本研究旨在探討我國教師組織公民行為前置變項之研究，藉2000年至2010年間72篇論文及期刊之研究數據，以後設分析方法分別投入不同篇數進行教師組織公民行為之研究，探討教師組織公民行為及其前置變項之相關、差異分析影響等研究。本研究主要發現：（一）領導行為之轉型領導與服務領導分別與教師公民行為之效果值有顯著相關。（二）不同背景變項對教師公民行為之效果值有顯著差異，且在程度上具大效果值。（三）教師態度變項之教師組織承諾與教師工作滿意度分別與教師公民行為之效果值有顯著相關。（四）組織文化變項與教師公民行為之效果值有顯著相關。（五）教師內部行銷變項與教師公民行為之效果值有顯著相關。而本研究的結論與建議為學校領導者應善用教師組織公民行為之前置變項以促進教師組織公民行為之展現。 / The main purpose of this studyis to synthesize the researches by using meta-analysis methods (fixed and random model) on antecedents of teachers’ organizational citizenship behavior in elementary and secondary schoolsin Taiwan.The researcher analyzedthe correlation coefficient effect size and standardized mean difference effect size by collecting data from 72 theses and journals published during 2000-2010, and the effect sizes were calculated by Comprehensive Meta Analysis software. The main findings of this study: (1) There is the significant correlation betweentransformational leadership and teachers’ organizational citizenship behavior, as well as the significant correlation between teachers’ organizational citizenship behavior and servant leadership; (2) Teachers with various background have differences in their organizational citizenship behavior, which contains obvious effect size to the extent; (3) There is the significant correlation between teachers’ organizational commitment and teachers’ organizational citizenship behavior, as well as the significant correlation between teachers’ job satisfaction and teachers’ organizational citizenship behavior; (4) There is the significant correlation between organizational culture and teachers’ organizational citizenship behavior;(5) There is the significant correlation between teachers’ internal marketing and teachers’ organizational citizenship behavior.As a result, some suggestions are provided for school leaders and future research.

MSN Messenger（以下簡稱MSN）為當前電子傳播科技的種類當中，廣受使用者青睞的溝通工具之一。透過這項電腦中介科技，可能衍生的人際互動議題，可謂添加了「人際溝通」這個研究領域的豐富性。本研究鎖定MSN的其中一項功能－「在場訊息」，或稱「線上狀態」，根據使用者運用這項機制的策略，本研究試圖勾勒出因應新傳播科技所發展的溝通型態。 使用者透過在場訊息有機會向他人彰顯本身的「溝通可得性」。這個溝通的可得性同時指涉時間與空間的概念，亦即使用者「在不在？」以及「有沒有空？」根據先驅研究的初步發現，在場訊息讓使用者有探索的自由度；這個自由度植基於科技特有的「符擔性」，因而賦予使用者在限度之內挖掘科技本身的可能性。本研究特別關注的是具有過往互動歷史、由線下衍生到線上的人際關係；這種特性的關係型態在與科技特性交會之後，是否可能誘發人際互動的新視野？ 本研究同時採取人際網絡滾雪球法，以及透過網際網路公開招募的方式，總共募集21位受訪者。透過深度訪談的方式，發現在MSN的情境裡，「科技」與「關係」交會之後，在場訊息的功能因而衍生出新的使用意義，從單純表彰個人溝通可得性的工具，成為使用者之間用來衡量或評估人我關係親疏遠近的工具，透過介面特性反覆確認人我對於關係的定義。當這項機制的意義被延伸之後，使用者也產生因應之道，發展相關溝通策略。最後，回應本研究一開始所欲探討的，亦即運用MSN在場訊息對於人際互動的啟發。研究結果顯示，在新的科技中介溝通情境當中，使用者對於自身溝通主動權的看重與掌控。

資訊的進步讓學習者可透過多媒體進行動作學習，有偵測錯誤能力才能在無指導者的狀況下進行自我調整。本研究目的為探討多媒體教學影片講解順序對於學習者錯誤偵測能力的影響。研究對象為四年制大專學生，且無網球或其他持拍類運動背景60名 (男：33位；女：27位；年齡：22.0±1.0)。研究中預先設計A、B兩段網球正拍教學影片，A.先講解身體重心後講解球拍軌跡，以及B.先講解球拍軌跡後講解身體重心，實驗進行前參與者隨機觀看教學影片，建立認知基模，進行實驗時使用SMI 公司的RED遠距測量眼動儀，捕捉參與者偵測初學者網球正拍動作時的凝視軌跡，並以手機錄音的方式紀錄參與者口述偵測的錯誤，所得資料以獨立樣本t檢定處理分析 (α=.05)。結果顯示：1. 觀看不同順序的參與者凝視初學者正拍動作的視覺分配不同，其中手臂、軀幹的AOI達顯著差異；2. 分期階段的拉拍期手臂與軀幹的AOI達顯著差異；3. 擊球期與完成期則皆只有手臂AOI達顯著差異；4. 偵測錯誤結果上觀看A教學影片的參與者偵測較多錯誤，結果也達顯著差異。本研究結果發現不同順序教學影片對參與者偵測錯誤的視覺軌跡或能力皆有影響，建議未來網球正拍教學過程先給予身體重心的重點，將有利於學習者偵測錯誤能力提昇。 / The advent of information technology made learning motor skill through multimedia possible and error-detection ability is essential to self-regulate learning under no instructor condition. In order to study the effect of multimedia instructional video content sequence to the learner’s error-detection ability, this research used sixty (male:33; female:27; age: 22.0±1.0 yrs old) four-years university students with no tennis or racket sports experience as subjects. Two demonstration videos were designed: A: explain body Center of Gravity (CG) first follow by racket trajectory; B: explain racket trajectory first follow by body CG. Participants were randomly assigned to watch the videos to build-up their cognitive schema. The SMI RED remote eye tracker is used to capture participant’s gaze trajectory when watching the beginner’s Tennis forehand drive motion. A cellphone is used to record the participant’s dictation of detection of errors. Data gathered were analysed with independent t-test (α=.05). The results indicate that: 1. participants watching different video content sequence allocate their visual distribution differently, with the arm and truck AOI significantly different; 2. The AOI of arm and truck in backswing stage were significantly different; 3. In waving and follow through stage only the arm AOI exhibit significant difference. 4. In error-detection, watching the A instructional video group exhibit significant error-detection results. The results indicate instructional video content sequence affect the learner’s error-detection visual trajectory and ability. The author suggests that emphasize on body CG in tennis forehand drive instruction process can be favourable to the error-detection ability. / 第壹章 緒論 1 第一節 研究背景 1 第二節 研究目的 2 第三節 研究範圍與限制 2 第四節 操作性定義 3 第貳章 文獻探討 6 第一節 多媒體與學習理論 7 第二節 動作學習理論 14 第三節 眼動與運動相關研究 22 第四節 網球正拍動作 25 第五節 本章總結 27 第參章 研究方法 28 第一節 研究架構 28 第二節 研究對象 29 第三節 實驗時間與地點 29 第四節 教學影片與實驗素材 30 第五節 實驗儀器 32 第六節 場地布置 33 第七節 實驗步驟 34 第八節 收集資料與處理方法 40 第九節 統計分析方法 42 第十節 預備實驗 43 第肆章 結果與討論 45 第一節 凝視AOI區域分佈 46 第二節 偵測錯誤語音資料 51 第三節 偵測錯誤凝視順序 54 第四節 綜合討論 55 第伍章 結論與建議 58 第一節 結論 58 第二節 建議 58 參考文獻 60 附件一 正拍動作技術檢核表 67 附件二 人體研究倫理委員會通過證明 68 附件三 受試者同意書 69

本研究旨在使用後設分析方法探討我國校長課程領導與教師教學效能之關聯性。藉由2002年至2012年間研究此兩變項相關之15篇博碩士論文的研究數據進行後設分析，討論兩變項整體相關性以及細部跨變項的相關性。並投入性別、服務年資、學歷、是否兼任行政職務、學校層級及研究地區等特徵，探討其在校長課程領導與教師教學效能關係中是否具有調節作用。本研究主要發現：（一）整體校長課程領導與整體教師教學效能之間具有正向的相關性。（二）整體校長課程領導與教師教學效能細部構面間皆有正向相關性。（三）整體教師教學效能與校長課程領導細部構面間皆有正向的相關性。（四）校長課程領導與教師教學效能各細部構面間具有正向的相關性。（五）新進教師比與研究所學歷比在校長課程領導與教師教學效能間具有調節作用。（六）性別比、兼任行政職務比、學校層級及研究地區在校長課程領導與教師教學效能間不具有調節作用。 最後，依據研究結論針對實務及後續研究提出參考。 / The main purpose of this study is to conduct a meta-analysis on the relationship between principal curriculum leadership and teacher teaching effectiveness. The research data were collected from 15 independent doctoral or master theses on the relationship between these two variables, all of which were published during 2002-2012. The study discusses the relationship between two variables and each variable between the sub-variables. The study also discusses whether variables moderate the relationship, including gender, working years, education background, administration affairs, school levels and the research location. 　　The main findings of this study are: (1)There is a positive relationship between principal curriculum leadership and teacher teaching effectiveness. (2)There are positive relationships between principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (3)There are positive relationships between the sub-variables of the principal curriculum leadership and the teacher teaching effectiveness. (4)There are positive relationships between the sub-variables of the principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (5)The percentage of newly-employed teachers and the percentage of teachers with masters or higher degree are found the significant moderators between principal curriculum leadership and teacher teaching effectiveness. (6) The gender-ratio, teacher-as-administrator ratio, the school levels and the location are found not the significant moderators between principal curriculum leadership and teacher teaching effectiveness. The researcher provides suggestions for future research and practice according to the findings.

《金瓶梅》續書包括《續金瓶梅》、《隔簾花影》、《三續金瓶梅》以及《金屋夢》四部小說，它們雖是依據續衍對象而被收編於同一續書群體之內，但卻各有其回應原著、前作以及時代的姿態，呈現出殊異的面貌，可說是各以不同角度在閱讀、傳播與書寫過程中展開對創作、批評的思辯。而本文即是針對此批橫跨有清一代的《金瓶梅》續書群進行個別的書寫現象考察，指出小說續書因立足於原著以及其他續書之上，在回應原著之餘，也與先前的續書有所聯繫，閱讀前作所可能產生的競爭／遊戲心態，使小說的字裡行間除了反映其時的審美效應之外，亦不時地顯露出高度自覺的創作、思考痕跡，具有「後設」的況味，而此正是本文聚焦之所在。 在章節安排上，第二章是以清初丁耀亢的《續金瓶梅》為對象，由於其體例特殊，又具鮮明的易代色彩，故此章由丁耀亢的創作意識及文類意識切入，從創作者的多重身分與視角、情節正文與邊緣文字，乃至於結合當時的社會、歷史背景以觀，以一種主、客體間交互作用的觀照來詮解《續金瓶梅》的書寫現象，把握其文本特質與後設思維。第三章則以傳播、接受的角度切入，分析據《續金瓶梅》增刪而成的兩部續書——《隔簾花影》及《金屋夢》，由增刪的內容來尋索在清初以及清末民初這兩個截然不同時空下，刪改本對原著和之前續書的接受，探求隱藏在增刪背後的意味，及其與原著、之前續書間糾葛牽纏的關係。 第四章主要是探討清中葉的《三續金瓶梅》，以此書的別名《小補奇酸誌》所透露的「小補」、「奇酸」作為思索進路，首先是在續衍的脈絡下檢視作者「如何補」《金瓶梅》，亦即如何將其對前作的理解轉化為續衍的策略，造就一種與之既相關又相悖的微妙狀態；其次是從閱讀與接受版本看《三續金瓶梅》的思想涵化；最後則是在前述的基礎上，釐清文中的互文、解構……等現象。第五章為結論，總述以上幾部《金瓶梅》續書的書寫現象，並提出本論文的觀察：《金瓶梅》續書的後設思維表現為若干相似但卻又不盡相同的書寫現象，「後設」並非意味這批續書具有的單一的、本質性的定義，而是揭示它們總是朝向無限的可能性展開，無法自我封閉，但是又具有彼此關涉、連繫的特質。 / Although all the four sequels to Jin Ping Mei, including Xu Jin Ping Mei, Ge Lian Hua Ying, San Xu Jin Ping Mei, and Jin Wu Meng, are based on the same original, Jin Ping Mei, and belong to the same category, each has its different concerns in the aspects of echoing the original, echoing the previous works and echoing its time. In other words, the four sequels start distinct arguments on creating and criticizing through reading, disseminating, and the process of writing. This thesis observes individually the writing phenomenon of sequels to Jin Ping Mei, which flourished in Qing Dynasty, and argues that the sequels standing beyond the original and other sequels not only echo the original, but also connect other previous sequels. Thus, the competing/playing response might be caused by reading the previous works makes the lines respond the sense of beauty of its time, and simultaneously appears the highly consciousness of writing and thinking. The meta-discourse it contains in the process is what this thesis focuses on. Chapter 2 discusses Ding Yao Kang’s Xu Jin Ping Mei due to its special format and its obvious color of dynastic changeover. From Ding Yao Kang’s consciousness of writing and genre, this chapter interprets this writing phenomenon of meta-discourse with the subject/object relationship from the writer’s multi-identity, from the text and the preface and postscript to the social context and historical background. Chapter 3 analyzes other two sequels, Ge Lian Hua Ying and Jin Wu Meng, based on and with additions and deletions of Xu Jin Ping Mei, from the perspectives of dissemination and reception. The additions and deletions shows the different receptions in early Qing dynasty and in the end of Qing, and also, the interwoven relationship implied in the additions and deletions, the original, and the previous sequels can be found. Chapter 4 first observes San Xu Jin Ping Mei in mid-Qing dynasty from its alias Xiao Bu Qi Suan Zh. Its “Xiao Bu” and “Qi Suan” offers to examine how the writer mends Jin Ping Mei through the way of making sequels, that is, it offers to examine how to transfer the understanding of previous works into a policy of sequels, and it achieves a contradictious state of being relevant and being opposite. Second, how San Xu Jin Ping Mei is influenced by reading and reception would be observed. Finally, the intercontextuality and deconstruction would be indicated based on the aforementioned arguments. Chapter 5 concludes that the meta-discourses presented in the writing phenomena of the four sequels of Jin Ping Mei presented are equivalent but not exactly the same. The meta-discourse does not confine the definition to be unitary and essential; rather, it illuminates their unlimited possibility of extension, which is not completely independent but interweaves to one another.

本論文係以設立在校園中，尤其是大學院校中以典藏原住民文物為主的博物館或陳列室為主要研究對象；換言之，經過此一原則的篩選，其對象就以國立台灣大學人類學系標本陳列室和國立政治大學民族學戲民族博物館為主。在範疇上，以深入探討兩所學校在台灣原住民族文物典藏屬性及其價值為軸線，進而專注在政治大學民族學系民族博物館典藏數位化之動機、規格、及系統建構，最後再探討數位化的社會意義。 本論文除了緒論以及結論外，一共有五個章節。分別是第一章博物館的發展概況，主要探討博物館及其相關的發展概況。而在第二節中先從政大民族博物館設立之初，亦即邊政學系建立文物陳列室時之民族學理念與其目的做系統的陳述；並針對民族博物館管理運作的理念，探討數位化典藏的動機與目標。第二章博物館的教育功能與知識管理，本章首先要說明博物館收藏文物的範疇與性質，探討民族博物館典藏文物特殊性以及其民族學價值。又因本論文主要是探討大學博物館，故內容上將與其他大學博物館所典藏之文物與原住民文物的典藏做一比較。並探討博物館的民族教育理念、民族教育意義、相關實務以及博物館的哪些資源可提供學校教育運用。最後再探討民族博物館在典藏數位化的知識管理運用。第三章台灣原住民族文物的詮釋問題是針對博物館中的原住民文物的意義內涵加以探討。從博物館傳統展示原住民文物的關注取向，到原住民文物的展示與詮釋問題。最後再進一步從民族學角度來思考、探討詮釋權的問題，亦即關於民族博物館在文物詮釋上所面臨的問題。第四章數位化標準作業程序之運用與問題分析，本章主要在探討大學博物館透過數位化標準作業程序規範所規劃出的文物數位化作業流程的差異分析。再從文物數位化典藏中所建立的後設資料需求，探討所規劃出適用於政大民族博物館文物之後設資料的民族學原則；並探討後設資料內容建入的民族誌素材與民族學考量。第五章博物館數位典藏系統及其社會意義，分析民族博物館在民族學的運用成果分析。最後探討民族博物館在文化多元呈現的基礎下，對於知識分享的社會教育的使命實踐，以及數位內容文化應用的社會意義。

本篇論文主要在探討漢語幼兒同儕的假裝遊戲中的後設溝通，研究問題如下：1. 孩童在社會性的假裝遊戲(social pretend play)中，會使用哪些後設溝通策略？ 2.當幼兒在建構共享意義(shared meaning)時，哪一個後設溝通策略會是最成功的？參與本研究的兩位女孩同分別為四歲及五歲，總共在她們的托兒所進行兩次錄影。本研究採用Giffin在1984年發表的後設溝通策略架構，總共包含七個分類：(1)直接演出 (enactment), (2) 另有動機的話語 (ulterior conversation), (3) 強調(underscoring), (4) 說故事(storytelling), (5) 提示(prompting), (6) 不言明的建構(implicit pretend structuring), and (7) 直接言明 (overt proposals to pretend)。另外，本研究再加入第八個分類：直接接受 (simple acceptance)。研究發現孩童在他們的社會性假裝遊戲中，最常使用的策略是提示(prompting)，接下來為另有動機的話語 (ulterior conversation)、直接演出 (enactment)、不言明的建構(implicit pretend structuring)。而使用時最可以成功建構分享意義的後設溝通策略已成功率高到低分別為直接接受(Simple acceptance)、強調(underscoring)、另有動機的話語(ulterior conversation)、提示(prompting)以及不言明的建構(implicit pretending structuring)。 / The purpose of the present study was to examine how young children metacommunicate to construct shared meaning in social pretend play. The two research questions were: a) what are the metacommunication strategies used in children’s social pretend play with peers? and b) when children work to construct shared meaning, which metacommunication strategy leads to a higher success rate for shared meaning construction? The study included two female participants, Dora and Sally, who were four and five years old respectively. Two recording sessions were conducted during break times at their day care center. The resulting natural speech data was transcribed for further analysis using the CHILDES format. Analysis was conducted using Giffin’s framework of metacommunication strategies, which defines seven categories: (1) enactment, (2) ulterior conversation, (3) underscoring, (4) storytelling, (5) prompting, (6) implicit pretend structuring, and (7) overt proposals to pretend. An eighth category, simple acceptance, was added for the present study. The results showed that the two participants engaged in a large amount of social pretend play, and metacommunication was found to be an on-going process, with one shared meaning developing gradually into the next. Prompting was the most frequently used metacommunication strategy during the play, followed by ulterior conversation, enactment, and implicit pretend structuring. In respect to the second research question, it was found that the metacommunication strategy with the highest rate of success in constructing shared meaning was simple acceptance (the newly added category), followed by underscoring, ulterior conversation, prompting, and implicit pretend structuring. It could be seen from the children’s social pretend play that the participants were developing their cognitive competence (e.g. symbolic thinking), linguistic competence (e.g. attending to others’ speech, producing logical and coherent responses), and social competence (e.g. taking turns, taking perspectives, trying to understand others’ emotions). Studying peer interactions is crucial for understanding what factors are universal in children’s thinking and development, and future studies with larger samples and with participants from more divergent backgrounds are needed in order to advance systematic research on the issues concerned.

本研究旨在探究校長正向領導與學校效能之相關情形，透過整合15篇相關研究數據，採用後設分析為研究方法，期以巨觀角度探究我國校長正向領導與學校效能關係之現況，並分析調節變項之影響情形。本研究樣本的調查對象為現職初等、中等學校之教職員，並以教師性別（男性比）、擔任職務（兼行政職務比）、研究地區（分為北部6篇、中南部3篇、全國6篇研究）及學校教育階段（分為國小9篇、國中3篇、中等學校3篇研究）為調節變項加以分析。 本研究獲致結論如下： 壹、正向領導與學校效能相關研究有成長趨勢，又以北部地區、國小教育階段居多。 貳、整體正向領導與學校效能關係為正相關，具大效應量。 參、正向領導分層面與學校效能關係均為正相關，且為大效應量。 肆、建立正向關係與學校效能間相關程度最高。 伍、研究地區、學校教育階段對於整體正向領導與學校效能關係具有調節效果。 一、研究地區：關聯程度北部大於中南部。 二、學校教育階段：關聯程度隨學校教育階段升高而有提升之趨勢。 陸、研究地區、學校教育階段對於校長正向領導分層面與學校效能關係皆具有調節效果，另，教師性別為正向溝通與學校效能關係之調節變項。 一、研究地區：北部地區校長正向領導分層面與學校效能的關聯性均較中南部地區為高。 二、學校教育階段：正向領導分層面的正向氣氛、正向關係、正向溝通與學校效能之關係隨學校教育階段愈高而愈強；正向意義與學校效能關係之強度隨著學校教育階段的升高而有降低之趨勢。 三、教師性別：男性教師所佔的比率越高，正向溝通與學校效能的關聯性越高。 最後，根據研究發現提出建議，以供學校校長、學校教育人員及未來研究者參考。 壹、積極實施校長正向領導以促進學校效能。 貳、從正向關係著手，有效實施正向領導。 參、以南部學校為重，加強推廣正向領導。 肆、從中等學校著手，積極推動正向領導。 伍、從初等學校著手，強調賦予正向意義。 陸、與男性教師相處可多運用正向溝通。 / The purpose of this study is to explore the relationships between principals’ positive leadership and school effectiveness by integrating the findings of 15 researches related. In order to understand the current status of the relationships between principals’ positive leadership and school effectiveness in Taiwan on a macroscale and explore the influences from moderator variables, the present research employs meta-analysis as methodology. Educators of elementary and secondary education were recruited as samples, and teachers’ gender (male ratio), positions (administrative ratio), location of research (including six papers of the north, three papers of the central south, and six papers of national) and education level of school (including nine papers of elementary school, three papers of junior high school, and three papers of secondary) were adopted as moderator variable. The findings of this study were summarized as follows: 1.The researches about principals’ positive leadership and school effectiveness showing a growth trend, and mostly in the north and elementary school. 2.The overall principals’ positive leadership is positively correlated with school effectiveness, and the effect size is large. 3.The sub-variables of principals’ positive leadership are positively correlated with school effectiveness, and the effect size are large. 4.The correlation between positive relationship and school effectiveness is strongest. 5.The location of research and education level of school as a moderator variable in the relation between overall principals’ positive leadership and school effectiveness. (1) The location of research: the correlation of the north is bigger than the central South. (2) The education level: the correlation will enhance as the education level increases. 6.The location of research and education level of school as a moderator variable in the relation between sub-variables of principals’ positive leadership and school effectiveness. In addition, teachers’ gender has moderating effects only between positive communication and school effectiveness. (1) The location of research: the correlation between sub-variables of principals’ positive leadership and school effectiveness of the north are stronger than the south. (2) The education level: the correlation between positive climate, positive relationship, positive communication, positive meaning, and school effectiveness will enhance as the education level increases; however, the correlation between positive meaning and school effectiveness will decrease as the education level increases. (3) Teachers’ gender: the higher the proportion of male teacher is, the stronger the correlation between positive communication and school effectiveness will be. Suggestions were made based on the findings of this study to serve as reference for school principals, school educators and future researches. 1.Implement principals’ positive leadership positively to promote school effectiveness. 2.To implement positive leadership effectively, one has to start with positive relationship. 3.Put schools of the south first and keep popularizing positive leadership. 4.Promote positive leadership positively starting with secondary education. 5.Emphasize the reinforcement of positive meaning starting with elementary education. 6.Get along with the male teachers can use positive communication more often.

本研究係以「後設分析」為研究方法，共採納國內二十四篇「人格特質與教師幸福感」與「社會支持與教師幸福感」的相關研究，以探究我國當前人格特質、社會支持與教師幸福感的現況，並探討不同調節變項對「人格特質與教師幸福感」或「社會支持與教師幸福感」的相關性之影響情形，其分析結果如下： 整體人格特質與教師幸福感在隨機效果模式下，其平均效應值為0.4330，表示教師的人格特質對其幸福感具有中高程度(.10<0.4330<.50)的正向影響。然整體人格特質與教師幸福感間卻存在高異質性(Q=65.22；p<.001)，經研究結果發現，具有顯著差異的調節變項有：教師性別、婚姻狀況、教育程度以及任教階段共四項。 此外，人格特質的細部構面（神經質、外向性、開放性、友善性、嚴謹性）與教師幸福感在隨機效果模式下，除神經質對教師幸福感具有中程度(.10<|-0.3952|<.50)的負向影響外；其他人格特質，如外向性、開放性、友善性、嚴謹性等都對教師幸福感具有中至高程度的正向影響。然人格特質的細部構面（神經質、外向性、開放性、友善性、嚴謹性）與教師幸福感間卻都存在高異質性(p<.001)，經研究結果發現，具有顯著差異的調節變項有：教師性別、年齡、婚姻狀況、教育程度、任教階段以及任教地區共六項。 而社會支持與教師幸福感在隨機效果模式下，其平均效應值為0.5564，表示教師若獲得社會支持的程度愈高，其幸福感也會愈高，兩者間具有高程度(0.5564＞.50)的正向影響。然儘管社會支持與教師幸福感間存在高異質性(Q=326.45；p<.001)，經研究後，受限於所納入的資料，未能發現具有顯著差異的調節變項。 最後，根據研究發現提出具體建議，以供教師、學校、相關教育行政單位及未來研究者參考。 / The present research employs meta-analysis as methodology based on the findings of 24 researches related to both the relationships between personality trait and teacher’s well-being, and the relationships between social support and teacher’s well-being. The purpose of this study is to understand the current status of the relationships between personality trait, social support and teacher’s well-being in Taiwan. The main findings of this study were summarized as follows: Under the random-effects mode, the average effect value suggests that the mean effect size of personality trait and teacher’s well-being is 0.4330. There is a high heterogeneity between the overall personality traits and teacher’s well-being(Q=65.22；p<.001). For the relationships between personality trait and teacher’s well-being,4 moderators（i.e., teacher gender, marital status, educational level and teaching stage）have a statistically significant impacts on the mean effect size for outcomes. Under the random-effects mode, the average effect results between the detail of personality traits and teacher’s well-being suggests that in personality traits, only neuroticism on teacher’s well-being with moderate (.10 <| -0.3952 | <.50) negative impact; other personality traits, such as extroversion, openness, agreeableness, conscientiousness, etc. have a sense of teacher’s well-being moderate to high degree of positive impact. There is a high heterogeneity between the details of the personality traits and teacher’s well-being(p<.001). For the relationships between The detail of the personality traits and teacher’s well-being, 6 moderators（i.e., teacher gender, age, marital status, educational level, teaching stage and teaching area）have a statistically significant impacts on the mean effect size for outcomes. Under the random-effects mode, the average effect value suggest that the mean ESs of social support and teacher’s well-being is 0.5564. Although there is a high heterogeneity between social support and teacher well-being (Q = 326.45; p <.001). Due to limitations of the study, there shows no significant difference on moderator variables The findings not only provide helpful information to teachers, schools, education authorities, but also generate practical suggestions for future studies.

本研究旨在探討國民中、小學生后設認知的發展及其與閱讀理解之關係，並進而驗證 后設認知的閱讀策略教學之有效性。期藉此研究發現，提供國民中、小學教師閱讀教 學及學習輔導之參考，俾提高教學之效果，並增益學習的效率。 為使研究結果具有代表性，本研究不惜動用大量經費、人力及時間，以從事調查研究 ，並進行教學實驗研究工作。 有關後設認知與閱讀理解之調查，取樣對象遍及台灣地區，分北、中、南三區，每一 地區隨機抽取四個縣市，每一縣市各隨機抽選一所國民中學和一所國民小學；研究對 象從國小三年級至國中三年級，每一年級再分層隨機抽選男生10位、女生10位。 有關教學實驗之研究，則選取高雄市一所國小和一所國中，由國小三年級至國中二年 級，每一年級分別組成一組實驗組和一組控制組，進行教學實驗。 本研究首先採用調查法，實地實施測驗並進行一對一的晤談錄音，搜集有關的資料， 再運用統計技術加以分析，比較不同年級、不同心理特質的男女學生後設認知之差異 情形，並探究不同後設認知能力的男女學生其閱讀理解的表現情形。其次，進行後設 認知的閱讀策略教學；實驗設計為實驗組、控制組前測後測設計。採用Palincsar 和 Brown(1984) 的「相互教學法」 (reciprical teaching)，選取適合各年級水準的閱 讀資料二十篇，進行包含了綜合閱讀策略與後設認知技能的四種活動；摘錄重點(su- mmarizing)、自我發問 (self-questioning) 、澄清疑慮(clarifying)、和預測後果 (predicting)。最後評量實驗結果，以驗證後設認知的可教性及其教學成效。 研究結果主要發現如下： 一、國民中、小學生後設認知的差異，隨年級、性別之不同而有差異： (一)國民中、小學生後設認知知識之差異，因年級、性別之不同在而有差異。年級方 面, 以國小六年級為最好，其次為國二和國三，而以國小三年級最差。性別方面，女 生