論文提要內容： 本研究旨在探討字彙分析教學對台灣高中生學習生字、強化已習得之單字和推測字意三方面之影響。本研究結果希望對英文老師在教單字上有很大的啟示作用和幫助。 共有146位仁愛高中二年級學生參與這項研究，他們被分為實驗組和控制組；學期初，受試者接受英文能力測驗和單字前測，依據英文能力測驗成績，實驗組和控制組又細分為高低分兩組群。受試者在接受單字前測後，施以不同之單字教學：實驗組之教學方法包含字彙分析而控制組則否。18週後，他們接受單字後測。除接受後測外，實驗組還接受問卷調查和訪談。 研究結果顯示實驗組在學習生字、強化已習得之單字和推測字意三方面之進步均大於控制組。在學習生字方面的進步，實驗組和控制組平均數差異檢定已達到顯著水準（t = 2.777, p = .006）。此外，以英文程度而言，在學習生字、強化已習得之單字和推測字意三方面，高分組表現均優於低分組；在學習生字方面的進步，實驗高分組和控制組高分平均數差異檢定已達到顯著水準（t = .4529, p = .000）；低分組群則否（t = .249, p = .804）。經問卷調查分析和訪談，實驗組對字彙分析教學大部分持正面看法，高低分組群看法也大致上相似；在字尾使用、利用字首、字根、字尾推測字義和字彙分析法強化已習得單字三方面，高分組較低分組持更肯定之看法。本文根據研究結果，提出英語教學上之應用以及未來研究之建議。 / Abstract The purpose of the study is to explore the effect of Word Analysis Instruction on Taiwanese senior high school students’ vocabulary acquisition in learning new words, in consolidating previously learned words, and in inferring word meanings. It is hoped that the results of the study can give suggestions and inspirations to English teachers in vocabulary development. Involved in this study were 146 second graders at Jen-ai Senior High School. They were divided into the experimental and the control groups. At the beginning of the semester, all subjects took an English proficiency test and a vocabulary pretest. According to their scores in the English proficiency test, they were further divided into high and low proficiency levels. After the vocabulary pre-test, the experiment began. The experimental and the control groups received different vocabulary instructions: the instruction of the former involved word analysis, but that of the latter did not. After 18 weeks, all of the subjects took a vocabulary post-test. In addition to the vocabulary test, the experimental group was also asked to fill in a questionnaire. Later, some interviews were conducted. The results of the studies reveal that the experimental group made more progress than the control group in acquiring new words, in consolidating previously learned words, and in inferring word meanings. With regard to acquiring new words, the former significantly outperformed the latter (t = 2.777, p = .006). Besides, in terms of proficiency levels, the experimental high subgroup made more progress than the experimental low one. Regarding learning new words, the experimental high subgroup significantly outperformed the control one (t = .4529, p = .000), but there was no statistical difference between the low proficiency subgroups (t = .249, p = .804). Also, the questionnaire and interview results show that most of the subjects in the experimental group were positive about Word Analysis Instruction and that the high and low proficiency levels share similar points of view; in use of suffixes and vocabulary consolidation, high proficiency subjects tend to hold a more positive view than low proficiency ones. Based on the above results, some pedagogical implications for English teachers and suggestions are provided at the end of the study.

本研究以質性研究的方法，深入了解新竹縣雲雲國民小學（化名）學校本位課程創意教學實際呈現的樣貌、發展的歷程以及影響機制，藉由個別訪談、焦點團體座談之內容及資料蒐集與分析，瞭解學校實施學校本位課程創意教學之現況。本研究內容共分為三大項： 一、學校本位課程創意教學實際樣貌 （一）觀念創新 （二）環境創新 （三）技術創新 （四）流程創新 （五）社區、民間團體交流創新 （六）產品創新 （七）活動創新 （八）特色創新。 二、學校本位課程創意教學發展歷程 （一）發展背景的SWOT分析 （二）發展的契機 學校發展需求、教師要自我成長、培養學生認識家鄉、校長辦學理念、 時代潮流趨勢以及社區家長期盼。 （三）教學團隊的發展階段 形成期、溝通期、調整期、表現期以及轉換期。 三、學校本位課程創意教學影響機制 （一）助力因素 學生方面、教師方面、學校行政方面、校園環境方面、家庭方面、 教育行政機關方面以及外界資源提供方面。 （二）阻力因素 學生方面、教師方面以及學校行政方面。 根據研究內容之論證，可知，雲雲國小學校本位課程創意教學是「新奇的」並且「有價值的」。

本研究旨在探討兩位國中英語教師閱讀教學信念及其課堂教學，同時分析師生課堂互動如何影響教師的課堂閱讀教學。過去研究顯示出學生對於教師的信念及教學有很大的影響，但課堂上的師生互動如何影響教師教學卻需要進一步的研究。本研究採取質性個案研究，研究過程採取訪談教師及學生和課堂觀察兩位教師的教學為主要資料蒐集來源。結果顯示教師所聲稱的閱讀教學信念與其實際課堂教學確有差異之處，而學生因素包括: (1) 學生課堂參與 (2) 學生對教授內容的理解 (3) 學生英語程度差異 (4) 學生考試壓力均影響教師調整課堂教學的內容。然而教師信念與實際教學差異卻反映了教師信念因應個別教學情境而改變的本質，同時透過教師信念研究亦凸顯了教師於課堂中真正扮演的角色。文末進一步提出相關建議，以期能作為在職教師及未來研究參考。 / The purposes of the present study are to investigate two junior high school English teachers’ beliefs and practices on reading instruction and how the teacher-student interaction in class impacts teachers’ reading instruction behaviors. Previous studies have shown the impacts of student issues on the teachers’ beliefs, but how exactly these issues interact with teachers’ in-class practices demands further investigation. The case study research, that is semi-structured interviews with participating teachers and students and classroom observations, was adopted in the present study. The results reveal that there are indeed discrepancies between the teachers’ claimed pedagogical beliefs and their in-class actions, and students’ in-class participation, their comprehension of teachers’ instruction, their diverse English proficiency levels and their examination pressure all present challenges to shape teachers’ actions in class. Nevertheless, these discrepancies between teachers’ beliefs and practice in turn reveal the situated nature of teachers’ beliefs, which help teachers develop more contextualized adjustments to meet their individual teaching contexts. Moreover, the investigation of teachers’ pedagogical beliefs make the instruction roles they play explicit. Finally, it is expected that the findings of the present study offer a new perspective to understand teachers’ beliefs and practices and provide pedagogical implications for in-service teaching profession.

本文旨在探討台灣中學英語教師的創意教學，並且進一步探究社會文化情境因素如何影響老師的創意教學。本研究的個案為兩位資深且具有豐富教學經驗的創意教師，分別任教於國中以及高中。本研究採質性研究法，藉由教室觀察、訪談以及文件分析收集資料。 本研究顯示兩位創意教師的教學創意主要展現在：(1) 採用多樣化的教材以及教具，(2) 語言教學結合真實語言使用，(3) 採用學習者中心的教學法，(4) 採用多元性的評量以及 (5) 展現純熟的教室管理技巧。此外本研究也發現社會文化情境因素的確對教師發展教學創意有影響，特別是學門的守門人。而兩位創意教師的教學經歷也顯示出發展創意教學可能遇到的困境。即便創意教學的本質被認可，但是在沒有滿足社會期待的狀況下，並不一定會被學門或是領域所認同。有鑑於兩位個案教師所曾經歷的困境，本研究提出教學上的建議：實行創意教學應當先從教學上做小規模的改變，從小規模的改變開始慢慢發展，以期達到發展創意教學以及減少無法滿足社會期待的衝突。 / The preset study aimed to investigate teacher’s creativity in teaching foreign languages, with emphasis on high school English teachers in Taiwan, and further investigated how sociocultural contexts influence the teachers’ creativity. The participants are two acknowledged creative English teachers, teaching in junior high school and senior high school respectively. The data collection instruments include classroom observations, interviews and document collection. The data was analyzed qualitatively to see how two creative teachers employ their creativity in teaching English as a foreign language in everyday classroom practice and how the sociocultural contexts influence the teachers’ creativity. Through analyzing the data, the two teachers’ teaching creativity was found to be demonstrated in (1) adopting a variety of teaching materials and aids; (2) making connections between language learning and real life; (3) giving ample space for learner-centered instruction; (4) creating multiple ways of assessment; and (5) exhibiting sophisticated classroom management strategies. Besides, the results indicated that sociocultural contexts have indeed had impacts on the teachers’ development, especially from school authority and students’ parents. Difficulties that the two teachers encountered suggest that not all the creative teaching efforts would be accepted with appreciation, although the efforts might be recognized as creative. With regard to challenges that the language teachers faced, the result suggested that implementation of creative language teaching should start with rather smaller-scale changes in teaching and progress gradually in order to maintain a balance between creative teaching and social expectations.

本研究主要目的在探討公立高中校長教學領導、教師組織承諾與教師教學效能之關係和影響情形及不同背景變項之校長教學領導、教師組織承諾與教師教學效能的差異性分析，進而建構及驗證其互動模式，並提出研究結論與建議。 本研究採訪談及問卷調查二種方法，針對校長教學領導、教師組織承諾與教師教學效能等三個變項進行探究。本研究首先由文獻探討分析中，建立研究架構及理論基礎，在問卷調查方面，則先以177位公立高中教師為預試樣本，將取得的樣本資料進行信度與因素分析，以發展為正式問卷。正式問卷施測後，以回收有效樣本832位公立高中教師之問卷為研究資料，分別以描述性統計、t考驗、變異性分析、相關分析、多元逐步迴歸分析及線性結構方程模式等統計方法，進行資料分析。在訪談方面，根據本研究意旨與目的研擬訪談大綱，訪談13位現職公立高中校長，藉以瞭解校長與教師間對「校長教學領導」知覺的差異性及其原因。 本研究之主要研究結果如下： 一、現行公立高中校長教學領導、教師組織承諾與教師教學效能之整體表現 良好。 二、不同背景變項之高中校長教學領導、教師組織承諾與教師教學效能有顯著差異。 三、不同程度之校長教學領導對教師組織承諾的影響有顯著差異。 四、不同程度之校長教學領導對教師教學效能的影響有顯著差異。 五、不同程度之教師組織承諾對教師教學效能的影響有顯著差異。 六、校長教學領導與教師組織承諾呈顯著高度正相關。 七、校長教學領導與教師教學效能呈顯著中度正相關。 八、教師組織承諾與教師教學效能呈顯著中度正相關。 九、校長教學領導與教師組織承諾能有效解釋教師教學效能。 十、校長教學領導會影響教師教學效能；校長教學領導應特別重視提升教師專業。 根據以上研究結果，本研究提出以下建議： 一、對教育行政主管機關之建議 （一）培養校長教學領導專業知能 （二）建立教師專業成長機制與評鑑辦法 （三）強化校長教學領導共識 二、對公立高中校長之建議 （一）積極扮演教學領導者的角色 （二）培養良好的溝通能力 （三）重視教師努力意願、提升教師組織承諾知覺 三、對公立高中教師之建議 （一）建立教師專業知能、協商制定教師評鑑 （二）協助校長教學領導、提升教師教學效能 四、對未來研究之建議 （一）研究對象方面：擴大研究對象範圍，多元觀點研究分析。 （二）研究方法方面：多方整合專家意見，實地觀察受訪學校。 （三）研究內容方面：探討其他研究變項，建構新的架構模式。 （四）研究工具方面：發展其他研究量表，適用不同類型學校。 關鍵詞：教學領導、組織承諾、教學效能 / The purpose of this study is to explore the relationship among principals’ instructional leadership, teachers’ organization and teaching effectiveness in public senior high schools and the different effects from the different background factors. An interactive model was constructed and confirmed, and some research conclusions and suggestions were offered. This study adopted two research methods : visiting survey and questionnaire survey, aiming the relations among principals’ instructional leadership, teachers’ organizational commitment, and teachers’ teaching effectiveness. First, the research frame and theory were established based on the literature analysis. As for the questionnaire survey, 177 senior high school teachers in public schools were chosen as pre-test samples on which the reliability and validity analysis were based and the formal questionnaires were developed. The 832 public senior high teachers’ questionnaires were used as research data and some statistical techniques such as t-test, ANOVA, correlation analysis, multiple stepwise regression analysis, and SEM were employed. As for the visiting survey, 13 public senior high school principals were interviewed to understand the differences between the principals and teachers about the awareness of “principals’ instructional leadership”. The major findings from this study are as follows: 1.The overall performances of principals’ instructional leadership, teachers’ organizational commitment, and teachers’ teaching effectiveness are good. 2.The effects of different background variables on principals’ instructional leadership, teachers’ organizational commitment, and teachers’ teaching effectiveness are statistically significant. 3.The effects of principals’ instructional leadership on teachers’ organizational commitment are significantly different. 4.The effects of principals’ instructional leadership on teachers’ teaching effectiveness are significantly different. 5.The effects of teachers’ organizational commitment on teachers’ teaching are significantly different. 6.The principals’ instructional leadership and teachers’ organization are high positive correlation. 7.The principals’ instructional leadership and teachers’ teaching effectiveness are medium positive correlation. 8.Teachers’ organizational commitment and teachers’ teaching effectiveness are medium positive correlation. 9.Principals’ instructional leadership and teachers’ organizational commitment can explain effectively teachers’ teaching effectiveness. 10.Principals’ instructional leadership has effects on teachers’ teaching effectiveness; principals’ instructional leadership should put more emphasis on the teachers’ profession The suggestions made by this study are as follows: A.The suggestions to the educational administrative institutes: 1.Develop principals’ professional knowledge. 2.Establish mechanism for teachers’ professional development and assessment. 3.Strengthen the commitment of principals’ instructional leadership. B.The suggestions to the public senior school principals: 1.Play a more active role as instructional leaders. 2.Develop sound communication skills. 3.Value teachers’ devotion to teaching and raise the awareness of teachers’ organizational commitment. C.The suggestions to public senior high school teachers: 1.Develop teachers’ professional knowledge and establish teachers’ evaluation. 2.Help principals’ instructional leadership, and promote teachers’ teaching effectiveness. D.The suggestions to the research in the future: 1.The research subjects: expand the research subjects, analysis based on multiple points of view. 2.The research methods: Integrate experts’ suggestions and visit the interviewed schools. 3.The research contents: Explore other variables, and establish new research frames. 4.The research tools: Develop other research measurement and apply to different types of schools. keywords： Instructional Leadership ； Organization commitment Teaching Effectiveness

本研究的目的在於了解國中教師資訊科技融入教學的情形，並探討教師教學信念、科技學科教學知識(Technological Pedagogical Content Knowledge, TPACK)和知識創新學習環境間的關係；同時並分析教師背景變項對TPACK表現造成的影響。 本研究的問題主要如下：(1)了解教師在不同背景變項下其TPACK表現是否有所不同？(2)探討教師的教學信念、TPACK和學生知識創新學習環境之間是否具有相關？(3)教師的教學信念是否對教師的TPACK表現具有預測力？(4)教師的TPACK表現是否對知識創新學習環境具有預測力？ 本研究改編外語教師TPCK調查研究問卷(Chai et al., 2011)和知識創新學習環境(Lin et al., 2014)之問卷，形成本研究資訊融入教學的問卷，對桃園市國中老師390位進行施測，統計方法上使用一般描述性統計、皮爾遜積差相關、單因子多變異數分析、多元迴歸分析以驗證假設問題。 研究發現如下：(1)教學年資較淺、任教術科教師、有使用教學平台及每周上網時間較長的教師在TPACK表現較佳。(2)學習者中心的教師信念、TPACK和知識創新學習環境之間具有顯著關係存在。(3)學習者中心的教學信念對TPACK的表現具最佳預測力。(4)教師的TPACK能力對知識創新學習環境也具預測力。本研究並根據上述研究發現提出相關的結論與建議以供教師或教育機關參考。 / The purpose of this study was to investigate the relationship among technological pedagogical content knowledge (TPACK), teaching belief, and knowledge building environment, in order to understand how teachers may integrate information technologies into their instruction. This study attempts to answer the following research questions: (1) what are some major demographic variables that may influence middle school teachers’ TPACK level? (2) How are teaching belief, TPACK level, and knowledge building environment related to one another? (3) Can teaching belief help predict middle-school teachers’ TPACK level? (4) Can higher TPACK level help teachers to cultivate more creative knowledge building environment? Data from 390 samples were obtained from middle school teachers in Taoyuan, Taiwan, through an adapted survey. The statistics employed for data analysis include descriptive statistics , Pearson's correlation analysis, one-way ANOVA, and multiple regression. The major findings were as follow：(1) Teachers who had less years of teaching experiences, or taught non-examination-oriented subjects, or had experiences of using teaching platforms or used Internet more often, tended to have higher TPACK level. (2)There were significant correlations among teaching belief, TPACK level, and knowledge building environment. (3)Student-centered teaching belief was found to predict teachers’ TPACK level. (4) Higher TPACK level was also found to predict teachers’ capacity to foster more creative knowledge building environment. Based on the findings, relevant conclusions and suggestions were also made for teachers and educational policy-makers.

網際網路的蓬勃發展，造成資訊快速成長。身處在全面數位化的時代中，知識爆炸與淘汰速度加快，人民唯有不斷的學習才能適應知識的革新，才不會被時代所淘汰。 網路學習是最佳終身學習途徑，透過網路學習，不但能提昇學習者的學習動機與專業能力，且能培養終身學習者學習將理論與實務結合的問題解決能力、資訊的搜尋、整合與應用能力。遠距學習、網路學習成為廿一世紀知識經濟知識工作者不可或缺的全方位學習策略。 本研究為瞭解國家圖書館遠距教學實施現況及國家圖書館遠距教學系統中圖書資訊學課程使用者意見，以文獻分析及問卷調查的方法對國家圖書館遠距教學系統使用者基本背景資料、網頁設計、課程設計、教學系統功能、課程需求等做一問卷調查。歸納研究結果重點如下：（1）圖書館應用遠距教學系統推展終身學習、個人化服務等功能值得肯定；（2）英美國家圖書館遠距教學服務發展模式可供國內發展參考；（3）我國國家圖書館遠距教學圖書資訊學課程頗具發展潛力；（4）資訊科技與網際網路對遠距教學服務發展深具影響力；（5）學員對國家圖書館遠距學園課程需求非常期盼，希望課程多元化；（6）學員對國家圖書館遠距教學服務大都持滿意態度；（7）頻寬不足是實施網路遠距教學一大障礙；（8）國家圖書館遠距教學有關課程影音講解與課程網頁內容不同步，網頁畫面連結不穩定，影響學習效果。 根據研究結果，本研究提出八項建議：（1）國家圖書館遠距課程內容宜加深加廣；（2）國家圖書館遠距教學系統宜善用數位典藏內容，發展數位內容教材庫；（3）國家圖書館遠距教學系統宜加強課程互動與學習社群經營；（4）國家圖書館遠距教學宜加強遠距教學系統之維護與更新；（5）國家圖書館遠距教學服務宜加強推廣與宣導；（6）國家圖書館遠距教學系統宜發行遠距教學電子報；（7）國家圖書館遠距教學系統宜與專業學會合作發展網路教學方式研習課程；（8）國家圖書館遠距教學系統宜建立學習認證機制，頒予學習證書、學分、學位等以提高學習誘因。 / The Internet has been prosperous and the quantity of information has been increased rapidly. The accumulation of knowledge is so fast and the information is out-of-date so quickly. Only by learning can people keep up with the innovation of knowledge in the digitized age. E-Learning is the best way for lifelong learning. E-Learning can facilitate motivation of learning and professional ability. Meanwhile, e-learning can enhance the ability of searching, integrating and applying of information. E-Learning is a good strategy of learning for a knowledge worker in knowledge economy society. This study is carried out to understand that National Central Library’s Distance e-Learning System state-of-the-art and the learners’ opinions of library and information science courses in that system. This study uses literature review and questionnaire survey of the basic background information, homepage design, course design, function of system and the demand of learners. The results of the study are as follows ：（1）Library uses of the e-learning system to promote lifelong learning, personalized services etc. are confirmed.（2）The local library can learn the experience from the United Kingdom and America in the development module of e-learning. （3）Library and information science courses have potential development.（4） E-Learning service is under the influence of information technology and Internet. （5）The demand of e-learning courses is diversified. （6）Most learners are satisfied with the National Central Library’s e-learning service. （7）The insufficient bandwidth of the connection will be an obstacle of Web-Based Instruction.（8）The learning efficiency will be affected by asynchronous pace of courses’ video instruction and the appearance of content，and unstable linkage of web pages will also impact the efficiency. According to the result of the study, there are eight suggestions ：First, contents and scope of e-learning courses are broadened. Second, teachers can use digitized contents to create digital teaching materials. Third, the interaction of courses and the learning community management demand improvements. Fourth, maintenance of the Distance e-Learning System needs to be emphasized. Fifth, the promotion of the distance e-learning service is necessary. Sixth, the issue of e-learning electronic newsletter is suggested. Seventh, cooperative production of e-learning courses with professional associations is recommended. Finally, establishing an authentication mechanism and giving certificate，credit hour, or academic degree of e-learning will increase the motivation of learners.

高中圖書館的宗旨在配合學校教育目標，並支援、豐富與實現學校的教育計畫，為學校整體教學中所不可或缺的一部份。許多國外研究亦已證明學校圖書館與教師之合作對於學生學術成就具有正向影響力。本研究透過訪談法瞭解臺北市高中圖書館支援教學之內涵，釐清圖書館負責人對於支援教學之看法，並分析支援教學所面臨之瓶頸與成功因素，探討高中圖書館如何突破困難，提出有效支援教學之策略。 / 綜合而言，臺北市高中圖書館支援教學之內涵包括：1. 積極發展館藏資源，以滿足教師之教學需求；2.善用資訊傳播科技以支援教學；3. 為師生提供圖書館利用教育，增進其資訊素養；4.由資訊融入教育著手，為教師提供教學諮詢服務。 / 若將支援教學相關服務依教師與館員合作關係歸納為「協調」、「合作」與「協同」三個層次，臺北市高中圖書館目前多已達協調、合作層次，僅少數圖書館達協同層次。和國外圖書館相較，臺北市高中圖書館離理想的協同性支援教學（如教學諮詢、協同教學、參與課程規畫）仍有一段距離。 / 臺北市高中圖書館支援教學之困難包括：1. 升學主義依然掛帥，成為圖書館推動資訊素養教育與資訊融入教育時之障礙；2. 館員缺乏學科教學專業知能，使教學諮詢服務不易獲得教師信任；3. 現階段圖書館人力不足，資訊相關業務之負荷過重。 / 而臺北市高中圖書館支援教學服務之成功因素則在於：1. 掌握資訊科技與資訊教育政策所提供之新契機；2. 館員具備圖書館學與資訊科技專業知能；3. 校長在經費、設備與人力資源上之支持；4. 教師之高度使用需求及參與意願；5. 館員之服務熱忱更為深化支援教學服務之要素。 / 綜合文獻探討與訪談結果，高中圖書館有效支援教學之策略包括： 1. 整合圖書館之服務及學科教學活動，以提升學生學習效能；2. 以資訊融入教育為己任，進而提供教學諮詢服務；3. 建置教學知識庫，整合教學資源；4. 充份整合人力資源，提供較深入之支援教學服務；5. 爭取教師之認同，共同創造新時代之教學願景；6. 培育種子教師，透過成功經驗之激勵，逐步推動高中圖書館之轉型；7. 積極爭取校外經費與設備之補助，以豐富師生教與學之經驗；8. 加強高中圖書館從業人員之專業知能，成為深度支援教學之支柱。 / 最後，本研究為深入支援教學提出幾點建議，供相關單位參考：1. 高中圖書館應協助教師進行個人知識管理；2. 高中圖書館員應深入了解社會發展、教育趨勢與學習需求；3. 高中圖書館從業人員應保持開放心態，隨時充實專業知能；4. 高中圖書館應持續推展與評鑑支援教學相關服務；5. 教育相關單位應將資訊素養概念納入學科教學中之中。 / The school library is the center for collecting, organizing and using information resources, and is therefore an indispensable part of school teaching activities. Teachers could better choose teaching materials, develop curriculum, and evaluate programs with school librarians’ support. Library literatures show that teacher and media specialist collaboration can effectively enhance student learning. This study use in-depth interviews to investigate the the situation of teaching support in Taipei senior high schools, to analyze the difficulties encountered, to identify the successful factors, and to provide strategies of teaching support. / Findings show that (1) teaching support services provided in most cases come under the “coordination” and “cooperation” stage, according to the Pollard and Montiel-Overall taxonomy framework, and very few senior high school libraries provide “collaboration” stage services. (2) Most directors keep conservative attitude toward “collaboration” stage services. (3) The difficulties encountered in teaching support include: tight course schedule, lack of education professional librarians, and tedious work. (4) Successful teaching support factors include: policy, professions in library and information science, unique personality, administration support, and teachers’ willingness. (5) Effectively teaching support strategies include integrating library programs into curriculum, helping teachers to integrate ICT into their lessons, assisting in teachers’ personal knowledge management, making better use of human resources, building visions with teachers, creating success stories, striving for budget actively, enhancing librarians’ professional ability. / Finally, the suggestions were made: (1) Senior high school libraries should assist in teachers’ personal knowledge management. (2) Senior high school librarians should keep learning. (3) Librarians should know the education trends and learning needs. (4) Services should be delivered, evaluated, and improved persistently. (5) Educational authorities should put emphasis on information literacy in subject instructions.

本研究旨在探討學前教師閱讀教學現況及其相關影響因素。本研究透過文獻分析以及結構式觀察研究法，以了解閱讀教學的現況及其相關影響因素。本研究之母群體為台北市公立幼稚園教師，採用立意取樣和隨機抽樣的方式，選取研究樣本共計35位教師。研究工具為自編之「學前教師閱讀教學現況檢核表」。使用SPSS套裝軟體，將所搜集的資料進行描述性統計、單因子變異數分析、二因子變異數分析、薛費法事後比較。 本研究之研究結論如下： 壹、學前教師閱讀教學現況 一、閱讀教學內涵 所有的教師會教授字彙知識、口頭語言中的語音和語用，以及閱讀理解中的表層理解，但是較少強調聲韻覺識中的音節辨義單位、拼音教學以及閱讀理解中的理解監控。 二、閱讀教學方法 學前教師在五個構面中最常使用的教學方法如下：(一)聲韻覺識：讓孩子聽唱押韻的詩歌；(二)字彙知識：製作姓名卡片，讓孩子認識自己的名字；(三)口頭語言：讓孩子唸讀押韻的短文；(四)背景知識：利用故事圖片，引導孩子瀏覽和討論；(五)閱讀理解：進行與故事書相關的活動，以增進背景知識。 三、閱讀環境 在閱讀環境的營造如下：(一)閱讀時間：不會每天安排團體閱讀時間，且缺少固定的自由閱讀時間；(二)閱讀空間：多有提供獨立的閱讀空間和開架書櫃；(三)文字環境：教師多有提供文字環境的佈置，如：字詞表、日曆…等(四)圖書資源：多有在教室放置大量的圖書資源和建立書籍借閱制度。 貳、影響學前教師閱讀教學之相關因素 不同的教學年資，對學前教師的閱讀空間營造有影響。不同的教師學歷，對閱讀教學沒有影響。不同的教師閱讀教學研習時數，對學前教師的閱讀教學內涵、方法和環境有影響。不同教學年資和教師學歷的交互因素，對學前教師背景知識教學內涵有影響。 / The main purpose of this study was to understand the status and related factors of preschool teachers’ teaching reading. Literature review and structure observation were adopted. The population was public preschool teachers in Taipei city. By means of purposive sampling and random sampling, the samples included 35 teachers. The research instrument, the status of preschool teachers’ teaching reading chick list, was designed from literature by myself. The observation data was analyzed statistically by description statistics, one-way ANOVA, two-way ANOVA, and the Scheffé method through the use of SPSS. The major results are summarized in the following: A. The status of preschool teachers’ teaching reading a. the content of teaching reading All of the preschool teachers would teach vocabulary knowledge, pronunciation and language use of oral language, and surface comprehension of reading comprehension, but stress less on the tone, combining sounds of phonological awareness, and comprehension motoring of reading comprehension. b. the methods of teaching reading The methods of teaching reading using frequently in 5 dimensions: (a) Phonological awareness: Let children listen and sing rhyming poetry. (b) Vocabulary knowledge: To make children’s name cards. (c) Oral language: Let children read the rhyming short essay. (d) Background knowledge: To guided children flipping through the pictures of book and discussing. (e) Reading comprehension: To precede the relative actives. c. reading environment The reading environment includes 4 dimensions: (a) Reading time: The team reading time wasn’t arranged everyday. (b) Reading space: Most teachers would provide the independent space and an open shelf. (c) Print environment: Most teachers would decorate the classroom with the vocabulary agenda, a calendar, etc. (d) Book resources: Most teachers would establish a book-loaning system. B. The related factors of preschool teacher’s teaching reading Different working experiences influenced the reading space. Different educational backgrounds didn’t influence teaching reading. Different extended education hours influenced teaching reading. Different working experiences and different educational backgrounds influenced the background knowledge of reading .

「熱情」是心理學研究上新興的研究主題，包括熱情的概念、熱情的前置因素以及影響後果等研究。本研究的主要目的在探討國中小教師的教學熱情現況，與可能影響教學熱情的人口變項，包括教師的性別、年齡、任教年資、擔任職務、及最高學歷、畢業科系與教學熱情的關係。同時也探討教學熱情的影響後果，包括教學省思行為、教學內在動機、學習者中心教學信念、深度對談、專業合作及自我導向學習、創新教學行為、創新擴散與教學熱情的關係。本研究採問卷調查方式，以北、中、南區公私立國民中小學418位國中教師和160位國小教師為研究對象，使用的研究工具包括教學活動熱情量表、輔導活動熱情量表、教學省思行為量表、教學內在動機量表、學習者中心教學信念量表、專業合作與自我導向學習量表、深度對談量表、教學創新行為量表、創新擴散量表。 研究結果發現︰ 一、關於國中小教師的教學熱情和教學各變項之現況 1.國中小教師的教學熱情程度中等偏高，其中教學活動和諧性熱情顯著高於其他三種教學熱情，輔導活動和諧性熱情顯著高於強迫性熱情，而教學活動強迫性熱情僅顯著高於輔導活動強迫性熱情。國小教師除了在輔導活動強迫性熱情上顯著低於國中教師外，其他三種教學熱情均顯著高於國中教師。 2.國中小教師在教學各變項上大致為正向反應，其中教師的教學內在動機顯著高於其他教學變項，學習者中心教學信念僅顯著低於教學內在動機，而教學省思行為則顯著低於教學內在動機和學習者中心教學信念，創新教學行為和專業合作與自我導向學習顯著高於創新擴散和深度對談，而深度對談則顯著低於其他教學變項。此外，國小教師除了在專業合作與自我導向學習未顯著高於國中教師外，在其他教學變項上均顯著高於國中教師。 二、關於人口變項在教學熱情上的差異情形 1.不同任教年資、最高學歷以及男女國中小教師，在教學熱情上並無顯著差異。 2.不同年齡、擔任職務、畢業科系、任教科目和輔導經歷的國中小教師，在四種教學熱情上均有顯著差異。 三、關於教學熱情與教學各變項之關係 1.分別或整體探討國中小教師的教學熱情與教學各變項之關係，教學熱情越高，其教學省思行為、教學內在動機、以及學習者中心教學信念、深度對談、專業合作自我導向學習、創新教學行為和創新擴散則越高。 2.從預測角度來看，在多元迴歸模式中以教學活動和諧性和強迫性熱情對國中小教師的教學內在動機、創新教學行為最有正向預測力；以教學活動和諧性熱情對教學省思行為、學習者中心教學信念、深度對談最具正向的預測力；以輔導活動和諧性和強迫性熱情對專業合作及自我導向學習具有最佳的正向預測力；而以輔導活動強迫性熱情對創新擴散具有最佳的正向預測力。 四、關於人口變項、教學熱情與教學各變項之關係 1.無論在教學活動或輔導活動方面，有越多和諧性熱情的國中小教師，會有較多的教學省思行為、教學內在動機、學習者中心教學信念出現。 2.無論在教學活動或輔導活動方面，有越多強迫性熱情的教師，會有較多的創新教學行為、創新擴散出現，也會傾向專業合作及自我導向學習。 3.國中教師、21-30歲教師、以及輔導室教師較傾向專業合作及自我導向學習和深度對談。 4.最高學歷為研究所、畢業科系為大學教育科系、師範教育科系、師範非教育相關科系的教師，較傾向專業合作及自我導向學習。 　最後，本研究根據研究結果對實務與未來研究提出建議。