著者稿: http://hdl.handle.net/2433/209743 / 京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第19860号 / 情博第611号 / 新制||情||106(附属図書館) / 32896 / 京都大学大学院情報学研究科システム科学専攻 / (主査)教授 大塚 敏之, 教授 加納 学, 教授 石田 亨 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

イギリス、日本、アメリカの3か国の調査に基づき、重い精神障害のある人への地域生活支援の理念とスキルを明らかにした。実践スキルに関しては、リカバリー志向でレジリアンスを育むスキルとして306を生成し、利用者の回復のプロセスに沿って体系化を試みた。これらのスキルのなかには、精神科病院や施設では用いられてこなかった新しいスキルが見出された。本論文は、学術出版会より2013年3月に出版されたものである。 / Based on research conducted in the UK, Japan, and the USA, authors clarified principles and skills of community treatment for people with severe mental illness. As for practical skills, a total of 306 different skills were identified to develop a consumer's psychological resilience in a recovery oriented manner, and systematized according to the consumer's recovery process. Among them, the authors found some new skills that have not been used so far at psychiatric hospitals and facilities. This article was published in Japanese by Gakujutsu Shuppankai in March 2013. / 博士(社会福祉学) / Doctor of Philosophy in Social Welfare / 同志社大学 / Doshisha University

博士(政策科学) / Doctor of Philosophy in Policy and Management / 同志社大学 / Doshisha University

身心障礙者如同一般人，擁有獨立自主的人權，但因其障礙使然，如要達到自立生活，時常需要藉助外界的協助。障礙者自立生活已逐漸成為障礙者社會促進的制度典範，在如此的前提下，支援障礙者的自立生活的自立支援措施，應為如何的設計，應為障礙者社會促進措施的研究要點所在。本文旨在從日本與台灣的學界及實定法中，探尋障礙者福利措施的典範移轉，以及從「自立」於社會保障法上及障礙者社會促進中的意義，剖析障礙者自立支援措施的應有樣貌，並進而藉此檢視及分析日本與台灣身心障礙者法制中具體的障礙者自立支援措施，提出本文的比較結論，期待能對我國的身心障礙者社會促進法制未來的改革，提供比較法上的參考。本文研究架構如下： 第一章為緒論，介紹本論文的研究動機與目的、研究範圍、用詞定義、研究方法及研究架構。 第二章探討身心障礙法政策的典範移轉。本章將先針對身心障礙者社會福利法制的典範移轉進行論述，再介紹身心障礙者的自立生活運動的國際脈絡，其理念、內容、發源及於亞洲的擴散。 第三章探討「自立」及「自立支援」於日本社會保障法脈絡中的意義。本章將從日本學說及實定法進行剖析，目的為將對於「自立」概念論述較深入的日本狀況，引為參考標的。 第四章為探討日本障礙者自立支援法及障礙者總合支援法之法制。從其發展脈絡，到具體的法制內容介紹，使讀者一窺日本對於障礙者支援法制之中心─障礙者總合支援法之樣貌，並對本文後續章節之我國與日本制度的比較進行鋪陳。 第五章為將先針對我國身心障礙者權益保障法中與障礙者自立生活較有相關的個人支持服務進行介紹，再進行台日制度的比較分析。 第六章為本文結論，本文將於本章呼應本文研究動機及目的，提出結語。

各國政府為提高國際競爭優勢，紛紛積極推動「電子化政府」。我國電子化政府建設自八十六年起開始推動，迄今已經行政院擴大為e-Taiwan計畫。電子化政府推動之業務電腦化，帶動政府業務資訊系統的快速發展，其彙集而成之大型資料庫，為政府統計工作帶來莫大的發展契機。 本研究從電子化政府的過程、內政業務行政程序、知識挖掘及採勘方法，提出參考資料模型，可能的統計軟體工具以及電子化政府中知識發現的實驗架構。再者，本研究藉臺閩地區外籍與大陸配偶結婚登記資料集，運用各種群集分析如K-means、ANN、TwoStep等，並利用我國人口數時間序列採用多模式方法進行人口預測，並將前述分析結果回饋資料庫，最後，作者實現一個知識發現系統雛型，其中包含了前端資料庫、資料集、知識庫以及EIS使用介面。 本研究成果總結如下：(1)資料挖掘工作產出之知識，除真實呈現社會現象外，亦作為政府政策之指南；(2)在本研究發展之系統中，新興資料挖掘技術及傳統資料分析方法，二者相輔相成；(3)某些資料挖掘技術適合相符的資料型態，例如文中人口預測資料較適合指數平滑法勝於ANN，亦即，我們可以籍由多模式分析比較其結果，來達到更佳的效果；(4)藉由知識庫模型的建立達成知識創造、共享與管理的目標；(5)資料挖掘工作可以回饋改善資訊系統或業務缺失。 / In order to enhance international competitive advantages, most of the government authorities over the world are engaging in realizing their e-Government platforms. The ROC Government began to develope its e-Government- Infrastructure since 1997, and up-to-date is expanding the e-Taiwan Project as a whole by Executive Yuan. The computerization of administration processes within various government agencies push forward fast development of administration information systems via handling administrative works and lead to utmost opportunities for the government statistics by means of very large databases. Starting from a survey on developements of e-Government, administrative processes for interior affairs, and knowledge mining as well as discovery techniques, this study brings out reference data models, potential statistical softwaretools, and an experimental framework as a whole for knowledge discovery in the context of e-Government. In the next step, this study experiments with applying clustering techniques such as K-means, ANN, and Twostep on datamart regarding marriage of foreigners ( including citizens from Mainland China ) in Taiwan, and with employeeing multi-modes approach on population forecasting. The results of aforementioned analysises are feed into backend database. At last, this author carries out a prototype of knowledge discovery system which includes front-end data base, data marts, knowledge base and interfaces to EIS. The results of the research can be summarized as following: 1.Knowledge derived by means of data mining is capable to represent social events / affairs as well as to serve as a kind of guideline for developing government ploicies. 2. The modern data-ming techniques and classical data-analysis approaches complement with each other in the system developed in this research. 3. Certain mining technique is suitable of corresponding data pattern, for example, expotential smoothing is more suitable for our population data than ANN, which means that we may often achieve better result by multi-mode analysis and comprison with the outputs of different modes. 4. Knowledge creation, sharing, and management can be achieved by means of the knowledge discovery processes on the framework developed in this research. 5. We can figure out errorful raw data in the mining output and feedback to the data source to improve its quality.

本論文之研究目的為開發一線上合作式創造力學習系統。本文將描述一以遊戲為基礎之創造力思考輔助工具＂Idea Stroming Cube＂。它的目標在於讓學生養成創意思考與典範轉移能力的習慣。此系統會汲取學科專家的知識，使用者歷史記錄，和腦力激盪中的個人創意，提供使用者、目標及情境感知的學習支授。比較相關的教學系統，它更注重於刺激發散情思考之能力。此系統可分為兩種學習模式Base Mode和Agent-Assist Mode：一為提供學科知識學習之輔助，另一為提供學習發散性思考能力之輔助。 本文提出合作式創造力思考輔助之Human-Computer Interaction(HCI)的系統已初步實作完畢，本文並報告了兩個相關的實驗以測試系統效能。本研究的主要結果符合實驗假設，以遊戲情境為基礎之創造力支援系統相較於其他類似系統，更有助於學生學習創造力，另外，籍由適當且適時的智慧型思考輔助Agent，亦能提供學生不同面向的思考觀點，有助於學生用更多觀點學習知識。 / The objective of this research is to develop a Web-based collaborative tool for learning creativity. This research describes a game-based system, Idea Storming Cube, in support of creative thinking. It aims to make people form a creative and Perspective-Modifying thinking habit. Based on theories of this kind support system and prior studies, we propose to integrate exciting game environment and intelligent support mechanism into the creativity thinking support system. The system acquires knowledge from domain expert, user inputs history, and individuals of a brainstorming group, and then provides user-, goal- and context-sensitive supports. Compared to classic tutoring systems, it focuses more on stimulating divergent thinking. The system can be utilized with two distinct support strategies, Basic Mode and Agent-Assist Mode, in order to support different learning objectives. One focus on knowledge learning, the other highlights the divergent thinking ability. The proposed Human-Computer Interaction (HCI) tool for collaborative idea generation has been implemented, and two experiments for preliminary evaluation of the system are also reported in this thesis. The major results of this study show that the game-based brainstorming system with appropriate intelligent support outperforms the other types of systems because the game competition environment can make them concentrate on the brainstorming tasks and let them think more from different view points for learning the knowledge with the support of the peer-like agent.

隨著網際網路的快速發展，網路資源對於支援數位學習的重要性正與日遽增。本研究旨在探討學習者在利用專題式學習的網路學習歷程中，使用台灣百年圖書館史數位圖書館（經組織後的資源）以及網路搜尋引擎（開放式、未經組織整理的資源）的數位資源之學習歷程及學習成效差異。藉以探討數位典藏資源對於支援專題式學習的優點與特質，並歸納數位典藏資源支援專題式學習模式的價值與定位，以提出發展數位典藏資源支援數位學習模式之建議與參考。 本研究在研究實證部份將學習者劃分為實驗組與控制組，分別使用前述兩種不同組織方式的數位資源進行專題式學習。經由學習者學習活動而產生的電腦歷程紀錄、作業成果及問卷分析等，透過統計分析了解不同組織方式的數位資源對於學習者解決專題式學習任務的影響，進而驗證數位典藏資源支援專題式學習的價值與定位。 本研究獲得以下幾點結論：1、數位典藏資源在支援專題式學習模式上，相較於網際網路中開放式資源具有較高的學習成效；2、對於學習者輔以不同組織方式的資源進行專題式學習而言，數位典藏資源較開放式網路資源具有較高的資源使用滿意度；3、數位典藏資源在支援專題式學習過程中，相較於開放式網路資源，對於知、行、思三階段學習中的「行」階段具有較明顯的助益；4、在支援專題式學習歷程中，相較於Google開放式網路資源，數位典藏資源應提昇資料檢索效能，以增加學習者的使用意願。 / With the rapid development of the Internet, how to apply Internet resources to support e-learning is becoming a more and more important issue in the e-learning field. Therefore, the study mainly focuses on assessing the differences of learning processes and performance of learners who respectively use the digital resources from Taiwan libraries’ history digital library （structured digital resources） and Google search engine （open ended and unstructured digital resources） to perform problem solving learning for a same target subject via the project-based learning mode. The study aims at exploring the advantages and characters of using digital archives to support project-based learning and proposing conclusions and suggestions that are helpful to using digital archives to support e-learning. The study adopted the quasi-experimental design method to separate all participators into the experimental and control groups in order to evaluate the differences of learning processes and performance of learners who respectively use different digital resources to perform project-based learning processes. The statistics analysis scheme was employed to evaluate the learning performance of learners who perform project-based learning supported by different digital resources based on learning processes, project-based learning outcomes, and questionnaire investigation. Based on the research outcomes, the study confirms the value of digital archives in terms of supporting the project-based learning, and further indicates the role-playing of digital archives in supporting e-learning. The study obtains the following conclusions: 1. The learning performance of the experimental group learners who perform project-based learning processes supported by digital archive resources is superior to the control group learners who perform project-based learning processes supported by search engine resources; 2. The learning satisfactory degree of the experimental group learners who perform project-based learning processes supported by digital archive resources surpasses the control group learners who perform project-based learning processes supported by search engine resources; 3. Compared to the search engine resources, the digital archive resources obviously provide benefit in the action procedure in the proposed project-based learning mode with three learning procedures; 4. Compared to Google search engine resources, performing project-based learning supported by digital archive resources should enhance search performance to promote the user’s willingness while using digital archive to support e-learning.

KPI(Key Performance Index)是一個落後指標，需要一套更及時的領先指標，以動態和系統化的角度，及時展現每一位員工的執行績效和顧客滿意度指標，以數位化看板的概念報導員工對公司的貢獻度和顧客對服務的接受度，因為預先管控和報導，可以確保KPI 的達成，在服務品質的改善和顧客滿意度提升，有很大的助益。. 本研究希望發展出一套具體的線上及時管控指標，讓系統整合公司可以提升顧客信賴和持續服務品質改善，而將重點發展方向轉移到提供更好的內容、產品、服務、系統的品質，以及合理的價格。 因此採用平衡計分卡的四大構面為面向，ITIL服務生命週期之IT服務管理為主軸，參考PZB三位教授之服務品質概念性模式和SERVQUAL量表衡量構面及項目，配合系統整合公司的運作，歸納出一個服務品質改善架構流程圖，並以其為基礎發展一套服務品質改善的及時管控指標；運用商業智慧、數位儀表版等工具設計以支援主管決策管控和員工績效的報導系統。

本研究旨在探究兩個不同電腦支援合作學習環境，知識論壇平台（Knowledge Forum, KF）與黑板數位學習平台（Blackboard, BB），在支援師培生學習教育理論、教師專業與教學實務等概念過程中之影響。BB的設計主要以一般的學習理論為基礎，KF的設計則是以知識建構（knowledge building）理論為中心。研究設計採混合研究法之橫斷取向策略，研究對象為某國立大學修習一師培必修課程「教育理念與實際之整合」之49位學生。於學期初將研究對象分成二組，其中BB組25人，KF組24人。課程目標主要希望學生在修課後能對自己即將投入之事業，以及對於教學理論、教師專業與教學實務間的關係，能有更深入的瞭解，並進一步反思自己在未來實習階段需要加強之處。 研究資料主要來自兩個數位學習平台上自動存取的紀錄(例如：建立文章次數、對他人文章回覆次數等)、以及學生於兩平台上所發表的文章內容。資料分析主要為推論統計之單因子變異數分析及質性的內容分析法。根據分析結果，本研究提出以下三點結論： 一、兩組學生在相同教師及相同課程設計下，在兩個學習平台上的活動量大致相同，但是於KF環境下學習的學生則表現出較多的成員互動。根據本研究結果推論，會產生此現象是因為BB的平台設計僅提供單一回文機制，供學生對他人的文章做回饋。而KF平台的設計則提供較多元的互動機制，除了可以對他人文章做回應(build-on)外，還可以對別人的文章做註解(annotation)、引用他人文章(reference)、以及統整文章(rise-above)等功能。 二、在學生於教育理論與教學實務間關係概念的理解上，首先，於低層次的理解面向上（主要包含教師要能「知道且理解教學理論」和「應用教學理論」）兩組學生沒有顯著差異。但是，在高層次的理解上（主要為教師要能「分析理論和實務上的關係」），KF組則比BB組表現好。根據本研究結果推論，KF的學習環境可以幫助學生發展更高層次的思考。 三、在學生對教師專業與教學實務間關係概念的理解上，首先，在低層次的理解面向上（主要包含教師要「理解並應用專業於實務」和「從實務中歸納專業為多面向的整合」），兩組學生沒有顯著差異。然而，在較高層次的理解上（主要包含教師要能「分析專業和實務上的關係」和「評鑑、反思自己在專業上的表現」），KF組的表現比BB組好。研究推論KF環境較能幫助提昇學生的概念學習至較成熟的理解層次。 根據上述結論，本研究提出下列四點建議：（1）電腦支援合作式學習環境應發展更多元的文章互動機制；（2）師培教育應更重視師培生對教學理論、教師專業與教學實務間關係的理解；（3）教師選擇使用電腦支援合作式學習環境時，應將是否能幫助學生產生深層理解做為其中考量；以及（4）教師應幫助學生發展知識創新概念。 / This study investigated the effects of two different computer-supported collaborative learning environments, Knowledge Forum (KF) and Blackboard (BB), on teacher-education students’ conceptual understanding of theories, expertise, and practices in teaching. Blackboard is designed generally based on conventional learning theories. In contrast, Knowledge Forum is designed particularly based on knowledge building theory and pedagogy. Participants were 49 students who took a course titled “Integrating Instructional Theory and Practice,” which was offered by a teacher-education program in a national university, Taiwan. The study employed a mixed-method design, with the participants being divided into a BB group (N=25) and a KF group (N=24), with the later serving as an experimental group. The main instructional goal was to help students deepen their understanding of the relationships between theories, expertise and practices in teaching and to become more reflective on their future teaching practice. Data primarily came from students’ online discourse posted in the form of notes and were recorded in the aforementioned two BB and KF databases. To analyze, one-way ANOVA was employed to describe students’ online activities (e.g., number of notes posted) and an open-coding procedure were adapted to content-analyze student notes. There were three main findings as follows: (1) It was found there was no significant difference observed between the two groups in terms of the number of notes posted online in each database. But in terms of interactivity, there were more note linking actives in the KF group than in the BB group. It is suggested that this might be due to the design mechanism of the BB environment being less supportive for discourse interaction among students. In contrast, the KF environment has more design features such as annotations, references, and rise-above to support student interactions. (2) In terms of students’ conceptual understanding of the relationships between theories and practices in teaching, it was found that there were no significant differences between the two groups at the two lower conceptual levels (including teachers should “know and understand most teaching theories” and “be able to put theories into practices”.) But in contrast, it was found that there was a significant difference between the two groups at a higher level of understanding (i.e., teachers should be able to “analyze the relationship between theory and practice”). The findings suggest that as compared with Blackboard, Knowledge Forum seemed to be a more supportive environment that tended to help students achieve a deeper conceptual understanding of the relationships between theories and practices in teaching. (3) In terms of students’ conceptual understanding of the relationships between expertise and practices in teaching, it was found that there were no significant differences between the two groups at the two lower levels (including teachers should “understand the practice and the application of teacher expertise” and be able to “integrate practice into the multifaceted teaching expertise.”) But in contrast, it was found that there was a significant difference between the two groups at a higher level (i.e., teachers should be able to “analyze the relationships between teacher expertise and teaching practice” and “evaluate, reflect on their own professional performance.”) The findings suggest that Knowledge Forum seemed to be a more supportive environment capable of helping students achieve a higher level of conceptual understanding of the relationships between teacher expertise and practices in teaching. Building on the above results, this study made the following four suggestions: (1) a good computer-supported collaborative learning environment should include necessary design features that support multiple interactive mechanisms; (2) teacher education program should help its students develop deeper conceptual understanding of educational theories, teacher expertise, and teaching practices; (3) teachers should be equipped with the necessary knowledge in order to choose a good computer-supported collaborative learning environment to support teaching; and (4) Teacher education program should help its students develop more knowledge building oriented concepts towards teaching and learning.

加速產業升級為我國政府近年來努力的目標，而科技人才的培育與運用，則為目標達成與否的關鍵因素，因此在歷次全國科技會議中，均將科技人才的培育、延攬與運用列入重要議題。由於近幾年海外學人在技術引進上扮演了相當重要的角色，因此今後應更積極延攬海外科技人才，以彌補國內人才供應不足的現象。雖然政府有相關延攬人才的方案，但是卻沒有進一步的研究來探討這些人才回國後的適應狀況、工作績效等，如此是否政府的相關延攬措施對國內的產業發展帶來了效益，除了承辦人員累積的經驗感受外，似乎無實證的研究瞭解。因此本研究目的在於探討海外高級科技人才返國工作動機以及返國後之適應狀況，並進一步探討影響海外高級科技人才適應的決定因素以及適應與組織承諾間的影響關係。 　　本研究之研究對象係指財團法人工業技術研究院之返國海外高級科技人才，具有博士學位海外工作經驗3年以上；具有碩士學位海外工作經驗4年以上；學士學位海外工作經驗5年以上三者之一，對國內技術提昇、產業發展有所貢獻的人才。 　　本研究透過問卷調查方式，獲得工研院之人力資源經理研究支持協助下，共計取得有效問卷45份，主要運用典型相關分析來檢定本研究假設，並進一步針對變項間的關係，運用迴歸分析、Pearson相關統計檢定結果以為參考。而為彌補研究樣本規模之限制，並進一步進行個案訪談分析作為研究結果之輔證，共計有效訪談個案6位。 　　本研究獲得以下數點結論： 　　一、人才返國工作之動機多受前程發展動機與歸屬感動機之影響而回國。 　　二、從人才返國後的整體適應狀況在平均值之表現上來看，顯示人才之適應狀況良好。 　　三、人才之返國工作動機會影響人才之適應狀況，且人才越是持前程發展動機回國者，其在工作適應與生活適應的表現上較佳。從個案訪談本研究發現人才之動機是否明確將會影響適應狀況。 　　四、本研究無法驗證海外高級科技人才之文化傾向與適應狀況之影響關連，但本研究推論文化差異對人才適應狀況之影響在於人才對於文化差異的認知程度與調適情形。 　　五、家庭支持程度會對人才之適應狀況造成影響，但本研究亦進一步推論，若海外高級科技人才在其決定返國時的人生順序上，是將個人的工作生涯在人生中擺在相當重要的位置上，甚至是超過家人的順序，若是如此，則家人的支持程度對於人才的適應狀況影響程度將會較弱。 　　六、人才對於組織所提供支援之滿意程度會影響人才之適應狀況，且組織提供支援的方向以有利於人才工作發揮的支援對於人才之整體適應較有幫助。 　　七、人才對於組織承諾之平均值表現呈中度傾向；且組織承諾與適應狀況間呈顯著正相關，人才之適應狀況會影響人才之組織承諾。本研究從個案訪談中發現個案之組織承諾與個案對工研院的需求相關，如個案返國是以尋求創業機會為主要目的，則工研院的工作環境對他們而言會是一個跳板因而對於工研院的組織承諾將會較低。