閱讀帶動了文化的傳承、資訊的傳遞，也是學習過程中不可或缺的環扣。透過閱讀，形塑了讀者對訊息的認知思考模式及邏輯組織能力。而數位時代的來臨，網際網路的使用，讓習慣於傳統印刷紙本閱讀形式的社會，面臨了閱讀習慣與學習方式的轉變。是故，本研究旨在探討不同年齡層及不同的線上閱讀經驗的網路讀者，其線上閱歷程之技巧與概念的認知模式。透過概念構圖法，探討28 位線上閱讀者(包含14 位中學生，以及14 位50 歲以上之銀髮族)，其線上閱讀歷程的認知架構，並以實際線上閱讀任務之研究方法，瞭解網路讀者在線上閱讀時所面臨之困難與問題，進而提出解決方案與教學策略。 研究結果發現，1.不同年齡層對於線上閱讀歷程之概念有差異存在。根據概念構圖法之結果，中學生對於線上閱讀歷程的認知顯得較為片面與不完整。換言之，銀髮族比起中學生更能掌握線上閱讀之整體概念；2.不同線上閱讀經驗之讀者(生手與專家)，其線上閱讀歷程之概念有明顯之差異存在。專家比起生手更加重視線上閱讀歷程中的各種行為與技巧的運用，並能夠用以更高層次的技巧掌握與控制搜尋過程。生手認為線上閱讀時，學會搜尋的方法是重要的關鍵，專家則認為搜尋方法為基本之能力，而在線上閱讀時，能否擴增及延伸搜尋資訊才最重要的概念。 最後，3.不同年齡層之線上閱讀者，當線上閱讀經驗不足時，其所遇到之困難亦有所異同。中學生與銀髮族所面臨的相同困境包括「草率閱讀訊息，以致迷失搜尋方向」、「關鍵字運用的能力不足，侷限搜尋範圍」、「採取負面心態」、「少針對搜尋主題進行客觀思考，多以個人習性引導閱讀」、「缺乏懷疑資訊的能力，以致訊息來源無所根據」、「缺乏主動思考能力，僅被動地接收訊息」，及「未真正釐清搜尋目標」。此外，對中學生而言，也存在著「搜尋方向因個人興趣而偏離主題」之問題；對銀髮族來說，則是「接收訊息超負荷，而無法抉擇資訊」及缺乏網路搜尋頁面之基本操作能力」兩種困境。 綜上所述，本研究針對發現之問題，提出適當之線上閱讀教學策略及解決困難之方案，作為線上閱讀指導者未來教學參考與應用之依據。

校長正向領導與學校組織學習是影響教師創新教學的重要因素。本研究旨在了解高級中學校長正向領導、學校組織學習與教師創新教學的現況及差異情形，並探討上述三者的相關情形。 本研究方法為文獻分析與問卷調查法。研究對象為新北市、桃園縣、新竹縣、苗栗縣、新竹市之97所高級中學教師，有效樣本共855份。問卷回收後分別以敘述統計、獨立樣本t考驗、單因子變異數分析、積差相關、逐步多元迴歸等統計方法進行分析。根據研究結果將結論分析歸納如下： 一、高級中學教師對校長正向領導之現況知覺良好。 二、高級中學教師對學校組織學習之現況知覺良好。 三、高級中學教師對教師創新教學之現況知覺良好。 四、校長正向領導與學校組織學習間具有顯著正相關。 五、校長正向領導與教師創新教學間具有顯著正相關。 六、學校組織學習與教師創新教學間具有顯著正相關。 七、校長正向領導與學校組織學習對於教師創新教學有正向預測力。 本研究根據以上結論，提出幾點建議提供教育行政單位、高級中學校長、教師與未來相關研究作參考。 關鍵字: 校長正向領導、學校組織學習、教師創新教學 / Principals’ positive leadership and school organizational learning are the important factors of innovative teaching of teachers. This study aims to investigate the current situations and circumstances of senior high school principals’ positive leadership, school organizational learning and innovative teaching of teachers. The purpose of this study is to understand the current situation and the relationships among the positive leadership of principals, school organizational learning and innovative teaching of teachers. The research methods included literature review and questionnaire survey. The subjects of the survey were teachers in 97 senior high schools across New Taipei City, Taoyuan County, Hsinchu County, Miaoli County and Hsinchu City. The study issued a total of 855 valid questionnaires. The data was analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-moment correlation, multiple regression analysis. The findings based on the results of the research are as follows: 1. The perception of the senior high school teachers toward the principals’ implement positive leadership is good. 2. The perception of the senior high school teachers toward school organizational learning is good. 3. The perception of the senior high school teachers toward the innovative teaching of teachers is good. 4. There is a significant positive correlation between the senior high school principals’ positive leadership and school organizational learning. 5. There is a significant positive correlation between the senior high school principals’ positive leadership and innovative teaching of teachers. 6. There is a significant positive correlation between the senior high school organizational learning and innovative teaching of teachers. 7. The senior high school principals’ positive leadership and school organizational learning have positive direct effect on the innovative teaching of teachers. According to the research findings, some suggestions are proposed for the reference of education administrative units, senior high school principals and teachers, and research staff engaged in future related researches. Keywords：principals’ positive leadership, school organizational learning, innovative teaching of teachers

本研究主要目的是探討合作學習融入數學教學對於偏遠地區學校國一學生在學習國中數學第一冊的學習成效。以屏東縣一所偏遠地區學校國一學生兩班共55人為研究樣本，其中一班為實驗組，實施「合作學習融入數學教學」；另一班為對照組，實施傳統講述法，來探討學生接受不同的教學方法之後，在數學學習成就、態度及保留三方面的差異性。實驗結果，可得以下之結論： 一、在衡量數學學習成就指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 二、在衡量數學學習態度指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 三、在衡量數學學習保留指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 最後本文再對上述統計檢定推論提出建議，以供教師實務上教學及後續相關研究之參考。 / The main purpose of this study is to apply “cooperative learning in mathematics” in remote area to explore its effects of learning performance by seventh graders. Two classes, which have a total of 55 students, were sampled from a junior high school in a remote area of Pingtung County. One class students were assigned as the experimental group and the other students as the control group. The first class was taught using “cooperative learning in mathematics”, while the second one was taught using traditional method. In order to find if there are differences on learning achievements, learning attitudes, and learning retention of mathematics between two teaching methods, statistical tests were conducted. The following conclusions are reached︰ 1.Based on mathematics learning achievement indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 2.Based on mathematics learning attitude indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 3.Based on mathematics learning retention indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. Finally, suggestions for practical teaching are provided and future possible researches are also discussed.

英語簡單句的認知診斷模式測驗，具有積極的教育意義，其訊息可以協助國小學生瞭解自己，也可以幫助國中小學校進行補救教學，促進國中英語課程的銜接。本研究對象為429位基隆市國民小學六年級學生，自編具有英語簡單句六個認知屬性的試題及其相關影響因素的測量問卷，研究發現如下： 壹、古典測驗理論之試題分析探索題目和相關影響因素： 一、英語簡單句題目，具有內部一致性信度和選項誘答力。 二、英語簡單句題目，以2個或3個認知屬性的題目比僅有1個認知屬性的題目具有難度與鑑別度。 三、自我效能、內在動機題目，具有良好的建構效度和內部一致性信度。 貳、以認知診斷模式分析英語簡單句測驗： 一、對於不良試題，認知診斷模式和古典測驗理論之試題分析結果可相呼應。 二、英語簡單句題目以G-DINA模式進行分析較為適當。 三、DINA模式和G-DINA模式的分析結果，大致相同。 四、僅有1個認知屬性的題目，有較高猜測參數，可能需要再檢視Q矩陣結構或修改試題。 五、認知屬性中，人稱代名詞單複數的判斷之精熟程度最高，而現在式一般動詞在單數或複數人稱上的使用之精熟程度最低。 六、精熟組型中，有幾乎一半的學生均具備全部的認知屬性；但是，也有約略二成的學生不具備任一認知屬性。 參、女學生、有課後英語文課程、高自我效能和高內在動機者，具有較多認知屬性個數的精熟組型 最後，本研究根據研究結果，提出供教育相關當局與人員之教學與研究建議。

本研究旨在探討有關宜蘭縣國民中、小學校長科技領導、教師資訊科技素養與教師教學效能的現況，並分別針對教師個人背景變項與學校環境變項在校長科技領導、教師資訊科技素養與教師教學效能的差異情形加以探討，再加以分析三者相關情形，最後則探討其線性關係。 本研究採問卷調查法，以宜蘭縣公立國中、小教師為研究對象，利用「國中、小校長科技領導、教師資訊科技素養及教師教學效能」線上問卷進行調查，抽取92所國民中、小學579位編制內教師為樣本。將蒐集的資料以描述性統計、t考驗、單因子變異數分析、Pearson積差相關分析及結構方程模式等統計方法進行分析。研究結果如下： 一、宜蘭縣公立國民中、小學教師知覺校長科技領導現況是屬於中上程度。 二、教師知覺校長科技領導會因年齡、擔任職務、學校類別與學校所在地不同，而有顯著差異。 三、宜蘭縣公立國民中、小學教師資訊科技素養現況是屬於中高程度。 四、教師資訊科技素養會因年齡、教育程度、擔任職務與學校類別不同，而有顯著差異。 五、宜蘭縣公立國民中、小學教師教學效能現況是屬於中高程度。 六、教師教學效能會因性別、年齡、任教科目與學校類別不同，而有顯著差異。 七、校長科技領導、教師資訊科技素養與教學效能之間有顯著正相關。 八、校長科技領導與教師資訊科技素養能影響教師教學效能。 依據上述研究結論，對學校行政領導與教學及未來研究者，提出具體建議。 關鍵詞：科技領導、資訊科技素養、教學效能 / This study aimed to explore the current condition of Yilan County public junior high school and elementary school principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency, and aimed at discussing each individual teacher’s background variables and school environmental variables under the differences of principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency, and I further analyzed the relationships of these three, then finally, to explore the linear relationship. In this study, I adapted a questionnaire survey method, using Yilan County public junior high school and elementary school teachers as studying object. I applied the “Principals’ Technology Leadership, Teachers’ Information Technology Literacy and Teachers’ Teaching Efficiency Questionnaire” as the online questionnaire to survey samples from 92 junior high schools and elementary schools’ 579 certified teachers. After data collected, I used descriptive statistics, t test, one way analysis of variance, Pearson product-moment correlation analysis and structural equation models for analysis. The results of research are as follows: 1. Current Yilan County public junior high school and elementary school teacher’s perception on principals’ technology leadership is above average. 2. Teacher’s perception on principals’ technology leadership differs significantly because of the age, position, type of school and school location. 3. Yilan County junior high school and elementary school teachers’ information technology literacy is high. 4. Teachers’ information technology literacy differs significantly because of age, education level, position and type of schools. 5. Current Yilan County junior high school and elementary school teachers’ teaching efficiency is high. 6. Teachers’ teaching efficiency differs significantly by gender, age, teaching subjects and type of schools. 7. There is a significant positive correlation between principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency. 8. Principals’ technology leadership and teachers’ information technology literacy influence teachers’ teaching efficiency. Based on the above research conclusions I submitted specific recommendations on school administration leadership, teaching and future researchers. Keywords: technology leadership, information technology literacy, teaching efficiency

本研究旨在了解桃園縣國中藝術與人文教師資訊素養與教學效能的關係，主要探討不同背景變項、環境變項之桃園縣國中藝術與人文教師，在資訊素養與教學效能的差異情形。 本研究之研究對象，乃以桃園縣國中藝術與人文教師為主，抽樣34 所公立國民中學189 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、薛菲事後多重比較法、皮爾遜積差相關、多元迴歸等統計方法，進行資料處理分析，獲致下列結論： 一、藝術與人文教學資訊素養與教學效能整體是屬於「中高」程度的表現。 二、藝術與人文教師教學資訊素養因教師背景變項不同而有顯著差異。 三、藝術與人文教師教學效能因教師背景變項不同而有顯著差異。 四、教師教學資訊素養及教學效能各層面具有高度正相關。 五、教師教學資訊素養愈高，其教學效能愈佳。 六、藝術與人文教師教學資訊素養對教學效能整體與各層面具有高度的解釋 力。 七、 教師教學資訊素養對教學效能整體及各層面具有主要的預測作用。 關鍵字:藝術與人文領域，資訊素養，教學效能。 / This research explored the relationship of information literacy and teaching effectiveness, and analyzed the differences of information literacy and teaching effectiveness among the field of Arts and Humanities teachers in junior high schools in Taoyuan by different background and environment factors. The samples of this study are 189 teachers of 34 junior high schools locating in the Taoyuan city. The results are analyzed by means, standard deviations,frequency, t-test, one-way ANOVA, pearson’sproduct-moment correlation, Scheffé method , multiple stepwise egression analysis. The results are as follows: 1. The Arts and Humanities teachers have above average scores on information literacy and on teaching effectiveness. 2 The Arts and Humanities teachers’ teaching- information literacy is noticeable differentiated by the varied cause of teacher individual variables. 3. The Arts and Humanities teachers’ teaching effectiveness is noticeable differentiated by the varied cause of teacher individual variables. 4.There are high positive correlation between the whole and every dimension ofteachers’ teaching- information literacy and the ones of teaching ffectiveness. 5.The higher the teacher’ teaching- information literacy, the better the teaching effectiveness. 6. The Arts and Humanities teachers’ teaching- information literacy has higher explanation of the whole and every dimension of teaching efectiveness. 7.The teacher’ teaching information literacy can make prediction of the whole teaching effectiveness. Keywords: the field of Arts and Humanities, information literacy, teaching effectiveness.

本研究旨在比較網頁設計績優教師和一般教師在背景因素、電腦相關進修、電腦態度、外在環境覺知與教學創新行為上是否有顯著差異。本研究質、量研究法並行；量的部分以設計校園網頁、製作課程網頁、指導學生參與網頁競賽之教師為樣本，依其網頁製作分為參賽得獎(n=134)、參賽未得獎或製作未參賽(n=125)、一般教師(n=181)三類教師。其中參賽得獎教師部分又依其得獎項次分為一項得獎(n=88)、二項得獎(n=30)、三項得獎(n=17)，而與完全未得獎教師(n=305)做比較。從問卷中另外又可將樣本依其電腦教師資格與否分為電腦教師(n=135)與非電腦教師(n=305)兩類教師做比較。這些教師分別接受「電腦進修問卷」、「電腦態度量表」、「教師教學創新行為量表」填答。 量化研究結果顯示，網頁設計績優教師以男性居多、主修以理工背景居多、高職教師多於高中國中小教師；而年齡與任教年資上，績優教師與一般教師則無顯著差異。電腦進修方面，績優教師除了「同儕請益」因素未與一般教師有差異以外，在「主動做中學」、「校內研習」、「校外機構課程」因素，皆顯著高於一般教師。在電腦態度方面，績優教師比一般教師較沒有電腦焦慮、也較喜歡電腦、對電腦較有信心、認為電腦較有用。而績優教師自評之「教學創新行為」亦高於一般教師。此外，績優教師在工作時數、上網時數、校方支持自覺、設備使用便利性、電腦資訊團隊人數上，都比一般教師高；而在校園電腦設備充足度與家庭電腦擁有度上，這兩類教師則無差別。 質化訪談方面，本研究選取三位三項皆得獎教師為訪談對象；其中二位為男性國小教師，這兩位教師符合本研究之量化研究，在電腦態度、主動做中學、創新行為方面皆有較佳之表現；另一位為女性國中教師，該教師電腦進修程度高於其他教師，但在其他方面則與一般教師差異不大。 訪談發現，目前國內教師在進修上面臨著調課補課的問題，在工作過量又無代課教師的情形下，電腦教師往往因為調課問題而羈絆進修。電腦團隊在教學、推廣、減輕工作量上可以有效減輕教師負擔，一般教師之電腦研習也可以利用電腦團隊為種子教師而增進其電腦智能。培育教師製作優質教學網頁可以抽取有教學內容教師密集訓練；或提供簡易套裝模式，讓教師了解如何使用後，再慢慢提昇更高深技巧。目前政策面存有「口號與精神」的做法，致使對資訊教學產生負面影響；而九年一貫課程由於將資訊教育濃縮為一小部份，可能會影響學生學習電腦資訊的能力。 / The purpose of this study was to compare three groups of teachers on their background, computer attitude, ways of learning computer skills, and innovative teaching behavior. The first group of teachers consisted of those who had won at least one award for designing a homepage for themselves or for their school, or for advising students about the design of a website/homepage(n=134). The second group was comprised of those teachers who had homepage design experience but had not participated in or had not won any competition(n=125). The third group of teachers did not have any homepage design experience(n=181). All teachers were administered the "Innovative teaching behavior scale", "Computer attitude Scale", and "Ways of learning computer skills Questionnaire". The results showed that the award-winning teachers tend to be male teachers with science and engineering backgrounds who teach at the vocational high school level. They were also significantly more innovative in their teaching behavior than their counterparts, and significantly less anxious about, and more confident toward, computers. They showed significantly more liking for computers and perceived computers to be more useful. They worked significantly more hours and used the Internet more frequently. More of them felt received support from their school, and that the school’s computer equipment was adequate. They had more colleagues in their work team. There are in general four ways of learning computer skills：learning by doing, attending courses/workshops conducted on campus, attending courses/workshops off campus, and learning from peers. The award-winning teachers had significantly more experiences in learning by doing and attending courses on and off campus, but not in learning from peers. This study also selected three award-winning teachers (2 male, 1 female) for depth interviews. The results tended to validate the Quantitative Study. They did express something more delicate than the Quantitative analysis. For example, they had strong motivation to further their knowledge of using computer as a tool to improve teaching. But in practice, it is difficult for them to get away from work. The workload and the substitute teachers’ pay were only a few examples of the difficulties they faced.

本研究旨在了解國中社會領域教師教學現況，調查工具為研究者自編國中社會領域教師教學現況問卷。以93學年度台北縣國中為研究對象，採取全面普調各校教務主任及社會領域教師。共計回收學校數67校，佔所有母群施測學校90.54％；有效樣本「教師版」問卷541份，回收率58.61％；「行政人員版」問卷59份，回收率79.73％。並舉辦二次專家教師焦點座談。問卷所得資料，利用統計套裝軟體SPSS10.0版本進行統計分析，獲得以下結論： 一、 在教學現場有將近一成教師為代課浮動編制，且有教師證之公民師資人數百分比明顯偏低。 二、行政人員與社會領域教師對社會領域教學實施現況看法存在差距；行政人員看法較樂觀及寬鬆，社會領域教師在教學自我要求較嚴謹。 三、教師參加領域學分研習進修人數百分比呈現正成長。但教師參加社會領域學分研習對教學行為並無顯著影響。且資深教師參加意願不高。 四、比較83年課程標準與九年一貫新課程，社會領域均為基本學力測驗考科，教學目標不變，教材未見減少，學生學習時數大幅減少，且北縣各國中校際與年級間學生學習時數差距多達240節。使學校教師教學難以發揮，教師新陳代謝停頓，師資結構難更改，呈現教學困境之際。 五、71.2％教師授課方式採取分科教學。一年級採合科教學之比例最高（25.8％）；三年級採分科教學之比例最高（70.6％）。學校決定授課方式多透過會議決，但在決定授課方式受到學校位置、學校規模及教育政策影響。 六、提供專科教室作社會領域教師教學使用的學校數不到四成，設備、教材內容、授課時數等因素影響教師使用專科教室□率。 七、學校提供電化設備的比例達九成六三，超過七成的行政認為提供電化設備的數量足供教師使用，近六成認為教師會獨立操作。但教師因電化設備、教材內容、授課時數影響教師使用頻率。 八、學校提供圖儀設備的比例達九成七；五成的行政認為提供圖儀設備的數量及種類足供教師使用；八成二行政對認為教師使用情形尚可，教師教學使用頻率因圖儀設備與教材內容的相關度、行政管理借用方便及教師用心規劃課程而影響。 九、47.9％行政及79.8％教師認為多元化教學「尚待加強」。54.2％行政已訂定相關配套措施。另教師因教學時間及設備因素影響多元化教學實施。 十、國民中學社會領域「教師教學行為」的總平均分數3.71落在「符合」與「非常符合」之間，表示教師教學專業行為居於中上。 十一、整體教師得分最高的是「增進有效溝通」，教師教學最優強項為「教學時，能以和善親切的語氣與學生互動。」；得分最低的是「活用教學策略」，教師教學最弱項為「教學時，能依據教學需要應用各種電化設備。」 最後依據研究結論，提出建議。 / The purpose of this study is to understand the current status of teaching implementation on the teachers of social learning field in junior high schools, the investigation tool is a questionnaire self-prepared by the author, which is to aim at the current status on the teaching activities of the teachers on social learning field in junior high schools. The study was to aim at junior high schools of Taipei County in 2004 academic year as the study object and adopted an overall general investigation on prefect of studies and the teachers in social learning field of each school. Totaling 67 schools of returning rate which occupied 90.54% of sampling school, 58.61% of returning rate in total 541 copies of valid sample questionnaire of “Teacher Version”, the returning rate in which was 58.61%, and 59 copies of questionnaire of “Administrative Personnel Version”, the returning rate in which was 79.73%. Except the mentioned above, we also have held twice focus seminars participated by expert teacher. The data obtained from questionnaire that has further made use of SPSS 10.0 Version of statistics package software to proceed statistical analysis, the conclusions from which are as follows: 1. Approximately 10% teachers on the teaching spot are belonged to the acting teacher of floating system, the number of civil education teacher bearing teacher certificate is apparently low . 2. It exists difference of viewpoint on the implementation status of social field teaching between administrative personnel and teacher for social filed teaching. The viewpoint of administrative personnel is more optimistic and loosening, however, the teacher for social field teaching is more strict on self-discipline. 3. The number of teacher participated in the field credit study has appeared positive growth, however, there is no significant influence on the teaching behavior of the teachers participated in the field credit study, moreover, the participation willing of senior teacher is not so high. 4. Compares to the course standard of 1994 with the new course of 1-9 integrated curriculum, social field is same as the examination course in basic learning ability, its teaching target has no change, the teaching material has not been decreased, but the learning hours is largely decreased, meanwhile, the difference of learning hours among the junior high schools and grades in Taipei County has reached 240 periods, it has caused the teachers in school are difficult to fulfill in teaching, the metabolism of teacher is stopped, the structure of teacher is difficult to change, it has appeared the hardship on teaching. 5. 71.2% of teaching method by teachers that has adopted courses classified teaching. The rate of 1st Grade adopted courses combined teaching is highest (25.8%), the rate of 3rd Grade adopted course classified teaching is highest (70.6%). The decision on lecturing method made by school, more are through resolved by meeting, however, the decision on the lecturing method is subject to the influence on the location of school, scale of school, and the education policy. 6. It is less than 40% of schools to provide specialty classroom to the teacher in the social field, the factors such as equipment, contents of teaching material, lecturing hours will affect to the using frequency on specialty classroom. 7. The rate of school providing electrified equipment has reached 96.3%, exceeding 70% of administrative personnel deem that the quantity of electrified equipment provided that is sufficient to be used by teacher. Approximately 60% deem that teacher can operate independently. However, due to electrified equipment, contents of teaching material, and the lecturing hours that will influence on the using frequency by teacher. 8. The rate of school providing drawing & instrument equipment that has reached 97%, exceeding 50% of administrative personnel deem that the quantity of drawing & instrument equipment provided that is sufficient to be used by teacher. The using frequency on teaching by teacher that is influenced by the relevance between drawing & instrument equipment and contents of teaching material, convenience on borrowing from administration and course well planned by teacher. 9. 47.9% of administrative personnel and 79.8% of teachers deem that the pluralized teaching is still pending to strengthen. 54.2% of administrative personnel have already established responding measures. However, because of the teaching hours and the equipment factor that will influence on the implementation of pluralized teaching. 10. The total average score 3.71 of “Teachers’ Teaching Behavior” in social field in junior high school is fallen behind and between “Consistent” and “Very Consistent”, which means that the teaching professional behavior of teachers is over middle level. 11. The highest of scoring by integrated teachers is “Promoting Effective Communication”, the excellent item shown by teachers in teaching is “ Be able to interact with students by amicable and kind tone while teaching”, the minimum scoring is “Vitalizing Teaching Strategy”, the weakest item shown by teachers in teaching is “Be able to according to the teaching need to utilize each kind of electrified equipment”. Finally, in accordance with the conclusion on study, we do hereby propose the suggestion. Keyword: social field, 1-9 integrated curriculum, field teaching.

本研究旨在探討後設認知教學策略對高中生英文作文的學習成效。研究者以桃園縣立永豐高中五年某班中的四十二位學生為對象，進行為時一學期共十五週，每週兩節課的實驗。教學實驗進行之前，全體學生接受研究者改編自Schraw and Dennison (1993)，O’ Neil and Abedi (1996)，Wey(1998) 所編製的後設認知量表，實施後設認知量表前測，並接受作文的前測。研究者根據作文前測的成績區分出能力高、中、低三組於教學實驗結束之後施以訪談。全體學生並於教學實驗結束之後，再度接受後設認知量表與作文的後測。以觀察其在策略教學後英文寫作表現與後設認知行為的差異情形。 本研究主要的發現下： 1.後設認知策略教學的確能夠有效提升高中生的英文寫作能力。 2.後設認知策略教學的確能夠有效增加高中生在英文寫作中的後設認知 程度。 3.高中生英文寫作表現的確與後設認知的成長有正相關。 4.學生對於後設認知策略教學均抱持正面的態度。 有鑑於此，本研究建議高中英文教師應用後設認知教學策略於高中英文作文教學中。 / This researcher explored the effectiveness of the metacognitive strategy instruction in senior high school writers’ performance, based on the theories of metacognitive strategies. Forty-two high school students in Yung-feng were selected to be subjects. Adapted from Schraw and Dennison’s Metacognitive Awareness Inventory (1993), O’ Neil and Abedi’s State Metacognitive Inventory (1996) and Wey’s Writing Self-Assessment Questionnaire (1998), Mtacognitive Awareness Questionnaires before and after Instruction, were used to measure students’ metacognitive awareness. To assess the effects of metacognitive strategy instruction on writing performance, forty-two pieces of writing were assigned in class and then scored based on criteria by the CRESST writing score guide: overall impression, quality and scope of content, organization and presentation of content, and mechanics. The Pair-Sample T test was performed to test the hypotheses in this study. The findings can be summarized as follows: (1) Metacognitive strategy instruction has positive effects on the students’ writing performance. (2) Metacognitive strategy instruction has positive effects on students’ metacognitive awareness. (3) Students’ writing performance proved correlated to their metacognitive awareness. (4) Students’ attitudes towards the metacognitive strategy instructions were generally positive. Thus, we recommend that metacognitive strategy instruction be used in English writing in senior high school.

本研究目的有三：1.探討國小閱讀教學活動、實施方法與規劃設計。2.探討國小二年級學童閱讀素養與技巧指標。3.探討我國國小閱讀教學活動實施成效評估的方法。 為瞭解國小閱讀教學活動成效評估，配合研究目的，本研究將閱讀教學活動的成效評估，視為學生在參與閱讀教學活動後，閱讀素養的評估。更依林玫伶（2008）的分法，進一步將閱讀素養分為「閱讀技巧」、「閱讀行為」兩大部分探討。 本研究使用焦點團體法，建構「二年級閱讀技巧指標」。以「二年級閱讀技巧指標」為依據，進行閱讀教學前測，接著進行10週的閱讀教學與觀察，最後進行閱讀教學的後測。以閱讀教學前測後測的差異，分析二年級學童在參與各種不同閱讀教學活動設計後，閱讀前、後技巧差異情形，及閱讀行為之觀察。並藉此提供學校單位，進行閱讀教學活動之參考。根據研究結果，可獲得以下結論： 一、建構二年級閱讀技巧指標與實施 （一）二年級閱讀技巧指標分三大向度、七子項指標。 （二）學童缺乏生活經驗，影響閱讀技巧的相關指標施測表現。 （三）經過閱讀教學後，「字彙辨識」、「閱讀應用」相關指標，進步仍不顯著。 （四）經過閱讀教學，閱讀理解能力呈微幅提升。 （五）閱讀技巧不需過度訓練，避免扼殺閱讀興趣。 二、閱讀教學成效評估 （一）閱讀教學對閱讀技巧、閱讀行為皆呈正向關係。 （二）閱讀技巧差者，對於閱讀教學時，個人評量方式排斥，若以小組討論方式，效果較佳。 （三）豐富有趣的閱讀教學活動設計，可促發閱讀動機，反之則否。 三、閱讀教學應針對學童年齡，給予適度教學策略，摘要法及預測法最適用於低年級。 四、閱讀教學困難多，舉凡師資、閱讀教學策略選擇、人力、經費缺乏、其它活動壓縮閱讀教學時間，都是閱讀教學現今面臨的問題。