 253 non-English immersion learners) and 220 parents (12 parents of English immersion learners and 208 parents of non-English immersion learners) were analyzed by four statistical methods: descriptive statistics, one-way ANOVA, LSD post hoc analysis, and Pearson correlation. Moreover, in-depth interviews were conducted for 26 learners (13 English immersion learners and 13 non-English immersion learners) and 10 parents (5 parents of English immersion learners and 5 parents of non-English immersion learners), which offered further information indicating learners’ English learning attitude. The results of the findings are summarized as follows. First, English immersion learners demonstrated more confidence than non-English immersion learners toward English learning in the primary school. Second, English immersion learners display more interest than non-English immersion learners toward English learning in the primary school. Third, English immersion learners hold stronger belief than non-English immersion learners toward English learning in the primary school. The results of this study also revealed that parents of the English immersion learners indicated more confidence, interest, and belief than parents of non-English immersion learners toward their children’s English learning in the primary school. The results are consistent with those of the learners.

本研究旨在探討國民小學組織學習、組織創新與學校效能之間的關聯性。研究採用調查研究法，以新竹縣、新竹市公立國民小學教師為對象，預試階段共發出 240 份問卷，回收有效問卷為 203 份，並以項目分析、二階驗證性分析、信度分析進行研究工具之發展；正式施測階段共發出 700 份問卷，回收有效問卷 502 份，並分別以描述性統計分析、單因子單變量變異數分析、單因子多變量變異數分析、區別分析、皮爾森積差相關、多元逐步迴歸分析及結構方程模式（直接效果、中介效果、調節效果）等統計方式對回收資料進行分析。 本研究獲致以下結論： 一、國民小學組織學習量表、組織創新量表、學校效能量表之測量模式具有良好之品質。 二、「團隊學習」、「資源運用創新」與「課程教學品質」分別最能呈現組織學習、組織創新與學校效能之效果。 三、國民小學整體組織學習現況尚稱良好，就各層面而言，以「系統思考」較佳，而「團隊學習」較低。 四、國民小學整體組織創新現況尚稱良好，就各層面而言，以「課程教學創新」較佳，而「行政管理創新」較低。 五、國民小學整體學校效能現況尚稱良好，就各層面而言，以「教師工作表現」較佳，而「家長社區支持」較低。 六、「擔任職務」是影響教師知覺組織學習、組織創新與學校效能的重要背景因素。 七、「學校規模」是影響學校組織學習與學校效能的重要環境因素。 八、「學校歷史」是影響學校組織學習的重要環境因素。 九、國民小學組織學習、組織創新與學校效能彼此之間具高度正相關。 十、國民小學組織學習及組織創新可以有效預測學校效能。 十一、組織學習可以透過組織創新的中介作用，正向影響學校效能。 十二、組織創新對組織學習與學校效能之間的關係具調節作用。 十三、學校效能對組織學習與組織創新之間的關係具調節作用。 本研究分別就實務應用及未來研究兩方面提出如下建議： 一、在實務應用方面 （一）推動組織成員之團隊學習，奠定組織學習基礎。 （二）活絡各項資源運用與改善舊有行政管理弊病，促進組織之創新。 （三）重視課程教學品質，經營家長社區伙伴關係，確保學校效能之展現。 （四）設立明確的機制及目標，系統性推動組織學習。 （五）鼓勵成員勇於嘗試與改變，營造正向的創新氛圍。 （六）檢核學校效能之展現，據以修正並推動革新。 （七）提供資源以支援組織發展。 （八）形塑學校為學習型組織。 二、在未來研究方面 分別就研究對象、研究變項與研究方法等方面，對未來研究提出建議。 / This research aims for clarifying the relationships among organizational learning, innovation and school effectiveness in the elementary schools. Questionnaire survey method is adopted. In pretest, 240 elementary-school teachers of Hsinchu County and Hsinchu City were chosen as samples and total 203 responses were collected. Item analysis, second-order confirmatory factor analysis and reliability analysis were used to accomplish the research tools and other 502 sample data were collected from700 teachers on the official test stage. Then this data base was analyzed by using description statistics, ANOVA, MANOVA, discriminant analysis, Pearson correlation, multiple regression and SEM. 13 conclusions are proposed: 1.The qualities of the measurement model of the 3 scales (organizational learning, organizational innovation and school effectiveness) are good. 2.“Team learning”, “the innovative use of resource” and “teaching quality” play the most key element in organizational learning, innovation and school effectiveness respectively. 3.The current states of elementary-school organizational learning are still good. Comparing all dimensions, “systematic thinking” is the best; “team learning” is the worst. 4.The current states of elementary-school organizational innovation are still good. Comparing all dimensions, “teaching innovation” is the best; “management innovation” is the worst. 5.The current states of elementary-school school effectiveness are still good. Comparing all dimensions, “teacher performance” is the best; “community support” is the worst. 6.The “position of teacher” is the most important background factor to affect teacher’s cognition for organizational learning, innovation and school effectiveness. 7.The “scale of school” is the most important environment factor to affect organizational learning and school effectiveness. 8.The “history of school” is the most important environment factor to affect organizational learning. 9.The relations among organizational learning, innovation and school effectiveness are highly positive correlated. 10.Elementary-school organizational learning and innovation can predict school effectiveness validly. 11.The positive effect of organizational learning on school effectiveness could be moderated by organizational innovation; 12.Organizational innovation would mediate the relation between organizational learning and school effectiveness. 13.School effectiveness would mediate the relation between organizational learning and Organizational innovation. Furthermore, practical and academic advices are addressed in this research. On practical, 1.To promote the team learning among organization members to establish the foundation of organizational learning 2.To loose the use of resource and correct the old mistakes on management to stimulate organization innovation 3.To take the quality of teaching seriously and build up the partnership with parents and community to make sure the school effectiveness. 4.To set the clear vision and mechanism to promote organizational learning systemically. 5.To encourage members to try and change 6.To inspect the outcome of school effectiveness to correct and urge school transformation 7.To offer resource to support organization development 8.To shape school become a learning organization On academic, this research addresses some future advices on research subject, elements and methodology.

本研究旨在探討國民中學校長轉型領導對學校組織學習影響之研究，具體目的包括瞭解國民中學校長轉型領導與組織學習現況、不同背景教師在國民中學校長轉型領導與組織學習知覺之差異情形、國民中學校長轉型領導各構面對組織學習的預測情形，最後歸納結論與建議，作為國民中學校長的參考。 本研究採問卷調查法進行。經由文獻探討與參考相關量表編製「國民中學學校組織學校狀況調查問卷」最為研究工具。抽樣方式採叢集抽樣，抽樣台北縣市41所國民中學教師1060位進行正式問卷施測，回收有效問卷860份，回收率81.13%；資料整理後以描述統計、獨立樣本t檢定、單因子變異數分析與逐步多元迴歸分析等方法進行統計分析，本研究的主要結果如下： 一、國民中學校長轉型領導現況以「激勵鼓舞」知覺得分最高，「智識啟發」最低。 二、國民中學學校組織學習現況以「支持專業成長」知覺得分最高，「提升專業知能」最低。 三、男性教師所知覺的校長轉型領導與學校組織學習較高。 四、女性校長之學校教師所知覺的校長轉型領導與學校組織學習較高。 五、不同學歷之教師，所知覺的校長轉型領導與學校組織學習無差異。 六、41歲以上之教師，所知覺校長轉型領導與學校組織學習較高。 七、擔任主任或組長之教師，所知覺校長轉型領導、學校組織學習較高。 八、年資16年以上之教師，所知覺校長轉型領導較高。 九、年資5年以下之教師，所知覺學校組織學習較高。 十、偏遠地區的學校教師所知覺之校長轉型領導與學校組織學習高於其他地區。 十一、國中校長轉型領導對學校組織學習具有預測力。 本研究根據研究結果，提出供校長推動學校組織學習之建議。 / The main purposes of this research are to understand the current situations of principals' transformational leadership and organizational learning in junior high schools, and to analyze the differences among principals' transformational leadership and organizational learning in personal variables, and school environmental variables in junior high schools. Furthermore, it explores the prediction among teachers’perception of transformational leadership and organizational learning with junior high schools. Finally, According to the results of the collected data, the researcher generalized the conclusions and provided suggestions for junior high schools. This study is based on documentary analysis and questionnaires. The “Investigative Questionaire of the organizational learning situations of junior high schools” is the main tool in use. The samples were 1,060 teachers selected from 41 junior high schools in Taiwan, and 860 of the distributed copies were returned as valid. The return rate was 81.13%. A series of statistical methods such as descriptive statistics, T-test, one-way ANOVA, and stepwise multiple regression analysis were employed in this study. The main results of this study are as the following: 1. Among the perceptional levels of the principals’ transformatIional leadership, the highest one is the “ encouraging motivation” ,whereas the lowest falls on “intellectual inspiration”. 2. In terms of organizational learning, teachers’ perception of” supporting professional development”scores the highest,whereas ” auditing expertise and supporting networking” scores the lowest. 3. The male teachers have stronger awareness on principals’ transformational leadership and organizational learning in junior high schools. 4. Teachers in the female principals’ school have stronger awareness on principals’ transformational leadership and organizational learning. 5. There’s no significant difference in teachers’ awareness of principals’ transformational leadership and organizational learning with respect to different educational backgrounds. 6. Teachers who are older than 41 years old have stronger awareness of principals’ transformational leadership and organizational learning in junior high schools. 7. Administrative teachers tend to have higher levels of awareness towards principals’ transformational leadership and organizational learning at schools. 8. Teachers with more-than-16-year teaching experience have higher levels of awareness towards principals’ transformational leadership in the schools. 9. Teachers with less than 5 years of teaching experience have higher levels of awareness towards organizational learning in the schools. 10. As to principals’ transformational leadership and organizational learning, teachers in the schools which are located in countryside have higher levels of wareness than those in town and city schools. 11. The transformational leadership can make good prediction of organizational learning. The results gained from this study can be the useful information for school principals.

基於現行套裝式的數位學習平台功能擴充彈性不足，存在無法與他人進行有效互動的限制下，學習者的知識運用缺乏彈性、整合性與相連性。近年來，由於服務概念的普及，各服務供應商有逐漸活絡的現象;服務導向架構技術的逐漸成熟，許多網路服務標準的制定已臻完備;再加上已有多家廠商運用雲端運算的資源與服務重組的概念，使得企業能夠提供整合性的服務。 本研究秉持著「以人為核心，學習從社群開始進化」之概念，以雲端運算與服務導向架構為基礎，開發一個具有知識網絡概念的學習社群平台。透過本研究所提出的社群機制，學習者將藉由個人的學習入口與其他學習者進行互動，在相互學習下達成終身學習的目的。此外，在資料分級儲存的機制下，本研究將雲端上的資料有效地與本地端資料進行整合，如此將能充分利用雲端資源且能將關鍵的資訊掌握在自己的手中，透過此機制能消除將資料置放於雲端業者所產生資訊安全的疑慮。 最後，透過本研究的雲端運算學習社群服務導向架構平台，能讓傳統由上至下的「教育學習」導向的數位學習平台，轉型為新一代的以「知識網絡」導向的知識服務入口。本研究期望能提供學習市場「供」、「需」雙方的資訊媒合平台，由學習服務供應商針對不同課程與學習者之所需，提供客製化的數位學習教材與課程。

本研究主要目的是探討GSP電腦輔助教學對國三學生學習三角形外心、內心及重心之成效。研究採用準實驗研究法中之不等組前後測設計，以桃園縣一所國中三年級四班共127位學生為研究對象，分派兩班為實驗組共63位學生，進行GSP電腦輔助教學課程；另兩班為控制組共64位學生，進行一般傳統講述教學課程。學生學習風格採用Kolb學習風格量表區分成「主動實驗」及「省思觀察」兩種類型，為探究不同學習風格之學生接受不同教學方法之後，在數學學習態度、成就與保留上的差異，採用二因子共變數分析檢定研究假設。並於實驗教學後，以GSP電腦輔助教學意見調查表調查其看法及態度，整理檢定分析及調查結果後得到以下結論： 一、排除前測影響後，學生在數學學習態度上的表現： (一)教學方法因子效果及學習風格因子效果之間沒有交互作用。 (二)教學方法因子效果有顯著差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)學習風格因子效果沒有顯著的差異。 二、排除前測影響後，學生在數學學習成就上的表現： (一)教學方法因子效果及學習風格因子效果之間有交互作用。 (二)對學習風格為省思觀察者而言，教學方法因子會造成顯著的差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)以省思觀察者接受傳統講述教學法後表現最差。 三、排除前測影響後，學生在數學學習保留上的表現： (一)教學方法因子效果及學習風格因子效果之間沒有交互作用。 (二)教學方法因子效果有顯著差異；GSP電腦輔助教學法優於傳統講述教學法。 (三)學習風格因子效果沒有顯著的差異。 (四)以省思觀察者接受GSP電腦輔助教學法後表現最佳。 四、GSP電腦輔助教學的看法及態度方面： 主動實驗者表示GSP電腦輔助教學提供了實際操作的機會，而省思觀察者則表示GSP電腦輔助教學提供了詳盡的說明和動態演示。就實驗組學生使用GSP電腦輔助教學而言，大多抱持著正向及肯定的學習態度。 / The purpose of this study is to explore the effects on learning performance of circumcenter, incenter and centroid of a triangle by 9th graders based on computer -assisted instruction using GSP in mathematics teaching. This study was conducted as a quasi-experimental design. Four classes, which have a total of 127 students, were sampled from a junior high school in Taoyun County. Two classes were assigned as experimental group and the others as control group. The former took “computer -assisted instruction using GSP in mathematics teaching” method learning, while the latter two took “traditional mathematics teaching” method learning respectively. This study used the learning styles inventory (LSI) of Kolb to classify learners into two groups -“active experimentation (AE)” and “reflective observation (RO)”. Two-way ANCOVA was conducted to test all hypotheses in order to find variations of mathematical learning attitudes, mathematical learning achievenments, mathematical learning retention. The study also investigated the views of points of the students in experimental group after the experiment. According to the analysis from the experiment, this study reached the following conclusions︰ 1.In mathematical learning attitudes: (1)Learning styles and teaching methods did’t interact significantly. (2)There was a significant difference between two teaching methods. The effect on experimental group was better than the control group. (3) There was no significant difference between two learning styles. 2.In mathematical learning achievements: (1)Learning styles and teaching methods interact significantly. (2)For the style RO, there was a significant difference between two learning styles. The effect on experimental group was better than the control group. (3)The effct on control group with the style RO was the worst. 3.In mathematical learning retention: (1)Learning styles and teaching methods did’t interact significantly. (2)There was a significant difference between two teaching methods. The effect on experimental group was better than the control group. (3) There was no significant difference between two learning styles. (4)The effct on experimental group with the style RO was the best. 4.After the experiment, most students in experimental group with the style AE said that “the experimental curriculums had provided the actual operation opportunity”; most students in experimental group with the style RO said that “the experimental curriculums had provided the exhaustive explanation and the dynamic demonstration”. They also agreed that the experimental curriculums were better.

層黏蛋白 (laminin) 是基底膜內主要的糖蛋白，屬於細胞外基質。研究指出層黏蛋白在學習與記憶扮演重要角色，且內生性laminin β1表現於海馬迴神經，但是目前對於層黏蛋白在中樞神經的瞭解仍不是很清楚。因此，本實驗室利用水迷津學習實驗探討laminin β1對大白鼠空間學習與記憶的影響，實驗結果發現，經過學習試驗後的大白鼠，其海馬迴CA1區域的laminin β1 mRNA和蛋白質表現量明顯地減少，laminin β2的表現則不受到影響。為瞭解laminin β1在空間學習與記憶力程中扮演的角色及其下游的訊息傳遞路徑，我們轉染laminin β1 siRNA至海馬迴CA1區域會促進大白鼠在水迷津空間學習與記憶的能力，由西方墨點法也觀察到抑制海馬迴中laminin β1的表現量會促進SGK Ser422及ERK1/2的磷酸化，但是AKT Ser473的磷酸化則無顯著差異。當轉染質體基因laminin β1至CA1區域，則會抑制大白鼠水迷津空間學習與記憶的能力，同時也抑制SGK Ser422及ERK1/2的磷酸化。由於過去證實SGK1於大白鼠空間學習記憶歷程中扮演重要角色，我們推測laminin β1與SGK Ser422的磷酸化有關，為確認laminin β1與SGK1之間的關係，我們同時轉染laminin β1 siRNA和SGK siRNA至海馬迴CA1區域，原先laminin β1促進大白鼠在水迷津空間學習與記憶的能力反而受到抑制。由於許多文獻指出mitogen-activated protein kinase /extracellular signal-regulated kinase (MAPK/ERK) 能整合不同訊息傳遞路徑進而調控基因的表現，對神經突觸的可塑性及記憶的形成是個重要分子，我們進一步探討laminin β1是否透過ERK1/2調控下游的SGK1進而影響大白鼠的空間記憶與學習。因此我們先轉染laminin β1 siRNA，48小時後再給予U0126 (MEK抑制劑) 以抑制MAPK/ERK的活性。結果顯示U0126會阻斷laminin β1所引起SGK ser422的磷酸化。本篇研究提出laminin β1會參與哺乳類動物學習記憶的形成，同時也證實laminin β1會經由抑制ERK1/2及SGK1的活化進而抑制大白鼠空間學習與記憶的形成。

本研究以遊戲的敘事特性作為主要的討論元素，企圖從敘事投入的概念而非過去經常使用的愉悅感去理解敘事在遊戲中所產生的機制，以此探討玩家在加入敘事元素後的遊戲過程中所產生的心理經驗反應以及其對學習效果的影響，並且根據過去嚴肅遊戲研究所提出的延伸概念，聚焦於嚴肅遊戲可能面臨的潛在弱勢玩家類型－遊戲學習動機低的抗拒型玩家，期望從不同的玩家類型差異討論其在高低敘事遊戲情境中的學習效果。研究結果發現不同的玩家類型在敘事投入上具有顯著的差異性，且嚴肅遊戲中敘事元素的加入的確會提升抗拒型玩家的學習效果，這表示敘事元素的加入或許是解決抗拒型玩家使用嚴肅遊戲時學習效果低落的一個方向。未來除了可以進一步比較影響不同玩家類型學習效果的因素，找出嚴肅遊戲可以改進的方向，也可以從敘事以外的遊戲特性、互動機制去思考其它能夠提升嚴肅遊戲學習效果的因子。

由於全球化資訊發達的趨勢，促使台灣勞工意識抬頭，加上產業變遷、經濟萎縮、企業外移，關廠歇業所造成的勞資衝突，失業人口擴增，使得勞工行政機關原有的組織結構與功能無法迅速解決層出不窮的勞工問題及勞動者需求，各界督促勞工行政機關必須進行「組織再造」，使政府組織趨於能創新觀念、發揮功能、充滿學習的民主政府。 另一方面在今日變遷的社會中，組織演進已從過去僵化的官僚模式進化為動態的彈性化模式；換言之，行政組織應用更靈活的策略面對未來的改變與創新，並體察時代的脈絡，建立起具有組織整體學習能力的「學習型組織」，使組織中成員能持續擴展能力，並蘊育嶄新的思考型態，除強調個人學習外，並企圖透過團體合作導致組織基礎結構（infrastructure）的變革，進而強化組織成長及創新能力，此與勞工行政機關進行組織再造所欲達到的「突破習慣領域，以集體的智慧，提供給勞動者嶄新的、符合需求的勞動政策」的目標是一致的，因此本研究將透過文獻回顧，針對勞工教育中心的個案，進行深度訪談的質性研究方法，分析勞工行政機關組織再造過程，與學習型組織的關連，建構一套勞工行政機關學習型組織的模式，並提出結論與建議，做為其它行政機關欲建構學習型組織的參考。 綜合文獻回顧及對勞工教育中心所做深度訪談結果，發現了幾個特點： 一、勞工行政機關中的小機關比大機關容易建立學習型組織。 二、領導者主導，是學習型組織建構的關鍵。 三、「管理制度的良窳」、「願景的明確與否」會影響學習型組織的成效。 四、建立學習型組織的策略是可以充滿彈性及創意的。 五、觀摩績優單位、成立讀書會、正面積極的溝通、訂定檢討制度是建立學習型組織過程中的重要經驗。 六、各層次的學習均需要組織及領導者的支持，否則難以為繼。 七、政府機關已具有建立分享學習系統、虛擬團隊的觀念。 八、學習型組織應與績效管理相結合。 九、人事與會計的獨立行政及官僚僵化性是組織進步的障礙。 十、裁汰阻擋組織學習的部份官僚是適當的措施。 十一、政府機關中適應性學習者較多，創新性學習者較少，且要推動對話、討論的方式是不容易的。 根據本研究的發現，提出以下建議： 一、對策略方面的建議 (一)政府機構應落實發展學習型組織的建構功能。 (二)政黨輪替不應是行政計劃的殺手。 (三)政府機關應結合考績制度，來鼓勵員工多做學習。 (四)政府機關領導者不宜為政策考量而破壞了成員長期學習的機制。 二、對結構方面的建議 (一)應強化事務官的「組織學習」的概念，改革才有希望。 (二)會計與人事參與組織學習團隊，會成為組織發展的助力。 (三)教導公務人員「做對的事，而不是只把工作做好就行了」。 三、對管理方面的建議 (一)組織應多運用科技，蒐集、儲存並分享資訊。 (二)營造開放多元的工作氣氛。 / The trend of global information technology causes the sense of labor issue in Taiwan. The change of industry, the shrink of economic, the moving abroad of industry, and the close of business cause the trouble between labor & management, and the increase of the unemployment. The government with original structure & function could not immediately solve the re-occurrence labor issues and needs. The labor department of the government is requested to proceed "organization re-structure", which make government become learning organization with innovation concept & effectiveness. The evolution of the organization becomes dynamic & flexible module from rigid bureaucracy during the changed society. In other words, the administrative organization should use active strategy in confronting future's change & innovation. To observe the changed time, which build the organization's ability to learn i.e., learning organization, make the organization member continuously strength competence, and create wholly new thinking style. The emphasis on individual learning, the change of organization infrastructure coming from teamwork, and the strength of organization growth & innovation are the same purpose as the labor administration's proceeding in organization re-structure which break through habit and providing labor new, & need satisfaction labor strategy. Through literature review, and depth interview in Labor Education Center's case, the study will construct the labor administration's learning organization module and provide suggestions to other administration organization that could build the learning organization. The following findings come from the summary of the literature review and the depth interview in Labor Education Center's case. 一、The small department is easier to establish learning organization than large department in Labor Administration Organization. 二、Team leader is the key man in establishing learning organization. 三、The good or bad of the management system and the clearness of vision will influence the learning organization's effectiveness. 四、The strategy to construct learning organization could be flexible and creative. 五、To emulate good performance department, establish study club, communicate positively, and build review system are important experiences in constructing learning organization. 六、The learning in different level needs organization and leaders fully support. 七、The government organization is equipped with the concept of learning shared and virtual team. 八、Learning organization must be connected with performance management. 九、The separated administration and bureaucracy of Personnel and Accounting department hinder the progress in organization. 十、One way to move the block in learning organization is to eliminate bureaucracy. 十一、The number of adaptive learner is much more than innovation learner in government. It is difficult to push dialogue and discussion. According to the findings from study, we have following recommendation. 一、Recommend in strategy (一)The government organization should be responsible for the construction of learning organization. (二)The change of political party should not be the main reason for stopping administration plan. (三)The government organization should combine performance management in learning organization to motivate employee's learning. (四) The leader of government organization should not ruin the employee's long term learning mechanism for the purpose of policy. 二、Recommend in Structure (一)The hope of revolution comes from officers' organization leaning concept. (二)Personnel and Accounting should attend organization-learning team and assist the organization development. (三)To teach civil servant how to do the right thing, not just make the work done. 三、Recommend in Management (一)The organization should collect, store, and share information by using technology. (二) To create the atmosphere of open and multiple learning.

為進一步補充知識管理理論及驗証企管教育的效益，本論文以知識轉移及知識創造為主軸，提出一知識形成模式分析企管碩士的管理知能在企研所及企業中的成長過程，並探討其中各變數對個人學習所造成的影響，尤其在組織作為及企研教育方面。在此動機下，本論文首先進行三方面的文獻探討，分別為管理才能發展理論、知識管理理論及學習理論，並提出理論的統整。本論文將此三個理論予以整合為知識及技能，組織作為與個人學習間的聯結關係，以及個人內在心智所進行之學習過程。第三章依照上述理論統整形成研究架構，包括個人學習過程模式及影響此模式運作之外在因素–組織作為。 接著，本論文以定性研究法之個案深度訪談法訪問五位於消費品產業外商公司中擔任行銷企劃之企管碩士畢業生，並報導其於企業中及企研所中的學習方式及成果。在個案介紹及分析後，本論文將個案及文獻加以比對而歸納出十九個命題並展開為以下三方面的結論： 第一、個人學習活動的管理。本論文認為個人學習的意願或主動積極的態度是發動學習循環最基本的條件；再者，個人若能知覺到自身學習過程的進行，將能增加學習的效果；個人的學習能力是指進行思考活動的能力及與人互動時的溝通能力，學習能力增強可使學習效果大幅提昇；個人發展及累積社會資本可以增加他人分享傳授知識的意願，因而增加知識的來源及豐富程度。 第二、組織作為與個人學習的關係。本論文發現組織在促進成員學習成長上，有大方向的原則可以遵循，此原則又可分為兩個層次：組織可塑造一適合學習的環境、組織可針對個人的學習能力及知識吸收給予協助或訓練。除了以上原則，組織在實際執行上，必須考量其他的因素而調整，例如產業環境、人性假定等。 第三、企研所教育對企管碩士學習過程的影響。企研所所傳授的知識也許無法在畢業生工作的初期給予立即實用的幫助，但可做為畢業生在企業中吸收新知時的概念架構，而提高其學習效率。企研所教育透過個案研討教學所培養的邏輯思考及溝通能力，可讓學生在企業中反覆運用以學習新知。相較於企研所傳授的知識，學習能力在實用性上較高，應用範圍亦較廣，因為個人觀察、實作、溝通等活動在各種組織及各層級的日常運作中都會發生。