教師專業能力的發展及專業地位之建立，是教育品質提升的關鍵。教學輔導教師的設置，在透過教學優良教師的教學視導，以提昇教師同儕之專業成長；冀夥伴教師在教學輔導教師協助之下，解決教學上所遭遇的困難，發展純熟的教學技巧，提昇教學效果。面對社會的變遷，科技的發展，知識的更新，教學輔導教師追求專業成長、增進教學能量是不可避免的，因此，教學輔導教師須具備一定的資訊素養，方能創造支持性教學環境。 本研究透過半結構性深度訪談臺北市國小教學輔導教師，以瞭解教師資訊尋求行為；探討教師如何運用圖書館資源、網路資源及社會性軟體於教學準備；分析教師如何運用資訊資源進行專業成長，協助夥伴教師增進專業知能；並瞭解教師利用Web 2.0社會性軟體的經驗。 研究發現，教學輔導教師多為資深教師，大部分教育程度在大學階段之上，為具有專業知識及豐富的教學經驗者。教學輔導教師具有良好的資訊素養能力，能運用各種管道獲得教學資源，以支援教學；在找尋教學資源時主要考量資訊方便性及正確性；網際網路是教學輔導教師最常使用找尋教學資源的管道，此外，教師從日常生活中獲取的各式資訊，經評估處理後也多能轉化成教學資源。 在利用資訊資源準備教學方面：學校圖書館是教學輔導教師最常利用的一種類型，教師也會利用公共圖書館找尋教學資源，最常使用的資料類型是圖書與報章雜誌；再者，也會配合課程找尋相關的多媒體影音資料支援教學。藉由網路資源，可縮短製作教材的時間；而各式主題網站提供完整豐富的圖片、影片及實作展示等資料，是創造多元化學習情境之利器；以網路多媒體教材支援教學，課堂教學將更生動活潑；透過網路媒介，教學輔導教師間可以互相觀摩教學，分享經驗；教學上遇到問題時，可與相關專家連絡並取得幫助；以Web 2.0社會性軟體為教學輔助媒體，能提升教學效能，並增進學生學習成效。 最後建議：（一）教育主管機關應提昇教師資訊素養與資訊科技應用能力，鼓勵參與網路社群，建立知識共享平台；並以數位典藏資源發展支援課程教學的平台。（二）學校圖書館應尋求館際合作，以協助教學輔導教師利用圖書館資源準備教學及支援教學輔導教師制度。（三）教學輔導教師應積極參與網路社群、充分利用社會性軟體支援教學。 / The development of teachers’ professional expertise and the establishment of professional status are keys to enhance educational quality. As for the installation of mentor teacher, it is mainly to make use of the supervision and instruction by teachers of outstanding teaching to enhance the professional growth of peer teachers. It is hoped that teachers can, under the assistance of mentor teachers, resolve difficulty they encounter in teaching, and thus develop more matured teaching skills, and increase teaching effect. In view of social changes, technological development, and renewal of knowledge, it is inevitable that mentor teachers should pursue after professional growth and enhance their teaching skills. Hence, mentor teachers should be equipped with certain information cultivation before they can create supportive teaching environment. This study exploit semi-structural in-depth interview with mentor teachers from elementary schools of Taipei City so as to understand their information seeking behavior, investigate how teachers make use of library resources, network resources, and social software on their preparation for teaching. Besides, it also analyze how teachers should avail information resources to conduct professional growth, help their partner teachers to enhance professional competence, and illustrate the experiences how teachers use Web 2.0 social software. As learned from the research literature, mentor teachers are mostly senior teachers, and their educational background lies beyond the level of university, considered to be of teachers equipped with various professional knowledge and abundant teaching experiences. In fact, mentor teachers are ones who are endowed with favorable competence of information cultivation, and they are able to make use of diversified channels to access teaching resources to support teaching. With regard to the search for teaching resources, mentor teachers are able to determine the convenience and accuracy of information, while Internet is reckoned to be the most often used channel in search for teaching resources by mentor teachers. In addition, various kinds of information teachers obtained from their daily life can largely, after evaluation and processing, be transformed into teaching resources. For using information resources to prepare for teaching, school library is the type that is most often used by mentor teachers, whereas teachers will also avail public libraries to search for teaching resources, with books and newspaper and magazine reckoned to be the most often used type of information. Furthermore, teachers will, as well, search for related multimedia audio-visual information to support teaching in coping with curriculum. Through network resources, they can help to shorten time spent on production of teaching materials. As for various subject-based websites, they would provide comprehensive and rich pictures, movies, and demonstration of practice and other information, which are considered to be beneficial tools to create context for diversified learning. If multimedia teaching materials from network can be used to support teaching, class instruction can be made to be vivid and lively. Through media of network, mentor teachers can work to observe their teaching among themselves and share experiences, so that when they encounter problems in teaching they can contact experts and obtain help. As Web 2.0 social software is used as auxiliary media for teaching, it can help to enhance teaching efficiency and advance learning effect for students. Suggestions at the end: 1. competent authority of education should enhance information literacy of teachers as well as application capability of technology information, and encourage mentor teachers to take part in network community so as to establish knowledge sharing platform, and develope digital collection resource to support the teaching platform needed for curriculum; 2. school library should seek for inter-institution cooperation to assist mentor teachers to make use of library resources for teaching preparation and support the system of mentor teacher; 3. mentor teachers should effectively take part in network community, and sufficiently exploit social software to support teaching.

本研究旨在利用臺灣之職業分類編製大學生專業職業興趣問卷，瞭解大學生之專業職業興趣分類與結構。以1181位臺灣的大學生為樣本，利用因素分析、多元尺度分析分析臺灣大學生專業職業興趣類型分類與結構，並以多變量變異數分析臺灣大學生之職業興趣偏好情形，得出研究結果如下： 1.大學生專業職業興趣，可分為「醫療類」、「藝術類」、「商管類」、「工 程類」、「教學類」以及「技術類」六大類型。 2. 根據六職業興趣類型在二度空間中的知覺結構，可爲向度一左右兩端分別命名為「邏輯性」與「創意性」；向度二上下兩端分別命名為「社會性」與「個人性」。不同性別以及就讀學科類別的大學生，其六類職業興趣在此二向度的知覺結構不同。 3. 從性別、學科類別以及性別與學科類別交互作用不同角度分析，臺灣大學生在六類專業職業興趣偏好存在顯著的差異。 最後，本研究根據研究結果對輔導實務工作者、大學生、教育相關機構及未來研究者提出相關建議。 / The purpose of this research is to investigate the categorization and structure of Taiwanese college students' professional vocational interests. A professional vocational interest questionnaire for college students was developed based on Taiwanese occupational classification. The questionnaire was administered to 1181 Taiwanese college students. Data were analyzed by factor analysis, multidimensional scaling, and multivariate analysis of variance. The main findings are as follows: 1. College students' professional vocational interests can be categorized to “medical science”, “arts”, “commerce”, “engineering”, “teaching”, and “technology”. 2. The six professional vocational interests can be portrayed by a perceptual map of two dimensions: logical-creative and social-individual. Students of different genders and majors have different structures of vocational interests on the two-dimensional perceptual map. 3. The preferences of college students’ professional vocational interests are different between different genders and different majors. There is also an effect of gender-major interaction in the preferences. Based on the above findings, suggestions for counselors, college students, educational institutions, and future research are posited.

本研究的研究目的為：（一）瞭解越南小學師資培育課程綱要設置理念與內涵；（二）探討越南小學師資培育課程綱要的實務做法。因此採用資料分析研究法來分析越南小學師資培育課程內容，其研究結果指出越南小學師資培育課程綱要具有如下特徵： 一、課程帶有「政治思想與社會主義」的意味。 二、非常注重培養熟練教學內容知識及內容知識。 三、主張培養多元能力的小學教師。 四、缺乏完整教育方法學知識與教育基礎知識。 五、注重實習與研究活動，不過未有完整的實施配套。 六、專門教育課程安排待完整，缺乏選修科目空間。 依據研究結果，提出對小學師資培育課程、政府訂定師資培育政策與未來研究之建議。 / The purposes of this study are to (1) explore the contents and ideas of curriculum design in Vietnamese elementary teacher education (2) investigate the practice of the elementary teacher education curriculum in Vietnam. Using content analysis methodology, this study has obtained some results as follows: 1. The curriculum intends to contain political ideology and socialism. 2. Special attention is paid to pedagogical content knowledge and content knowledge. 3. The curriculum aims to foster the multiple competencies of elementary teachers. 4. The curriculum content is lack of the pedagogical methods and foundation theories of education knowledge. 5. The curriculum focuses on practical training and education study; however, it it does not contain complete supportive arrangements. 6. The professional courses in educational studies are still incomplete; the curriculum also lacks optional subjects. Based on the results, the study provides some suggestions for the design of the elementary teacher education curriculum, the government policy of teacher education, and future research.

本研究旨在建構並驗證高中職學校分布式領導、教師專業社群與學校創新經營效能之模式，並比較不同教師背景變項及學校環境變項的差異，依據研究所得結論，分別對教育行政機關、學校及教師提出建議，以做為推展校長分布式領導、促進教師專業社群運作，及提升學校創新經營效能之參考。 本研究使用問卷調查法，以單因子變異數分析、皮爾森積差相關、多元迴歸、結構方程模式等統計方法，探討高中職學校分布式領導、教師專業社群與學校創新經營效能之關係及模式驗證。透過文獻的蒐集與探討，提出本研究的研究架構和徑路關係模式圖。研究對象為國立高中職學校995 位教師；研究工具為研究者自編之校長分布式領導、教師專業社群與學校創新經營效能關係之調查問卷。 經由統計分析與討論，本研究獲得以下結論： 一、教師對校長分布式領導、教師專業社群與學校創新經營效能的知覺是正向的。 二、部分教師背景變項與學校環境變項的教師對校長分布式領導、教師專業社群與學校創新經營效能的知覺具有顯著差異。 三、校長分布式領導、教師專業社群與學校創新經營效能三者之間具有關聯性。 四、校長分布式領導、教師專業社群對學校創新經營效能均具有預測力。 五、本研究所建構的結構模式具有良好的適配度，校長分布式領導、教師專業社群對學校創新經營效能均具有顯著直接效果。 關鍵詞：分布式領導、教師專業社群、學校創新經營效能

企業為了不斷成長並追求永續經營，並因應快速變化的外在環境與日趨激烈的國際競爭，需不斷地加強或擴增員工的知識、技術及能力，因而建立短期與長期性的人才培育之訓練有其重要性。 國際級工程案競爭越形激烈，尤其有韓國工程公司競爭性策略搶標及大陸崛起積極跨入國際市場之隱憂，加上客戶在維持高品質及持續壓縮工期之需求，個案公司(簡稱以下A公司)成長及獲利空間均受到嚴苛的挑戰。為提昇在國際上競爭力，A公司設計部必須面對培植具豐富工程經驗及國際級之設計人才問題。而目前面臨5年以下經驗工程師達人數比例佔42%以上(即年輕工程師比例偏高) ，7~15年經驗工程師人數佔10%相對偏低之M型人力結構及未來幾年面臨退休潮，如何加速培育年輕工程師須具備世界級的專業技術及落實資深工程師經驗傳承，達成各職級人力結構合理化，提升設計品質，為A公司當務之急。 為能瞭解A公司現行各項教育訓練之效益，揭示員工對A公司教育訓練方式的意見或需求，本研究採用問卷調查並分為五大類，第一，專業技術訓練的同意度與重要度；第二，經驗傳承的同意度與重要度；第三，跨部門訓練的同意度；第四，管理訓練的同意度；第五，英文能力方面的同意度。以上各問項再與人口統計變數做交叉分析，尋求出目前教育訓練之成效如何及提出改善建議。 其中專業技術訓練與經驗傳承再將每個同意度和重要性的問項平均後做出二維分布圖(IPA分析圖)，利用同意度和重要性整體的平均切割分成四個區域，即優越區、過剩區、優先改進區及建議改進區，尤其問項落在優先改進區、建議改進區及過剩區時，則進一步進行原因分析及提出改善建議。 對跨部門訓練、管理課程與英文能力等問項，則以同意度與人口統計交叉分析結果，根據其滿意度程度及卡方檢定(Chi-Square Test)結果有統計上顯著差異關係之受訪者基本資料提出改善建議。 / Enterprises need to continuously enhance knowledge, skills, and abilities of their employees for sustainable business development and adapting to rapid changing environment as well as fierce international competition. The importance of developing short-term and long-term talent training programs is thus recognized. Under some unfavorable conditions, which include keen competition in global EPC (engineering, procurement and construction) industry, Korean engineering companies’ strategic bidding, mainland China contending in international markets, clients’ request for quality and compressed work schedule at the same time, etc…, the case company (designated as company A) is facing severe challenges in achieving profitable growth. The company A must cope with the problem of cultivating world-class and experienced talent to promote its competitiveness in international markets. It’s the company A’s top priority to tackle the engineering talent gap at the range of seniority between 7 to 15 years (10%) whereas the young engineers with less than 5 years of experience account for more than 42% of its talent pool and engineers will retire that are increased in near future year. It’s important for the company A to professionalize young engineers, facilitate knowledge transferring, and optimize its staffing structure. A questionnaire survey research was undertaken to understand the effectiveness of the training programs and reveal the employees’ opinion or request on the training activities of the company A. The questionnaire variables were classified into five categories: 1. degree of agreement and importance of professional skills training; 2. degree of agreement and importance of intergenerational transfer of experience; 3. degree of agreement on cross-disciplinary training; 4. degree of agreement on management training; 5. degree of agreement on English competency requirements. Demographic variables were used to cross analyze the survey result. The analysis was also used to find the causes of training deficiency and to explore improvement ideas. The survey results of questionnaire variables in the first two categories, degree of agreement and importance of professional skills training and intergenerational transfer of experiencewere, were used to develop two-dimensional scatter diagrams (IPA matrices). The mean ratings of degree of agreement and importance were plotted in a two-dimensional grid to produce a four-quadrant matrix that identifies areas of Keep Up the Good Work, Possible Overkill, Concentrate Here, and Low Priority. Causes and improvement plans were further investigated for variables situate in the quadrant Concentrate Here, Low Priority, and Possible Overkill. For the survey results of questionnaire variables in the other three categories, degree of agreement on cross-disciplinary training, management training and English competency requirements, cross tabulation analyses using demographic variables were performed. According improvement plans were proposed for the respondent demographics when statistically significant differences between the degree of satisfaction and chi-square test result were observed.

本研究旨在瞭解國小教師知識管理、教學檔案管理與教師專業發展之指標、內涵與現況，探討其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先進行文獻探討，作為架構研究的理論基礎；接著，實地訪談12位現場教育工作者、問卷調查702位教師（臺北市、臺北縣、基隆市、桃園縣、宜蘭縣五縣市共發出1000份問卷，有效卷702份）以分析現況、驗證理論；最後，依研究結果進行討論與結論建議。研究主要發現如下： 一、國小教師知識管理、教學檔案管理及教師專業發展的指標、內涵及其現況： （一）教師知識管理包括知識獲取、知識儲存、知識創新、知識分享四向度；其整體、分向度得分均為中上，其中以教師知識獲取得分最高。 （二）教學檔案管理包括專業背景資料、檔案結構系統、教學規劃設計、專業省思記錄四向度；其整體、分向度得分均為中上，其中以教學規劃設計得分最高。 （三）教師專業發展包括專業知識、專業能力、專業精神三向度；其整體、分向度得分均為中上，其中以教師專業能力得分情形最高。 二、不同背景變項在教師知識管理、教學檔案管理及教師專業發展之差異情形： （一）不同背景變項在教師知識管理的得分方面：研究發現在性別、最高學歷、服務年資、現任職務有顯著差異，年齡及學校區域沒有顯著差異。 （二）不同背景變項在教學檔案管理的得分方面：研究發現在最高學歷、現任職務有顯著差異，但性別、年齡、服務年資及學校區域沒有顯著差異。 （三）不同背景變項在教師專業發展的得分方面：研究發現在性別、年齡、最高學歷、服務年資、現任職務有顯著差異，但學校區域並沒有顯著差異。 三、教師知識管理、教學檔案管理與教師專業發展之相關情形： （一）整體教師知識管理與整體教學檔案管理間呈顯著中度正相關，教學檔案管理各分向度中，以專業背景資料與教師知識管理總量表之相關程度最高。 （二）整體教師知識管理與整體教師專業發展間呈顯著中度正相關，教師專業發展各分向度中，以教師專業精神與教師知識管理之相關程度最高。 （三）整體教學檔案管理與整體教師專業發展間呈顯著中度正相關，教師專業發展各分向度中，以教師專業知識與教學檔案管理之相關程度最高。 四、教師知識管理、教學檔案管理各向度對於教師專業發展的預測情形： 教師知識管理之知識獲得、知識儲存、知識分享、知識創新變項對整體教師專業發展的有顯著的預測力；教學檔案管理之檔案結構系統、專業背景資料、教學規劃設計、專業省思記錄變項對整體教師專業發展的有顯著的預測力。 五、教師知識管理、教學檔案管理各向度對教師專業發展的互動模式各項適配度指標佳，上游潛在變項一（教師知識管理）與上游潛在變項二（教學檔案管理）對下游潛在變項（教師專業發展）具有顯著的影響力。 最後，本研究根據研究的發現，提出相關建議，俾供教育行政機關、國民小學、國小教師及後續研究參考。 / The main purpose of this study was to investigate the teacher knowledge management, teaching portfolio management and teacher professional development of elementary school teachers.The study included literature analysis, survey method with an interview, and survey method with a questionnaire.The purpose of literature analysis was aimed to explore the teacher knowledge management, teaching portfolio management and teacher professional development. The purpose of survey method with 12 specialists were aimed to explore the opinions of specialists. Questionnaire of survey based on opinions of principals and teachers of elementary about the teacher knowledge management, teaching portfolio management and teacher professional development. The subjects of the questionnaire included principals and teachers of elementary in Taipei City, Taipei County, Keelung City, Yilan County and Taoyuan County. Data were analyzed 702 sampling subjects by description statistics, t-test, correlation and ANOVA, Multiple Regression and LISREL model. Based on the statistics analysis of the questionnaire, this study finds reaches the following results： A. In the aspect of teacher knowledge management: 1. The teacher knowledge management include four parts: (1) knowledge acquisition, (2)knowledge storage, (3)knowledge innovation,(4) knowledge sharing. The perception of principals and teachers were above average agreement of the four parts. For teachers, the best dimension is "teacher knowledge acquisition ". 2. Teachers’ sexual, highest educational degree, years of service, and position of service have significant influences on teacher knowledge management. But teachers’ age and school size do not have any significant influences. B. In the aspect of teaching portfolio management: 1. The teaching portfolio management include four parts: (1) professional background materials, (2) portfolio structure system, (3) teaching planning and design, (4) professional reflective record. The perception of principals and teachers were above average agreement of the four parts. For teachers, the best dimension is " teaching planning and design ". 2. Teachers’ highest educational degree and position of service have significant influences on teaching portfolio management. But teachers’ sexual, age, years of service, and school size do not have any significant influences. C. In the aspect of teacher professional development: 1. The teacher professional development include four parts: (1) professional knowledge, (2) professional ability, (3) professional spirit. The perception of principals and teachers were above average agreement of the three parts. For teachers, the best dimension is " professional ability ". 2. Teachers’ sexual, teachers’ age, highest educational degree, years of service, and position of service have significant influences on teaching portfolio management. But school size do not have any significant influences. D.In the aspect of relationships among teacher knowledge management, teaching portfolio management and teacher professional development: 1. There was positive correlation and regression existed among teacher knowledge management, teaching portfolio management and teacher professional development. 2.Teachers’ knowledge management and teaching portfolio management did promote teachers’ teaching effectiveness. In the last part, the researcher, based on the findings, proposes some suggestions for the education authorities, the teacher training institutions, the elementary schools principals and teachers, and the future researchers, hoping to benefit the development of elementary school education in the future.

就我國與美國軍人之比例及對應兩國軍事教育體系及民間教育資源來看，實無必要浪費過多資源於大學及研究所教育中一般性之知識；因此，如能將國防軍事教育資源有效整合並擴大利用民間教育資源，使軍官教育多樣化，藉以刺激國軍僵化及單一之思維，相信必能大大節省國防部整體教育資源，並大幅提昇軍人素質。本研究發現在軍事教育資源整合及軍校簡併時，可能會遭遇到一些關鍵性問題亟待改進：如決策主官（管）權力過大且異動頻繁、參謀專業性及教育不足、教育資源重複投資、教育政策制訂過程欠週延及延續性、人才培育政策太過狹隘、經費來源受限、軍校傳統束縛、缺乏客觀之審查評估機制、未與國家教育體制接軌、師資無長遠規劃及欠多樣性、人為因素干擾教育政策、各校無明確教育目標與長遠計畫、未運用科學方法管控教育資源、課程缺乏多元化、軍事校院特色不足等。 研究者根據訪談結果分析與親身參與觀察的過程，經實證研究，提出研究建議： 壹、在執行軍事教育政策方面應：建立長遠軍事教育目標；充分授權各業務主管機關；嚴格限制軍事教育相關主官（管）任期與資格；密切結合人事經管政策；成立軍事教育政策指導委員會；與國家教育體制接軌並建立自我特色。 貳、在整合軍事教育資源方面應：運用現代化管理模式；建立機制控管與整合教育資源；軍事教育經費以固定比例編列；加強業管參謀之訓練與專業知能；著重全人教育與部隊實務的課程；師資多元並長期計劃培育；強化終身學習制度。 參、在簡併軍事校院方面應：簡併各軍事基礎校院，並檢討恢復ROTC之招募；整併同質性高之兵科學校，並將資源集中大量投入；重新構思深造教育模式，擴大施訓對象；大學部與研究所教育應明確區隔，並與民間共享資源。 / In terms of the proportion of soldiers’ number for Taiwan to US and in comparison of two countries military education system and civil educational resources, it is truthfully no needs to invest overmuch resource into university and graduate school for common knowledge. Therefore, if we could effectively integrate national defense educational resources and broadly employ civil educational resources to diversify the officer’s education for stimulating the armed forces rigid and single thought. Trustfully, it can widely save MND educational resources and largely enhance soldier’s quality. From the research findings, in the period of military educational resources integration and military academies consolidation process, some of the critical problems have been raised and waited for the improvements such as excessive authority and frequent transfer of decision-making superiors, insufficient staff’s profession and training, reduplicate investment of educational resources, the process of education policy-making lacks of well-consider and continuity, constrict talent people nurture policy, constraint budget resources, academies traditional burden, short of objective review and estimation mechanism, derailed from national education system, no faculty long-term planning and diversity, education policy affected by human factors, all academies short of categoric educational objective and long-term planning, not employ scientific method to control education resources, class objectives short of varieties, and military academies insufficient characteristics etc…. The researcher provided some suggestions as following by way of practical research according to the results of interviews. First, in execution of military education policy: to stimulate long-term military educational objective; fully empower to various units; strictly restrict the term period and prerequisite of related high superiors; closely joint all the manpower policies; to establish military education policy steering committee; to meet with national education system requirements and building self characteristic. Second, in integration of military education resources: to employ modernized management model; to establish mechanism to control and integrate education resources; to set up fix-proportion to plan the military education budgetary process; to reinforce the staff on-the-job training and professional knowledge; to focus on the courses related to all-respect education and troops affairs; diversified and long-term training plan on faculty; to intensify the perpetual learning system. Third, in streamlining the military academies: streamline all military basic academies and restore ROTC recruitment; consolidate the homogeneous professional military education school and invest in the collected resources; reconceive the advanced education model and enlarge the trainees’ background; categorically distinguish university education from graduate education and share the resources with other schools.

滿清末年以來，中國文官節制武官的傳統受到嚴重破壞，地方團練取代政府軍，地方軍隊演變成軍閥主義，國家領導人都是由戰場上勝利的軍人擔任。江澤民時期開始，中共實施世代交替，黨、政、軍高層領導人，轉移給一批技術官僚與軍事專業人員手上，此期間中共黨、政、軍互動關係為本文研究之目的。透過歷史比較，江澤民，是一個幾乎與解放軍毫無淵源的文官，沒有任何服役與作戰的經驗，卻能順利掌握軍隊與國家，本研究證明在中國中斷數百年來「文官統制武官」的歷史傳統，已經恢復。此外，近二十年來，中共軍事現代化成就確實令人刮目相看，與江澤民的外語專長及電機專長有密切關係，這些人格特質也是他令軍隊信服的重要工具。軍政軍民關係上，江澤民堅持民主集中制，排除多黨制，造成軍隊遠離政治紛擾，並與黨充分合作，以獲致預算並做好軍民與軍政關係。在解放軍內部，推動軍事教育的改革，也造就解放軍戰略思維的重大轉變，形成解放軍現代化的動力之ㄧ。然而，敏感性的軍文關係議題，例如一黨領軍，中共有禁忌而且沒有試驗場，台灣的寶貴經驗，很值得大陸參考。 關鍵字：中國共產黨、軍隊現代化、解放軍、文人統制、軍事專業主義 / During the decline of Chin Dynasty, as an unintended result to rely upon localized National Guard defeating upraise event, the Chinese traditional Civilian Control system was replaced by warlord system. Since then, the war hero was the one who advanced to political leadership. Until Jiang Zemin, a civilian with civil college certificate took leadership over the PLA, CCP, and PRC. The purpose of this paper is to exam the civil-military interaction during Jiang Zemin’s journey. Through historical comparison, this paper confirmed that the Chinese traditional Civil-Control system has been revived. Also, Jiang Zemin was the military leadership over PLA modernization. With personal attributes of profound languages and electronic profession, he shaped his position successfully in PLA community. This paper also recognized significant relationship between one-party theory and PLA, and the relationship between PLA　NDU and strategic thinking. Key Words: Chinese Communist Party, Military Modernization, People Liberation Army, Civil-Control and Military Professionalism.

本研究探討國內電視新聞攝影記者採訪報導颱風新聞的採訪應變與專業意理。研究採取質化的深度訪談法，訪談12名任職於台北有線、無線電視新聞頻道的男性攝影記者。研究結果發現，攝影記者在自然環境破壞與充斥新聞編輯室時效、災難影像競爭壓力的報導現場裡，克服環境、設備資源侷限發展應變之道，而能因地制宜、就地取材、或朝向預防準備方向。當自然環境衍伸出採訪安全風險時，攝影記者會權衡多重面向因素，如：編輯室內控壓力、自然環境、個人因素、與文字記者配合程度而決定是否涉險，過往受傷經歷也讓攝影記者累積採訪智識，判斷環境風險。但是，攝影記者為了應付編輯室壓力、採訪安全問題，常產生目的導向的「偏差介入式」報導手段。 　　攝影記者採訪報導颱風創傷新聞情境，面對死者遺體與受創傷者的情緒壓力會在現場或報導完後有所展現，他們會藉由採訪智識、前輩經驗傳承或自我創建降低心理創傷的採訪方式、調適辦法。且攝影記者對颱風創傷情景的記憶，會連帶觸動他們工作生涯裡初次與印象最深刻的創傷新聞情景，進行跨事件聯想。過往創傷新聞經驗會脈絡性地影響攝影記者採訪報導方式，有助於專業意理養成、但也可能助長偏差的報導手段。 　　專業意理於攝影記者採訪報導颱風新聞的實踐，傾向以新聞本質的記錄真實、快速傳遞訊息而自然而然地發揮媒介助人、批評譴責、動員、關懷、設定議題、解決問題等正向功能。但是，這些正向的媒介功能卻會被攝影記者作為合理化偏差報導手段的藉口，記者僅重視報導可能帶來的正向「結果」，忽視採訪報導方式的「程序正義」。在在反映攝影記者欠缺採訪報導創傷情境的認識、應變颱風報導環境限制的安全策略，與抵抗編輯室內控壓力的適切辦法。 / This study investigates television photojournalists’ adaptation strategies and professional ideology when covering typhoon news in Taiwan. 12 male photojournalists who work in cable and network television stations in Taipei are in-depth interviewed. The findings indicate that photojournalists seek resources from the news venue and adapt them to fit in the local circumstances, or prepare in advanced to deal with the possible restrictions from natural environment due to typhoon disasters. Simultaneously, photojournalists also weigh multiple factors to take risks for news or not, like competitive pressures, newsroom routines, natural environment, individual causes and the degree of cooperation with their counterpart. They evaluate risks of natural environment based upon their hands-on wisdom that is collected from past physical hurt experiences. However, photojournalists under the pressure of competition sometimes use inappropriate ways to shoot news footages and get involved in news events to make sensational typhoon news. 　　Interviewed photojournalists have emotional stresses when facing corpses and traumatized people at the news venue, even after work. Covering wisdom, senior photojournalists’ experiences and suggestions are good way to mitigate photojournalists’ emotional stresses and trauma. The interviewees’ answers to typhoon reporting are often associated with their first trauma news experiences and most impressive event. Those significant experiences in their career will influence photojournalists’ reporting methods towards nurturing beneficial professional ideology or increasing inappropriate covering measures. 　　Photojournalists tend to develop positive media functions, like helping, criticism, mobilization, care, agenda-setting and solutions-developing to accomplish their professional ideology by reporting truth and conveying disaster messages as soon as possible. Nevertheless, photojournalists only focus on “consequentialism” of effective media functions, but discard “procedural justice” of moral reasoning in typhoon reporting. The so-called professional ideology is only optimistic bias among photojournalists.

在現代化與全球化的背景之下，在採取集中式違憲審查體制而區分憲法法院（大法官）和專業法院的我國，專業法院應承擔如何的角色功能──其與大法官之間應有如何的內部分工關係？又應如何與大法官共同行使「司法權」，以形塑司法部門與政治部門之間的憲政關係？專業法院的憲法及法律解釋，在方法上應如何因應現代化與全球化的挑戰？角色功能的定位又如何體現於解釋方法的運用？簡言之，現代化與全球化的影響之下，專業法院的角色功能以及解釋方法的運用，二個元素如何互動，乃是本文的核心關懷。 本文第二章首先回顧大陸法系在現代化和全球化的過程，以法典化為「動力核心」的法釋義學，面臨了價值趨於多元與社會快速變遷的挑戰，而立法者面對福利、管制和風險，因為沒有能力具體回應，結果把更沈重的職責託付給司法者。另一方面，歐陸法釋義學在價值法學的輝煌成果之上，亟待強化與社會事實對話的能力，故本文整理有關「結果取向的解釋方法」的文獻，蓋其有作為事實與規範之間對話介面的功能。基於前述，司法者由於法律適用範圍的擴張而介入政治、經濟與社會事務，形成「政治的司法化(judicialization of politics)」，乃是各國法治無法避免的共通現象。但從歐美法治在循序漸進的發展之中，其司法者具有足夠的自主性，而在給付實質正義時維持一定的中立性，不成為特定政治或社會利益的工具。但我國司法尚未浸淫於成熟的法治文化，驟然面對法規範體系的變化和政策形成機能的賦與，「透明」的方法論有防範司法脫序風險的功能，並形成司法決策正當性的基礎。 第三章則進入憲法法院體制之下，司法內部分權的分析。首先，介紹Stone Sweet教授的理論模型，使本文得以嘗試暫時拋棄現有制度的成見，探討以憲法裁決者為中心的司法權力，如何與政治部門形成「憲法對話(constitutional dialogue)」的互動模式。接著，回顧憲法法院的理念發展以及憲法訴訟的制度功能，說明憲法法院無可取代的核心角色功能，乃是基於人權保障的理念，作為憲法對話的樞紐：包括與政治部門的對話關係，以及對專業法院的控制關係。同採集中式違憲審查的我國、韓國或義大利，憲法法院都在衝突與磨合中建立了與專業法院的分工與對話關係。在這樣的對話架構之中，面對現代化與全球化的法制環境，則需要合憲解釋方法的進一步深化，使兩種法院角色功能的扮演更為適切。 有鑑於此，第四章探討二者對於合憲解釋方法的不同操作模式。參考韓國與義大利的經驗，可知合憲解釋方法的操作，實反映了不同的歷史、制度背景以及民主進展階段之中，司法內部的不同（憲法）對話模式，進一步確認了本文認為解釋方法作為憲法對話工具的觀點：專業法院同時受憲法（含大法官解釋）與法律拘束，其主要職責不在於非難立法者的政治意志，而係透過法律的解析，在憲法的框架秩序之下，最大程度上實現立法者的付託。從而，合憲法律解釋雖是大法官和專業法院的共同工具，但事實面的結果取向是專業法院的主要任務，專業法院應側重法律中概括條款的合憲法律解釋，強化事實面的論證品質，以具體化立法者所揭櫫的價值與政策方向。 從專業法院的角色功能觀之，概括條款的具體化對於其角色功能的適切扮演，具有重要意義。同時，行政法院面對行政機關基於立法者的概括授權所為的行政行為，使得行政法中概括條款的操作和民、刑法又呈現不同的樣貌，成為第五章的主題。比較分析美國行政法關於「恣意專斷」和「實質證據」標準的經典案例後，本文指出值得我國行政法院努力的審查模式：從立法者藉由概括條款揭櫫的政策目標出發，形成事實與證據基礎的審查方向與審查範圍，從而透過檢視行政行為的「合理性」，以確保其「合法性」。在此，透過概括條款的具體化，法律解釋成為規範與事實的互動平台，法院透過其與各種法律以外專業的對話能力，檢視行政行為所涉的事實及政策結果，實為結果取向方法的體現。 / This research is about the role and function of specialized courts, in contrast with those of the constitutional court, focusing on the method of constitutional and statutory interpretation. Closely related with this topic is the division of functions among the courts, determining their roles and functions, which in turn influences their methodology of interpretation, against the background of modernization and globalization. Chapter 2 analyzes the challenge facing doctrinal analysis, or legal dogmatics, developed in the civil law tradition. Due to diversification of values and fast change of modern society, with which the lawmakers have been unable to cope, more power is delegated, with responsibility, to the judiciary. As a result, the legal dogmatics, which has been relatively mature for problems of values, still needs some advance in tools dealing with social issues concerning facts, especially the “outcome-oriented interpretation” introduced in this chapter; it serves as a platform on which the fact and the norm about the issue interacts. Through utilizing the methodology, the “transparency” of legal interpretation and process is enhanced, and the judicial power expanding into various social, economic and political affairs, a universal phenomenon known as “judicialization of politics”, is to some extent legitimized. Chapter 3 probes into the division of power in the judicial regime with a constitutional court. Firstly introduced is a model of constitutional dialogue between the judicial and the political power, theorized by professor Stone Sweet. Secondly, the core function and purpose of constitutional court in the dialogue is depicted: the pivotal role in political-judicial dialogue and the within-judicial dialogue, in order to protect and promote human rights. Then a comparison with Korean and Italian experiences demonstrates that the dialogue relations are created through conflicts and accommodations between the powers, and that a more advanced methodology of “interpretation in conformity with the constitution” would assist in performing judicial roles and functions. Chapter 4 further discusses the different application of “interpretation in conformity with the constitution.” The Korean and Italian experience shows that it reflects the historical and institutional contexts, and the phases of democratic progress. This research then confirms that specialized courts, with the interpretative methods as the tool for constitutional dialogue, should interpret statutes, specifically the abstract clauses in the statute, to conform with the constitution and fulfill legislative aims. And throughout this interpretation, the main focus should be clarification and argumentation concerning factual issues. As far as the role and function of specialized courts is concerned, the concretization of abstract clauses in statutes is of fundamental importance, and chapter 5 is about its application by the administrative court, which is carried out differently from those by civil and criminal courts. After a comparative law analysis with American practice, it is suggested that abstract clauses, with the legislative goals clarified, be interpreted to specify the direction and scope of the evidential and factual support required by the reviewing court. In the process of review and interpretation, the court has to communicate with non-legal professions to check the factual and policy effects of administrative decisions, an exercise of the “outcome-oriented interpretation.”