在2014年，向日葵運動是一個轉折點，台灣的政治發展。這是第一次在台灣的立法院被學生佔領的歷史。匈牙利社會學家卡爾·曼海姆的理論認為，不穩定的事件可能會導致新的政治世代的出現。本文試圖探討的向日葵運動是否能夠被視為一個政治產生的催化劑。報告還分析了政治價值觀和態度對那些參與研究的學生無論是否成為一個政治一代的宗旨兩岸關係。如果我們知道這些學生的政治行為，可以預見兩岸關係的未來。 / In 2014, the Sunflower Movement was a turning point for the political development of Taiwan. It was the first time in the history of Taiwan that the Legislative Yuan was occupied by students. The Hungarian sociologist Karl Mannheim theorized that destabilizing events can lead to the emergence of new political generations. This thesis attempts to examine whether or not the Sunflower Movement can be considered as a catalyst of a political generation. It also analyzes the political values and attitudes towards Cross-Strait relations of those involved with the aim of studying whether or not those students became a political generation. If we know the political behavior of these students, it is possible to foresee the future of Cross-Strait relations.

社會運動運用社群媒體成功達到政治目的之背後，並不全然都是正面效果，我們同時也得注意到社群媒體使用者在線上的衝突行為。本研究以太陽花學運期間的臉書狀況為例，探討影響臉書使用者做出「刪除好友」與「取消追蹤」行為的因素，以及這些行為影響臉書使用者較少暴露於不同意見的可能。本研究透過違反臉書社交禮儀程度、連結程度以及社會認同理論解釋臉書的衝突行為，並且探討臉書使用行為是否產生回聲室效果。 本研究結果發現，當臉書使用者感受到的違反聯書社交禮儀程度較高、臉書使用者與臉書好友之間的連結程度較低、以及臉書使用者與臉書好友之間的多重社會認同度較低，都會影響臉書使用者做出刪除好友與取消追蹤的行為；另外，研究結果也顯示了刪除好友行為會影響臉書使用者暴露於不同意見的程度較低。本研究期揭示臉書使用者面對不同意見之時，會有刪除好友以及取消追蹤的行為，並提醒我們思考此行為帶來的影響。

本論文為一教學實驗之研究，探討如何運用以電腦科技為媒介設計創新的學習環境，激勵台灣技專院校英語低成就學生之學習動機，增進其英語聽力能力。本研究以英語歌曲作為提升學習興趣的動源，電腦輔助學習任務為提供好玩有趣學習過程的憑藉；如此，學生可由愉悅聽歌、趣味活動中實作學習並達成學習任務目標。本論文並探索英語歌曲聽力電腦輔助學習任務對學生聽力字彙與知覺能力之影響，並了解學生對教學設計之歌曲聽力學習任務之評估。由學生在全民英檢聽力、英語母音知覺測驗、及歌曲單字聽力各方面的成績進步，顯示本實驗教學能有效改善低成就學生英語字彙與聽力學。根據相關與變異數分析結果，對學習任務評估越滿意的學生英語歌曲單字聽力成績進步越大。因此，本研究所設計之英語歌曲聽力學習任務能激發學生運用電腦與相關軟體學習編輯聲音影片，來了解英語 聲音與意義的連結、訓練養成辨識斷句的知覺聽力。此教學設計融入聽力教學、任務型學習、電腦輔助學習；且以設計研究方法觀點記錄理論基礎探討、教學資源運用、英語聽力課程中歌曲時間排練及歌曲切割之投影片簡報、歌曲對嘴表演影片製作學習任務之設計執行，提供其他英語教師作為電腦輔助聽力學習活動設計之參考。 / This study is an instructional experiment on how an innovative learning environment is constructed to motivate and improve English learning of the low-achievers at Taiwanese polytechnic colleges. Thus, this research employs English popular songs as a motivator and computer-assisted task design as a mediator for the students to do listening and play with the song materials. This instructional design provides these students with concrete task experiential learning and the pursuit for goal-oriented success, along with joyful song listening and playful task activities. This research also investigates the effects of these song listening tasks on the improvement of listening vocabulary and perceptual skills of the participants as well as their appraisals toward the designed tasks: time-rehearsing, segmenting, and lip-syncing. The effects of these song listening tasks are consolidated from the participants’ improved listening test scores from the elementary GEPT Listening Test, the Perception of Spoken English Test, and the Target Lexical Listening Test, their enhanced learning motivation and involved task performance, and their affirmed appraisals about their task fondness and the task usefulness. Furthermore, this study documents the design, implementation, and evaluation of such a song listening task-based syllabus in a digital language lab, which demonstrates an integration of second language (L2) listening instruction, task-based learning and teaching (TBLT), and computer assisted language learning (CALL). The design-based research (DBR) perspectives are also adopted to explain the role of the computer-mediated context to the innovative task construction; in addition, the task features which facilitate listening skills development and stimulate learning experience are identified by the appraisal components of song fondness and easiness, task playfulness and easiness, and task usefulness. Thus, the designed listening tasks can be shared and applied to other similar learning contexts.