此後設分析研究檢驗實驗處與脈絡變項變項對學生學業成就動機的影響，作者從293份研究中取得2542個效應量。結果發現，無論是脈絡變項還是實驗處理，只要能夠滿足學生對能力感、親密感、以及自主感的需求，皆能夠促進學生的成就動機；最有效的是能夠滿足學生能力需求或者滿足兩種需求以上的處理。至於中介變項的影響，性別並沒有發揮作用；各種自變項在不同教育或年齡階段，有不同的影響力。最後，作者針對教育實務與未來研究方向提出若干建議。 / A meta-analysis was performed to examine the effect of experimental treatments and contextual variables on students’ academic motivation. 2,542 effect sizes were collected from 293 studies. It was found that contextual variables or experimental treatments which strengthened students’ sense of competence, relatedness, and autonomy could facilitate their achievement motivation. The variables gratifying the need of competence and those meeting two needs or more had the greatest impact. The effect of four moderators was also analyzed. It was found that the treatment-motivation relationship was gender-free. Types of contextual variable had different impact at different educational levels. In conclusion, some suggestions are provided for educational practice and further study.

近十年內網際網路迅速興起並蓬勃發展，對我們生活的各個層面造成劇烈的影響，並掀起電子商務的熱潮。目前最引人注目的焦點是B2B，利用網路的特性來降低成本，縮短供應鏈，加速產品生命週期。產業已注意到協同商務中之供應網絡管理，並探討企業問之商務管理所需之方法與資訊技術，以尋求新的企業營運模式。在相關發展中，WWW上之商務資料交換，更是目前發展之重點，我們的終極目標是一個跨產業且進入門檻小的全球性交易平台，ebXML因其可能帶來跨產業協同商務之平台架構逐成為產業矚目之對象。 另一個網路所帶來的問題是資訊爆炸。當人們才剛開始享受網路世界的多采多姿，馬上卻又得面臨資訊氾濫的夢魘。如何利用智慧型的方法，提昇搜尋的效率與提高資訊的效果，是我們所關心的。搜尋引擎的演算法發展已到極致，但在搜尋策略的輔助上仍有發展的空間。 本研究回顧電子商務的緣由與發展，提出web service輿ebMXL應用的跨產業網路交易平台，並設計以5W1H的方式儲存專家經驗與策略，透過查詢擴充的機制，達成搜尋策略與結果的改善，並在這個電子商務架構平台的註冊機制與儲存庫(registry/repository)上運作，讓代理人理解企業之需求與期望，進而完成企業間交易夥伴的尋找，以達成動態供應鏈之實現。 關鍵字：XML，ebXML，web service，UDDI，註冊機制與儲存庫，資訊檢索，搜尋策略，5W1H，後設資料 / Starting from the concept of B2B e-commerce in general, the aim of this thesis is to propose and test a method for supporting trading partners' matching, in particulars those who follows ebXML. In the first place, this research presents a study of the areas where XML may have significant contributions. To avoid falling into pitfalls that works in e-commerce have experienced, we ought to understand the evolution of e-commerce so that the target supports can be derived from learned lessons. With these caveats in mind, the next step is to clarify the characteristics and requirements of a generic B2B framework. Base on the aforementioned survey, the framework of ebXML can be clarified, which is considered as the State-of-Art e-business technology. To reach this, this research is to address not only the problem domain and original concepts but also technology requirements. The ebXML architecture as well as relevant initiatives, viz. SOAP, WSDL and UDDI are then examined to search for potential ebXML-based solutions. In a comparison to RosettaNet, ebXML can provide more efficient and effective searches and matches of trading partners on electronic market place. Among others, the author emphasizes the research into a hybrid of ebXML and so-called web based service technologies. To realize this concept, a searching and matching mechanism with aids of expert's strategies based on 5WIH knowledge schema is carried out in this research. Last but not least, 5W1H knowledge schema is applied, another word serves as metadata, to organize and store expert's heuristic and intelligence in so-called strategy base, so that this work can use the expert's strategy for expanding the keywords to refine user queries in the run-time and thus provide a more efficient and effective matching results. Keyword: XML, ebXML, web service, UDDI, registry/repository, information retrieval, searching strategy, 5W1H, metadata

本研究之目的主要在探討國民中小學校長評鑑系統的建構及有關研究。所採用的研究方法包括：文獻分析、問卷調查與訪談法。在文獻分析方面：分別就校長評鑑系統建構的基本理念、可能的探究取向與模式、英美兩國與國內國中小校長評鑑系統的發展情形、校長評鑑系統的後設評鑑標準與可能存在的問題等加以探討。在實證研究方面：以自編調查工具，對各縣市教育行政人員、國中小校長、主任、教師、家長與教育學者，就規劃實施國中小校長評鑑系統的三階段歷程要素、後設評鑑標準與可能存在的問題等，進行問卷調查與訪談。綜合本研究的結論發現：國中小校長評鑑系統的建構有其重要性，落實校長評鑑可協助校長提升辦學效能。而校長評鑑系統建構的理論與實務已日趨完善，在規劃過程中可參考不同的探究取向與英美兩國的實務經驗，讓校長評鑑系統的規劃能更為完備。此外，「教育評鑑標準聯合委員會」所發展的「教育人員評鑑標準」，不僅可用來協助規劃設計國中小校長評鑑系統，亦可以之進行現有校長評鑑系統的後設評鑑，妥當的應用可確保校長評鑑系統符合正當性（prophey）、效益性（utility）、可行性 （feasibility）與正確性（accuracy）標準。完整的國中小校長評鑑系統可分成三個階段，各階段均有應遵循的原則。做好規劃設計階段的工作是成功的第一步；資料蒐集階段應能正確而完整的蒐集資訊並遵循評鑑倫理；評鑑結果與處理階段，亦應配合評鑑目的，務實的做好各項後續工作，並作必要的決定。而評鑑歷程中務必遵守正當程序與保密原則，妥善保管資料並規範查閱程序，以保障受評校長的權益。最後本研究依上述研究結論，分別針對教育行政機關、國中小校長及其他利害關係人，綜合提出規劃實施國中小校長評鑑系統的建議。 關鍵字：校長評鑑、評鑑系統、評鑑模式、後設評鑑、評鑑標準 / The aim of this study is mainly to investigate the construction of the principal evaluation system of elementary and junior high schools and its related issues. The research methods included document analysis, questionnaires and interviews. The analysis of documents covered the basic concepts of the construction of principal evaluation systems, possible research approaches and models, the development of school principal evaluation in Taiwan as well as in the United States and Britain, meta-evaluation standards, and potential problems. A field study was conducted to explore the factors of the three phases of the design and implementation of a principal evaluation system, the meta-evaluation standards, and potential problems. It has employed questionnaire surveys and interviews to gather information from local government education administrators, school principals, deans, teachers, parents, and education academics. It has been found that the construction of school principal evaluation systems is more important than ever, and it could help raising school effectiveness. The construction of principal evaluation systems has been maturing in both theory and practice. Consulting different theoretical approaches and the practice of the United States and Britain makes the planning of principal evaluation systems comprehensive. Furthermore, the Personnel Evaluation Standards, developed by the Joint Committee on Standards for Education Evaluation in the United States, not only can serve as criteria for designing systems for school principal evaluation, they can be used to meta-evaluate ongoing principal evaluation systems as well. Applied appropriately, they should ensure that the standards of propriety, utility, feasibility, and accuracy are maintained in the principal evaluation system. A comprehensive system for school principal evaluation consists of three phases and each has its own rules to follow. The first phase is to plan and design it deliberately. Information should be gathered accurately and completely in the phase while the evaluation ethics is abided by. The consequent works should be taken care of in line with the purpose of the evaluation in the third phase of the processing of evaluation results. Necessary decisions should be made accordingly. Due process and confidentiality should be observed when implementing the evaluation. There should be an appropriate set of rules governing procedures of access to evaluation reports and data to protect the rights of the principals evaluated. According to the conclusions above, this research has offered some propositions regarding the planning and implementation of school principal evaluation systems. These propositions are aimed at education administrations, school principals, and other stakeholders. Keywords: principal evaluation, principal appraisal, evaluation system, evaluation model, meta-evaluation, evaluation standard,

在重視集體智慧、重視服務、且需要因應環境快速變遷的年代，傳統的系統開發方法論雖然有其不可磨滅的價值，但已經顯露出其不足之處。為了順應時代的潮流，方法論必須指引企業去聆聽大眾的心聲，以期確保系統提供優質的服務，方法論也必須指引資訊人員運用有異於以往的手法與步驟，與其他部門和大眾共同合作，來持續不斷地維護系統，使得系統得以注入新的生命力而不斷演進。 為了提出一套不斷吸納使用者的新需求來規劃系統演進的功能需求分析方法論，本研究以哲學詮釋學為基礎，並佐以軟體工程相關文獻，將持續吸納新需求來促進系統演進的抽象概念，化為具體可執行的步驟。本需求分析方法論是針對使用者提議的需求進行初步分析與確認，可分為兩個主要部分：需求形成流程、與衝突處理流程。需求形成流程是分析使用者所提出之功能性需求的主要方式，其中包含了提出新需求、分析新需求在商業活動與科技層次的影響、估計新需求的成本效益來決定是否實作、排序實作的優先權、並且了解新功能的釋出時間的期望。而衝突解決流程是為了解決各方人馬的歧見所造成的爭端，衝突解決的方式包含了自行協商、第三方中間人介入協調、以及高層決策小組的裁決。 為了讓企業外界的大眾提議新需求，本研究發展了一套以部落格為基礎的新需求提議工具，讓網友可在部落格上提出自己對新功能的想法。此外，為了協助企業判斷新需求是否會觸發衝突解決流程，本研究根據哲學詮釋學，將使用案例（Use cases）加以延伸修改，提出一套後設模型，並輔以知識本體，據此來提出一套規則，讓本工具能自動偵測新需求與系統既有設計之間是否有所抵觸，而規則亦可進一步應用在新需求間的衝突上。 為了初步瞭解本研究所提之方法論與工具的優缺點，本研究與中時電子報和民視購物網合作，來試用此方法論與工具。透過試用之後的訪談得知，本方法論與工具有其價值，而也獲得了不少寶貴的試用意見。最後，本研究根據試用的諸多意見，對方法論與工具的改善上，提出了具體的改良作法與方向。 / Nowadays, companies have to respect collective knowledge and improve service quality for adapt their rapidly changing environment. Traditional systems development methodologies may be still valuable but have shortcomings. To accommodate customer-driven trend, new methodologies must guide enterprises to listen to customers for ensuring high-quality system services. New methodologies also have to guide developers to carry out cross-department and customer-centered collaboration in new ways for maintaining systems cyclically. This research proposes a user requirements analysis methodology according on philosophical hermeneutics and software engineering literature. The proposed methodology includes requirements formation and conflict resolution. Requirements formation process involves new user requirement proposition, commercial and technical impact analysis, cost benefit estimation, coding prioritization, and new version release scheduling. Conflict resolution process involves negotiation, mediation, and arbitration. Besides the proposed methodology, this research also develops a blog-based tool for collecting user requirements on Internet. This research extends and modifies use cases diagram and use philosophical hermeneutics as a foundation to propose a meta-model. This research also proposes a set of rules for conflict detection. Base on the proposed meta-model, ontologies, and the proposed rules, the blog-based tool can automatically detect conflicts between new requirements and existing design. These proposed rules also can apply to detect conflicts among new requirements. An online newspaper company and an online shopping mall try to use this methodology and the blog-based tool. In the interviews, they confirm this methodology’s and tool’s values and give several suggestions for improving the methodology and the tool. Finally, this research discusses the improvements and future research directions according to these suggestions.

張大春在台灣文壇中長期扮演「說謊者」，甚至開宗明義地以「大說謊家」自居，以編謊瞎說為業，竟能讓眾多讀者甘心聆聽他的謊言，並期待他下一次又要怎樣施展謊話，「說謊」之於張大春，儼然成為一種專屬張大春的「技藝」。因此，張大春為什麼願意當一個用小說編造謊言的人？張大春如何不斷地翻轉小說的寫作形式而將讀者玩弄於股掌之間？張大春製造那麼多的謊言，究竟想要表達的是什麼？這些一直都是許多「張大春研究者」所好奇的問題，也是本篇論文研究的目的。對於張大春的「謊言書寫」論者甚多，但前輩論者多以其單本著作為討論主題，本論文希望從張大春的寫作姿態、對語言及創作之信念等方面，將其創作歷程之「謊言書寫」做一全面性討論，以建構出完整的「張大春說謊史」。 本論文將從「謊言」角度切入，爬梳張大春自出道至轉向中國古典領域之前，其謊言書寫之源起到收束的發展歷程。因此將從〈懸盪〉作為起點，而以《尋人啟事》作為轉向前的斷點，討論張大春創作與各時代社會、文化環境之交互作用，分析張大春寫作技巧及文學思想進路之演變，探索張大春從早期短暫受寫實主義影響，到開始追尋「小說之敘述」，再以魔幻寫實及後設技巧展演他對「語言／謊言」思考，最後逐漸轉入中國傳統書場，整理其中演變過程，並討論張大春偏重於「語言」、「記憶」、「權威」、「真實／虛構」等相關主題之由來與脈絡。 在即將邁入二十一世紀的第二個十年，「謊言／真實」議題仍對現今社會有其映照之寓意，所以重探張大春小說中的「謊言書寫」，盼能以不同於前輩論者的角度切入，提賦予張大春小說新的時代意義，供張大春研究另一個面向的思考。

人類書寫歷史，可視為文本不斷細小分割重組的過程，這種斷裂與重組的現象，及至超文本應用後臻至高峰。「超文本」並非單純將書寫媒介由紙張移植至螢幕，而是利用電腦「斷裂」、「交錯連結」、「非線」、「多向」等特質，營造與印刷技術截然不同的文本。它提供文本無比的可塑性，更具體實現了解構理論對「文本」的各種假設。 小說家波赫士曾於1962年假想一種混沌、斷裂、多向、非線性的小說型式;而德勒斯亦於1987年提出「遊牧」理論與「無中心」、「無階層」、「隨機組合」等概念。然而要在印刷小說中建構這種「歧路花園」，無非是緣木求魚，充份切割的傳統文本，充其量只是一堆碎紙片而已。墨梭則成功地以超連結整合碎裂辭片，具體在《勝利花園》中塑造了真正的「歧路」。在其獨特斷裂結構中，不但每個角色都擁有對等獨立的發聲空間，讀者更不再只是聽眾，而可以參與對話，平等發聲。 本論文分為四章，第一章專論超文本定義與演進；第二、三章試從「介面」與「情節」兩方面切入，分析墨梭超文本小說《勝利花園》如何實現德勒斯遊牧敘述與巴赫汀複調理論。最後則就當前超文本研究發展，提出未來展望。 / The history of human writing is a continual process of decomposition and re-permutation, and the process reached its climax after the application of hypertextual technology in the late twentieth century. Hypertext is not the simple transplantation of text from page to screen but an innovative technology which is fragmentary, interconnected, nonlinear and multidirectional. It provides an environment of incomparable textual malleability and further fulfills many deconstructive hypotheses about text. In 1962, Jorge Luis Borges suggested a fragmentary, chaotic, nonlinear and multidirectional narrative for the novel. In 1987, Gilles Deleuze presented the theory of nomadism and suggested the a-centered, non-hierarchic and randomly permuted structure. It was impossible, however, to create such a “Garden of Forking Paths” in the printed novel. The thoroughly decomposed text is nothing more than a heap of contradictory segments of paper. It is Stuart Moulthrop who successfully consolidated the fragmentary lexias with the hypertextual links and created a genuine “garden of forking paths” in Victory Garden. The fragmentary structure of Victory Garden helps the characters in the novel articulate themselves equally and independently, and the reader, the formerly auditor of the dialogue, can participate in the hyperfiction, too. This thesis is divided into four chapters. The first chapter introduces the rationale and the history of hypertext. The second and third concentrate upon the interface and the “plots” of Victory Garden respectively to see how it better fulfills Deleuze’s nomadism and Bakhtin’s theory of polyphony. In the final chapter, the future of hypertextual studies are discussed.

複合式品牌延伸是近年來推出新產品時常用的策略，指的是兩個品牌共同推出一個新產品，而這個新產品是兩者過去從未碰觸的產品類別，且新產品的名稱中包含了兩個品牌原有的品牌名。當一個品牌聯盟形成並研發出新產品之後，在包裝或是廣告中的產品名稱，便成為傳達新產品概念最直接的方式。 Park, Jun, and Shocker (1996)提出一個模式，描述消費者形成對於複合式品牌延伸概念認知的過程。根據這個模式，如果消費者看到「Slim-Fast chocolate cakemix by Godiva」這個產品名稱，他們會先把產品「chocolate cakemix」及「Slim-Fast」這個品牌結合起來，在心中先形成一個新的概念，然後再把這個新的概念跟「Godiva」這個品牌結合起來，形成這個複合式品牌延伸產品的最終概念。由於Slim-Fast在這個新產品概念的形成過程中，先跟該產品結合，因此消費者會認為，這個產品與Slim-Fast的關聯性比跟Godiva來得強，也比較可能屬於Slim-Fast的產品之一。然而，在上述這個複合式品牌產品名稱中，Slim-Fast也位在整個品牌名稱短句的句首，一個合理的懷疑是，該產品與Slim-Fast相對強烈的關聯性，也有可能來自於其位於短句句首的位置導致。 對於上述複合式品牌延伸產品與其中一個品牌較強的關聯性，本研究參考不同的語言學理論，提出另外一個可能的解釋：位於品牌名稱短句句首的品牌，對於這個複合式品牌延伸產品的影響力，會比另一個品牌來得強烈。本研究分別於台灣與美國進行五個實驗，實驗中共使用了數個不同的複合式品牌延伸產品名稱以及品牌產品組合，來測試研究假說。 與過去文獻不同的是，在本研究所使用的多數複合式品牌延伸產品名稱中，消費者的確認為位於短句句首的品牌與該產品關聯性較另一品牌強，且對於該產品的推出負較大的責任，故倘若複合式品牌的其中一個品牌，想要在消費者心中創造一個相對較投入的形象，最有效的方式就是設法讓自己的品牌呈現在新產品名稱的句首位置，除此之外，本研究亦發現，消費者心目中複合式品牌延伸產品的責任歸屬，也會受到兩個品牌相對的強度或行銷能力所影響。 / Composite brand extensions, in which two brands ally themselves to create a composite brand name and enter a different product category, have become a common way for firms to introduce a new product. An important managerial issue after the alliance has been formed and the new product developed is how to communicate the composite brand to consumers with an expression in advertising and on packaging. Park, Jun, and Shocker (1996) propose a model to describe how consumers form their perceptions of a composite brand extension concept. According to this model, if consumers are exposed to the expression “Slim-Fast chocolate cakemix by Godiva,” they first combine the product chocolate cakemix and the brand Slim-Fast to form a new concept in their minds and then combine this new concept with Godiva to create the final composite brand product concept. Thus, consumers perceive the product as more closely associated with and more likely belonging to Slim-Fast than Godiva. However, Slim-Fast is also located in the initial position in this expression. Potentially, the stronger association between the product and Slim-Fast may also come from the word order of the composite brand expression. Considering other linguistic theories, the author proposes an alternative explanation for the strong association between one brand and the extension product in a composite brand expression. That is, the brand in the initial position of the expression will exhibit more strength than its partner. Five studies including several expressions and composite brand alliances were conducted in Taiwan and the United States to test the hypotheses. In contrast with the findings of previous research, the results show that the brand in the initial position of most composite brand expressions is perceived as more closely associated with and more responsible for the extension product than the other brand in the alliance. To show its involvement and association with the co-branded product, standing in the initial position of the expression is a sufficient way for one brand to create a more involved image. The perceived responsibility is also influenced by the relative brand strength or marketing ability of both brands.

基於教育指標客觀而精簡的特性，本研究嘗試建立一套適合當前教育環境的「我國高級中學後設評鑑指標權重體系」。其方法首先經由文獻探討，分析國內外關於教育指標及後設評鑑的相關研究，並以此建立我國高級中學後設評鑑指標調查問卷初稿。再利用得懷術，結合專家學者智慧修正指標。最後則以臺灣區公、私立高級中學校長為對象寄發問卷，有效樣本123位，並以因素分析法計算後設評鑑指標權重。據此，本研究建構完成之「我國高級中學後設評鑑指標之權重體系」，其結果顯示： 一、「我國高級中學後設評鑑指標之權重體系」中，一級指標包括「評鑑規劃階段」，權重值.204、「評鑑設計階段」，權重值.226、「評鑑實施階段」，權重值.233、「評鑑結果階段」，權重值.220、「結果利用與檢討階段」，權重值.228。 二、一級指標中之「評鑑規劃階段」，下轄「評鑑目的」、「評鑑計畫」、「規劃人員」等三個二級指標，其權重值依序為.391、.402、.379，二級指標下共有11個三級後設評鑑指標，亦各有其權重。 三、一級指標中之「評鑑設計階段」，下轄「評鑑方式」、「評鑑表與評鑑標準」、「評鑑組織及人員」等三個二級指標，其權重值依序為.373、.378、.371，二級指標下共有12個三級後設評鑑指標，亦各有其權重。 四、一級指標中之「評鑑實施階段」，下轄「溝通與協調」、「評鑑資料蒐集方法」、「學校自評過程」、「訪視評鑑過程」等四個二級指標，其權重值依序為.286、.298、.280、.296，二級指標下共有17個三級後設評鑑指標，亦各有其權重。 五、一級指標中之「評鑑結果階段」，下轄「評鑑資料分析」、「評鑑報告」、「評鑑結果公佈」等三個二級指標，其權重值依序為.358、.362、.359，二級指標下共有13個三級後設評鑑指標，亦各有其權重。 六、一級指標中之「結果利用與檢討階段」，下轄「評鑑結果的利用」、「評鑑結果的檢討」等二個二級指標，其權重值皆為.523，二級指標下共有10個三級後設評鑑指標，亦各有其權重。 此外，本研究也針對得懷術及因素分析方法的運用進行分析與檢討，最後並針對實務應用及未來後續研究方向等提出具體的建議。 / The purpose of this study is to establish the meta-evaluation indicators and the weight system of senior-high school in Taiwan.First,we used document analysis to establish the primary scales of meta-evaluation indicators of senior-high school in Taiwan(M.E.I.S.T.).Then,we used the delphi technique to improve the primary scales.Finally, 123 principles of senior-high school in Taiwan were investigated, and we used factor analysis to calculate the weights of M.E.I.S.T.. The main conclusion of this study are as follows: (1)The first-order indicators of M.E.I.S.T. include “the stage of evaluation formulation”,” the stage of evaluation design”, “the stage of evaluation implementation”, “the stage of evaluation results”,“the stage of use and discussion of results”. The weights for each indicator is .204,.226,.233,.220,and.228. (2)There are 3 second-order indicators under“The stage of evaluation formulation”.They are “The evaluation purpose”, “The evaluation plan”, “The staff of planning”. The weights for each indicator is .391, .402, .379.There are 11 third-order indicators under them. (3) There are 3 second-order indicators under“The stage of evaluation design ”.They are “The evaluation ways”, “The evaluation scales and criterias ”, “The organizations and staff”. The weights for each indicator is .373, .378, .371. There are 12 third-order indicators under them. (4) There are 4 second-order indicators under“The stage of evaluation implementation”.They are “The communication and negotiation”,“The data collection”,“The self-evaluation process”, “ The external evaluation process”.The weights for each indicator is .286, . 298, .280, .296. There are 17 third-order indicators under them. (5) There are 3 second-order indicators under“The stage of evaluation results”.They are “The data analysis”, “The evaluation report ”,“The disclosure of results”. The weights for each indicator is .358, .362, .359. There are 13 third-order indicators under them. (6) There are 2 second-order indicators under“The stage of use and discussion of results.”.They are “The use of results ”, “The discussion of results ”. Both of the weights are .523. There are 10 third-order indicators under them. Besides,this study also discusses the implementation of delphi technique and factor analysis. At the end of the study also proposes some concrete suggestions for practical and further study.

本研究旨在使用後設分析方法，以了解國內外有關校長轉型及交易領導與教師組織公民行為之關係，分析文獻包含2000年至2012年之國內外博碩士論文、會議及期刊論文等等，總計共有27篇研究報告及13,525位研究對象。研究包含探討變項間之相關以及調節變項之影響，經同質性考驗後，研究結果發現以下五項結論： （一）校長轉型領導與教師組織公民行為具有正向關聯性。 （二）研究地區、學校層級、受試者男性所占比率、研究發表類型與問卷回收率，對校長轉型領導對教師組織公民行為具有調節效果。 （三）校長交易領導與教師組織公民行為存有正向關聯性。 （四）學校層級、研究年代與問卷回收率，對校長交易領導對教師組織公民行為具有調節效果。 （五）校長轉型領導相較於交易領導與教師組織公民行為之相關聯程度更強。 最後，依據研究結論針對實務及後續研究提出相關建議以供參考。 / The main purpose of this study is to investigate the overall relationships of both transformational and transactional leadership with teacher’s organizational citizenship behavior by using meta-analysis methods. Data were collected from 27 independent studies which include master & doctoral dissertation, theses in seminar and journal papers at home and aboard during 2000-2012. There were 27 research studies with a combined sample of 13,525 participants. The study discussed the relationship between the variables and the effects of the moderators. Testing of homogeneity, there were five major findings of this study as follows:（1）It found a positive relationship between principal’s transformational leadership and teacher’s organizational citizenship behavior.（2）The research areas, the school level, the sample ratio of men, the type of study published and the response rate were found as the significant moderators between principal’s transformational leadership and teacher’s organizational citizenship behavior.（3）It found a positive relationship between principal’s transactional leadership and teacher’s organizational citizenship behavior. （4）The school level, the year of research and the sample ratio of men were found as the significant moderators between principal’s transactional leadership and teacher’s organizational citizenship behavior.（5）Compared to transactional leadership, the transformational leadership of principals were found to have stronger positive correlations with teacher’s organizational citizenship behavior. According to the results, some suggestions were proposed for practical applications and future researches.

本論文主要是在探討薩曼、魯西迪在東，西小說中如何運用以第三空間為策略在二元對立的世界中找到出口。由於魯西迪漂泊離散的身分，他選擇將自己置於曖昧矛盾的第三空間中以避免被挾制於特定論述或意識形態中。因此魯西迪藉由能夠模糊政治、語言、以及文學方面界線的第三空間為策略，來顯示他如何以曖昧矛盾的處世態度在二元對立的世界中取得自身的主導權。 本論文將會分為三個部分(包括漂泊離散空間、語言第三空間、文學第三空間)來探討魯西迪如何在此小說中使用三種不同的第三空間，以達到抵抗文化身分、標準英語、以及文學經典等霸權。首先，論文第二章最主要在介紹漂泊離散的空間；在此空間中，漂泊離散者能夠依舊保有他們曖昧矛盾的獨立身分並免於被收編或同化於特定的身分中，並且藉此擁有能夠重新定義自己身份的權利與自由。第二，在第三章中魯西迪利用語言中第三空間的觀點來質疑傳統文化翻譯以及標準英語的純正性，為長久以來被曲解、壓抑的東方文化取得發聲的機會；讀者也可藉由文本中語言的挪用來了解認識異文化。最後，於第四章中，我將藉由巴赫汀所闡述存於小說中的新空間和後設小說的戲謔諧擬來分析魯西迪如何創造一個文學第三空間，揭櫫寫作人為的本質；並將社會時事與文學批判結合於小說文類中。總結來說，此三種不同的第三空間不僅反應出魯西迪拒絕選擇而將自身置於矛盾曖昧中的空間中，同時也為二元對立的世界中注入新動力。 / The aim of the thesis is to scrutinize how Salman Rushdie finds an outlet in the dichotomous world by means of the third space in East, West. Due to his diasporic identity, Rushdie decides to stay in an ambivalent space, avoiding being confined in specific ideology or discourse. As a result, using the strategy of the third space, which blurs political, linguistic, and literary boundaries, Rushdie shows how he earns agency in the dichotomous world. This thesis deals with three kinds of third space: diaspora space, linguistic space, and literary space. Each chapter unfolds how Rushdie uses the strategy of the third space to resist hegemonic discourse on human identity, the Standard English, and literary canons. Chapter II begins with an introduction of the diaspora space, by which diasporans are able to maintain their unique identities without being co-opted into a specific subject position. In Chapter III, both traditional cultural translation and the Standard English are questioned in terms of the linguistic third space. By means of the linguistic space, Rushdie challenges the monolithic cultural representation and pureness of the Standard English. The space also helps the distorted and misrecognized eastern culture articulate by appropriation of English. In Chapter IV, I will take metafictional parody and Bakhtin’s new zone of the novel to analyze how Rushdie creates a literary third space to lay bare the fabricated nature of writing and at the same time to combine social and literary critiques within the novel. To sum up, the three types of the third space in East, West not only reflect Rushdie’s refusal to taking sides but also bring dynamics to the dichotomous world.