Walter Lippmann在一九二二年即已指出：媒介不斷地把外在世界塑造成個人腦海中的圖畫。其後，有關媒介建構現實的理論陸續出現，媒介反映現實的說法早已站不住腳。 　　千島湖事件發生後，國內媒體對其報導，無論數量之多、篇幅之大、標題之聳動、照片之煽情，都令人懷疑媒體有炒作新聞之嫌。此外，相關的新聞報導甚至出現了「統獨立場」、「兩岸交流」等議題，使得一件旅遊事故轉化為政治事件。是什麼因素造成這種現象？這個疑惑促成了這個研究。 　　本研究採用內容分析與情境分析兩種研究方法，兼顧量與質的研究，以國內發行的三家報紙－中國時報、聯合報、臺灣立報－做為研究對象，相互比較，以期瞭解國內媒體如何建構此一新聞事件，並藉以探討主流媒介與非主流媒介彼此之間是否存有差異。 　　研究發現：在相關報導的數量上，各媒體之間差異頗大；在刊登版面的處理上，主流媒體彼此之間無甚差異，但在主流媒體與非主流媒體之間則差異懸殊；在報導方式上，三報各不相同；對千島湖事件的詮釋，整體而言，主流媒體彼此之間無甚差異，但主流與非主流媒介之間，風格殊異；在消息來源方面，各媒體所用皆不相同；而消息來源對千島湖事件的詮釋，整體而言，政治人物與非政治人物之間，差異顯著。 　　總體結果顯示：主流媒體（中國時報與聯合報）較迎合政府的立場，兩者共同建構了媒介議題。但非主流媒體（臺灣立報），雖然在引用消息來源的比例上以政治人物較多，但也做了相當程度的批判，與主流媒體一味地引用，不盡相同。

長久以來，政治學慣於將企業畫歸為私領域活動，鮮於對企業組織及權力進行系統性分析。然而，正是這樣的忽視，使我們難以掌握後全球化時代，面對企業權力的崛起，國家政經結構將何去何從。 緣此，本研究回歸歷史，將長期遭政治學忽視的「企業」，重新置放於現代國家形成的歷史過程中，分析企業與政府，如何在競逐有限資金的過程中，建立起合作關係與制度，進而形成現代民族資本主義國家。並藉由先進/後發、東方/西方四個案例）尼德蘭聯省共和國、英國、日本、中國）的交互比較，進一步探問：為何有些國家由企業主導，形成「企業國家」，如尼德蘭、英國？又為何有些國家最終形成由政府主導的「國家企業」，如日本、中國？ 經過四個案例分析後，本研究提出了一個新的國家建構過程：先是財務需求促成強制權力及資本權力的法人化，形成「政府」與「企業」組織；而後，由於政府與企業在融資上的競合，促成了政府與企業透過財務機制）持股、債務、董事連結），進一步連結成為「國家法人」。而這個由政府與企業組成的國家法人，因成立動機起始於財務需求，因此首先被建立起來的是金融制度。接著，受國際政治及市場競爭壓力，軍事外交部門開始組織化。再者，為獨佔境內資金，政府與企業聯手建立國內政治/市場的統一/壟斷制度。而後，為消弭因不公平分配所導致的叛亂）抗稅、罷工），出現了公共/公司福利制度。現代國家的政經制度：財政金融、軍事外交、社會福利，於焉建立。且正由於國家法人組建的基礎在於財務，因此導致國家走向「企業國家」或「國家企業」的分殊關鍵，即在於政府與企業兩大法人的相對融資能力（financing capacity）。

台灣自1980年代以來，興起了一波波的社會運動風潮，在這樣的歷史脈絡下，族群運動成為其中的一環。客籍菁英有感於自身語言文化所處的不利地位，乃透過社會運動的方式，提出訴求。二十多個年頭過去了，這些運動所造成的後果，可見的部分是官方族群政策的擬定與執行，不可見的部分則在於對於客家族群認同的文化要求。這類的文化期待隱含著血緣與認同的合一性，並且對於「怎麼做才合乎客家族群身份」，也有著本質化的想像。首當其衝的便是面對這些要求的客家年輕人。 　　然而，本文並不預設客家年輕人「天生」就應該有客家認同，或者應該要對客家「建立」認同感，而是以一種社會建構的觀點，試圖去理解已經觀察到的經驗現象：社會中對於客家的文化想像，是如何被建構起來的？而時常被這些客家文化框架要求的後生客家人，作為被框架要求的主體，他們如何去理解自身的客家經驗？透過本研究，我們發現後客運世代的客家人正處於某種歷史現實之中。他們的客家身份或輕或重地對他們的生活產生不等的影響，而他們的客家文化認同，也沿著世代、地域的軸線而產生分歧，然而，他們現階段所面對的客家文化期待，除了是一種同質化的文化要求，同時也是一種強調傳統卻又包含突兀創新的客家建構。這些要求所形成的文化框架，脫離了日常生活的層次，也窄化了人們對於客家的想像。因此，本文認為，唯有對客家抱持著開放性的文化想像，將差異納入思考，對於後生客家人也才能有更為務實的理解。 / There have been a lot of discussions about the ways how “the Hakka” or “Hakkaness” could be or should be understood and performed ever since the Taiwan Hakka Cultural Movement occurred in the late-1980s. It is implied that, with certain cultural imaginations, the Hakka would develop a new form of ethnic identity. Consequently, members of the Hakka people, especially those of the younger generation, have often been required to live a life that meets these imaginations and expectations. 　　This thesis aims to examine the historical-cultural process whereby the identity of “Hakkaness” has been culturally and socially constructed and to explore how the younger Hakka members born after the Hakka Cultural Movement have been interacting with these constructions. A contrast between the lifestyle expected or suggested in accordance with “Hakkaness” on the one hand and the life world experienced by the post-movement generation on the other is highlighted. Regional and generational differences of the “imagined” Hakka communities are discussed as well.

台灣和美國的關係自冷戰以來即維持密切的互動，從1950年代中期的反共軍事同盟至冷戰結束後台灣的民主化，台灣不論在政治、社會、經濟乃至國家安全的發展變遷上，都深受美國的影響。雖然台灣與美國於1979年經歷斷交的陰影，但台灣與美國至今仍保有相當友好的關係。 目前學界對台美關係的觀察多由主流國際關係理論的觀點為途徑，例如由新現實主義及新自由主義，僅探討台美關係在亞太地區軍事戰略的物質結構，缺乏對身分認同及戰略利益的連結關係，因此在解釋台美關係動態變化時，有其無法涵蓋之處。為彌補新現實主義及新自由主義解釋台美關係的缺失，本文由國際關係中社會建構主義的觀點出發，以民進黨陳水扁政府執政時期同時具備外交、兩岸與塑造台灣主體意識效果的兩次總統大選公民投票政策為例，詮釋台灣與美國如何透過身分認同及因身分所衍生的戰略利益兩項主要變數，進而影響雙方的政策產出與關係變動，作為對現有台美關係研究途徑的補充。 由國際關係理論中社會建構理論的奠基者溫特的身分概念，分析台美關係，其中具有可以合作協調的部分，亦有美國因霸權角色身分所衍生的戰略利益與一中政策，是台灣在爭取美國支持我國主權國家地位時，最艱鉅的挑戰。陳水扁執政時期，台美在台灣兩次總統大選公民投票議題所形成的戰略利益分歧，即是由台美雙方參照國際政治體系的角色身分所衍生的戰略利益不協調所導致。 / Taiwan and the United States have maintained close interaction and relationship since the Cold War era. The cooperation between the U.S. and Taiwan from the mid-1950s to now, Taiwan was deeply influenced by the U.S. in many aspects, including political, social, economic, democratization and even national security. Although the diplomatic relation between the U.S. and Taiwan was terminated in 1979, but they still maintain strong bilateral ties. The popular approaches in academic area for the analysis concerning Taiwan-U.S. bilateral relationship depend on the mainstream international relations theories, including Neo-realism and Neo-liberalism. These two theories emphasize on power structure and material interest, but ignore the causality of identity and strategic interest of states. This thesis takes the perspective of Identity in Social Constructivism as a complementary approach in order to interpret the dynamic changes and identity factors in Taiwan-U.S. relations. The research takes the twice national referendums held together with presidential election in 2004 and 2008 during the Chen Shui-bian Administration period as case studies. Chen’s referendum policies presented the effects of Taiwanese national identity and the strategy of foreign and Cross-Strait policies, those effects can help us interpret the identity and strategic interest variables in Taiwan –U.S. relationship. When using the conception of identity from the social constructivism to observe Taiwan-U.S. relations, we can figure that cooperation and coordination persist in some issue areas, but we also can find there are some divergences of strategic interests between U.S. and Taiwan driven by the role identity factors. The hegemonic role identity of the United States drive the insistence on the “One China policy” as her national interest, it is the most difficult part for Taiwan to seek the U.S.’s support for Taiwan’s sovereignty. The strategic divergence between the U.S. and Taiwan in Taiwan’s sovereignty and the referendum policies caused by the differences of their strategic interest come from the role identities.

本論文旨在探討民初十年危機時期中，報紙（傳播媒介）如何透過讀者的詮釋架構在社會化過程中建構個體同一性與社會同一性，以產生社會整合功能。我們分別以五項核心問題分析前述論旨：第一，媒介的社會地位對媒介整合功能的影響；第二，媒介身為社會眾多整合管道之一而與其他整合工具共同發揮整合功能；第三，關於客觀現實、符號現實、主觀現實之間的穩定關係影響媒介的整合功能；第四，社會與媒介之間存在著創生──功能關係，第五，過度惡化的社會危機嚴重破壞媒介的整合功能。在釐清這些問題之際，特別以個體同一性與社會同一性之構成來觀照社會整合功能，並強調行動者的詮釋架構在其中扮演重要角色，且媒介預設之詮釋社群是為社會整合的根本基礎。　　本研究主要針對1912-1921 年 的《申報》與《大公報》提出上述說明與解釋，並採用詮釋研究與現象社會學的方法學取徑，論證媒介現實與歷史現實，以及媒介現實與主觀現實之間的關係，指出所謂現實建構係詮釋社群之詮釋類型與詮釋架構的產物，並說明透過掌握歷史脈絡對了解媒介整合功能的重要性。從觀察民初十年的歷史情境，我們發現由於社會全面危機而扼抑了報紙的整合角色，其中主要因為詮釋架構失效導致現實轉型失敗，並引發一系列的危機循環。 在這個過程中具有關鍵作用的個體同一性與社會同一性皆因詮釋危機而一再遭受威脅與破壞，使得主觀現實與客觀現實間無法建立對應和諧的關係，且原可經由媒介之符號秩序而傳遞重要他人以供行動者重建現實之參考的報紙也因社會危機瓦解媒介與其他整合管道協同運作的效果，進而失去可能具有的整合功能。 / This dissertation examines the dialectics between social change and news media. Five issues central to the reality cons-truction of media have been selected for this study: 1)the social position of media determines it''s integrated function, 2)mass media is one of various integrated means in society, 3)the relations between objective reality, symbolic reality, and subjective reality as elements of social integration, 4)the genetic-functional relation between society and mass media, 5)social crises diminish the integrated function of media. It is argued that social integration consists in personal identity and social identity. Special emphasis is placed on the inter-dependence of identity process and reality construction which was based on interpretive schemes. An argument is made that mass media presuppose interpretive communities which underlie social intergration. This study is based on data from Shun Pao and L''Impartial in 1912-1921. Using interpretive approach and phenomenological sociology, we have documented the relationship between media reality (symbolic reality) and historical reality. Moreover, we have established that this relationship in an artifact of interpretive schemes or of interpretive types. Finally, we have also presented evidence as to the import of media''s inte- grated role, suggesting the utility of historical context approach. According to the analysis of historical condition in modern China, we conclude that the wholesale crises impinged upon the construction of personal and social identities, disorganized interpretive schemes of social actors, and formed ineffica- cious significant others and symbolic order constituted by media reality.

有鑑於高等教育評鑑中的課程評鑑混入行政評鑑、教學評鑑或是研究評鑑中，忽視課程評鑑的實際。從學習者被提供的課程選擇機會、以及從系所有意規劃的學習內容來看，實際開課科目是課程整體中最具體、也最能被直接檢視的部分。故本研究試圖以大學院校系所開課科目為研究重點，建構其課程評鑑指標，希望未來能有助於各系所檢視其實際開課的情況，進而做為開課科目課程評鑑的參考。 因此，本研究透過研究者文獻探析、小型專家座談、問卷調查法，彙整課程領域專家學者的意見，再經由研究者調整修改指標後，建構出本研究的大學院校系所開課科目課程評鑑指標。 本研究所建構出的大學院校系所實際開課科目課程評鑑指標共計十七條，除了作為各系所檢視與評鑑實際開課的參考，也提供未來相關研究在指標建構與課程評鑑研究的建議。 / Higher education evaluation is emphasis on administration evaluation, instruction evaluation or research evaluation, but ignores the curriculum evaluation on course offerings. Besides, from the opportunities of choosing courses by learners and from the point of view of courses planning, course offerings are the most substantial and can be examination directly from curriculum. Therefore, my research is focused on the course offerings in universities and to construct a curriculum evaluation indicator to help universities examine the effectiveness of the curriculum offered, in addition, to provide a comparison on evaluating the course offerings. In order to complete this research, the following methods were used: research literature review, small expert panel, the questionnaire survey, and compiling opinions from scholars and experts in the field course. The researcher then adjusted the index by combining the data collected to construct the indicators for the higher education curriculum evaluation. From this research at universities and colleges concerning curriculum evaluation, a total of seventeen indicators of curriculum evaluation were developed. These seventeen indicators not only can help universities examine the effectiveness of the curriculum offered, but also can help future educators plan their curriculum in an effective manner.

大型自然災害會癱瘓通訊系統嚴重影響到救災效率，本論文旨在快速提出一個建構排程供應急通訊系統佈建。無線通訊系統的成熟極大的為使用者帶來便利性，但當發生大規模的地震或強烈颱風等重大天然災害時，通訊系統卻常常因架構原因，隨著電力與交通系統的損毀而癱瘓。由歷年大型災變中多數災區內之行動通訊系統全面中斷即可印證行動通訊系統其實是極為脆弱，而有效運作的通訊系統卻是災情傳遞、資源調度以及互助協調是否順利的關鍵因素。 本篇論文所探討的應急通訊系統是利用僅存的連通基地台和斷訊卻沒有損毀的基地台建構一個臨時性的網路，稱為應急蜂巢式行動網路(contingency cellular network，CCN)。由於災區的交通系統可能癱瘓，因此CCN的建構需視各種運輸能力而規劃，而各個地方受災情況不盡相同，CCN的建構順序也須辨明輕重緩急依序建構，網路拓樸的規劃是本研究團隊的另一研究主題，本文主在探討如何在網路拓樸已知情況下進行CCN建構排程以達到最大的救災效益，因此我們提出一適合CCN樹狀結構的最佳化排程模型，以追求救災效益的最大化，這些模型可供使用者(救災指揮單位)系統化的解決CCN建構排程問題。 模型包含CCN樹狀拓樸、基地台數目、基地台建構時間、基地台重要度、拓樸連線集合和建構工作組數。在此模型下提出一個考慮各基地台的時效性以及重要性而進行快速排程的演算法，此演算法透過計算排程總救災效益決定優劣。分三階段實驗。三階段實驗皆可在數秒內得出接近最佳解的排程。 / When stricken by a large-scale disaster, the efficiency of disaster response operation is very critical to life saving. We propose to build a contingency cellular network to support emergency communication in large scale natural disasters by connecting disconnected base stations. This paper addresses the deployment scheduling problem. The advance of mobile communication technologies has brought great convenience to users. Cellular phone becomes the first communication tool most people would use in emergency. However, cellular networks were usually crashed due to earthquake, typhoons or other natural disasters due to power outage or backhaul broken. Unfortunately, the efficiency of communication system is a critical factor to the success of disaster response operation such as resource allocation as well as coordination of rescue and relief operations. We designed a contingency cellular network (CCN) by connecting physically intact but service-disrupted base stations together with wireless links. As the disaster area's transport system may be paralyzed, the construction of CCN may have to rely on air transportation such as helicopter or even airdrop. Since the transportation capacity may be very limited, scheduling of CCN deployment order according to the demand of disaster operation becomes an important issue. We model the CCN Deployment Scheduling Problem into a combinatorics optimization problem aiming to maximize disaster operation efficiency. The problem is proven NP Hard. Thus, we design an efficient heuristic algorithm to solve the problem when it is needed in urgent.

在經濟發展的過程中，環境污染往往是其代價。石化產業在台灣經濟發展過程中扮演著火車頭的角色，帶動相關產業的勃興，但也帶來日益增加的環境污染與其社會爭議，成為政府部門必須面對的課題。在傳統的環境管制政策當中，科學評估被視為中立、理性客觀之分析技術，能夠有效處理環境問題的方法，其強調專業中立的形象，也與官僚理性所強調的中立性相似。因此這不僅是環境行政程序設計之核心，也是行政正當性的重要來源。但因著環境議題的複雜化、科學不確定性的增加，在行政程序當中，僅著重專家角色的行政程序，相信專家能夠帶來各樣問題的解答，不僅在程序上限制了多元知識類型的進入，既無法共同建構問題、也無法形成決策基礎的一部分；同時行政機關也此程序將決策責任移轉給專家；然而因著科學不確定性，使得專家必須在未知的情況下進行決策，因而使得決策內容會更加保守，讓環境爭議窄化成「如何收集更多資訊」等技術問題。行政機關原欲以專家作為決策正當性的來源，但狹隘的科學想像框架不僅使程序無法有效地處理環境爭議、無法回應來自多元參與者的提問，反而使得決策正當性更加受到嚴重的挑戰。 本研究以國光石化開發案的健康風險議題與六輕工安大火事件兩個案的環評過程為分析案例。在國光石化環評過程，健康風險議題是主要爭議焦點。當時有學者研究指出國光石化營運之後，將對台灣民眾的健康風險帶來重要影響，並指認環評書中所低估或錯估的部分。面對不同的科學研究爭議，環保署依其狹隘的科學框架，欲創制一套評判程序以解決爭議，卻適得其反。與此同時，六輕也在 2010年7 月傳出工安大火事件，地方陸續傳出有吳郭魚、文蛤、雛鴨等大量死亡的農業損失情事，使六輕營運後所造成的環境影響與健康風險問題，受到社會高度矚目。環保署因而要求台塑提出「環境影響調查報告書」進行審查。但環評專案小組因著科學不確定性而難以依科學論證作為基礎做出決策。最終則是以法院判決來作為決策的正當性來源。 本文透過多重資料來源的蒐集，包括田野訪談、環評專案小組會議、專家會議等相關之會議紀錄、相關事件的剪報資料，以及相關會議的參與觀察紀錄等。藉由兩個案的分析，探討行政程序建立在狹隘的科學框架之上時，為何產生行政決策的僵局，探討結構上的侷限與受到的正當性挑戰。並以論述應邁向具社會強健性的知識建構為基礎的開放行政程序，以強化決策正當性的根基。 / The scientific assessment in the traditional environment regulation policy is generally regarded as a rational technique. The common impression of scientific assessment is neutral and specialized, which is similar to the major principle of Bureaucracy, organization by functional specialty, defined by Max Weber. Therefore, the scientific assessment has been not only a foundation of environmental administration procedure, but also a resource of legitimacy. On the contrary, while the government just focuses on the scientific evidence in administrative procedure, there will be the political debates unable to resolve effectively. Because administrative procedure is unable to include multi-knowledge from different stakeholders, administration deal with environmental problems only limits to the sufficiency of scientific evidences. Consequently, administration transfers the responsibility about decision making to the experts committee. But experts committee could not make decision definitely, and the decision would be conservative, because of scientific uncertainty. As a result, the interpretation of environmental problems is narrowed to the proof of causal relationship between pollutants and environmental impacts. Since unknown causal relationships always exist, there will be ongoing arguments and disputes of environmental problems. Taking two examples of the environment impact assessment of a fire accident in the sixth naphtha cracking project in July, 2010, and the KuoKuang Petrochemical Project, 2011, the research analyze the hidden science framework and limitation behind the administrative procedure. The finding is that the technicalization of administration leads to government role shrinking and erodes the legitimacy of decision. In order to strengthen the foundation of legitimacy, administration should rebuild an open administrative procedure to foster socially robust knowledge.

本文之研究以1971 年東南亞國協簽署的《和平、自由與中立區宣言》內容為 契機，進一步探究冷戰時期東協區域中立化發展的過程；從建構主義的研究途徑進 行分析，東協的中立區建構乃借用了國際法「中立化」的精神，並透過在地化的發 展，演變出適合東協區域的規範如「不干預原則」與「和平解決爭端原則」等。 而區域的中立化發展回應了東協在冷戰時期的核心利益，維持國家主權自主，不受兩極霸權的操作與干預，以尋求穩定的發展「國家建立」過程；但區域卻未形塑具體的「中立區」機制，或是具有約束力的條約與規範，而僅是以政治性宣示、聯合宣言來表達其區域共識，這是東協長久以來維持和平的規範特色與互動模式。 面對後冷戰時期區域環境的轉變，東協區域中立化的發展面臨調適的過程，透過簽署《東協憲章》與發展安全共同體來加強東協制度化層面，但卻依舊受到既有的區域中立化規範所影響，東協應如何在效率的強化與「不干預原則」中尋求平衡乃當前的重要課題；同時，在東協推動安全共同體的整合過程中，區域的共識卻因為與周邊國家的主權爭端－「南海議題」而遭受破壞，這考驗著東協能否在2015年如期完成安全共同體建構的行程表。

本研究旨在探究學習者在wiki共筆、數位閱讀標註及知識論壇三種不同知識建構導向之電腦支援合作學習環境下，其合作知識建構與問題討論歷程差異，再則這三種不同學習環境是否營造不同知識建構氛圍，以及對支援知識建構是否有所欠缺。最後，針對研究結果提出有效知識建構教學的實施策略與建議。 本研究採實驗研究法，以某國立大學數位碩士在職專班19名研究生為研究對象，分別依序體驗包括wiki共筆、合作式數位閱讀標註及知識論壇三種各具特色的知識建構導向合作學習環境，進行知識建構討論與分享，藉由搜集觀察上述三種學習環境之知識建構歷程討論及成果記錄，進行知識建構及問題解決討論概念編碼後，進行序列分析，依此觀察學員們知識建構演進之歷程，並評估問題討論的互動程度，最後輔以半結構式訪談，與序列分析結果進行交互驗證。 結果發現學員在wiki共筆、合作式數位閱讀標註及知識論壇三種知識建構環境上，共同合作建構產出的知識建構成果均呈現一定品質水準，確實有助於輔助學生之共同知識建構成長。此外，三種電腦支援合作知識建構學習環境中，知識論壇在適當教學設計與學習策略實施下，較能發揮知識建構水準；知識論壇相當適合於問題解決討論；三種知識建構導向之電腦支援合作學習環境，對於完整支援知識建構仍有不足需要強化之處，特別是為促使學員更深入討論，以達更深層的知識建構，需要更好的教學設計與學習策略。 最後本研究根據研究結果，歸納出幾點建議，作為教師在進行合作知識建構教學時，選擇電腦支援合作學習環境之參考，並對未來研究方向提出建議。 / The major purpose of the present study was investigate the learners would have the differences of the progress of knowledge construction and problem discussion, which were under the three different guided knowledge construction in the computer-supported collaborative learning environments, the three learning environments including wiki, knowledge-based annotation learning system, and Knowledge Forum. A secondary purpose of this study was to examine if these three different learning environments would build the variety atmospheres of knowledge construction, and then the deficiency in the computer-supported collaborative learning. Finally, the conclusion drawn above should be proposed the efficient policy and suggestion in relation to the effective teaching of knowledge construction. The method to carry out this study was using an experimental research. The participant in this research were 19 postgraduate students enrolled in executive master of digital systems in one national university. In this experiment, all participants experienced the three different guided knowledge construction in the computer-supported collaborative learning environments in order, each differs from one another, including, wiki, knowledge-based annotation learning system, and Knowledge Forum. Furthermore, all subjects focused on the discussion and shared the progress of the knowledge construction and the results of the accomplishment by searching and observing the above three varied environments. The data of knowledge construction and problem solving were to conceptual encoded and processed the sequential analysis in order to observe the evolution of the progress of knowledge construction of all subjects, and to estimate the level of interaction of problem discussion. Lastly, we used the auxiliary semi-constructed interview and the result of sequential analysis to work with the cross-validation. The findings suggest that the participants produced the conclusions with coordinated knowledge construction which appeared in a certain quality, and this result indeed helped learners to grow-up in the coordinated knowledge construction. Additionally, Knowledge Forum firstly developed well standard under the congruent design and tactic of teaching in these three computer-supported collaborative learning environments. And then Knowledge Forum would be even more proper to discuss the problem solving. However, there is an insufficient part which needs to be strength of the three guided computer-supported collaborative learning environments for the complete computer-supported learning environments, most particularly, to be able to stimulate the subjects would go deep into the discussion in order to achieve the more depth of the knowledge construction, at the same time require the preferable instructional design and learning strategy. On the basis of the findings we sum up the few suggestions: As teacher, this study would be a reference to choose computer-supported collaborative learning environment when teach the coordinated knowledge construction, and then to address the suggestion in relation to the future research.