本論文一冊，共計十二萬字左右，內容分為六章十六節。前言。第一章陳果夫的家世 與早年，說明其家世背景，家庭教育與學校教育、革命思想的萌芽、及參與革命活動 的經過。第二章協助黃埔建軍，說明基在上海以經商為名以利掩護革命工作，並且為 軍校採辦軍品及募兵招生的情形。第三章整理黨務恢復黨權，說明其赴奧參與黨務工 作，並改組中央黨部與整理全國黨務的經過。第四章參與中央黨務學校的創辦，說明 其參與創辦的經過。第五章創立中央廣播無線電台，說明其創辦中央廣播電台的經過 ，及其對教育文化的貢獻。結論。

一冊，七萬字，分五章十九節。第一章研究動機與目的；第二章理論基礎、相關文獻 概述及研究假設；第三章研究方法；第四章資料分析與解釋；第五章結論與建議。 本研究想了解家庭中父母對子女的教導方式不同，對於子女關心及了解公共事務是否 有影響。自變項為家庭傳播形態，依子女被教導成概念取向或社會取向，分成多元型 ，保護型、一致型、放任型四類家庭，應變項為關心公共事務，以問卷方式調查中學 生對政治問題的關切與膫解程度，進而與自變項進行統計分析。 另外用閱讀報紙或收看電視的硬性、軟性內容作為參考變項，看看除了家庭傳播形態 對子女的影響外，大眾傳播媒介是否也對關心公共事務產生影響。並略探討一下家庭 傳播形態與子女收看硬性、軟性內容是否有關。

本論文約五萬字左右，共分四章。目的在探討海峽二邊之中國人，處於不同社會結構 下，其家庭份子互動情況。研究範疇包括近三年來台灣「現代文學」與大陸「人民文 學」中之短篇小說，採目的選樣方式，以不同作家作品為主，翻譯，古典小說不列入 選樣範圍。 過去研究多偏向家庭結構，功能等縱的研究，且多以「凝聚力」、「親近程度」為指 標。本論文則採用內容分析法，深入探討家庭份子互動關係，歸納整理國內外有關家 庭關係的文獻，以衝突理論為架構，探討家庭中親子、夫妻等之衝突程度，進而分析 衝突之根由，以期真正了解大陸與台灣家庭份子間關係之異同。

台灣解嚴之後，社會運動團體除了抗爭行動外，漸漸以體制內的修訂法律為主要手段。婦女運動團體也不例外。婦運團體推動的婦女法案，立法過程大部分都需要花很長一段時間和政府機關周旋。家庭暴力防治法則是一個特殊的例子，因為它在立法院裡，從提案到通過只花費一年多的時間，而且相關行政單位並沒有提出相對版本一起競逐。 筆者從歷史制度主義切入，觀察家庭暴力防治法（包含其前身―婚姻暴力防治法）的立法過程。最開始婚姻暴力議題因為鄧如雯殺夫案而受到注目；之後婦女新知基金會接受內政部補助，著手研究婚姻暴力，但研究報告出來後卻完全停擺；半年後現代婦女基金會以高鳳仙法官翻譯的美國模範家庭暴力法為藍本，擬定家庭暴力防治法草案；最後家暴法在立法院內經過數次政黨協商後，三讀通過。這中間的四年，對於婚姻暴力議題的宣導而言，因為受制於新聞熱潮的快速消退，整個政治環境被修憲、選舉、反核四等議題綁住，以及傳統家庭倫理和兩性相處觀念，所以受到的注視和討論有限。法案擬定方面，則因為有大環境有彭婉如案和白曉燕案的刺激，國際社會的風潮，制度上則有趨於健全的政黨協商機制和現代婦女基金會的董事長潘維剛佔有有利的政治地位（即身為執政黨資深立委，政府單位願意與其合作），加上推法策略上刻意隱藏性別問題，因此法案可以快速通過。 本研究發現，整個家暴法的立法過程，因為整個社會環境對法案擬定的刺激，強於政治環境的影響，制度上有政黨協商機制可以暫時調解警察和司法兩機關的權力鬥爭，策略上避開父權體制忌諱的性別意識，因此家暴法才能夠異於其他婦女法案，在立法院內順利審查、快速通過。

本研究旨在探討國民中學校長教學領導、教師領導與家庭教養文化對學生表現之影響。首先，要了解國民中學校長教學領導與教師領導之現況；其次，探討不同家庭背景學生對家庭教養文化知覺的差異情形；再者，分析校長教學領導、教師領導、家庭教養文化與學生學業成就之間的相關情形；最後，利用結構方程式以校長教學領導與家庭教養文化為外衍變項；學校文化、學生參與和認同與學生學業成就為內衍變項，探討各變項之間的直間接效果，並找出對學生表現預測力最強的因素。 本研究以九十五學年度台南市立國民中學之教師與學生為研究對象，並以研究者譯自國外重要問卷編制而成之「學校情形與領導調查問卷」和「學生參與和家庭環境調查問卷」為研究工具，有效樣本為858份，包括教師236位與學生622位。根據受試者之填答結果再分別以平均數、標準差、單因子變異數分析、皮爾遜積差相關以及結構方程模式（SEM）等統計方法，進行資料處理分析。 本研究獲致之結論如下： 一、 國民中學教師對校長教學領導之知覺為中度表現。 二、 國民中學教師對教師領導之知覺為中度表現。 三、 不同家庭背景之國民中學學生對於家庭教養文化的知覺有顯著差異。 四、 國中校長教學領導與學生學業成就有正相關。 五、 國中教師領導與學生學業成就有正相關。 六、 家庭教養文化與學生學業成就有正相關。 七、 本研究所假設的結構模型在LISREL整體適配度考驗下，為一可接受模型，並可顯示出各變項之間的直間接效果。尤其，家庭教養文化對於學生表現有高度的預測力；而校長教學領導與教師領導必須透過學校文化才能對學生表現造成顯著影響。 最後，根據研究結果提出具體建議，以作為教育行政主管機關、國民中學校長、教師、家長以及未來相關研究之參考。 / The Study of the Effects of Junior High School Principal Instructional Leadership, Teacher Leadership, and Family Educational Culture on Student Performances The goal of the study is to explore the relationship among junior high school principal instructional leadership, teacher leadership, family educational culture and student performances. First of all, to understand the common situation of principal instructional leadership and teacher leadership in Tainan municipal junior high school. And then, to explore the differences between students’ perceptions toward family educational cultures and students’ family backgrounds, including brother and sisters’ number in family, family organization type, parents’ education degree, and parents’ occupation. Next, to analyze the correlation between principal instructional leadership ＆student achievement, teacher leadership＆student achievement, and family educational culture＆student achievement. Finally, to use the Structural equation modeling to exam the feasibility of the hypothetical model, and through the path analysis to find out the direct and indirect effects between each variable. There were 858 valid cases, including 236 teachers and 622 students. The returned data were analyzed by statistical methods such as “ Mean”, “Standard Deviation”, “One-Way ANOVA”, “Pearson’s Product-Moment Correlation”, and“ Structural Equation Modeling”. The major results were summarized as follows: 1. The entire performance of principal instructional leadership in Tainan municipal junior high school is at middle degree. 2. The entire performance of teacher leadership in Tainan municipal junior high school is at middle degree, too. 3. There are obvious differences between students’ perceptions toward family educational cultures and students’ family backgrounds. 4. There is a positive correlation between principal instructional leadership and student achievement. 5. There is a positive correlation between teacher leadership and student achievement. 6. There is a positive correlation between family educational culture and student achievement. 7. Through the LISREL test, improving the hypothetical model in our research could be acceptable, and it could show the direct and indirect effects between variables. We also find out that family educational culture is the most powerful predicator to student performances in the study. At last, to bring up some concrete suggestions according to the study outcomes as references for governmental institution for education, junior high school principals, junior high school teachers and parents, and correlated study in the future.

中輟，一直是近年來被廣為討論的議題，特別是在台灣屬於少數民族的原住民，其就學的學生常因為許多不利的因素，造成其學業成就低落。因而原民學生中輟率，和漢人比較起來，比率較偏高。在台灣，礙於我國對義務教育的定義，對於原住民大專學生中輟的研究更是有限，並且多以如何促使原住民學生融入學校體制中的學習問題為主。類似的研究總是試圖引導原住民學生回歸教育主軸，因此筆者欲尋部落中與學習相關的生長過程，企圖追尋學生在部落中的學習價值、動機、內涵與教育體制所認定的學習兩者間落差為何。 / 部落學習的環境中，包括家庭教育、同儕學習、部落環境、社會環境。然而部落傳統學習方式下，學生學習習慣的養成過程及偏好，卻在一般研究其教育環節中隱而未現。筆者欲藉此論文看見以家庭教育、部落教育為主的中輟生生活面貌，企圖了解部落學習的樣貌。而這樣的學習是無法用簡單的因果導向為論文內容，因此本文切入角度十分多元由部落經濟、家庭教育、同儕關係、傳統文化學習、宗教信仰等面向述及，欲意探究碧候村原住民中輟生的輟學因素。本研究以歸因理論為架構，以質性研究為取向，採用半結構性訪談、深度訪談等研究方法，探討碧候部落原住民中輟生對自己輟學的歸因歷程。 / 並認為傳統學習與學校學習的落差，來自教科書內容，而其中隱而未現的是主流價值觀替代部落中實用導向的學習價值，教材中並早已決定何未有價值的知識，這與原住民從小生活價值學習取向相異甚鉅。以及學校同儕間與部落生長環境不同的人際互動，部落孩子的直言，與戲謔遊戲卻常引發學校體系師生對立情況，部落所慣於展示的群體力量，被看成是擾亂學校風紀挑戰師長權威的矩動。部落裡，以實用性為主的學習學習動機不同於漢人社會教科書所教導的取向，並且從小對自然理解、對生活需求的認知都是來自部落智慧而非書本式的課外讀物，自然而然對閱讀並不感到興趣。而這一切都是在做中學，並非像教科書先給予我們預防性的知識，這都是與部落學習差異處。 / 部落與補習班的距離，以及家中所可以提供的資源性，甚至部落的師資再再都展現部落學生在面對城鄉差距間學生的弱勢出外就讀後，人際相處模式或課業教與學的不同，所需獨立面對、承擔，甚至改變的各種習慣都是需要長時間調適的，並不若外界想像的容易，而這些弱勢還層遞著原住民世世代代對gaga生活規範的價值觀，何謂人生的價值，因此才造就中輟。 / 沒有祭典的部落，gaga的概念由傳統價值觀濡化基督宗教價值觀，例如，男女關係的保守，以及努力遵守gaga的人可以通過彩虹橋（今為基督教天堂），使得他們不想汲汲營營於書中的智慧，反而以遵守傳統規範為生活要點。這是源於過去歷史故事的集體記憶。而過去對人生的價值觀是人雖勤勞工作，但究竟不是主宰，一切耕耘的成果猶待神的賜予，所以在盡本份後，認為人事盡矣，其他的就只有期待神的裁判了。對部落社會和宇宙觀的典範都需遵守，尤其是兩性間更有嚴格的行為準則，對這些典範和準則如有違犯，也就是迫害整個群體的制序，違害全體安全，因此遵守人與人之間的一切準則，是其重要價值觀念所在。 / 這樣種種的價值觀，都是與社會大眾價值觀不同的。因此如何看見部落價值與主流價值的不同，進而幫助原住民學生可以肯定自己生活環境中，所賦予的價值觀，並在主流社會中自信的成長，是本論文的研究目的。筆者並企圖理清原住民之所以是原住民，不單單是因為血緣，更重要的是代代相傳的價值觀，這樣的價值觀來自家庭、同儕及部落。本篇論文所寄望的是幫助學校師長，連結原住民中輟原因的起源，進而看見多元文化的世界觀。 / 本研究已中輟學生訪談為主，也嘗試經由訪談部落學生的老師、家長和同學，以及部落中的耆老，企圖聯結受訪者對孩子的成敗歸因與中輟生的自我歸因之間的關係，以大致推論碧候部落原住民學生中途輟學的原因。研究的結果將可供關心原住民學童教育之家長、學校老師及教育單位參考。 / Over the past years, a lot of discussions have specially targeted on aboriginal dropouts. Because of many unfavorable factors, aboriginal students have poor academic performances. Compared with Han students, they are much more likely to drop out of school. However, few papers focus on aboriginal college dropouts. Such essays simply argue how to resolve their learning problems and call them back to the mainstream education system. I think otherwise. In their tribes, aboriginal students are cultivated and affected by its surroundings and its norms. They are influential but invisible in the learning process. What matters for aboriginal students is not only the genealogy but also the values passed down from generation to generation. In working on my paper, I aim to find out the relationship between what aboriginal students learn from their tribes and learning models of the current education system. My thesis takes dropouts of Pi-hou Tribe as an example and investigates such factors as tribal economy, family education, peer relationships, religious beliefs, and traditions learning. My study builds upon attribution theory, orients toward qualitative research, and adopts semi structure and in-depth interviews so as to explore Pi-hou-Tribe case. Finally, this paper can serve as a reference for those who are concerned with aboriginal dropouts in view of schooling education and as a starting point for further studies on related issues.

本研究旨在探討高中身心障礙學生知覺的家庭功能、學校支持、希望感與人際適應之相關研究。以台北縣、市領有視覺障礙、聽覺障礙與肢體障礙身心障礙殘障手冊的高中身心障礙學生，共186人為研究對象，採用家庭功能量表、學校支持調查表、希望感量表、人際適應量表為研究工具，再以台北縣、市立公私立高中普通班學生，做為參照，以了解身心障礙學生知覺的家庭功能、希望感與人際適應的關係，和一般學生是否不同。統計方法以因素分析、信度分析、描述統計、t考驗、皮爾森積差相關、典型相關、多元迴歸分析等進行分析。結果發現： 一、高中身心障礙學生在知覺的家庭功能、學校支持、希望感與人際適應都有中上程度，其中，家庭功能與人際適應情形略低於高中一般學生，希望感則無明顯差異。 二、高中身心障礙學生知覺的家庭功能、學校支持、希望感與人際適應有三組顯著的典型相關存在。 三、高中身心障礙學生知覺的家庭功能、學校支持與希望感對人際適應有預測力，其中以學校支持的「同學支持的有助性」為最主要的預測向度。而高中身心障礙學生與一般學生知覺的家庭功能與希望感預測人際適應的情形有差異。 / This research is focused on the relationships between perceived family functioning, school support, hope and interpersonal adjustment about high school students with disabilities. Subjects are 186 high school students with visual disability, hearing impairment and physical disability coming from Taipei county and Taipei city in Taiwan. This study apply the Family Functioning Scale, School Support Investigation, Hope Scale and Interpersonal Adjustment Scale to obtain the necessary data. The collection of the data is interpreted with the use of factor analysis, cronbach alpha, t-test, pearson correlation, canonical correlation analysis and multiple regression. Findings are as such: 1. High school students with disabilities are all above average on percieved family functioning, school support, hope and intepersonal adjustment. However, they show less perceived family functioning and interpersonal adjustment than their general peer classmates; besides, there is no significant difference about hope whether the high school students have disabilities or not. 2. There are three significant canonical correlations between perceived family functioning, school support, hope and interpersonal adjustment about high school students with disability. 3. Interpersonal adjustment was able to be explained by percieved family functioning, school support and hope. Classmates’ support is the most important variabilities among high school students with disabilities.There are differences between high school students and their general peer classmates on predicting interpersonal adjustment.

所長職務是責任也是榮譽，更是中堅幹部的一項重要資歷，然所長職務工作類別項目繁冗，要善盡職責扮演好所長角色，務必全神灌注全心投入。本研究為瞭解所長之職務範疇是否合宜合度、如何建立最佳工作方案，對職場意識、家庭關係之感觀為何。以台北縣政府警察局分駐派出所所長為研究對象，採用三角交叉檢視法(量化為主、質化為輔)，以派出所全體所長為研究對象實施問卷調查，共發出149份問卷，回收149份，有效回收率為100％。另在質化研究方面，採非隨機取樣擇12位所長進行深度訪談。 本研究發現如下： 一、工作壓力方面 (一)職務煩雜，容易坐立不安，苦惱多多難以入眠，於下班後十分疲憊且睡眠不足，難以早起。 (二)所長雖是歡喜做甘願受，但民眾有時對警察不夠尊重，媒體多著重負面案件報導，且少數民意代表干預行政、關說涉入。有賴抗壓力之提昇，方能勝任。 (三)所長界於基層同仁與上級長官之間，負責承上啟下並協調所內外各項勤業務活動。所長居中協調，耗費心力。 (四)各派出所普遍處於員額編制不足之情況，常常要透支警力完成專案性、突發性任務，壓力驟升。 二、工作滿足方面 (一)各項績效分配及任務分工，皆是以單位內員警數、轄區人口數、地區複雜度為基準，工作分擔尚合理有依據，大致覺得滿意。 (二)所長帶人帶心，兵隨將轉，營造各同仁間相互協助支援風氣，領導得宜，成就感高。 (三)所長職務責任雖重，但相對獎勵較多。所長職務有利自我生涯規劃，大多滿意於工作回饋。 (四)所長只要做好自身本分之事，不出員警風紀問題，上司就不會有額外的不當要求。 三、工作投入方面 (一)所長認為警察工作是一種良心事業，身在公門好修行，多能終身以工作為榮，大多全力以赴。 (二)所長幾乎以派出所為家，與同仁朝夕相處，念茲在茲，樂在工作。 四、在家庭生活方面 (一) 所長尚滿意目前的婚姻關係，溝通與互動狀況亦良好，然囿於工作性質，使得與家人相處時間少，夫妻聚少離多，有賴相互體諒。 (二) 所長多能著墨於親子教養，予以糾正、解決心理和行為上的問題。 五、對於職務範疇內各工作事項大多認為重要且滿意 （一）勤（業）之規劃、分配、派遣、管制是派出所所長的基本工作，也是所長領導統御的最初步作為。 （二）運用獎勵及鼓舞等方式，達成各項績效要求。化解歧見，講求紀律服從，將上級理念迅速正確地貫徹到基層端末。 （三）員警勤務紀律是工作之本，有紀律才會有效率。以受理報案、貫徹報告、勤務執行、裝備使用及服儀態度等為要求重點。 （四）所長必須利用各種集(機)會加強政風法令及案例教育宣導要求，提高員警知法守法信念，預防違紀情事發生。 （五）以「廉能公義健康活力」做為對「新警察」的描述或詮釋，不僅標示「新警察」的核心價值，也是實現共同努久的願景! （六）所長要強化危機處理、風險管理之智能，積極規劃相關緊急應變計畫，建立危機管理機制 （七）派出所是警政機關的第一線單位，責無旁貸應運用技巧進行探訪查證，妥適規劃勤務，分配任務積極查緝到案。 透過本研究的結果，並提出建議，包含上級清楚明訂主從關係，績效評比制度須再考量，重大事故非所長全能承受，做事尋求重點，落實代理制度， 風紀案件不宜未審先判，上級給予鼓勵主動關懷， 建立紓壓管道。 關鍵字：分駐(派出)所、職務範疇、職場意識、家庭關係

本研究採用台灣教育長期追蹤資料庫(TEPS)的調查結果，對當前台灣地區國中生家庭教育資源組成結構進行次級資料分析，並探討家庭教育資源與學生學業表現之間的關連性。本研究目的在對家庭教育資源概念提出一探索性概念模型，並經由結構分析的方式，探討家庭教育資源的組成面向之內部結構組成。經由類型學的分析方法，本研究企圖區分出家庭教育資源弱勢與優勢的不同類型，並進行不同類型之間與學業表現的比較。結果發現家庭教育資源的弱勢類型與優勢類型彼此之間的在學業表現上的確存有明顯差異。因此分析結果也驗證了本研究所提出之模型架構與學業表現之間的關連性。 本研究將家庭教育資源區分為經濟性資源與非經濟性資源等二個理論面向，進一步將經濟性資源區分為顯性經濟資源與隱性經濟資源等二個次要面向；而非經濟性資源區分為家庭組成型態、家庭成員互動、家長教育參與、以及家長教育職業等四個次面向。本研究在方法論上採取近似性結構分析方法對各個不同次面向的組成結構進行資源結構近似性之分析。透過結構近似性分析本研究發現不同的家庭教育資源之內部組成結構的確存在某些近似性類型。同時研究探討不同家庭教育資源結構組成類型與學業表現之間的關連性，茲將研究發現摘要如下： 一、家庭居住安排的不同類型中，家長是否缺位為最重要的居住安排類型；且家長是否缺位與學業表現有明顯的關連性存在。同時家庭子女數太多對學業表現也有不利影響。 二、家庭成員互動與學業表現有密切的關係，尤其是家長採取的不同管教方式與學業表現有關；同時親子之間不同的衝突型式所代表的資源性意義並不相同。 三、家長不同的教育參與對子女學業表現影響有所不同，家長在家庭內的教育參與行為與子女的學業表現有關；家長對子女的教育期望與子女的學業表現有明顯的關連；而家長對學校活動的參與在本研究中並未發現與子女學業表現有明顯相關。 四、家長教育職業背景與子女學業表現有明顯關係，低教育職業背景對子女有不利的影響；而高教育職業背景與學業表現有正面關連性存在。 五、家庭經濟資源，不管是顯性或隱性資源，與學生學業表現有明顯關連性存在。家庭經濟情況較佳者，家庭投入較多的資源提供子女學習各種課外活動者對學業表現有較為正面向影響；而家庭經濟情況較差者與從未參加過任何課外學習活動者學業表現較差。 綜言之，本研究發現缺位型家庭、手足人數較多、家長採取較為忽略消極型的管教、親子之間發生外向性衝突、家長低教育職業背景、家庭經濟情況較差、以及家庭從未投入任何課外活動學習資源的學生為弱勢類型的學生；反之，完整型家庭、手足人數較少、家長採取較為積極關心管教、家長關心子女的學業及生活、家長教育職業背景較高、家庭經濟情況較佳、以及持續提供資源供給子女學習課外活動者為相對優勢的類型。同時，弱勢與優勢類型相較，前者明顯對學業表現有不利的影響。根據研究結論建議，相關的教育工作政策制定者及執行者，以及研究者應該投入更多的資源對家庭教育資源弱勢類型的學生進行補救及輔導，以達成社會正義的目標。 除了發現家庭教育資源與學業表現之間的關連性外，本研究在方法論上也突破先前研究對於資料測量層次造成的限制，嘗試經由近似性結構分析的方法，對類別性的資料進行類型學的分析，從而擴大了不同的資料分析方法及概念建構的可行性。 / This study analyzes the constitution structure of family educational resources of Taiwan arena Junior High School students and its connection with academic achievement of students. The secondary data is adapted from Taiwan Education Panel Survey (TEPS). The goal of this study is to propose an explorative conceptual framework of family educational resources, and investigate the internal constitution structure of its different constitutional dimensions. This study tries to distinguish the relative advantage and disadvantage types of family educational resources by typology method and make a comparison on academic achievement between these different types. The results show that there are significant differences between the advantage and disadvantage types on academic achievement. Accordingly, the results support our proposed model and its connection with academic achievement of students. This study divide family educational resources into two different theoretical dimensions: economic and non-economic resources and subdivide the economic resources into two sub-dimensions of apparent and unapparent resources; subdivide the non-economic resources into four sub-dimensions of family constitution structure, family member interaction, parents involvement, and parents’ education and occupation. The methodology of this study is to analyze the constitutional structures of these sub-dimensions by proximities structure analysis. The results show that there are similarities structure patterns within the constitutional structures of family educational resources. Meanwhile, the results show that there are connections between the different types of family educational resources and academic achievement. Author summarizes the findings as follows: 1. The different types of residential arrangements, the absence of parents is a very crucial type and is very obviously connection with academic achievement. The number of siblings is also crucial to academic achievement. 2. Family members’ interaction is crucial to academic achievement; especially the discipline styles of parents are influential to achievement of their children; meanwhile, the different conflict types of parents and children are very different resources meanings per se. 3. The different educational involvement behaviors are influential to children’s academic achievement, but it depends on the types of behaviors. Parents’ educational involvements within family are influential to children’s achievement; parents’ education expectations to their children are influential to their children; parents’ involvements with school are not found significant connections with academic achievement. 4. The education and occupation backgrounds of parents are found to be a very crucial factor to their children’s achievement, low level background is negative to achievement, and high level background is positive to achievement. 5. Family economic resources whichever apparent or unapparent are crucial to children’s achievement. Those who are richer and invest more resources on extraclass learning are found positive correlation with achievement; those who are poorer and never invest any resources on extraclass learning are found negative correlation with achievement. To summarize, our research found that those who are parent absence, the number of siblings are more than three, parent’s discipline style is negative and ignored, extrovertive conflict between parents and children, low level of parents’ education and occupation background, the poor and the family never invest any resources on extraclass learning are the disadvantage type; in contrast, those who are parent are not absence, the number of siblings are less than two, parent’s discipline style are positive and concerned, parents concern about children’s learning, high level of parents education and occupation background, the richer and invest more on extraclass learning are advantage type. The two different types of family educational resources are different on academic achievement. The performances on academic achievement of the advantages are better than the disadvantages. For the ultimate goal of social justices, results suggest that the educational policy makers, the teachers and researchers should invest more resources on the disadvantages. In additions, this study penetrates the limitations of data measurement level which distract earlier researchers. By proximities structures analysis method, we analyze the categorical data with typology methodology, and enlarge the landscape of secondary data analysis and possibilities of construction of conceptual frameworks.

本研究採質性研究（qualitative research）之深度晤談法（indepth interview）進行資料收集，再以紮根理論方法進行文本分析，共訪12位中年女性，本研究結果如下： 一、照顧家中失能老人中年女性之照顧經驗與感受 個案因「角色認同、婚姻綁樁、反哺回饋及無法承受之罪」承接照顧責任，面臨「專業照護技能學習、人際關係緊張疏離、生活陷入窘迫、家人支援不足」等壓力；透過「修正照顧認知、尋找照顧意義、暫離照護情境」調適壓力；家庭照護政策未見具體效益。 二、照顧家中失能老人中年女性之生命經驗 （一）身心知覺 個案出現身心變化，關心「健康」；對身體變化未積極面對。視更年期為正常發展，對荷爾蒙等醫療處置態度保守；性生活漸入佳境，部分個案偏重心靈契合。 （二）家庭關係 夫妻角色清楚分工，情感依附互補隨時間而質變，婚姻風暴者多已迎刃而解，夫妻做到「獨留心靈空間、相近的價值觀及穩定的經濟基礎」婚姻狀態即非常滿意；先生參與家中特殊兒童的照顧，影響婚姻滿意度。個案親子關係頗佳，隨年齡增加而變化；角色功能多似朋友，成人期親子關係轉為「互惠」。 （三）自我發展 個案自我圖像偏重社會我、心理我的描述，人際互動呈現多元自我，生命經驗中的依序或脫序事件均為中年女性之人生轉捩點，但更年期或停經則非其人生重要里程碑。 三、照顧家中失能老人對中年女性生命經驗之影響 照顧工作影響身心變化；影響夫妻「親密互動」及「依附關係」；對親子關係產生「連累子女、身教典範、矛盾依附」三項結果；對自我發展的「自我實現」及「老年與死亡準備」產生影響。 關鍵字：中年女性照顧者；生命經驗；失能老人；身心知覺；家庭關係；自我發展。 / The main purpose of this study was to explore the life experiences of midlife women who caring disabled elders at home. Twelve midlife women participated in this research. In this study, the semi-structure and in-depth interviews were used to collect data. Their answers were audio-taped as data collection. Ground theory analysis was used to analyze the data. The major findings were divided into three parts according the purposes of this study as follows: （1） The experience and perception of caring disabled elders which we found in this study： The reasons of midlife women caring disabled elders were the sense of responsibility, marriage connection, repay the kindness from disabled elders and didn’t want to be a guilty person. The stressors of caring disabled elders were short of homecare skills, the strain of interpersonal relationship, distress of daily life and deficiency of family support. The coping of the stressors were modifying the cognition of caring responsibility, finding the meanings of caring, and leaving the caring setting for a while. In this study, we didn’t find the efficacy of family care polity. （2）The life experience of mid-age women were divided into three parts： The first part result is psychosomatic perception, we found that women are going through psychosomatic change and more concerned about health. Climacteric is just a nature event for them, most mid-age women never minded that and refuse treatment by medicine. They also expressed the sexual relationship with their husbands are improving in the midlife. The second part is family relationship of the midlife women, we found the marital relations and parent-child relations were dynamic and changeable. The couples had the clear division of gender role, who had the conflicts and were handled finally. Free mind, independent, similar value and stable income were important key points of marriage satisfaction. The midlife women have good parent-child relationships who treat their children as friend. The relationship between midlife women and their adult children turn into mutual benefits. The third part is self development of the midlife women, we ask midlife women to descript themselves focusing on social self and psychological self. We found multiple dimensions of self when women interact with others . All of the twelve mid-age women thought that off time events or on time events are both the turn points in their life-cycle, but climacteric or menopause is not. It is just a nature event. （3）The influence of caring disabled elder for the life experience of midlife women： Caring disabled elder induced some psychosomatic symptoms, disturbing the intimate relations and emotion bond of couples. The influence of caring disabled elder for the parent-child relationships were children of midlife women need to help the caring work, mid-age women were the role model of their children and induced the contradiction between midlife women and their children. In the aspect of self development, caring disabled elder interrupted their plans of the future, reminded mid-age women to prepare their elder life and thinking about death issue. Key words：midlife women; caregiver; life experience; disabled elders; psychosomatic perception; family relationship; self development.