本研究闡述了為因應PC整體市場的逐漸萎縮，以個案公司所處的顯示卡產業如何透過4D服務設計(Service Design)的邏輯及設計思考(Design Thinking)的系統思維，替現有的商業模式(Business Model)詮釋出另一符合未來需求的新商業模式。透過以人為本之價值共創的服務設計模型，確認相關的利害關係人，並實際訪談各利害關係人後，深入分析使用者潛在問題及需求，以不同視角來找出創新的洞見(Insight)。依據此洞見來發展可行的方案，並展開成為完整的服務系統，再將此服務系統雛型具體化產出後進行風險分析。最終的研究結果訴諸以形塑出新的商業模式來具體呈現。

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第21409号 / 教博第229号 / 京都大学大学院教育学研究科教育科学専攻 / (主査)教授 明和 政子, 准教授 森口 佑介, 教授 楠見 孝 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

京都大学 / 新制・課程博士 / 博士(教育学) / 甲第23639号 / 教博第267号 / 新制||教||206(附属図書館) / 京都大学大学院教育学研究科教育学環専攻 / (主査)教授 明和 政子, 准教授 明地 洋典, 教授 齊藤 智, 准教授 森口 佑介 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

本論文以行動研究方式，探討一所台灣雙語學校英語為外語(EFL)學生，在接受為期四十週的英語文學課程期間，哪些教學策略最能激發其做批判思考。研究的對象為二十一位七年級的學生，按其CEF語言分級結果，九位為中高級程度，十二位為中級。除探討教學策略的成效，亦分析這些策略對於兩組英語程度和學習背景(有雙語教育背景及無雙語教育背景)相異的學生分別所產生的作用。透過行動研究的步驟―亦為開發、實施、檢討、修正―以及五階段的學生學習成果分析，教師—研究者不斷調整其教學策略來回應學生學習上的需求。 本論文所探討之研究問題為三：(一)哪些文學課程的教學策略最能激發所有研究對象做批判思考？(二)根據問題一，有雙語教育背景及無雙語教育背景的研究對象分別受哪一教學策略刺激最多？ (三)透過文學教學，兩組研究對象分別在哪些批判思考項目表現最有進步空間？ 教師—研究者以Ennis的批判思考評分表為基礎做修正，並以此評分表比較分析實驗對象之前測、學習單、與批判思考紙筆回應。根據資料與教師實際觀察，鷹架理論、蘇格拉底式提問法、舉證、自身實例、創意思考與溝通式教學最能激發學生產生批判思考，而所有研究對象無論其語言程度或學習背景如何，皆能表現出批判思考的技能。不過，就情意上，中高級有雙語教育背景的學生較習慣於開放性的思辯與討論過程，而中級無雙語教育背景的學生則因自身的語言及西方文化認識的限制而需要適應與協助。 / This study had been conducted in a seventh-grade bilingual classroom of nine high-intermediate and twelve intermediate English as a Foreign Language (EFL) students over forty weeks in Taiwan. The aim of the study was to seek strategies that would best help stimulate students’ critical thinking (CT) skills through the teaching of literature, and how those strategies affected the learning results of the two groups of participants with different language proficiency levels and prior education experiences (EFL bilingual context vs. EFL non-bilingual context). The teacher-researcher had adopted the developing, implementing, reflecting, and modifying steps of an action-research framework, and through analyzing students’ learning results in the 5 reflecting Stages, modified tasks and pedagogies were implemented right away to address students’ learning needs. Three questions anticipated responses from the study, which were: “What teaching strategies can stimulate all the participants’ critical thinking skills through literature?”, “Based on Question 1, which strategy is the most CT-stimulating for the bilingual group and which for the non-bilingual group?” and “Through literature study, which CT skills are the most-improved for the bilingual and the non-bilingual group?” In answering the questions, students’ pretest, weekly worksheets, and CT written responses were evaluated against the teacher-researcher’s self-created CT rubric adapted from Ennis’ version in every Stage for further lesson modification. Based on these data, 6 teaching strategies were proved to be CT-stimulating, which were: scaffolding, Socratic Questioning, evidence of proof, making personal connections, thinking outside the box, and adopting the Communicative Approach. All the participants were able to perform an amount of CT skills regardless of their language proficiency levels or learning backgrounds; however, in terms of CT dispositions, the high-intermediate bilingual participants feel more comfortable expressing their ideas openly, and the intermediate non-bilingual ones were influenced by their own linguistic and cultural limitations.

親子間的衝突是一種特殊的人際衝突，因為親子間的地位並不一定平等，而且通常是子女處於劣勢。這種不平等地位可能造成親子衝突，影響衝突解決的方法。 D'Zurilla & Goldfried(1971) 提出「解決人際問題的認知思考模式」，認為解決衝突的階段共有五個：問題導向、澄清問題、形成假設、決策、付諸行動和驗證。每一階段包含有不同的要點，若遵守這些要點將可提高解決人際問題的效果。而解決人際問題的能力也可經由訓練穫得改善。 但是，D'Zurilla 等人並未針對一般人在日常生活中，解決人際問題時究竟是否應用這些要點一事進行驗証。過去的研究也沒有探討年齡對解決人際問題過程的影響。 針對以上所提的問題和缺憾，本研究所要探討的主要問題在於探討一、五年級學生解決親子衝突時，(1) 在「問題導向」階段感到無法解決須服從的人數是否有差異？(2) 「澄清問題」的能力是否有差異？(3) 在「形成假設」階段可暫緩評估而儘量先想方法的人數是否有差異？(4) 在「決策」階段的評估能力是否有差異？ 本研究以台北市木柵、武功國小一、五年級共120 位學生為研究對象，採結構式晤談收集資料。主要結果如下： (1) 有41.25%的學生有能力自行澄清問題，24.2% 的學生需要協助組織，11.7% 需要練習，22.9% 經過練習仍無法澄清問題，且五年級學生的表現顯著優於一年級(p<01)； (2) 有83.75%的學生認為有方法可以解決衝突狀況，6.65%經練習後可想出解決方法，9.6% 堅持無計可施，且一年級認為無計可施的人數顯著多於一年級(p<01)； (3) 63.35%的學生可暫緩評估而儘量先想方法，32.95%認為先想一個方法試試看有沒有效，3.75% 無法回答此問題，且五年級可暫緩評估而儘量先想方法的學生人數顯助多於一年級(p<05)； (4)受試者所想出的棗略可分為：服從（趕快吃╱整理）、使東西消失、請他人協助、放棄活動、裝病、給動物吃（故事一）、騙媽媽整理好了（故事二）、其他種類。 (5)97.5%的學生有評估解決方法的能力，且無年齡差異。 (6)評估的標準有可能導致的結果、道德訴求、策略的可行性等三類，一、五年級並無差異； (7)一年級有35%、五年級有52.5%的受試者選擇服從，但並無顯著差異。 文中並針對研究結果進行討論和建議。

在政府將金融創新列為工作項目之一，台灣在金融創新的議題上也投入相當的研究，但多半是從產品的創新著手，鮮少從經營模式創新來分析金融創新，因此本論文將透過經營模式的創新來探討兩家日本銀行金融機構－瑞穗金融集團及新生銀行－如何在環境的變化中，重新尋求自己在產業中的地位，探討銀行業如何進行經營模式的創新，在競爭激烈的市場中為消費者創造價值，而進一步提升企業的獲利狀況，從日本銀行的經驗中獲得對台灣銀行業的啟示。 透過策略再思考:重新定義自身產業，重新思考企業的定位與方向，在創新的理論中找出創新的來源，透過經營模式的元素－核心策略、策略性資源、顧客界面、價值網絡－將之落實在改革的過程中，透過經營模式的創新變革，讓金融業可以了解如何在市場上與競爭者進行不同的競爭。 在分析完個案後，本論文也提出幾點結論：1. 追求規模的擴大不如追求如何去經營模式的創新：開創各種新的獲利模式，對獲利來源也要進行風險管理；2. 獲利結構的從傳統利差走向複雜管理收入：銀行如何適應新的競爭環境；3. 從分散到聚焦，從通才到專業化：專注於重點區域，妥善配置企業資源。銀行業未來的走向會越來越趨向專業化的方向，銀行組織設計會朝向以產品線或顧客為主的設計，而不是傳統的功能式設計；4. 從規模擴大走向深度成長：企業績效評估系統的改變，讓銀行經營的更有效率；5. 從外部綜效走向內部綜效的產生：綜效可以透過內部系統良好運作而產生，不一定要靠併購。 關鍵字：經營模式、策略性思考、經營模式創新 / Financial innovation has been one of government’s priorities, and the academia also puts much research into the topic, but most are from the product innovation perspective instead of business model innovation. In the research, we have analyzed two of Japanese financial companies- The Mizuho Financial Group and Shinsei Bank – and discuss how they redefine their positions in the industry in the changing environment, how they create value for consumers by business model innovations and further improve the profits states of enterprises. Finally, we want to get enlightenment from their experiences for Taiwan financial industry. Through strategic thinking: Redefining your industry, rethinking your positioning and directions of enterprises, finding out the sources of the innovation from theories; through the elements of business model – core strategies, strategic resources, customer interface, information technology- it could be implemented in the reforming process; through the business model innovation, financial enterprises are capable to understand how to compete in the market base on differentiation. After analyzing the cases, the thesis proposes some conclusions: 1. In order to create more new profits-making sources, pursuing new business model is more important than pursuing a larger scale simply. Also, risk management is needed in the topic of profit-making sources. 2. The profit-making structure of banking changes from traditional rate margin to complicated management expertise: how the banking adapts to the new competitive environment; 3.From dispersal to focus and from general to specialization: Future of banking will tend to focus on the key area, and allocate the enterprise resources properly. And the financial industry will be more specialized; the design of organization structure of banks will mainly rely on product lines or the customer, instead of traditional function. 4. from expanding the scale to deep growth: The change of assessing the enterprise's performance will bring banks better operational efficiencies.5. From external synergies to internal synergies: synergies can be generated through the internal well-operated system, not only depend on merging; Key words: Business Model、Strategic thinking、Business Model Innovations

本研究旨在探討一批判思考策略「質疑作者法」，如何融入於台灣高職學生的英語閱讀能力養成，以及該策略對學生英語能力的影響。研究以台灣北部某高職38位高一學生為研究對象，為期五週。研究藉由學習單、學習歷程調查、教學觀察日誌、及焦點團體訪談等質性研究方法收集研究資料，再進一步歸納分析，以期廣泛且深入了解「質疑作者法」對於增進學生閱讀能力的效果，並同時得到更為適宜可行的教學應用。主要的研究發現如下： 一、 本研究中大多數學生對「質疑作者法」抱持肯定的態度。不論英語程度高低，該策略使學生獲得有別於過去的閱讀經驗，並同時增進其閱讀興趣及閱讀理解力。 二、 當教學者融入「質疑作者法」於教學活動時，教學者以協助者身分觀察學生對於教學活動的反應，隨時調整活動的進行。 三、 閱讀中的討論使學生能在一個支持的、低焦慮的學習環境中表達意見，並同時主動地建構文章的意義。 四、 本研究中，高成就與低成就學生在批判思考與閱讀能力方面皆有提升。透過「質疑作者法」，低成就學生相較於高成就學生建立較強的自信心並養成更高的閱讀興趣，從而由該策略中得到較多的助益。 根據上述結果，文末呈現教學上的義涵和應用，並對未來相關研究提出建議。 / This action research study aims to investigate the process of fostering reading comprehension ability of EFL vocational high school students by incorporating a critical thinking strategy, namely, “Questioning the Author”, into the English reading teaching activities. A total of thirty-eight 10th graders from a vocational high school in northern Taiwan participated in the present study for a five-week implementation. The data were collected through qualitative methods, including participants’ worksheets, learning surveys using Likert Scale and open-ended questions, the field notes and the teaching logs of the teacher researcher, and the focus group interviews for high and low achievers. The results were analyzed and interpreted with an attempt to have a profound and extensive understanding of the effect of the strategy “Questioning the Author” on students’ reading comprehension ability, along with generating more feasible pedagogical implications. Major findings are as follows: 1. Most students in the present study had a positive perception to the strategy “Questioning the Author”. Despite their different English proficiency levels, the strategy made a difference in their reading experiences, and meanwhile boosted their interest in reading and improved their reading comprehension ability. 2. When incorporating the strategy into teaching activities, the teacher as a facilitator observed the responses from students to modify the ongoing activities. 3. Discussions during reading provided a low-anxiety and supportive environment for students to express their opinions and construct meanings actively as well. 4. Although both high and low achievers made progress in their critical thinking and reading ability, the latter benefited more from the strategy than the former, for they developed more interests in reading as well as obtained higher confidence in themselves through the strategy. Pedagogical implications and suggestions for future studies are also included at the end of the thesis.

本研究主要是想了解青少年的挫折經驗與挫折容忍度之間的關係,並探討建設性思考與社會支持在其間所扮演的角色. 以臺北市及臺灣省701位國中生生為對象,採問卷調查的方式了解受試在挫折經驗、建設性思考、社會支持及挫折容忍度變項上的狀況.研究結果發現,挫折經驗與挫折容忍度之間成顯著的負相關.而當受試有較建設性的思考方式或有較高的社會支持及對社會支持有較高的滿意度時,其挫折容忍度亦較佳.至於建設性思考是否在挫折經驗和挫折容忍度之間扮演調節變項的部份,本研究只發現學業挫折經驗與積極正向性的思考之間有顯著的交互作用,而人際挫折經驗則與自我侷限性思考有顯著的交互作用;但是在社會支持部份,本研究並無發現其與學業或人際挫折經驗之間有明顯的交互作用.各變項所顯現的性別上的差異則相當符合一般人對男女的刻板印象;受試中,以國三學生的壓力最大,可能亦是輔導最可著力的ㄧ群. 上述的研究結果除可提供作為未來探究有關挫折經驗與挫折容忍度關係時的參考之外,亦可對學校教育及親職教育提供下列幾點建議:1.變化教材或教學方式,以減少學生的挫折經驗;2.提供老師建設性思考的課程,使師生在教學互動中培養建設性的思考,得以提昇挫折容忍度;3.對男女生的挫折經驗所提供的輔導方向應有所不同;4.培養師長、家長都能成為孩子遇到挫折時的社會支持來源;5.針對不同年級的學生提供預防教育課程,改變其對挫折的容忍度. / This research mainly intends to understand the relations between frustration experience and frustration tolerance of teenagers, and discuss the roles the constructive thinking and social support play in these issues.Based on questionnaire survey of 701 senior high school students, four variables-frustration experience, frustration tolerance, social support andconstructive thinking are investigated. The research results show that an obvious negative relation exists between frustration experience and frustration tolerance. Those who have more constructive thinking or receive more social support and accepted by the society have better performance on frustration tolerance. As to the question whether the constructive thinking play the role of a moderator variable between frustration experience and frustration tolerance, this research only found that obvious interactions exist between study frustration experience and positive thinking, as well as between human relation frustration experience and self-restrained thinking. However, the research did not find any obvious interaction between study/human relation frustration experience and social support. The different performance on different variables owing to sex difference complies with the stereotype. The research results also show that the graduating senior high school students suffer the highest pressure and could be the group that the assistance could really do something for.The research results mentioned above could provide useful information for further investigation on the relations of frustration experience and frustration tolerance. They also provide some advice for normal education andparents education: 1. Changing the teaching material or teaching methods in order to reduce the student's frustration experience. 2. Providing training courses with constructive thinking for teachers.It will build up constructive thinking as well as strengthen frustration tolerance both for teachers and students by way of teaching and studying - mutual responses. 3. The assistance provided for male or female students in order to conquer their frustration experience should be different. 4. Cultivating both parents and teachers the ability and willing of providing supports. Whenever teenagers face frustration, parents and teachers can become the source of social support.5. For students of different grades providing suitable preventive education courses in order to enhance their frustration tolerance.

近百年來企業併購的案例不斷地發生，企業組織經常經由併購來達成其競爭與生存的目標，並尋求獲利及追求成長。日本在經歷了1990年代的泡沫經濟所造成嚴重的經濟不振後，金融機構陸續發生經營危機，故政府官僚在1996年開始提出「金融大改革」，促成日本的金融機構在接來下的十多年間不斷地進行併購，以求改善經營體質並完成組織的轉型與再造。本文特別選定三菱日聯金融集團(Mitsubishi UFJ Financial Group)、新生銀行(Shinsei Bank, Limited) 及 SBI Holdings等三家，透過併購重整成功再造的綜合性金融集團，進行個案的探討與分析，以了解這三家金融機在併購轉型的過程如何進行策略再思考，達成組織變革的目標。 最後經由文獻探討與個案分析的整理與探討，本研究歸納出三種的併購轉型的模式，分別為MUFG所代表的「資源互補型」、新生銀行所代表的「外力活化型」以及SBI Holdings所代表的「創新演進型」。另外，本文亦整理出五點管理意涵的發現，包含「利用策略性併購促成企業轉型」、「以顧客價值為核心創新金融服務」、「網路金融的興起與資訊科技的創新應用」、「重視社會責任並再造企業品牌形象」、「整合人力資源並重塑組織文化」的變革重點。 後泡沫經濟時代，日本金融集團透過策略性再思考，以併購為手段進行組織變革成功的經驗，對於台灣的企業的發展，係非常有用的參考經驗。

設計思考是強調以人為本的創新，透過同理心之觀察、研究，全盤發想整體的創新對策來解決最根本的議題，並以原型製作輔助闡述，創造出新組合和跨領域解決方案，最終達到策略商業設計的目的(Strategic business design)。 現在，純粹以製造為導向、科技為導向的能力與觀念已不足以因應台灣當前所處之市場競爭環境，設計思考闡述回歸人性、回歸關懷顧客的根本需求，「以人為本」，援引社會學家、人類學家的田野調查方法，及開放的動腦會議，提供創新思考模式開發產品、服務甚至是流程或組織變革。 本研究以創新的擴散為研究架構，結合台灣企業實務導入之經驗，與相關領域專家訪談，希望能對台灣企業面臨之挑戰提供建議。 / What is “Design Thinking”? Design thinking is the human-centered innovation that focuses on the issues of observation, accurate definition and early test. Through these processes with empathy base, we are able to come up with a total innovation strategy which solves the fundamental problems. With the help of prototyping, design thinking creates a whole new interdisciplinary innovation achieving the ambition of strategic business design. This system which includes manufacture- oriented abilities and tech-oriented concepts is inadequate for the fierce competition what we live in. Design thinking makes us return to human nature by methodologies of sociology and anthropology. In addition, open brainstorming provides an innovative way for new product development, new service or even organization reforms. This research bases on the “Diffusion of Innovations” written by Everett M. Rogers, and the experiences gained from practical execution of industry and experts, hoping it would give some advice on dealing with nowadays challenges.