本文旨在探討透過後設論述觀念的教授，對高中生英文閱讀表現有否顯著效益，同時加以深入分析後設論述觀念，對於不同英語能力程度的學生在其閱讀表現有否不同的效益。 壹、研究方法 (一) 本行動研究以八十位桃園縣立某高中二年級兩班社會組學生為本實驗教學之對象。將兩班學生分成實驗組和控制組，同時在實驗組班級中，依據其在英語分級測驗的成績分配出高分組和低分組。 (二) 兩組受試者先進行閱讀理解的前測，並填寫一份有關其已知語言學習策略之問卷，實驗組學生接受十二週後設論述觀念的閱讀教學，而控制組學生只接受一般高中英文課程教學。 (三) 此外，實驗組學生並填寫有關於後設論述觀念的前後問卷，兩組受試者前後測成績皆以獨立及相依樣本t 檢定統計方法來分析學生的成績。 問卷的結果以百分比形式及統計卡方方法表列；百分比同質性檢定用來分析高分組和低分組學生們對於後設論述觀念教授的不同反應。 統計顯著水準.05 用於所有分析中以決定顯著差異是否存在。 (四) 最後，實驗組受試者須填寫一份有關於他們對後設論述觀念教授的觀感以及策略應用之問卷。 貳、研究結果 (一) 實驗組和控制組間其閱讀表現並有顯著差異。 實驗組學生因有後設論述觀念教授而在閱讀表現上有顯著提升。 (二) 實驗組的高分組與低分組在前後測閱讀表現有顯著差異。 高分組及低分組學生皆因有後設論述觀念教授而在閱讀表現上有顯著提升。尤其對高分組學生閱讀表現助益更大 (三) 問卷結果顯示，大部分實驗組學生對於後設論述觀念教授在閱讀表現上的效益抱持肯定態度。高分組及低分組學生皆持正面態度。 (四) 問卷結果顯示，大部分實驗組學生認為對於後設論述基模中的文本後設論述觀念的學習，較優於人際間後設論述觀念的學習。 (五) 問卷結果顯示，大部分實驗組學生認為，應用文本後設論述中的連接轉折詞及順序詞 對於提升他們英文閱讀能力幫助極大。　 參、研究限制 (一) 本研究在實際高中英文閱讀教學情境中進行，僅以研究者所任教之兩個班級為對象，目的在於透過後設論述觀念教授高中生英文閱讀之研究，探討此教學方法應用於台灣高中學生在英語閱讀學習之成效及可能遭遇的學習瓶頸。因此，若欲據以推論其它不同學校與不同程度學生之教學應用，尚需進ㄧ步探究。 (二) 國外文獻多數討論後設論述觀念與英文作文教學應用，有關於和英語閱讀學習成效的文獻則極為稀少。本研究根據研究結果，提出後設論述觀念教授與第二外語英語閱讀教學意涵上的探討，提供台灣英語教師教學策略的的思考和想法。 / This study explores whether if there are significant effects of metadiscourse schema on senior high EFL students’English reading comprehension. The study further investigates if there are significant effects of metadiscourse schema on reading comprehension for students with different language proficiency levels. It also reports the students’responses to metadiscourse schema on: the textual and interpersonal aspects. The subjects are eighty second-graders from Y.F. Senior High School in Taoyuan County. They are equally divided into the experimental and control groups based on the statistical s-shape distribution. The experimental group is further categorized into high-and low-proficiency subgroups based on the score of the placement test. Subjects in the experimental group take the instruction of metadiscourse schema for reading comprehension in twelve weeks. All subjects take the pre-and post-test for reading comprehension and fill in Questionnaire I. 　　The independent and dependent-sample t-test is used to analyze the subjects’ scores in the tests. The results of Questionnaire II are tabulated in terms of frequency and percentage. The results of Questionnaire II between high-and low-proficiency groups are analyzed by the test of homogeneity of proportions. Besides, the results of Questionnaire III also be discussed and analyzed. The .05 level of significance is used in all analysis as the criterion level for determining a significant difference. The major findings in this study are summarized as follows: 1.There is a significant difference in the reading performance between the experimental and control groups. When metadiscourse schema is instructed to the experimental group, the EG subjects have the significant improvement in reading performance. 2.There are significant differences for the high-and low-proficiency groups in the experimental group between Questionnaire II before and after the metadiscourse instruction. HPG gain more benefit from the instruction of metadiscourse schema than LPG. 3.The results of Questionnaire III on the students’ responses to metadiscourse schema show that most subjects’ perception of the effects of metadiscourse schema on the reading performance is positive. 4.EG subjects gain more benefit from the instruction of the textual metadiscourse than the interpersonal metadiscourse. 5.The results of Questionnaires II on the instruction of metadiscourse schema indicate that logical connectives and frame markers in the textual metadiscourse are the features most frequently used by senior high EFL students Based on the above-mentioned findings, pedagogical implications are provided and further research suggested.

近年來，資訊科技的進步，改變了人類溝通的方式、知識的管理和傳承、資訊的散播和儲存，對人類社會產生革命性的影響。檔案館開始面對大量的電子文書，並將原有的珍貴館藏轉換為數位物件典藏。然而，看似穩當的數位典藏方式，即使建立了適當的儲存環境，做好各種安全控管，未必能保證數位物件可供長期使用。為了長久保存數位物件並提供使用，除了轉存、轉置、技術模擬等廣受認同的保存方法外，還需要保存後設資料的配合，國際間已有許多相關研究。本研究以RLG、NLA、Cedars、NEDLIB四發展機構所提出的保存後設資料項目為比較對象，得出核心項目，再配合中研院近史所檔案館的需求，建置適用的保存後設資料項目。 經過比較發現，RLG、NLA、Cedars、NEDLIB所提出的保存後設資料項目，因為定位及應用目的不同，在規模、項目及描述層次上有差異，但描述重點仍有某種程度的共識。其中，NLA詳細記載歷次更動相關事項，並針對不同型態數位檔訂立不同的描述項目的做法，值得參考。 考量需求與館藏數位檔特性，中研院近史所檔案館保存後設資料項目雖以四種保存後設資料核心項目為基礎，在建置時仍做了部分修正與更動。(1) 保存後設資料的功能以協助保存決策制定及執行為主，不考慮提供使用的部分，也儘量不與原有後設資料重複；(2) 描述層級訂在系列層級；(3) 更動史項目，綜合NLA及Cedars之優點。限於系統功能限制，保存後設資料仍無法自動產生，也暫時不與數位檔及原有後設資料連結。 根據研究結果，對近史所檔案館及其他典藏機構提出下列建議：(1)制定數位保存政策及計畫；(2) 測試保存方法及保存後設資料項目；(3)留意相關科技及標準的發展趨勢；(4) 保存後設資料應儘量以自動、同步方式產生；(5) 明確定義描述規範。此外，對於數位保存後設資料及保存方法應再深入了解，並尋求跨領域合作機會。

University of Macau / Faculty of Education

本研究旨在瞭解新北市國民中小學校長評鑑之實施現況，並探討已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之受評校長，對校長評鑑實施現況之看法，進而檢核該評鑑符合人事評鑑後設評鑑四大標準-「適切性」、「效用性」、「可行性」及「精確性」之程度，最後歸納分析作成結論，並提出具體建議。 本研究採問卷調查法，以「新北市國民中小學校長評鑑之後設評鑑研究調查問卷」為研究工具，針對已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之68位學校校長為問卷調查對象，共寄出36份正式施測問卷，回收有效問卷共31份，以獨立樣本t考驗及單因子變異數分析進行統計。此外，本研究亦採取個案訪談法，以「新北市國民中小學校長評鑑之後設評鑑研究訪談大綱」為研究工具，針對已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之受評校長及評鑑規劃小組成員進行訪談，共計3人，以期深入瞭解新北市實施國民中小學校長評鑑之現況。 依據研究目的、綜合文獻探討、問卷調查分析及個案訪談結果，整理歸納本研究結果如下： 一、北市實施國民中小學校長評鑑在各層面均獲得認同，以適切性層面表現最佳，其次依序為精確性、可行性及效用性層面。 二、「學歷」變項在「適切性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 三、「學歷」變項在「效用性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 四、「學歷」變項在「可行性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 五、「學歷」及「學校規模」變項在「精確性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 六、新北市實施國民中小學校長評鑑尚屬可行，惟在評鑑計畫反映社會大眾期待、評鑑結果運用、回饋建議符合學校個殊性、評鑑過程兼顧量化及質性資料蒐集等方面可再加強。 七、新北市實施國民中小學校長評鑑能真實反應校長辦學情形，最有幫助之處在於協助校長檢視個人辦學優劣。 最後，本研究針對教育行政機關及未來研究提出具體建議。 關鍵字：校長評鑑、後設評鑑、後設評鑑標準 / The purpose of this research is to realize the implement status of elementary school and junior high school principal evaluation in New Taipei City, and to explore the elementary school and junior high school principals’ opinions on this evaluation. By examining the degree of the propriety, utility, feasibility, and accuracy dimension this evaluation gets, suggestions in accordance with the result of the research are made for improvements. The study adopted questionnaire survey, and the tool was “Questionnaire of meta-evaluation of elementary school and junior high school principal evaluation in New Taipei City”. The research subjects were elementary school and junior high school principals who participated the first stage to the third stage elementary school and junior high school principal evaluation in New Taipei City were surveyed. A total of 36 questionnaires were distributed; 31 valid returned ones were analyzed. Statistical techniques used include t-tests and one-way ANOVA. An interview research was also adopted in this study. 2 principals and 1 faculty who participated the first stage to the third stage elementary school and junior high school principal evaluation in New Taipei City were selected in order to get more information about the evaluation. According to the findings of the research, conclusions were summarized as followings: 1.The principal evaluation of elementary school and junior high school is approved in the propriety, utility, feasibility, and accuracy dimension. The propriety dimension gets the highest scores, followed by accuracy, feasibility, and utility dimension. 2.In the propriety dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 3.In the utility dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 4.In the feasibility dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 5.In the accuracy dimension, there are 2 significant differences in the educational background and the number of school classes. Master of education principals have higher agreement. 6.It’s feasible to implement the principal evaluation of elementary school and junior high school in New Taipei City, but it should be strengthened in the evaluation plan reflects community expectation, evaluation finding uses, the proposal of evaluation reporting is consistent with the different schools’ characteristics. Evaluation process taking into account the qualitative and quantitative data collection. 7.The principal evaluation of elementary school and junior high school in New Taipei City can truly reflects principals’ managing performance. The most helpful thing is to assist principals who examine their merits and shortcomings. Finally, the study provides suggestions to the administrative department and future researchers as reference resources. Key words：principal evaluation；meta-evaluation；meta-evaluation standards

本研究旨在探討後設認知教學策略對高中生英文作文的學習成效。研究者以桃園縣立永豐高中五年某班中的四十二位學生為對象，進行為時一學期共十五週，每週兩節課的實驗。教學實驗進行之前，全體學生接受研究者改編自Schraw and Dennison (1993)，O’ Neil and Abedi (1996)，Wey(1998) 所編製的後設認知量表，實施後設認知量表前測，並接受作文的前測。研究者根據作文前測的成績區分出能力高、中、低三組於教學實驗結束之後施以訪談。全體學生並於教學實驗結束之後，再度接受後設認知量表與作文的後測。以觀察其在策略教學後英文寫作表現與後設認知行為的差異情形。 本研究主要的發現下： 1.後設認知策略教學的確能夠有效提升高中生的英文寫作能力。 2.後設認知策略教學的確能夠有效增加高中生在英文寫作中的後設認知 程度。 3.高中生英文寫作表現的確與後設認知的成長有正相關。 4.學生對於後設認知策略教學均抱持正面的態度。 有鑑於此，本研究建議高中英文教師應用後設認知教學策略於高中英文作文教學中。 / This researcher explored the effectiveness of the metacognitive strategy instruction in senior high school writers’ performance, based on the theories of metacognitive strategies. Forty-two high school students in Yung-feng were selected to be subjects. Adapted from Schraw and Dennison’s Metacognitive Awareness Inventory (1993), O’ Neil and Abedi’s State Metacognitive Inventory (1996) and Wey’s Writing Self-Assessment Questionnaire (1998), Mtacognitive Awareness Questionnaires before and after Instruction, were used to measure students’ metacognitive awareness. To assess the effects of metacognitive strategy instruction on writing performance, forty-two pieces of writing were assigned in class and then scored based on criteria by the CRESST writing score guide: overall impression, quality and scope of content, organization and presentation of content, and mechanics. The Pair-Sample T test was performed to test the hypotheses in this study. The findings can be summarized as follows: (1) Metacognitive strategy instruction has positive effects on the students’ writing performance. (2) Metacognitive strategy instruction has positive effects on students’ metacognitive awareness. (3) Students’ writing performance proved correlated to their metacognitive awareness. (4) Students’ attitudes towards the metacognitive strategy instructions were generally positive. Thus, we recommend that metacognitive strategy instruction be used in English writing in senior high school.

本論文運用後設統合分析的程式與技術，來整合台灣歷年生活型態研究的實證結果，主要的研究目的在於以社會生活的結構性特徵來做為生活型態量表衡量的主體，以此構念來做為比較不同生活型態量表效率的基礎，運用後設統合分析的形式，來探討影響歷年生活型態量表效率的因素，提供未來生活型態研究，如何增進量表使用效率的參考依據。本論文以歷年生活型態量表研究最常被採用的主成份因素分析法所求出的實證結果，做為檢驗本論文研究假設的樣本資料，總共收集了208篇論文研究，247份有效樣本。 研究結果顯示，生活型態量表效率與題數之間，有顯著的線性關係，題數越多，量表效率越高；特殊型量表比一般型以及混合型量表的效率低；樣本涵蓋的區域越大（跨區相對於單一區域樣本），呈現的生活型態量表效率越低；特殊性樣本（以使用特定產品或出入特定場所為樣本）相對於普遍性樣本，呈現的生活型態量表效率越高；樣本數越大呈現的量表效率越低；在隨機抽樣的架構下，隨著樣本人數增加，導致生活型態量表效率降低的幅度，比非隨機抽樣架構，降低的幅度來的小；而實證研究所使用的樣本年齡差距、混合或單一性別樣本、以及量表等級尺度，並不會影響生活型態的量表效率。

本研究擬對侯孝賢的電影《好男好女》做電影風格與電影語言的進行分析，針對的主題為在於影片真實與虛構的畫分界線、身份認同的困惑、多義與多義，研究中主要利用的理論有三，分別是後設理論、眾聲喧嘩與互文性、敘事理論中的觀點與認同。透過電影內逐場逐鏡分析，本研究發現侯孝賢以其豐富的電影語彙，模糊了真實與虛構，並且也利用影片中角色的角色扮演，讓劇中主角—梁靜的身份認同變得不固定而流動，而劇中主角身份認同的變動，也帶著觀眾穿越古今，穿越虛實;同時帶給觀眾出戲疏離與入戲認同的可能。另外，影片中的影像、音樂與語言，相互配合，發散著種種不可化約於一的訊息，帶給電影更多層的意義。 / This thesis analized the style and cinematic language of Hou Hsiao-hsien’s film Good men, Good Women. Three issues are discussed : the difference between reality and fiction, confusion of identifications and heteroglossia. The main theories being adapted in the thesis are meta-theory, heteroglossia, intertextuality and narration in the film . With a close analysis of scenes in the film, the author shows how Hou manipulates the cinematic lexicon to blur the line of reality and fiction. Liang Jing, the leading actress in the film , is performing Jiang Biyu and she feels that hereself is becoming the woman she interprets. Self-identity of Liang Jing is changeable in the film .Viewers experience engagement and detachment through watching performance which lies between reality and fantasy. In addition, contesting ideological languages, songs and images express multi-vocalization and polysemy in the film.

本篇論文主要在探討漢語親子假裝遊戲 (pretend play) 中的後設溝通(metacommunication)，研究問題如下：1. 不同年齡的幼兒使用哪些後設溝通策略(metacommunicative strategies) 來架構其假裝遊戲？2. 在幼兒所使用的策略中有哪些語言表徵 (linguistic features)？3. 不同年齡的幼童使用後設溝通策略時是否會有發展上的差異？研究結果發現不同年齡的幼兒後設溝通策略的運用的確呈現發展上的差異，年齡較大的孩童在運用後設溝通策略架構假裝遊戲的技巧比年齡較小的孩童來的熟練與複雜，而這些策略運用上的不同則可能是因為語言及認知發展上的差異導致而成 ◦ / This thesis aims to investigate how children with different age initiate, maintain, and terminate pretend play through metacommunication. There are three research questions proposed: first, what metacommunicative strategies are used to organize children’s pretend play? Second, what are the linguistic features of these metacommunicative statements? Finally, does children’s use of metacommunication display a developmental trend? Participants included in the present study are two Mandarin-speaking children. Both are female. One aged two years and nine months old and the other is four years and five months old. Analytic framework adopted in this thesis is mainly derived from Giffin’s model. Giffin (1990) advanced a framework comprising seven metacommunicative strategies: enactment, ulterior conversation, underscoring, storytelling, prompting, implicit pretend structuring, and overt proposals to pretend. Results indicate that there are six metacommunicative strategies adopted by children during pretend play: enactment, ulterior conversation, underscoring, prompting, implicit pretend structuring, and overt proposals to pretend. Both children show a strong bias in favor of within-frame metacommunication during pretend play. In addition, there are linguistic features observed in these metacommunicative strategies. These linguistic features display children’s discrepancies in language development before and after three years old. Besides, how children with different age organize their pretend play through metacommunication is quite different. It has been observed that a four-year-old adopts ulterior conversation and overt proposals to pretend to initiate pretend play. On the other hand, a two-year-old child uses ulterior conversation and implicit pretend structuring as her play initiation strategies. As for play maintaining, older children develop various sub-plots or recapitulate the action format in order to sustain their play. Unlike older children, younger children’s ability to maintain pretend play is limited. However, it is observed that children as young as two years old are able to re-introduce the play theme into the dialogue after play partner’s interruption or digression. Furthermore, a four-year-old gives some concluding statements to end her pretend play while a two-year-old does not. As a result, the overall organization of older children’s pretend play is more complete than younger children’s. Our findings reveal the developmental trend of children’s use of metacommunication in pretend play and this developmental trend is closely related to children’s language and cognitive development.

二十一世紀是屬於知識與創新的世紀。教師身為典型知識工作 者，每天都在知識大量流動的場域作育未來世界的接班人，教師是掌 握教學成敗的靈魂人物。本研究之研究方法，以個案研究法輔以訪 談、教學觀察與教師自評，析討桃園縣在國中國文教學表現優異之不 同師資養成、不同年齡與不同學校背景的教師們，其知識管理與創意 教學之後設認知。 本研究從三位教師進行國文教學之知識取得、知識蓄積、知識轉 移擴散、知識創新應用四向度，探討其課程教材、教學方法與專業成 長三面向之創意教學成效；再利用後設認知之計畫、監控、評估深入 分析三位優秀國文教師之知識管理與創意教學，並針對本研究結果提 出建議，以供正不斷在知識管理與創意教學追求精進之教師，與未來 研究者之參考。 本研究結果如下： 一、三位教師背景雖不相同，但無論在課程教材設計、教學方法 的創意表現或是教學知識的管理上，均先經過縝密的思考計畫，並能 根據學生能力選擇適合單元教學的知識、方法進行教學。 二、三位教師在教學過程中除了能將符合教學目標與學生能力的 知識有系統、有創意並且有效地教授給學生，亦能隨時修正自己的教 學。 三、研究對象均能針對自己所需，進行各種專業成長進修。此外， 三位教師均能兼顧多元評量方式，無論教學過程中或結束後，均能隨 時評估學生學習狀況，並以此為自己教學修正的依據。

本研究的目的在探討後設認知閱讀策略在EFL國中生英語閱讀上的效益。尤其是探究此訓練對高、低分組學生後設認知閱讀策略的使用差異，對英語閱讀觀點及理解之影響，以及學生對後設認知閱讀策略訓練所作的回應。 本研究以新竹縣某國中的一個七年級班級30位學生為研究對象，將學生分為高分組及低分組。這些學生接受為期四週的三種後設認知閱讀策略訓練 (分別為文意圖像策略、預測策略、總結策略)在英語閱讀上之運用。 在資料分析上，主要是針對高、低分組在前後實驗，在後設認知閱讀策略使用上的差異作比較及質的分析。高分組及低分組在閱讀理解測驗上的閱讀能力表現也會做量的分析。除此之外，學生們對於後設認知策略訓練所作的回應，予以質的分析。 本研究的主要總結如下： 1. 後設認知閱讀策略訓練能有效提升高分組及低分組兩組在後設認知閱讀策略上的使用。 2. 後設認知閱讀策略訓練有助於改善高分組及低分組的英語閱讀理解，學生們對後設認知閱讀策略訓練在閱讀理解方面的效益，皆抱持肯定的態度，尤其是低分組學生。 3. 後設認知閱讀策略訓練有助於高分組及低分組的學生，尤其是低分組學生，建立更正確的英語閱讀觀念。 4. 大部分的學生對於後設認知閱讀策略訓練的效益皆表示肯定的態度，並且樂於運用這些後設認知閱讀策略於英語閱讀上，且樂於學習新的閱讀策略。 最後，根據實驗的結果提供一些教學上的建議。 / The purpose of the present study is to investigate the effects of metacognitive reading strategy training (MRST) on junior-high-school students’ EFL reading. Specifically, the differences of metacognitive reading strategy use between HPG and LPG, perceptions of reading, English reading comprehension, and their responses to the metacognitive reading strategy training (MRST) are probed. The participants of this study were thirty junior high school students from one seven-grade class in Shingchu C. The participants were divided into high-proficient group and low-proficient group. These participants received the four-week training (MRST) with three metacognitive reading strategies (semantic mapping, prediction, and summarizing) in reading English texts. In the data collection, the differences between HPG and LPG in metacognitive reading strategy use in the pre-treatment and post-treatment were compared and analyzed qualitatively. Also, HPG and LPG students’ reading performance in reading comprehension tests between the pre-treatment and post-treatment were analyzed quantitatively. In addition, students’ perceptions toward the effects of the MRST were analyzed qualitatively. Based on the data analyses, the findings of the study are summarized as follows: 1. The MRST was effective in enhancing both HPG and LPG readers’ metacognitive awareness of strategy use. 2. The MRST helped improve both HPG and LPG readers’ comprehension in reading English texts, and students, especially LPG, had positive attitude toward the effectiveness of the MRST in improving reading comprehension. 3. The MRST helped both groups of students, especially LPG readers, have more correct perceptions toward English reading. 4. Most of the students exhibited positive attitude toward the effectiveness of the MRST and showed their willingness to apply the learned metacognitive reading strategies as well as to learn new reading strategies in English reading. Finally, some pedagogical implications and suggestions are provided on the basis of the findings in this study.