本論文以「實施國中補救教學師資精進計畫之分析—以新北市國中國文科為例」為主題，旨在探究新北市政府與國立臺灣師範大學共同合作之國中補救教學師資精進計畫之現況、困境及相關建議。資料蒐集主要採取文件分析法及訪談法，結論如下： 一、參與教師年資偏低、正式教師比例僅佔一半，教師延續參加的比例偏低。 二、教師肯定師訓之精神及其辦理成效，但對偏遠學校有交通不便的困擾，也會干擾教師本身工作之進行。 三、教師能學會補救教學相關專業知能，並能活用教學技巧於其他教學場域，但備課時間過長成為教師之負擔。 四、學生學習成效在動機及語文能力部分有所進步，但很難有立即的成效。 五、政策本身缺乏強制性，造成在學生編班、教師招募、行政執行上有所困難。 最後依據研究結果提出具體建議，提供教育行政機關、學校及未來研究之參考。 / The purpose of the study is to investigate the topic-the analysis of qualified teachers of the EOQEDS' implementation. Take the major subject of Chinese Literature as an example. The main point is to discuss the current situation, difficulties and suggestions of the EOQEDS cooperated by New Taipei City Government and National Taiwan Normal University. The methods of data collection are adopted by the analysis of documentary and interview survey and the results are as follows: 1.Participating teachers have less seniority; the proportion of formal teachers is only half of the group; the proportion of teachers continuing participating in the group is relatively low. 2.Teachers agree with the spirit of EOQEDS and with the effect of EOQEDS' practice. However, teachers working in remote schools are sometimes annoyed by the inconvenient transportation problems, which may also interfere the process of teaching. 3.Teachers can acquire knowledge related to remedial teaching and utilize skills of teaching to other education fields, but it is a burden that preparation of teaching sources and materials takes too much long time. 4.The effects of the student’s learning are promoted on the motivation and the abilities of the literature, but it takes too long time to be revealed. 5.Policies themselves lack power of compulsory. As a result, it is difficult to group students into class, to hire teachers, and to execute education administration. According to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration, junior high schools and the research in the future.

本個案研究旨在深入研究一位國中英文教師在文法教學信念與實際教學之間的差異之處。本研究以Green (1971) 所提出的core belief和peripheral belief為基本架構，採用質性之資料收集及分析方式，以期對教師的教學信念、教學行為及兩者之間的不一致做出較詳盡的描繪及討論。參與本研究的教師為一位新北市公立國中的資深英文教師，對文法教學及英語教育有自己的一套理解及看法，備受同校老師的尊重。資料收集方式以課堂錄音觀察、半結構式訪談為主，教師的教學資料、自編的段考考卷、校內英文老師的領域會議紀錄為輔。 研究結果顯示，此教師的文法教學信念和行為的確有些許落差，主要反映在課外英語學習資源的使用、文法教學所佔的比重、以及文法術語的使用頻率上。造成此落差的原因主要是教師的core beliefs和peripheral beliefs內容的不一致，導致在教學現場上大部分的時間都用來完成core beliefs，因此peripheral beliefs的實施時間便受到壓縮了。此外研究者還發現，這位老師的core beliefs主要以較傳統、較常見的知識傳輸模式為主，而peripheral beliefs則是和英語教學理念較有直接相關，這部分呼應了Phipps and Borg (2009)所提出的假設，且此一現象是在教師信念的文獻中較少被提到的。根據這些發現，本研究提出對教師文法教學信念及實踐之差異的看法及未來研究的建議，以期對台灣的英語文法教學能有更多建設性的研究貢獻。 / The purpose of this qualitative study was to investigate the tensions between an English teacher’s grammar teaching beliefs and practices. The participant was an experienced junior high school English teacher who had her own principles in grammar teaching and English education. Green’s (1971) distinction of core beliefs and peripheral beliefs was adopted as the framework to analyze the participant’s grammar teaching beliefs. Data were collected from multiple sources such as semi-structured interviews, classroom observations, stimulated recall interviews, and documents such as the teacher’s teaching notes and test paper. By using initial coding and second level coding, these data were carefully examined to obtain the most salient themes of the participant’s grammar teaching tensions. The findings revealed three most significant tensions between the participant’s grammar teaching beliefs and practices: tension on the use of extracurricular teaching resources, on the proportion of grammar instruction, and on the use of grammatical terminology. The participant’s tensions were mainly due to the inharmonious relationship between core beliefs and peripheral beliefs. The former were more related to teaching philosophy in general, and the latter were more related to English teaching itself. In other words, the tensions between participant’s beliefs and practices were actually the gaps between knowledge transmission perspective and ideal English teaching principles. Based on the findings of this study, some suggestions and pedagogical implications were raised for future research as well as English education field in Taiwan.

語音表義教學雖已被學者提倡使用在字彙學習之領域多年，然而其在課室英語字彙教學的實際成效仍未獲證實。本研究先採用量化研究方法以探究語音表義教學對於國中生英語單字記憶之成效，再採用質性研究方法探討受試者對語音表義教學法之看法。 研究對象為台灣北部一所公立國中九年級兩個班的七十二位學生。此均質的兩個班級被隨機指定為實驗組與控制組，實驗組施予語音表義教學法學習八十個標的單字，而控制組則施予傳統翻譯式教學法學習相同的單字。接受歷時十六週的字彙教學後，以兩組學生在認字測驗上的成績以及實驗組學生個別訪談之結果作為資料分析來源。本研究主要發現如下：(1)接受語音表義教學的實驗組學生在認字測驗的表現上顯著優於接受傳統翻譯法的控制組學生。(2)實驗組中，高分群組與低分群組在接受語音表義教學後，在認字測驗的表現上皆呈現出顯著性進步，顯示出語音表義教學對不同程度的學生皆有成效。(3)受試者對語音表義教學持正面態度，且認為語音表義教學特別是在認字方面有助於英語字彙之記憶。研究最後進一步對語音表義教學在實際教學上之應用提供建議，作為教育學者們參考。 / Although the instruction of sound symbolism has been advocated for word learning for years, it is not clear whether it is empirically effective in classroom vocabulary teaching. This study first adopted a quantitative research method to investigate the effectiveness of the instruction of sound symbolism on junior high school students’ English vocabulary memorization, and then a qualitative research method to explore the participants’ perspectives on the instruction of sound symbolism. Participants of the study were two classes of 72 ninth-grade students in a public junior high school in northern Taiwan. With homogeneity in terms of English language proficiency, the two classes were randomly assigned as the experimental and control group. The former was instructed 80 target words by the instruction of sound symbolism, while the latter was taught the same target words by the traditional translation-based approach. Vocabulary instruction lasted for 16 weeks, and the data analysis was based on their performances on the word recognition test and the results of the individual interviews. The major findings are as follows. (1)The participants who received the instruction of sound symbolism performed significantly better on the word recognition test than those who were taught the traditional translation-based approach. (2) In the experimental group, both the high and low proficiency learners made significant progress, indicating the instruction of sound symbolism was effective in different proficiency groups. (3) The participants held positive attitude toward the instruction of sound symbolism and felt that the instruction was helpful for vocabulary memorization, especially on the aspect of word recognition. Some pedagogical implications and recommendations for future research were presented at the end of the thesis.

本研究的研究目的是提供英文老師如何在課堂上有效運用合作教 學，並提供老師在處理合作學習分組上一些適當、 有用的建議。本研究以一班台北市高職二年級學生為對象，以四種合作教學法應用在他們英文課上，並將實驗劃分為兩階段—同質學習能力小組及異質學習能力小組。藉此探討不同學習能力的學生對不同能力分組方式，有何感受及差異。此外，本論文亦深入探討合作學習在學生情意領域上的影響， 比照他們在不同分組階段後的感受及成效。 資料蒐集方式包括兩份主要問卷調查，分別於不同分組階段後實施，及學生週誌、課堂觀察、及訪談。資料分析方式為量化的描述性統計及質化內容分析法。研究結果摘要如下： 一. 高成就學生偏好同質學習能力分組，並在社會技巧及英語學習上，顯著優於其他同學。 二. 低成就學生偏好異質學習能力分組，實施合作教學後，對於學習意願、上課態度上，有明顯進步。 三. 實施合作教學後，大部分學生在英語學習、學習興趣、態度、及社會技巧、人際關係上，皆有提升。 / The purpose of the study is to examine the effect of different groupings of Cooperative Learning on an English class of vocational high school students in Taiwan. Cooperative Learning is one of the teaching techniques applied in EFL classrooms, proved to be effective in promoting students’ academic achievement, affective domain as well as improving students’ interpersonal relationship. Although many EFL teachers in Taiwan have adopted cooperative learning to their teaching, not all of them paid attention to the grouping criteria. This study aims to investigate which ability grouping, heterogeneous or homogeneous, can bring most benefits to the students in their English learning and affective domain. In other words, this study tries to probe in the effectiveness of cooperative learning, by students’ perception, whether their learning attitude, achievement and social skills are enhanced through cooperative learning. And the relationship between different ability levels of the students and their preference for different groupings is also investigated. The grouping criteria, based on the participants’ academic achievement, divide the experiment into two stages—heterogeneous grouping and homogeneous grouping. Four cooperative learning methods are applied in the class—Students Team Achievement Division (STAD), Teams-Games-Tournaments (TGT), Learning Together (LT) and Jigsaw. Forty-two students, taught by the researcher, from the 2nd year class at a vocational high school in Taipei, have participated in this study. By conducting questionnaires after the two stages of different groupings and oral interviews at the end of the experiment, the researcher collected and analyzed the data. The findings of the study indicate that high-ability students prefer to work with the similar-ability peers, while low-ability ones prefer to work in heterogeneous groups. The participants are positive toward the effectiveness of cooperative learning in promoting their English learning, learning attitude and social skills. By running SPSS, the statistical results also show significant difference that high-achieving students are satisfied with the improvement of their social skills and English learning more than the students of other levels when they are placed in homogeneous groups. The study not only provides EFL teachers with an effective framework of applying cooperative learning in English class, but also offers teachers appropriate and useful suggestion in adopting different groupings. Based on the above results, some pedagogical implications for English teachers and suggestions for learning strategy instructions are provided at the end of the study.

本研究旨在了解國民中學教師資訊素養與教學效能的關係，主要探討不同背景變項、環境變項之國民中學教師，在資訊素養與教學效能的差異情形。 本研究之研究對象，乃以苗栗縣之公立國民中學教師為主，抽樣18所公立國民小學312位教師，調查結果以平均數、標準差、t 考驗、單因子變異數分析、薛費事後多重比較法、皮爾遜積差相關等統計方法，進行資料處理分析，獲致下列結論： 一、苗栗縣國民中學教師資訊素養與教學效能整體是屬於「中上」程度的表現。 二、苗栗縣國民中學教師資訊素養因教師背景變項不同而有顯著差異。 (1)男性教師在資訊素養上表現高於女性教師 (2)師大學歷的教師在「資訊操作」、「資訊應用整合」，高於一般大學學歷的教師。 (3)主修資訊科系之國中教師高於非資訊本科之國民中學教師。 (4)任教科目是電腦的苗栗縣國民中學教師在「資訊應用整合」、「資訊操作」、「資訊倫理」、「資訊認知」、「整體層面」上的得分都是最高。 (5)資訊研習時數在61小時以上的國民中學教師其資訊素養亦較高。 (6)苗栗縣國民中學教師不同年齡、服務年資、職務及研習項目在資訊素養上沒有明顯差異。 三、苗栗縣國民中學教師教學效能因教師背景變項不同而有顯著差異。 (1)男性教師在教學效能上高於女性教師。 (2)任教科目是電腦的國民中學教師在「教學策略」、「教學技巧與評量」「教學氣氛」、「教學規劃」、「整體上」層面上的得分都是最高。 (3)苗栗縣國民中學教師不同資訊研習時數在「教學策略」、「學技巧與評量」、「教學氣氛」、「教學規劃」、「整體教學效能」層面有顯著的差異存在。 (4)苗栗縣國民中學教師不同資訊研習項目在教學效能上有顯著差異存在。在「整體教學效能」層面，資訊研習項目是網路應用及網頁製作、電腦及多媒體教學製作的國中教師高於資訊研習項目是光碟教學應用及製作的國民中學教師。 (5)苗栗縣國民中學教師不同年齡、學歷、修業科系、服務年資、職務、在「整體教學效能」層面，無顯著差異。 四、苗栗縣國民中學教師資訊素養與教學效能不因教師環境變項不同而有顯著差異。 五、苗栗縣國民中學教師資訊素養與教學效能間有顯著正相關。 基於以上研究結果，本研究針對教育行政單位與未來研究提出建議，以作為教育與研究之參考。 / This research explored the relationship of information literacy and teaching effectiveness, and analyzed the differences of information literacy and teaching effectiveness among junior high school teachers by different background and environment factors. The samples of this study are 312 teachers of 18 junior high schools locating in Miaoli County. The results are analyzed by means, standard deviations, frequency, t-test, one-way ANOVA, pearson’s product-moment correlation, Scheffé method , canonical correlation. The finding were as following : 1.“Upper-high”level performance was found on the whole in relation to the teaching-information literacy and teaching effectiveness of the junior high school teachers of Miaoli County .. 2. Significant differences were found between the background variables of the junior high school teachers of Miaoli County in relation to the teaching-information literacy. 2.1 Male teachers scored higher than female teachers in relation to the teaching-information literacy . 2.2 Teachers graduating from “National Normal Taiwan University” scored higher on “information operation” and “information application” than teachers graduating from other universities . 2.3 Teachers majoring in computer sciences scored higher on information literacy than teachers of not this major. 2.4 Teachers teaching in computer sciences scored higher on information literacy than teachers of teaching other subjects. 2.5 Teachers researching and studying above 61hours scored higher on information literacy than teachers of researching and studying under 20 hours. 2.6 No significant difference was found between age 、teaching experience、duty and the items of researching and studying on information literacy. 3.Significant differences were found between the background variables of the junior high school teachers of Miaoli County in relation to teaching effectiveness. 3.1 Male teachers scored higher than female teachers in relation to teaching effectiveness. 3.2 Teachers teaching in computer sciences scored higher on teaching effectiveness than teachers of teaching other subjects. 3.3 Teachers researching and studying above 61 hours scored higher on teaching effectiveness than teachers of researching and studying under 20 hours. 3.4 Teachers researching and studying items on internet application scored higher 0n teaching effectiveness than teachers of researching and studying other items. 3.5 No significant difference was found between age 、 higher degree、teaching experience、duty and course of majoring on teaching effectiveness 4. No significant difference was found between the environment variables Of the junior high school teachers of Miaoli County in relation to teaching-information literacy and teaching effectiveness. 5. There is a positive correlation between information literacy and teaching effectiveness . These results can be used by education administratives, school principles ,and future research. Keywords：Information literacy；Teaching effectiveness

本研究旨利用WebQuest實施小學網路資源運用與閱讀之研究，透過「系統化教學設計模式」的使用，針對學習者、課程內容、教學目標與評量方式進行分析規劃，設計教學活動，撰寫學習教材，以「廣達游於藝～藝術頑童‧劉其偉‧探索天地」為教學研究主題，實際進行兩階段教學行動研究，再經回饋、反省、修正教學過程等程序，以嚴謹的態度發展而成。 本研究探討透過利用WebQuest小學網路資源運用與閱讀，學生在學習歷程的學習狀況，並推廣活動實施之成效及影響，最後是對於教學者與學習者使用WebQuest後的行為意向。採用行動研究，以研究者任教之班級學生為研究對象，實施WebQuest教學策略。研究過程中透過觀察、訪談及文件蒐集等方式，再輔以量化資料進行佐證，進行資料之交互分析與討論。主要研究結果有以下發現： 一、多數學生肯定WebQuest引導方式，透過探索可以豐富自己的閱讀理解能力，提供自主學習的機會，並運用概念圖繪圖的方式，加深與加廣網路閱讀的資訊素養能力，因此提升了學習轉轉義並反思的能力，以及增強學習得自信心。由以上分析了解利用WebQuest實施小學網路資源與閱讀之教學策略有助於提升學生之閱讀力解能力的表現。 二、在學習歷程中，透過合作學習方式進行探索學習課程，小組成員能透過討論及互相提醒的方式，完成任務學習。研究過程發現組長領導與小組討論的氣氛良好的組別，其學習成果展現亦較佳。教學者依循既定的系統化教學設計並整合「學習如何學習」的能力，使得在教學前做好個想教學準備，以及建立以學習者為中心的教學設計。以上分析了解利用WebQuest實施小學網路資源與閱讀之教學策略充分展現與運用相關理論，並大幅提升教師的專業成長，及學生的學習動機由被動轉為主動。 三、使用後的行為意向方面，透過WebQuest課程活動，學習者在既定的任務引導下，展現出自我導向學習。建構網路化教學環境，增加師生互動的機會以及對談的良善機制，並利用網路提供的多元溝通機制以及無時空限制的特色，擴大主動學習的效益以及在推廣閱讀增加網路閱讀的閱讀理解能力。 最後根據研究結論，就教師教學以及對於未來研究提出相關性的建議。 / The purpose of the research is to an application of WebQuest to the implementation of the primary network resources and reading through the use of systematic instructional design model "for learners, course content, teaching objectives and evaluation methods to analyze the planning, design teaching activities, writing learning materials Quanta tour at the Arts ~ Art urchin, Max Liu‧ explore the world "theme for teaching and research, practical action research conducted in two phases, via feedback, reflect on and modify teaching process and other procedures, developed in a rigorous manner. In this study, through an application of the WebQuest primary network resources and reading, students in the learning status of study course conditions, and promote the effectiveness and impact of the implementation of activities, and finally after the use of WebQuest for teaching and student behavioral intentions. Using action research, the students of classes taught by the researcher for the study, the implementation of WebQuest teaching strategies. Through observation, interviews and documents collection, such as the research process, and then supplemented by quantitative data to conduct evidence, the interaction of the data through analysis and discussion. The main research results the following findings: One, more than the number of students is certainly WebQuest guide the way to enrich their own reading to understand capacity through exploring opportunities for independent study, and the use of the concept diagram drawing of the way, to deepen and broader network to read the information literacy ability therefore to enhance the learning transfer escape and reflection capabilities, and enhanced learning to have self-confidence. From the above analysis to understand an application of WebQuest to the implementation of the primary school network resources and reading teaching strategies helps enhance the performance of the students' reading ability to force solution. Second, in a study course, through cooperative learning conducted to explore learning courses, team members through the discussion and remind each other to complete the task of learning. The course of the study found that the atmosphere of the head of leadership and group discussion good group, the learning outcomes show are better. Teaching those who follow the established systematic instructional design and integration of "learning how to learn" the ability, makes a good job in teaching before want teaching preparation, and learner-centered instructional design. The above analyzed the solution of the WebQuest the implementation of the primary school network resources and reading teaching strategies fully demonstrated with the use of relevant theory, and significantly enhance the professional growth of teachers, and students' motivation to learn from passive to active. Use behavioral intention through the WebQuest-curricular activities, learners established under the guidance of the task, displaying self - directed learning. Construct a Web-based teaching environment, teachers and students the opportunity to interact as well as on the talk goodness mechanisms, and use the network to provide multiple communication mechanisms, and features without the constraints of time, to expand the benefits of active learning and the promotion of reading to increase the network to read reading comprehension skills. Finally, according to research findings, classroom implementation and future research recommendations of relevance.

高教學品質對幼兒生理、心理及日後學習成就皆有正向的影響，探討幼 教師與家長教學品質概念為本研究的重點。本研究採取質性研究方法，訪談 基隆市一間公立幼兒園不同教學年資之四位幼教師，以及不同幼兒成長階段 之四位家長，探討其對幼教教學品質之觀點。透過比較其概念差異，以促進 幼教師與家長觀點的對話與整合。 研究結果如下：一、幼教師與家長皆重視結構品質對教學品質的影響。 二、幼教師與家長對歷程品質關注之差異為對優質課程的理解不同。三、幼 教師對結果品質的關注不足；家長對結果品質給予相當程度之關注。四、幼 教師之教學品質概念與教師專業有高度連結，但概念中缺乏與家長合作與評 量的概念。家長視幼教師為教學品質之保證，並以幼兒之展現作為主要判斷 依據，但忽略了自身對教學的影響與家庭教育的重要性。五、幼教師與家長 對教學品質概念之差異，在於對優質課程的理解及關注層面不同，以及歷程 品質與結果品質之間的失衡。 根據研究結果，本研究提出實務現場與後續研究之建議：一、對教學現 場建議：(1)完整瞭解幼教品質的概念；(2)認識本身教學品質之階段，以及 與家長概念差異；(3)建立密切的親師夥伴關係。二、對幼兒家長建議：(1) 認識並瞭解幼教師對幼教品質的概念；(2)多與幼教師當面溝通。(3)了解自 身對教學品質之重要性，以合作代替要求。三、對教育機關建議：(1)舉辦 幼教教學品質研習，促進瞭解幼教師與家長幼教品質概念之差異，尋求親師 合作之道。(2)舉辦家長幼兒教育研習，協助家長認識並瞭解幼兒發展與專 業幼兒教育。四、對後續研究建議：(1)關於幼教課程專業性與豐富性之思 辨。(2)如何建立親師夥伴關係之探討。 / In recent years, teaching quality has come into the spotlight in preschool education. High quality teaching has a positive effect on children's physical, psychological and future learning achievement. However, there seems to lack a clear definition of preschool teaching quality which results to some barriers between preschool teachers and parents, that limited the possibility to enhance higher quality of teaching. This study utilized qualitative research method to collect datas from a public kindergarten in Keelung City by interviewing four preschool teachers and four parents. The datas were analyzed through open coding, axial coding and selective coding. The results are as follows:(1) When defining teaching quality， preschool teachers pay more attentions toward the process quality showing in the classroom while parents pay more attention toward the structural quality and the outcome quality.(2) Preschool teachers correlated teaching quality with teaching professionalism while parents considered preschool teachers as the guarantee to ensure teaching quality and the outcome behavior of children as the main evaluation standard. (3) Different cognition between perschool teachers and parents--imbalance between process quality and outcome quality. Based on the conclusion, this study provides several suggestions for practical and other further researches for reference.

企業面臨產業環境及國際化的挑戰，企業必須持續強化競爭優勢，但在企業需要快速累積內部優勢時，組織往往因內部知識傳承產生落差，導致無法有足夠的應變力及執行能力。而中階主管更是組織中承上啟下最重要的階層，但其訓練卻因行業差異性、管理問題與專業的相互交織，使得難度加大，因而造成企業中階主管的斷層嚴重，更使企業的經營更加艱鉅。 面對這樣的問題，司徒達賢教授建議企業可用內部實際個案發展與教學，訓練主管聽、說、想的能力，有利企業內部知識的傳承與中階主管的養成。故本研究以個案研究法、個案公司主管的深度訪談並結合教學方法、知識管理等理論內容，探討企業內部個案教學成功關鍵因素，並發展出企業內部中階主管之個案發展與教學之有效模式。 本研究認為： 一、 企業內部個案發展與教學成功關鍵因素包括： (一) 高階主管的認同。 (二) 先從簡單的個案開始，再到較複雜的個案。 (三) 授課講師對個案的了解程度。 (四) 學習者的投入。 二、 企業內部中階主管個案發展與教學之有效模式如下： (一) 先訂出各部門中階主管的必要技能與知識(要達成哪些訓練目的)。 (二) 依照訓練目的，挑選(或撰寫)適合的企業內部個案。 (三) 企業內部個案發展模式：個案雛型發表、個案與教學指引初稿、個案驗 證、個案教學。 (四) 企業內部個案教學模式：先講述基本的專業概念，再結合經典個案進行個 案教學討論。 / Facing the challenges from the dynamic industry environment and globalization, companies need to improve the organizational internal knowledge learning capability to enhance their competitive strength. However, the knowledge transferring and sharing might be ineffective if the middle management team (MMT) can not fully implement the company’s strategy or play the bridging role between top management teams and line staffs due to their busy routine jobs and different professional backgrounds. The ill-training and invalid succession in organizational internal knowledge of MMT makes the companies difficult to operate effectively and efficiently. To solve the above problem, Prof. Seetoo proposes a method, called “Corporate Internal Case Writing and Teaching”, to overcome the obstacle of the company knowledge sharing and transferring as well as to provide a systemic structure to create and accumulate the company valuable lessons for business practices. This study attempt to explore the key success factor of corporate case teaching for the MMT by conducting case study and in-depth interviews on the basis of knowledge management and case study method. The major conclusions of my research include: 一、 The key success factors of corporate internal case writing and teaching: (一) The recognition and support by top management team. (二) From the easier cases to the complex ones. (三) Fully understanding of the case background by the facilitators. (四) Fully preparation and dedication to cases by the attendances. 二、 The efficient mechanisms for the corporate case writing and teaching for the middle management team include: (一) Identifying the needed knowledge and skills for the middle management firstly. (二) Selecting the appropriate case based on the purpose of training. (三) Developing the model of case writing: the prototype of the case, the initial draft of the case and the teaching note, the verification of the case, and finally the case teaching. (四) Developing the model of case teaching: to start with the introduction to the basic professional concept, and then proceed with the discussion of typical cases.

本研究旨在探討幼托園所主管教學領導行為與教師教學效能之關係。首先瞭解幼托園所主管教學領導行為與教師教學效能之內涵及現況；其次分析不同背景變項在幼托園所主管教學領導行為與教師教學效能之差異情形；接著探討幼托園所主管教學領導行為與教師教學效能之相關，以及瞭解幼托園所主管教學領導行為對教師教學效能各層面之預測力。 本研究方法除了以文獻探討，分析教學領導行為與教師教學效能之理論與相關研究外，並兼採問卷調查法及訪談調查法。問卷調查之對象以基隆市、臺中縣、臺中市、彰化縣、南投縣，已立案之公、私立幼稚園及托兒所教師為母群體，採兩階段抽樣法進行取樣，共發出720份問卷，總計回收有效問卷493份（有效回收率68.47%）。使用之研究工具為自編之「幼托園所主管教學領導行為與教師教學效能關係調查問卷」，問卷回收後，採描述性統計、信度分析、t考驗、單因子變異數分析、皮爾森積差相關、典型相關、逐步多元迴歸及薛費法多重比較，進行資料分析。在訪談調查部分，乃針對十位幼托園所主管及教師，進行電話訪談。本研究所獲致之主要結論如下： 壹、幼托園所主管教學領導行為方面 一、幼托園所主管教學領導行為表現積極，其中以「發展支持的工作環境」表現最好。 二、「園所主管年資」在幼托園所主管教學領導行為達顯著影響；而「園所所處地區」、「園所性質」、「園所規模」及「園所主管最高學歷」在幼托園所主管教學領導行為未達顯著影響。 貳、教師教學效能方面 一、幼托園所教師教學效能表現良好，其中以「教學互動」表現最好。 二、「園所性質」、「園所主管年資」、「教師年齡」、「教師任教年資」及「兼任行政職務」在幼托園所教師教學效能達顯著影響；而「園所所處地區」、「園所規模」、「園所主管最高學歷」及「教師最高學歷」在幼托園所教師教學效能未達顯著影響。 參、幼托園所主管教學領導行為與教師教學效能兩者之關係方面 一、「幼托園所主管教學領導行為」與「教師教學效能」呈現正相關。 二、「幼托園所主管教學領導行為」對「教師教學效能」具有預測力。 最後研究者根據研究結果，分別對幼兒教育行政機關、幼托園所主管培育機構、幼教師資培育機構、幼托園所主管、幼托園所教師以及後續相關研究提出相關建議，以期對未來幼教的發展有所助益。 / The main purpose of this study was to: (1) Investigate current situation of directors’ instructional leadership behaviors and teachers’ teaching effectiveness. (2) Explore the different influence effect of different variables on these two areas. (3) Analyze the relationships between directors’ instructional leadership behaviors and teachers’ teaching effectiveness. (4) Explore the predictive power of directors’ instructional leadership behaviors on the part of teachers’ teaching effectiveness. To accomplish these purposes, literature review was adopted in addition to questionnaire and interview (telephone survey). In questionnaire aspect, the teacher subjects were included public and private kindergartens and nursery schools in Taiwan, specifically Keelung City, Taichung County, Taichung City, Changhua County, Nantou County by means of stratified two-stage simple sampling. “The Kindergarten and Nursery Directors’ Instructional Leadership Behavior and Teachers’ Teaching Effectiveness Questionnaire” was designed to collect the data. 720 questionnaires were delivered, and 493 were retrieved with an effective return rate of 68.47%. The questionnaire data analysis included description statistics, reliability analysis, t-test, one-way ANOVA, Pearson-moment correlation analysis, canonical correlation, multiple stepwise regression analysis, and Scheffé’s posteriori comparison through the use of SPSS 10.07 for Windows. Ten directors and teachers from the sample of questionnaire interviews were selected for the telephone interviews. The major results were summarized as follows: A. In the aspect of director’s instruction leadership: a. Instruction leadership behavior of director is above average. For directors, the best dimension is to “develop a supporting environment”. b. Directors’ service years have a significant effect on director’s instruction leadership. Kindergarten location, kindergarten category of public or private, school size, and highest educational degree of the director do not have a significant effect on director’s instruction leadership. B. In the aspect of teachers’ teaching effectiveness: a. Teachers’ teaching effectiveness is above average. For teacher, the best dimension is to “instructional interaction”. b. Kindergarten category of public or private, directors’ years of service, teachers’ age, teachers’ years of service, part-time administrative position have significant influences on teachers’ teaching effectiveness. Kindergarten location, school size, highest educational degree of the director and highest educational degree of the teacher do not have significant effect on teachers’ teaching effectiveness. C. In the aspect of relationships between directors’ instructional leadership behaviors and teachers’ teaching effectiveness: a. There was a positive correlation between directors’ instruction leadership and teachers’ teaching effectiveness. b. Directors’ instruction leadership was predictive of teachers’ teaching effectiveness. In the last part, based on the findings, the researcher proposes some suggestions for the education authorities, the director training institutions, the teacher training institutions, the preschool directors and teachers, and the future researchers, hoping to benefit the development of preschool education in the future.

資訊科技的演進與網際網路的發展，使得知識的生產、保存與傳播，產生了革命性的變化。各類強調多元、即時、便利、互動的全球資訊網，正逐漸成為各級教育機構所倚重的教學資源。在大學教育面臨科技進化、社會變遷等結構性的影響，而必須順應時勢，大幅進行改革之際；大學圖書館自然也必須在資訊服務的方法與模式上，加以因應改進，才能滿足教師與學生在研究、教學的資訊需求。 本研究探討數位圖書館、數位博物館等網路教學資源與網路教學、線上學習之相關議題；並從臺藝大圖書館「數位圖書館暨虛擬藝術館」系統推廣利用的角度，探討大學圖書館配合大學教學與研究所需，整合學習環境、建置網路教學資源系統之可行模式與效益分析，以做為臺藝大後續規劃網路教學資源系統及其他同類型學術機構推動類似計畫之參考。 第一章說明研究動機、目的，並提出研究問題。第二章說明數位圖書館、數位博物館、網路教學的內涵與國內外發展概況，並說明臺藝大圖書館「數位圖書館暨虛擬藝術館」專案計畫發展與系統功能。第三章說明研究方法、範圍與限制、深度訪談對象之產生方式、研究實施步驟。第四章根據深度訪談內容，提出綜合分析。第五章根據研究結果提出結論，並針對臺藝大圖書館「數位圖書館暨虛擬藝術館」系統推廣及網路教學資源服務發展與利用推廣，分別提出未來發展建議。 / The evolutions of information science and technology and the developments of the Internet cause the revolutionary changes in production, preservation and dissemination for knowledge. Each kind of World Wide Web emphasizes diversification, immediateness, convenience, and interaction, and have gradually become the education resources for all levels of education organizations. When universities face the fundamental influences with technical evolutions and social transitions, and keep up with the current situation, to carry on reforms with great exertion, the university libraries also must improve their effectiveness in the information service methods and the patterns to satisfy information needs for teachers and students in the activities of research and teaching. This research discusses the related issues about the digital library, the digital museum, the web-based instruction, and e-learning and investigate on the basis of the reinforcement for promotion and utilization of "Digital Library and Virtual Gallery" implemented by National Taiwan University of Arts(NTUA) Library, the feasible models and effectiveness analysis for university libraries integrate learning environment and the establishment of the online education resources system according to the needs of universities in teaching and research, so as to be useful reference for NTUA to design online education resources system and for other academic organizations as the impetus to similar projects in the future. The first chapter shows the research motivation, purposes and brings up the research questions. The second chapter explains the meanings and universal developments of the digital library, the digital museum, and the web-based instruction and illustrates the developments and system functions of "Digital Library and Virtual Gallery" of NTUA library. The third chapter explains the research methods, limitations, the selection of respondents for in-depth interviews, and stages of the study. The fourth chapter presents the conclusions of the interview notes. In the end, the fifth chapter brings up conclusions based on the results of this research and offers the suggestions for the future growth according to the promotion of "Digital Library and Virtual Gallery" of NTUA library and services of online education resources.