本研究旨在探討線上學習使用者的學習概況、學習成效，及其學習成效之影響因素。首先，經由文獻檢閱與整理，本研究歸納出影響線上學習成效之因素模式，並以行政院主計處電子處理資料中心所規劃建置之「公務員資訊學習網」為個案，採取實證方式加以驗證。調查方式以線上問卷之形式進行，調查時程共約八週時間，最後共回收有效問卷161份。 　　針對上述調查問卷之分析結果發現，就本個案樣本而言，其每週上網學習時數並不算高，且亦較不常參與學習網站所提供的其他功能。雖然如此，線上學習使用者仍皆具有不錯的學習成效，且除本個案網站外，亦有近三成的使用者同時參與其他線上學習網站，並以公務人力發展中心的「e等公務園」及國家文官培訓所的「文官e學苑」較多。其次，由資料分析結果可知，研究個案使用者具有相當優秀的自我導向學習特性，並擁有不錯的網路使用便利性與資訊先備經驗，其較喜愛多重感官刺激的教材呈現方式，且對於研究個案學習網站的課程內容適切性及資訊環境穩定性頗為滿意。但其對於互動性的評價較低，且對於環境支持較不認同。 　　此外，研究亦發現，本研究所建構之線上學習成效影響因素模式具有良好之信度與效度，且其對於線上學習成效亦具有顯著的影響效果，經由統計分析亦得知，於此模式中，「課程內容適切性」、「主動學習」、「喜愛學習」、「資訊環境穩定性」，及「環境支持」此五項因素構面確實能夠有效預測線上學習成效的表現，並具有良好的解釋能力，足見此模式可供後續研究及實務評估之參考。 　　綜合言之，學習者於個案線上學習網站的參與，應仍有可期待的成長空間，且使用者互動的不足、及其對於環境支持的期待，皆有賴於機關組織、線上學習網站主管機關及學習者本身的努力。就機關組織而言，應開放多元學習機會、塑造環境支持之氛圍；就網站主管機關而言，應試圖提供客製化且具創新性的課程、提高互動誘因及環境支持的可能性，並整合行動資源；就學習者自身而言，則應提高學習自主性，並對學習需求具有相當程度的認知，三者相輔相成，方能真正提升線上學習的效益，並使之成為創造組織價值的利器。

本研究旨在探討利用結構/摘要/作筆記閱讀策略教學運用於高年級學童社會領域教學之學習成效，並根據研究結果擬具社會領域教師對於學童施行閱讀策略融入教學之參考。 本研究採準實驗研究法、觀察法、問卷分析法及訪談法，以兩班國小五年級學童為研究對象，一班為接受「結構/摘要/作筆記閱讀策略」教學之實驗組學生，一班為接受傳統社會領域教學之控制組學生，兩班學生皆由研究者進行教學，進行為期九週共十八堂之實驗教學課程，在教學前後，對研究對象實施前測、後測，藉以了解社會學習成效是否有顯著的差異。 依據資料分析與研究結果，歸納出以下結論： 一、 融入「結構/摘要/作筆記閱讀策略」教學，對於有效提升國小高年級學童社會學習領域之成效影響沒有顯著差異。 二、 實施「結構/摘要/作筆記閱讀策略」教學融入社會領域學習，對於不同學習成就的學童沒有顯著影響。 三、 「結構/摘要/作筆記閱讀策略」教學後，學生閱讀理解、閱讀策略運用、社會領域學習能力有顯著的進步。 最後，根據研究結果，提出對國小社會領域教師進行閱讀策略融入社會科教學及未來研究之建議。 / This study aims to discuss the application of Structure/Abstract/Making Notes reading comprehension strategy instruction to higher grade pupils’ learning effect on social studies. Based on the research results, reference for teachers of social studies integrating reading comprehension strategy into the instruction for pupils is proposed. With experimental research, observation method, questionnaire survey, and interview, two classes of G5 pupils are studied. The students in one class, as the experimental group, receive Structure/Abstract/Making Notes reading comprehension strategy instruction, while another class, as the control group, receives traditional instruction on social studies. Both classes of students are instructed by the researcher for 18 sessions in 9 weeks. Pretest and post-test are preceded before and after the instruction in order to understand the significant difference in the learning effect on social studies. According to the data analysis and the research results, the following conclusions are summarized. 1. Structure/Abstract/Making Notes reading comprehension strategy instruction does not significantly enhance high grade pupils’ learning effect on social studies. 2. Structure/Abstract/Making Notes reading comprehension strategy instruction does not show remarkable effects on the social studies learning of pupils with different learning achievements. 3. After the Structure/Abstract/Making Notes reading comprehension strategy instruction, the students’ reading comprehension, reading strategy application, and learning abilities in social studies reveal notable progress. Finally, suggestions for elementary school teachers of social studies integrating reading strategy into the instruction and future research are proposed according to the research results.

本研究旨在探討大學會計系學生人格特質、學習動機、學習風格與學習成效等變項間的關聯性。以問卷調查法向台北地區四所大學蒐集樣本資料，回收354份問卷，有效問卷315份。並以敘述性統計、t 檢定、單因子變異數分析、雪費事後比較、Pearson積差相關及迴歸分析等方法進行資料分析。研究結果發現，部分人格特質、學習動機及學習風格，確實會對學習成效造成影響。會計系學生的人格特質、學習動機及學習成效之間具顯著相關性，且不同學習風格的學生其學習表現有顯著差異。具備高嚴謹性特質、高外在目標導向、高自我效能及期望成功、低測試焦慮者，以及同化型學習者，將能獲得較佳的學習表現。根據研究結果，本研究並提出建議，供教學者、學習者及後續研究作為參考，以促進更有效之學習。

本研究旨在探討國民小學校長空間領導、教師社群運作與學生學習成效的關聯性。本研究採用問卷調查法，以臺灣地區公立國民小學教育人員為對象，總共發出1,064份問卷，回收1,008份問卷，回收率為94.74%，而有效問卷回收率則為92.20%。正式問卷回收之後，分別以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關、逐步多元迴歸以及結構方程模式等統計方法加以分析。 本研究獲得以下八項結論，分述如下： 一、 國民小學校長空間領導各層面達到高程度表現，在「建構教育空間」、「形塑空間願景」層面表現最突出。 二、 國民小學教師社群運作各層面表現達到高程度表現，以「情感投入」層面最獲肯定。 三、 國民小學學生學習成效各層面表現達到中高程度表現，其中以「學生行為表現」層面最獲認同。 四、 不同背景變項在國民小學校長空間領導、教師社群運作與學生學習成效之差異有其脈絡因素存在。 五、 國民小學校長空間領導、教師社群運作與學生學習成效三者間具有正向關聯。 六、 國民小學校長空間領導及教師社群運作的分層面能預測學生學習成效。 七、 國民小學校長空間領導、教師社群運作與學生學習成效的結構方程模式之適配度評鑑良好，能解釋主要變項間的關係。 八、 國民小學校長空間領導可直接影響學生學習成效，更可間接透過教師社群運作的中介機制，對學生學習成效產生正向影響。 最後，根據研究結論，提出相關建議，俾供教育行政主管機關、學校設施規劃設計、學校單位以及後續研究之參考。 / The main purpose of this study was to explore the relationship among principals’ space leadership, teacher community operation, and student learning outcomes in Taiwan elementary school. The researcher adopted survey as the main research method. The subjects have been public elementary school educators in Taiwan. 1,064 school staffs were selected to complete the questionnaire, where 1,008 questionnaires were returned. The return rate was 94.74% and the valid rate was 92.20%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise regression, and Structural Equation Modeling. Based on the result of the current study, eight research conclusions were generated as follows: 1. The level of space leadership of principals in the elementary schools is high, and the performance in “constructing educational space” and “molding space vision” are outstanding. 2. The level of teacher community operation is high, and “affective engagement” is certainly the most eligible in the elementary schools. 3. The level of student learning outcomes is medium-performance, and “student behavior” acquired the most recognition in the elementary schools. 4. The differences of the background of principals’ space leadership, teacher community operation, and student learning outcomes have the context factors. 5. The relationships among principals’ space leadership, teacher community operation and student learning outcomes have positive correlations. 6. The sub-level of the principals’ space leadership and teacher community operation can apparently predict the student learning outcomes. 7. The proper fit of structural equation model among principals’ space leadership, teacher community operation and student learning outcomes is assessed as positive and can explain the relationships among main variables. 8. The principals’ space leadership can affect student learning outcomes directly, and which can also affect student learning outcomes positively through teacher community operation. Eventually, according to the above conclusions, the research is to provide some recommendations as future references for the educational administration authority, school planners, and elementary schools.

英語為目前使用的最為普遍的國際語言，英語能力已成為每個學生都需要養成的基本能力，而英語字彙的學習，更是學好英語的最重要基礎，因此如何幫助學生學好英語也就越顯重要。 隨者資訊科技日新月異的發展，透過電腦輔助語言學習已成為發展趨勢，近年來利用自律機制輔助數位學習的研究，已證實自律機制有助於提升學習成效，然而目前仍少有研究將自律學習機制應用於英語學習，特別是英語字彙學習。因此本研究所發展一「具自律學習機制支援之英語字彙學習APP」，可以讓學習者監控並提醒自己所設定的英語字彙自律學習目標，希望藉由敦促學習者達成自己所設定的自律學習目標，促進學生利用零碎時間學習，提升學習者的英語字彙學習成效。為了驗證「具自律學習機制支援之英語字彙學習APP」是否有助於提升英語字彙學習成效，本研究隨機選取國小六年級二個班級學生為研究對象，將其中一班隨機分派為採用「具自律學習機制支援之英語字彙學習APP」的實驗組，另一班為採用「無自律學習機制支援之英語字彙學習APP」的控制組，分別進行為期三週的英語字彙學習活動。實驗結果發現： (1).實驗組學習者學習成效及學習動機顯著優於控制組學習者 (2)實驗組場地相依學習者學習成效及學習動機顯著優於控制組場地相依學習者 (3).實驗組男性學習者在學習成效及學習動機均顯著優於控制組男性學習者 (4).實驗組女性學習者在學習成效及學習動機均顯著優於控制組女性學習者 (5).實驗組學習者進行自律學習後的學習成效及學習動機均顯著提升 (6).實驗組女性學習者學習成效及學習態度優於實驗組男性學習者 綜合本研究之研究結果，建議未來可以延長實驗時間，進行自律鷹架的去除，瞭解學生是否會因此養成自律學習的能力。此外根據學生的回應，希望APP中具休閒的功能，故亦可往遊戲化學習方向進行研究。 關鍵字： 自律學習(Self-regulated Learning)、學習成效(Learning Performance)、認知風格(Cognitive Style)、英語字彙學習(English Vocabulary Learning) / English is currently the commonest international language. English competence has become the basic competence of each student. English vocabulary learning is a primary basis to learn English well. How to help students learn English well therefore becomes more important. Following the changeable development of information technology, computer assisted language learning has become a development trend. Research on utilizing self-regulatory mechanisms for e-learning proved that self-regulatory mechanism could enhance learning performance. Nonetheless, there is little research on the application of self-regulatory learning mechanism to English learning, particularly to English vocabulary learning. For this reason, a “self-regulatory learning supported English vocabulary learning APP” is developed in this study, allowing learners monitoring and reminding themselves of the preset English vocabulary self-regulatory learning goal. It is expected to promote learners’ English vocabulary learning performance by urging learners to achieve the preset self-regulatory learning goal and enhance students learning with trial time. To verify that the “self-regulatory learning supported English vocabulary learning APP” could enhance English vocabulary learning performance, two classes of G6 students are randomly selected as the research subjects. A class is randomly assigned as the experiment group with the “self-regulatory learning supported English vocabulary learning APP”, and the other class is the control group without the “self-regulatory learning supported English vocabulary learning APP” for the three-week English vocabulary learning. The experiment findings show that (1) Learners in the experiment group present significantly better learning performance and learning motivation than those in the control group. (2) Site-dependent learners in the experiment group show remarkably better learning performance and learning motivation than those in the control group. (3) Male learners in the experiment group reveal notably better learning performance and learning motivation than male learners in the control group. (4) Female learners in the experiment group appear significantly beter learning performance and learning motivation than femal learners in the control group. (5) Learners in the experiment group remarkably enhance the learning performance and learning motivation after the self-regulatory learning. (6) Femal learners in the experiment group reveal better learning performance and learning attitudes than male learners in the experiment group. Summing up the research results, it is suggested that the future experiment time could be extended and the self-regulatory scaffolding could be removed to understand whether students would cultivate the self-regulatory learning ability. According to the students’ responses, it is further expected that the APP could show the function of leisure. In this case, the gamification of learning could be studied in the future. Keywords：Self-regulated Learning, Learning Performance, Cognitive Style, English Vocabulary Learning

服務學習是一個將整個社會資源轉變為學生學習場域的教學方法，它 豐富學生學習的對象、及學習內涵的深度與廣度，也使得學生學習成效從 單純的理論知識提升到全人生命的發展。近年來，眾多學者及專家努力地 傳揚服務學習理念，以及無數教師多年默默地堅持為學生的學習與成長， 甘之如飴的付出心力。因此，當看到教育部能夠重視服務學習、了解其對 學生、學校、及社會可能產生的重大影響力、開始推展服務學習理念時， 相信這群大力鼓吹、或默默推行的先鋒者一定感到非常欣慰與振奮。然 而，更大的責任是將此理念推動到全國高中的教師、學生及家長，並期望 能提供具體與實際的作法說明。 本研究之主要目的，係為了解臺北市各高中推動服務學習的現況與成 效、教師專業知能與自我效能，以及不同之背景變項（人口及學校變項） 對於推動服務學習之困境影響因素與因應。 本研究為達上述之研究目的，採取文獻分析法與問卷調查法進行實證 研究。本研究在問卷調查之外，另行輔以訪談、焦點座談、文件分析等方 式，以補充量化問卷所無法得取之資料。基於此目的，本研究在實施問卷 調查研究後，為使研究更深化，透過半結構式訪談方法、以焦點座談的模 式，邀請臺北市推動服務學習卓有成效的績優學校做深度對話，且輔以纸 筆方式提供各校的推動經驗、規劃理念、執行過程的困境與收穫等。老師、 學生及家長均不吝分享，使本研究更具體展現服務學習方案的實施成果。 本研究之主要發現如下： 一、臺北市高中推動服務學習的現況與實施成效尚可。 二、臺北市高中教師或行政人員對服務學習有正確的認知。 三、教師知覺臺北市高中服務學習之服務知能、自我效能、及困境因應的 成效不同。 四、不同性別教師是影響教師推動服務學習的重要因素。 五、不同學校背景並非影響教師推動服務學習的重要因素。 六、經費、時間及資源不足是推動服務學習的困境 七、服務學習績優學校的共同意象: （一）新思維、新願景、新行動。 （二）品味生活、品質生命、創意生涯。 （三）有活力、具魅力、展光華。 依據文獻探討與統計分析結果，提出本研究之建議如下： ‧ 國 立 政 治 大 學 ‧ Na t i o na l Ch en gc h i U n i v e r s i t y 2 一、對中央主管機關的建議 （一）落實執行服務學習的良善政策。 （二）與高中綜合活動課程作適度的結合。 二、對教育行政主管機關的建議 （一）提供經費挹助及資源支援。 （二）建置服務學習資訊網絡與對話平台。 （三）提供專業進修機會，培訓服務學習種子教師。 （四）結合志願服務法，建立服務學習獎勵政策。 （五）規劃完善的服務學習相關課程。 三、對學校單位的建議 （一）增進社區資源增加與社區（機構）的互動。 （二）加強服務學習之推展且需長時間規劃。 （三）深化教師專業能力、培養教師自我效能及學習統整的教學法。 （四）重視學生的生活主體，結合綜合活動課程實施服務學習教學。 （五）激發學生服務學習動機。 （六）爭取家長的認同及參與，強化支持體系。 四、對後續研究的建議 （一）研究方法方面：質量並重。 （二）研究範圍方面：擴大研究區域。 （三）研究對象方面：擴及家長、學生、社區等之服務者、被服務者及參 與者。 （四）研究領域方面：延長研究時間、增加研究項目、發展研究工具。 （五）研究變項方面：進行質化研究、整合研究變項、向度或層面上加強。 / Service learning is a teaching program that provides students a rich platform of learning that is based not only on the campus but on the entire social resources. Students who participate in this program meet more people as their learning models. They also expand the depth and scope in the knowledge and skills learned. Moreover, students’ learning results indicate that they are more able to lift a simple theory and knowledge into a holistic life development aspect. In recent years, scholars and experts have been putting lots of effort on promoting the service learning concept, not mentioning about the striving of supportive teachers who are always looking upon students’ best interest. Seeing that the government now understands the significant impact of this program to students, schools and even to the entire society and starts to promote this program is no doubt a most encouraging event to its pioneer supporters. However, the task doesn’t just end here. It carries out a bigger responsibility to introduce this program to all the teachers, students and parents in high schools nationwide, and provide them with specific and practical instructions. The objective of this research is to find out the problems and difficulties that eventually affect the promotion of service learning. By obtaining the information of current situations and results from high schools in Taipei City that are now enrolling in this program, this research aims to conclude a solution to those problems. Factors observed in this research also include teacher professional knowledge, self efficiency, and background variables (both population and school). In order to accomplish the abovementioned objective, this research, basing on an empirical study, employs documentary analysis technique and questionnaire survey technique. In addition to questionnaire investigation, the research also adopts techniques like interviews, seminars and document analysis to make up the insufficiency of the quantitative questionnaire. Moreover, in order to deepen the research, well‐performed schools of this program in Taipei city were invited to the interviews and seminars to go through a semi‐structured interview for deeper communication and understanding. Schools were encouraged to share their promotion experiences, concept of planning, problems and gains while implementing this program. The main finding of this research is as below: I. The service learning outcome and current situation of high schools in Taipei are acceptable. II. High school teachers and administrative staffs’ recognition to service learning is fairly good in Taipei. III. Teachers aware that the results of service learning respectively in fields of service knowledge, self efficiency and problem solving are different in high schools in Taipei. IV. Teacher’s gender is an important factor that affects the promotion of service learning. V. Differences school background doesn’t serve as an important factor that affect teachers’ promoting service learning. VI. The problem of insufficient self‐efficiency in promoting service learning is generally observed among high school teachers in Taipei. ‧ 國 立 政 治 大 學 ‧ Na t i o na l Ch en gc h i U n i v e r s i t y VII. Common visions about service learning in well performed schools: a. New thinking, new vision, new action b. Experience life, make life well‐qualified and innovated. c. Energetic, attractive and bright. After documentary discussion and statistic analysis to this research, the suggestions are as below: I. Suggestions to the central government authority: a. Improve the policy in promoting and implementing service learning. b. Make appropriate links in between servicing learning to high school integrated activity learning. II. Suggestions to the government education authority: a. Provide budget and resources support b. Build a website and a communication platform for service learning. c. Offer in‐service training, and train seed teachers of service learning. d. Cooperate with the law of volunteer service, and establish a reward policy on service learning. e. Make good plans for service learning relating courses. III. Suggestions to schools: a. Enhance community resources, and increase the interaction with those community institutions. b. Enhance the promotion of service learning on a long‐time plan base. c. Strengthen teachers’ professional ability. Train teachers for the methodology of self‐efficiency and integration of learning. d. Take account of students’ daily life in order to combine service learning with integrated activity courses. e. Motivate students for service learning. f. Obtain parents’ support and enhance the supporting organizations. IV. Suggestions to further studies: a. Research method: equal emphasis both on quality and quantity. b. Research scope: expand research scope. c. Research subject: expand to include parents, students, service providers, service receivers and all participants in the community. d. Research fields: expand research time, increase research items and develop research tools. e. Research variables: conduct qualitative research; enhance and integrate variable research both vertically and horizontally. Key words: service learning, service learning program, service learning outcomes

目前世界各地風起雲湧的創業競賽，不論是大學或民間單位主辦，都有規模逐漸變大，參加隊伍數量增多等趨勢。參賽的隊伍由某區域性大學擴展到該國所有大學，進而全球化。這一波大學生參加創業競賽的風潮，也帶動各知名大學逐漸重視創業研究，在創業課程的數量、種類、重要性也日趨增加。 　　在各國創業競賽風行之時，國內兩大創業競賽也已悄悄地邁入第四屆的比賽了，也算是漸入成熟的階段。本研究嘗試以參賽者主觀評鑑的角度來探討其對於參加創業競賽的學習效果。 　　因此不同的創業競賽模式、團隊背景、參賽動機甚至於團隊運作情形對於知識學習與能力提升的學習成效否有不同的影響？若是不同，又有哪些差異？這便是本研究欲探討的問題。 　　本研究採用結構式問卷輔以個案訪談來收集資料，主要研究對象為第三屆TIC100科技創新競賽與第三屆台灣工業銀行創業大賽之團隊成員。 　　經分析資料，研究發現如下： 　　1. 透過創業競賽的學習，確實可以學習到創業的知識與能力。 　　2. 透過創業課程的要求與輔助參加創業競賽，對於創業知識與能力的學習成效最佳。 　　3. 不同的創業競賽模式其對於知識學習、能力提升與整體學習成效無明顯差異。 　　4. 學習型導向創業競賽整體學習成效較實務型導向創業競賽佳。 　　5. 競賽參與動機對於知識學習、能力提升與整體學習成效有明顯正相關。 　　6. 不同的團隊背景其對於知識學習、能力提升與整體學習成效無明顯差異。 　　7. 團隊運作情形對於知識學習、能力提升與整體學習成效有明顯正相關。 / There are more and more entrepreneurial competitions held by universities or big famous companies years by years. The number of teams participating games grows rapidly and the region of some contest expands from within a college activity to a global one. With this popular activities, it also makes all famous universities and colleges pay much attention to entrepreneurial research and the quantity and variety of entrepreneurial courses have become increasingly important. 　　With foreign entrepreneurial competitions’ popular, the tow entrepreneurial competitions in Taiwan are also get into 4th . This study try to focus on entrepreneurial competitions’ learning effect. 　　Therefore, if there any different learning effect on entrepreneurial knowledge and skill between different competition model, team background, motivation, even if teamwork situation? 　　This study has adopted structural questionnaire and case study to collect data and information. The major study targets are the members of 3rd TIC100 Technology Innovation Competition and 3rd Industrial Bank of Taiwan Cross-Century Entrepreneur Competition. 　　After doing interview and analysis, it gets several conclusions in this investigation: 　　1. It indeed can learn about entrepreneurial knowledge and skill through entrepreneurial competition. 　　2. The learning effect on entrepreneurial knowledge and skill will be better by taking entrepreneurial course and participating in entrepreneurial competition. 　　3. There are not noticeable different on learning effect between different entrepreneurial competition model. 　　4. Learning-orientated entrepreneurial competition’s learning effect is better then practical-orientated entrepreneurial competition. 　　5. There are noticeable correlation between participating motivation and learning effect. 　　6. There are not noticeable different on learning effect between different team background. 　　7. There are noticeable correlation between teamwork situation and learning effect.

有鑑於數位閱讀已逐漸成為閱讀發展的新趨勢，許多研究著手於發展相關的閱讀系統或設備來輔助學習者進行閱讀學習。此外，如何幫助學生在進行英文閱讀學習時，增加對於文章的理解，已經成為很重要的研究課題。而基於網路學習環境進行數位閱讀學習時，學習者常常需要進行自主學習，因此學習者個人的自律學習能力成為影響數位閱讀學習成效的關鍵因素。本研究旨在探討運用具自律學習機制的閱讀標註系統是否具有提升國中英語閱讀學習成效的效益，研究採用準實驗研究法，以桃園縣某國中七年級二班的學生，分成實驗組與控制組，實驗組與控制組分別以「具自律學習機制的閱讀標註系統學習」及「不具自律學習機制的閱讀標註系統學習」進行英語閱讀學習，經過實驗處理後，接受「閱讀測驗後測」，以比較兩組學生在閱讀學習成效上的差異性，輔之以問卷調查實驗組學生對課程活動的態度看法，並以訪談作質性資料分析。最後，根據研究結果提出具體建議，以提供未來研究與教師在運用具自律學習機制之數位閱讀標註系統融入閱讀教學時之參考。本研究得到的研究結論如下： 一、 實驗組學習者採用具自律學習機制之數位閱讀標註系統，其英語閱讀學習成效顯著優於採用不具自律學習機制之數位閱讀標註系統的控制組學習者。 二、 實驗組學習者採用具自律學習機制之數位閱讀標註系統，其閱讀標註能力顯著優於採用不具自律學習機制之數位閱讀標註系統的控制組學習者。 三、 實驗組學習者中不同自律能力學習者其閱讀學習成效具有顯著差異。 四、 實驗組學習者中不同自律能力學習者其閱讀標註能力具有顯著差異。 五、 實驗組學習者中閱讀學習成效與閱讀標註能力有顯著相關且自律能力與學習成效呈現正相關 關鍵字：自律學習、數位閱讀、閱讀標註、閱讀學習成效 / In the consideration of that digital reading has become a new trend of reading development; many studies were conducted to develop related reading systems or equipments to assist learners on learning of reading. Moreover, how to help students improve comprehension while reading English is an important topic for research. Based on the characteristics of digital reading in the e-learning environment, in which learners often need self-regulated learning, the ability of self-regulated learning has become a key factor that affects the learning effects of reading. The purpose of the present study was to investigate whether the application of reading annotation system with self-regulated learning could increase the learning effects of English reading for junior high school students. The present study adopted quasi-experimental design method and the subjects were two classes of seventh graders in a junior high school in Taoyuan County. There were divided into experimental group and control group to learn English through reading, and were instructed respectively with “reading annotation system learning with self-regulated learning” and “reading annotation system learning without self-regulated learning.” After the experiment, “reading post-test” was conducted to compare the learning effects of reading for these two groups of students. Students in the experimental group were also surveyed by questionnaires and interviewed for qualitative data analysis. Finally, the researcher made suggestions according to the research results as references for future studies and for teachers who want to apply reading annotation system with self-regulated learning to reading instruction. The results of the present study were as the following: 1. The learning effects of English reading for learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 2. The ability of reading annotation of the learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 3. There were significant differences among the learning effects of reading for learners in the experimental group with different ability of self-regulated learning. 4. There were significant differences among the ability of reading annotation for learners in the experimental group with different ability of self-regulated learning. 5. For the learners in the experimental group, the learning effects of reading were significantly related to the ability of reading annotation; the ability of self-regulated learning was positively correlated with learning effects. Keywords: self-regulated learning, digital reading, reading annotation, learning effects of reading

本研究利用實驗法，控制會影響高等教育課堂學生學習成效因素中的教學者、課程設計和網路教學系統這三個變項，來觀察學校行政和學習環境以及學生個人特性差異對學生學習社群發展和學習成效的影響。以一所國立研究型大學和一所私立技術學院各2班學生為實驗觀察對象。 研究結果發現：(1) 高等教育的階層化導致兩類型校學生在對學校行政和學習環境的認知以及學生個人特性有顯著差異；(2)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習社群發展」。(3)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習成效」。（4）在相似的數位環境下，使兩校學生的資訊對稱，即非同步遠距線上教學環境可以削弱學校環境以及個人特性背景對學習成效所造成的影響，拉近優勢與弱勢族群的差距，驗證線上學習系統支援跨校遠距教學可提升學生學習成效。 / Findings indicated that: (1) the categorization of higher education institutions in Taiwan indeed created a “differentiating” effect; (2) Both in traditional classroom settings and an asynchronous online learning environment, recognition of school environment and students’ characteristics do affect how learning communities are formed; (3) In asynchronous online learning, school type does affect how students learn and their learning outcomes; (4) In similar learning environments, an asynchronous online learning environment will lower the impact of the school environment and students’ characteristics on interactive models of learning communities, thereby narrowing the gap between dominant and fringe groups.

教育訓練對於企業的營運是很重要的，但是一般教育訓練的內容有時並不是很有趣，而且當教育訓練的內容是傾向沒有唯一解答的主題時，企業也不容易透過傳統上課、閱讀教材或考試等方法了解員工是否真的理解教育訓練所要傳達的觀念。 本研究希望以一種新的教育訓練模式提升員工參與教育訓練的動機和意願，並同時達到一定程度的學習成效，因此本研究在企業教育訓練之中加入遊戲化 (gamification)和冒險遊戲 (adventure game)的要素，將員工玩遊戲的動機轉化為學習的動力。而為了了解這種新的教育訓練模式的學習成效，本研究以人壽業T公司的遊戲化教育訓練課程為例，收集T公司員工實際進行課程的學習紀錄進行分析。 經過資料分析之後，本研究認為員工對於這種新的教育訓練模式有一定程度的參與意願和完成課程的動機之外，同時也能夠達到和傳統教育訓練差不多的學習成效。而且，與一般傳統的教育訓練方法相較，這種新的教育訓練模式可以以相對較少的時間與力氣實施員工的學習難點分析，能夠幫助企業快速找到員工需要加強的部分，進而實施更符合員工特性的相關課程內容或宣導活動。 / Human resource training programs are important to enterprises, but the contents of these training programs are sometimes not very interested to employees. On the other hand, when the contents of training programs have characteristics of high flexibility, it is hard for managers to evaluate whether employees really understand the concepts of training programs by traditional methods such as lectures, reading materials or exams. This research aims to propose a new human resource training method to increase employees’ motivation and willingness to join training programs, and to achieve a certain level of learning effectiveness as well. In this new training method, skills of gamification and adventure game are applied. To examine the learning effectiveness of this new training method, a gamified human resource training program of Company T is studied. Data from employees of Company T, who have been actually joining this gamified training program, is collected and analyzed. This study addresses that the employees are willing to join this gamified training program, and are motivated to complete the program. At the same time, the learning effectiveness of the program is equivalent to that of traditional training programs. Moreover, compared to traditional training programs, gamified training program enables managers to easily analyze learning weak points of their employees, which is helpful for enterprises as they implement further training programs or campaign that are more suitable for their employees.