在全球化的趨勢下，外語教學所強調的交際能力不再侷限於語言形式的相關技能，而是透過對文化的分析解釋，幫助學習者獲得更全面的溝通能力。文學作品透過各層面的文學想像，幫助學習者意識到實際交際的複雜性、模糊性。而文學作為現實生活的反映，往往會引起不同背景的學習者對不同文化與文明之間的共鳴，藉此了解跨文化交際間雙方對所處的社會現實不同的理解。 魯迅的小說作品刻畫出中國人的民族性格，是中國文化的可貴資產。他筆下的人物、歷史意蘊、文化色彩等，正好為學習者提供相應的語境，幫助學習者自作品中的社會交往符號和常規了解另一個社會的文化群體。然而目前華語文教學界在理論研究上對中國現代文學課程缺乏足夠的重視，故本研究旨在探討魯迅小說於文化課程上之應用。 本文採質的研究法，探討文學與文化於華語文教學上之運用，並以〈孔乙己〉、〈祝福〉、〈阿Q正傳〉三篇小說為討論範圍。文化課程實踐將以〈祝福〉為主，進行試驗教學，並根據其教學結果評估，適當修正〈孔乙己〉、〈阿Q正傳〉之教案。針對上述提及的魯迅文化觀之分析，本論文將從兩方面觀照：一、以魯迅的三篇小說為範圍，論述魯迅所批評的中國文化觀，並闡釋魯迅小說所傳達的思想內容。二、探討一九一九至一九七六年後文藝批評者對魯迅的評價及研究。 根據研究結果，研究結論有二：一、魯迅小說著作是提升華語文學習者之文化意識的重要素材；二、學習者能主動參與以魯迅小說為主題而設計的文化討論。最後，研究者根據研究結果提出相關建議：一、語言學習者的交際能力可能受限於目標語的文化知識。故為了幫助在台學習華語的外籍生獲得更全面的交際能力，結合台灣文學以及其背後的民俗意義於文化教學中，勢必能提高學生對文化的學習動機；二、語言作為一種符號系統，在編碼和解碼的過程中能反映某種文化意義，故結合文學的語言形式和文化內容設計閱讀課程是必要的。 / With the trend of globalization, communicative competence in foreign language education requires not only the goal of communicative efficiency but the development of culture awareness. In other words, it is not sufficient for learners to know how to communicate meanings but to understand the practice of meaning making itself. Literary texts are products that reflect different aspects of society. For it is through literature, serving as cultural documents, that learners can sense the complexity and ambiguity in norms of interaction in cross-cultural situations, and thus to be sympathetic to a different country and culture. Lu Xun’s novels, analyzing specific “Chinese national characteristics”, had a great impact on how modern China looks in the past. Through the historical background, emotional resonances and moral imaginings embodied in Lu Xun’s novels, learners are able to gain a deeper understanding of Chinese culture. However, literature has not been given much emphasis in the TCSL classroom. As a result, the purpose of the thesis is to explore Lu Xun’s perspective on Chinese culture and to apply its results to the practical use of teaching Chinese. A qualitative research method was employed to analyze Lu Xun’s novels and to exploit the novel called “New Year’s Sacrifice” in the classroom. In detail, the present thesis focuses on two discussions: (1) Analyzing Lu Xun’s novels: The underlying value orientations presented in “Kong Yiji”, ”The True Story of Ah Q “ and “New Year’s Sacrifice “will be discussed. (2) Analyzing critical appraisals of Lu Xun’s work in order to figure out how Lu Xun became one of the most prominent authors of modern China: Critics’ views in 1919 to the years after 1976 will be examined. Results of the study indicate that the multiple layers of cultural meaning in Lu Xun’s novels can raise learners’ culture awareness as well as motivate learners to discover the underlying concept of culture. Lastly, the suggestions developed from the discussions are provided as follows: (1) Negotiation of meaning often flounders because of a lack of understanding and trust of how to participate in different discourse environments. Thus, Taiwanese literature can be included in culture teaching for students who are learning Chinese in Taiwan. Through the cultural context provided in Taiwanese literature, students are able to acquire a much more sophisticated competence in the manipulation of symbolic systems and also to enhance positive attitudes toward Taiwanese culture group. (2) The interaction between language and culture should be considered as a substantial part of culturally oriented language courses.

語言與文化息息相關，文化議題是語言教學不可忽略的一部分，華語文教學若缺少文化傳承，則失去教學的精髓。華人文化就是中國人的「生活組織」，中華文化每個時代的蛛絲馬跡，都可以在包羅廣闊的漢語詞彙中尋得。 　　本論文以《詩經》衣飾作為探討中國古代文化的憑藉，輔以各朝代注家著作，以及與衣飾相關的傳世文獻及出土文獻，本論文主要研究內容如下：一、周代階級文化：周代人們的社會階級，充分體現在具體的衣飾形制、材質、色彩、紋飾等部分；二、周代性別文化：從《詩經》對衣飾的描寫，能夠看出中國自古「兩性不平權」的文化特點，本文試圖從男女衣飾制度，探究衣飾彰顯出的性別文化意涵，以及這些禮制背後的性別思想；三、周代色彩文化：中國古代對於色彩有「正」、「間」的區別，將顏色分為尊卑，也存在於衣飾；四、華人衣飾文化在華語文教學的應用：分為「教學技巧」以及「教案設計」兩部分，「教學技巧」包含「文本導讀」、「情境式文化教學」以及「文化對比」，引導學生認識古代中國衣飾所彰顯的華人文化，並設計教案，將衣飾文化融入華語文教學的文化課程。

國內過去有關幼稚園教師合班關係之研究，多以個案的方式進行，缺乏大量樣本的研究。因此，本研究以量化的方式，首先調查幼稚園教師合班關係之實際與理想情形；繼而探討不同背景變項幼稚園教師與合班滿意度、教學效能感、工作滿足之關係；最後探討幼稚園教師合班滿意度與教學效能感、工作滿足之關係。 　　本研究發現：（一）公私立幼稚園的教師合班類型並不相同，公幼以輪流教學為主，私幼以主助教搭配合作為主；但多數公私立幼稚園教師認為，團隊式教學才是理想的合作教學類型。（二）整體幼稚園教師的合班滿意度在六點量表中，為4.74，接近「滿意」程度。（三）公私立幼稚園教師的合班滿意度無顯著差異，但有區域性差異，台北縣市的教師合班滿意度，優於台中縣市與高雄縣市。（四）教師的教學效能感與園所規模、教學年資都有關；一班規模的教師教學效能感顯著較低，年資3年以下的教師教學效能感也較低。（五）合班滿意度與教學效能感呈顯著中度正相關（相關係數 .415, p<.01）。（六）合班滿意度與工作滿足也呈現顯中度著正相關（相關係數 .410. p <.01）。 　　本研究並根據研究結果提出建議，以提供幼稚園教師、幼稚園經營管理者、政府機關以及未來研究者之參考。 / In the past, the studies for two kindergarten teachers cooperation in one classroom in Taiwan were used to conduct in case study and still insufficient for large and quantitative sample study.Therefore, using quantitative way, this study firstly investigated the practical and ideal situations for two kindergarten teachers cooperation in one classroom.Then, after discussing the relation among kindergarten teachers‘s different background, cooperative satisfaction, teaching efficacy, and job satisfaction, this study discussesd the relation among kindergarten teachers cooperative satisfaction , teaching efficacy, and job satisfaction. 　　It finds out that： (1) The cooperative type of teachers is various between public and private kindergartens. The major teaching is a week in rotation in public kindergartens while the other teacher as assistance in private kindergartens. In addition, most teachers in both public and private kindergartens believed that the ideal type of cooperative teaching is team work. (2) In six-point scale for satisfaction of the teacher cooperation, the total point is 4.74, closed to the degree of “satisfied”. (3) Teachers‘cooperative satisfaction shows no significant difference between public and private kindergarten, but in region. It’s greater in Taiper city than in Taichung and Kaohsiung city. (4) The teaching efficacy is related to the size of the kindergarten and the teaching experiences. This study shows that the teaching efficacy is lower in schools which have only one class and teachers within three year teaching experience. (5) The cooperative satisfaction and teaching efficacy reveals mid positive correlation (r = .415, p < .01). (6) The cooperative satisfaction and job satisfaction also indicate mid positive correlation (r = .410, p < .01). 　　According to the findings, this study proposes some suggestions for kindergarten teachers, kindergarten managers , administration, and researchers in the future.

本研究的主要目的，在探討桃園縣國民小學教師知識管理、教學資訊素養與教學效能之關係。研究採問卷調查法進行，以98學年度桃園縣國民小學教師為研究對象，各校依班級數多寡，選取6至20位教師進行問卷調查，總計發出問卷601份，回收問卷556份，可用問卷547份，問卷回收率92.5%。所得資料輸入電腦，以SPSS for Windows 17.0版統計套裝軟體進行分析。採用平均數、標準差、獨立樣本t檢定、單因子變異數分析、Pearson積差相關分析、多元逐步迴歸分析等統計法加以處理，獲致如下之結論： 壹、桃園縣國民小學教師知識管理、教學資訊素養與教學效能現況皆達中上程度。 貳、桃園縣國民小學教師知識管理整體受性別、職務及最高學歷影響而有所差異；教師教學資訊素養整體受性別、年齡、職務、最高學歷及IC3資訊認證影響而有所差異；教師教學效能整體受職務及最高學歷影響而有所差異。 參、桃園縣國小教師知識管理、教學資訊素養與教學效能三者間具有顯著正相關。 肆、桃園縣國小教師知識管理各層面對教學效能的預測力，以「知識的內化與應用」為最佳預測變項。 伍、桃園縣國小教師教學資訊素養各層面對教學效能的預測力，以「應用資訊科技輔助教學活動」為最佳預測變項。 依據本研究之結論，提出以下列之建議： 陸、對國小教師之建議 一、重視自身專業知能，終身學習自我提昇 二、成立教師專業社群，建立分享對話文化 三、實施資訊融入教學，強化學生學習動機 四、建立個人知識平台，累積豐富教學資源 伍、參與專業發展評鑑，增進教師教學效能 柒、對學校及教育行政機關之建議 一、培養教師資訊能力，配套資訊檢測效能 二、擴大資訊認證範圍，提昇實質教學效能 三、補助教師資訊設備，鼓勵知識數位化管理 四、辦理知識管理研習，提昇知識管理知能 五、建立職務輪調機制，參與學校行政工作 / The purpose of this research is to explore the relationship among teachers’ knowledge management, teaching information literacy and the teaching effectiveness of the elementary schools in Taoyuan County. The research was conducted through questionnaire survey. The participants were the teachers in Taoyuan elementary schools in academic year 2010. 6 to 20 teachers were selected from each school based on the class number of the schools. 601 questionnaires were issued, and a total of 556 questionnaires were collected from all the target schools, with the rate of retrieval, 92.5%. 547 copies were valid samples. The research data acquired was processed by SPSS for Windows 17.0 version and analyzed with average mean, standard deviation, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation coefficient, and multiple regression analysis. Based on the results, the following conclusions were reached: 1. The current level of teachers’ knowledge management, teaching information literacy and the teaching effectiveness conducted by the teachers elementary schools scores “Upper-high” in performance. 2. The difference in knowledge management among conducted teachers arises from sex, position and education background. The teaching efficacy conducted by teachers differs , subject to sex, age, position, education background and IC3 certification. The teaching effectiveness conducted by teachers has difference., subject to position and education background. 3. There are significant positive correlations among teachers’ knowledge management, teaching information literacy and the teaching effectiveness. 4. “Knowledge internalization and application” plays the strongest variable to enhance the prediction of teachers’ knowledge management on teaching effectiveness. 5. “Information and technology application on teaching activity” is the best variable to strengthen the predictions of teachers’ teaching information literacy on teaching effectiveness. 6. Suggestions for teachers: (1)Value self professional knowledge. Lifelong learning contributes self improvement. (2)Establish teachers’ professional communities. Create sharing cultures for mutual dialogues. (3)Integrate information technology into teaching. Strengthen pupils’ learning motivation. (4)Set up personal knowledge platform. Accumulate fruitful teaching resources. (5)Participate in the assessment of professional development. Enhance teaching effectiveness. 7. Recommendations on school and education administration institutes (1)Cultivate teachers’ information capabilities packaging with certificate verifying system. (2)Enlarge the range of information technology certification to enhance factual teaching effectiveness. (3)Subsidize teachers’ information technology equipment. Encourage digitalized management in knowledge. (4)Hold seminars for knowledge management to improve efficiency and effectiveness. (5)Devise job rotational mechanism to take part in school administrative tasks.

本研究的目的是想要了解教師任教學校（幼稚園、國小）、教師教學年資與教師的創意生活經驗、教學內在動機、教學創新行為與幼兒特質的偏好、幼兒創造力特質之知覺、對幼兒創造力特質的偏好、幼兒創造力的信念之關係。 以便利取樣的方式選取台北縣市公私立幼稚園共26所、國小公立學校共15所學校，研究的參與者包括幼稚園教師190人，國小一二年級教師219人，共409位教師。本研究使用「理想兒童檢核表」、「幼兒創造力信念量表」、「創意生活經驗量表」、「教學內在動機量表」、「教師教學創新行為量表」等研究工具，以皮爾森積差相關、多變量變異數分析（MANOVA）考驗研究假設，獲致以下的結果： 一、幼稚園和國小教師在「幼兒創造力之知覺」方面有顯著差異 （一）在「教師對幼兒特質的偏好」的「情緒智力特質」上有顯著差異，國小教 師比幼稚園教師較偏好其中的「情緒智力特質」； （二）在「教師對幼兒創造力特質的偏好」的「情緒智力特質」上有顯著差異， 國小教師在「對幼兒創造力特質的偏好」上，較幼稚園教師符合其中的「情 緒智力特質」； （三）在教師對幼兒創造力信念的「固定信念」有顯著差異，不管是幼稚園或是 國小教師都比較不傾向固定信念，但兩者之間有差異，幼稚園教師比國小 教師更不贊成「幼兒的創造力是不能改變的」，也就是說幼稚園教師比國 小教師更同意幼兒的創造力可以經由學習或訓練改變的。 二、不同教學年資的教師，在「幼兒創造力之知覺」方面沒有顯著差異 三、「教師創意生活經驗」與「教師對幼兒創造力之知覺」的關係 （一）幼稚園教師 幼稚園教師的創意生活經驗越多，其對幼兒特質的偏好，越符合「創造力特質」及「複合特質」；其「對幼兒創造力特質的知覺」的皆符合「情緒智力特質」及「創造力特質」；其「對幼兒創造力特質的偏好」越符合「創造力特質」；其創意生活經驗越多越贊成「幼兒的創造力是與生俱有的，只要提供機會，就會自然發展」。 （二）國小教師 在國小的部份，我們發現教師的創意生活經驗與對「幼兒創造力的知覺」的相關有達顯著的並不多，在「教師對幼兒特質的偏好」部分，有越多「表演藝術創新」、「生活風格的變化」、「製造意外驚喜」的教師，越不偏好具有「情緒智力特質」的幼兒。「視覺生活的設計」經驗越多，越偏好「創造力特質」；「科學創新的問題解決」、「視覺生活的設計」經驗越多，在「對幼兒創造力特質的知覺」越符合「情緒智力特質」。「開放心胸」經驗越多，其對「幼兒的創造力是與生俱有的，只要提供機會，就會自然發展」的信念越贊同。 四、「教師教學內在動機」與「教師對幼兒創造力之知覺」的關係 （一）幼稚園教師 幼稚園教師的教學內在動機越強，其對「幼兒特質的偏好」越符合「創造力特質」；其「對幼兒創造力特質的知覺」的皆符合「情緒智力特質」及「創造力特質」；其「對幼兒創造力特質的偏好」越符合「創造力特質」；教學內在動機越強，越同意「幼兒的創造力是與生俱有的，只要提供機會，就會自然發展」。 （二）國小教師 國小教師的教學內在動機越高，越不偏好「情緒智力特質」、「複合特質」；在「教師對幼兒創造力特質的偏好」上越不符合「情緒智力特質」；在信念上，越不贊成「幼兒的創造力是不能改變的」；對於「幼兒階段是一生中最具有潛在創造力的階段」的看法越贊成。 五、「教師教學創新行為」與「教師對幼兒創造力之知覺」的關係 （一）幼稚園教師 幼稚園教師的教學創新行為越多，其對幼兒特質的偏好，越符合「創造力特質」；其「對幼兒創造力特質的知覺」也皆符合「情緒智力特質」、「創造力特質」；其「對幼兒創造力特質的偏好」越符合「創造力特質」；教師的教學創新行為越多，也越贊成「幼兒的創造力是與生俱有的，只要提供機會，就會自然發展」的看法。 （二）國小教師 國小教師的教學創新行為越多，其對幼兒特質的偏好（顯著負相關），越不符合「情緒智力特質」；其「對幼兒創造力特質的偏好」越不符合「情緒智力特質」（顯著負相關）；教師的教學創新行為越多，（顯著負相關）越不贊成幼兒的創造力是不能改變的。 本研究最後針對研究結果在教育上、未來研究上提供一些建議，做為教育機關、師資培育單位、後續研究的參考。 關鍵字：幼兒創造力知覺、創意生活經驗、教學內在動機、教學創新行為、創造力

本研究旨以網路資源融入國小五年級英語教學，探討學生對於實際使用英語相關網路資源的學習態度與意見，分析適合國民小學五年級學生學習程度的英語網路資源特質以及探討教師對於利用網站資源融入英語教學的意見與看法；並綜合研究結果，瞭解英語網路資源對於學生的幫助、困難及實施情形。 本研究使用問卷調查法輔以對學生與校內教師進行深度訪談進行研究，透過改編之「網路資源融入英語教學問卷調查表」，以Google 線上問卷形式對五年級196位學生進行調查，調查結果以Excel 統計其次數分配及百分比，並以立意抽樣方式，選取7位學生與3位教師進行深度訪談。 根據資料分析結果，本研究結論如下： 一、 網路資源融入英語教學對學生的英語學習興趣與動機有正面的影響，對學生英語成績的提升有幫助且更能吸收課外知識，還能提升對英語的喜好。 二、 全英文的網頁說明或還沒學過的英語單字是學生認為在使用英語網路資源時會遭遇的困難；網站分類清楚且各項說明容易理解並易於操作，網站內容有依程度分級，或具搜尋功能，較能吸引學生喜愛。 三、 教師篩選彙整資源網站後連結於其教學網站，上課時是老師的雲端資源庫，課後亦可成為學生的學習平台。 四、 動畫、影片是學生最喜愛且認為最具學習幫助的網路素材，動畫語音速度放慢，並附有中文字幕輔助學生理解，較具有輔助英語學習的效果。 五、 使用網路資源融入英語教學能豐富教學內容，有效激發學生的學習動機，並養成學生複習的習慣，是可行的教學方式。 最後根據研究結論，就教師教學、教育行政單位以及後續研究等方面提出建議。 / Through integrating the internet resources into the fifth grade English classroom instruction, the aims of this research are : (1) investigating the students’ attitudes and opinions on the use of English language internet resources, (2) analyzing the characteristics of English language internet resources that are suitable for the level of fifth grade English class as well as (3) discussing the teachers ’suggestions and viewpoints on the integrating the internet resources into the English teaching. In addition, the summary of research results offers the information on the understanding of the assistance given by, difficulty encountered and processing situations in the use of the English language internet resources. This research adopted questionnaire survey and in- depth interviews to realize the openions of students and teachers. The questionnaires accomplished by online survey with Google Forms. The questionnaires received 196 respones of students. Microsoft Excel were taken to compile statistics distribution and percentages. This research also had in-depth interviews conducted with seven fifth grade students and three school teachers in working of teaching English. According to the results of the statistics analysis, the following conclusions were drawn: 1. There are positive impacts on students' interest and motivation in learning English by using internet resources into English class. Not only can enhance the effects of learning English, but also improve the absorption of extra-curricular knowledge. More importantly, can promote the joy of learning English. 2. Students consider that the problems in using English internet resources are the instructions of webpages in English and the vocabularies which have not learned. Students like to use the website which classification is clear, the instructions are easy to understand and operate. If the content can be classified by students’levels and be easy to search, it would be best for student learning. 3. Teachers select and collect English internet resources by linking to their teaching website. It will be the resource library of teachers when they’re teaching. It also can be a platform for student's learning after class. 4. The favorite internet resources of students are animations and films. They help students to learn more. In order to enhance the effects of learning English and increase their understanding of English. It’s necessary to slow down the sound speed of the animation and increase Chinese subtitles 5. Using internet resources into English class can enrich teaching contents and inspire students’ learning motivation effectively. By this method, students can cultivate good habit of reviewing English. Furthermore, it is a practicable teaching method. According to the conclusions of this study, Suggestions and recommendations were provided for the teachers, schools and future studies.

本研究旨在瞭解探討北部某C大學實施學生評鑑教師教學之現況，並探討大學生回答開放性問題對該課程的優點與建議，進行文字探勘分析。 本研究利用問卷調查，在期末課程結束前，利用上網方式，對該課程進行填答。問卷所得資料進行敘述統計、因素分析、信度分析、獨立樣本t檢定、單因子變異數分析、皮爾森相關、多元迴歸與R軟體進行詞彙權重、文字雲、主題模型和群集分析。本研究結論如下： 一、學生評鑑教師教學現況以教學態度感受程度最高。 二、問卷各題項以「教師教學態度認真負責，且授足所需授課之時數」平均分數最高。 三、回饋性建議肯定「教學目標明確」最高，最需改善「彈性調整教學內容」。 四、學生評鑑教師教學因學生年級和課程類別不同而有顯著差異。 五、學生評鑑教師教學成效與學習成績呈低相關，以「教學評量」有預測力。 六、重要詞彙與文字雲發現「教學」、「內容」、「喜歡」及「同學」共同詞彙。 七、各學院主題模型命名，主要有觀察，考試與教學內容。 八、各學院集群分析結果，學生重視教學內容、學習過程與收穫及考試。 根據上述結果提出建議，以供教育行政主管機關、教師及未來研究者之參考。 / The purpose of this study was to explore the current situation of t in the C university of North, and finding the strength and suggestion of the class to opening question used text mining. Before the class will be over , a questionnaire survey, using the internet, was used to gather personal information and the measurement applied in this research. The questionnaire is analyized by descriptive statistics analysis, independent t test, one-way ANOVA, Pearson correlation analysis, multiple regression, vocabulary weight, word cloud, topic model, and cluster analysis in R software. Conclusions obtained in this study are as in the followings: 1. The situation of student ratings of instruction scored over average on the effectiveness of teaching, with “teaching atttitude” the highest. 2.. The highest average scores of the items in the questionnaire were "serious and responsible teachers' teaching attitude and the number of hours required for teaching grants." 3. The feedback of suggestions is “The current of teaching objectives” and need to improve the “filxible adjustment of teaching content”. 4. The student ratings of instruction were vary significant in terms of student grade and course type. 5. Student ratings of instruction effectiveness and academic performance is low correlation, with "Teaching evaluation" predictive. 6. The findings on the important phrases and word clouds were “Teaching”, “Content”, “Likes”, and “Classmates”. 7. The naming of the theme model in each college is “Observation”, “Examination”, and “Teaching content”. 8. The results of cluster analysis each college were focused on “Teaching content”, “Learning process and gain”, and “Examination”. Based on the findings above, suggestions and recommendation were provided as a reference for educational administrators, and teachers, and as a guide for future research.

本教學實驗旨在探討如何教導國中生認識英語弱化音。筆者身為英語母語人士經常看到即使有十年或二十年學習經驗的英語學習者，仍舊無法完整了解母語人士講述的內容，原因就是弱化音與連音所造成的困擾，本研究藉著教導學生具備相關辨識能力，希望了解學生對這樣學習的成果與反應。 研究首先施行前測，取得比較基準，接著設計並在課堂實施了七個節次的教學，包括四堂連音、三堂弱化母音。課後再施行後測。前後測比較之下並無顯著統計差異。但是針對學生所作的問卷調查發現，學生覺得學到了聽力技巧與能力有所進步。此外協同教師在訪談中也表示，此教學對學生的聽力技巧與能力有所助益。 根據本次研究經驗，筆者提出教學建議，認為教授國中生弱化音與連音確有必要，也期待這樣的教學應該盡早提供，而非等到高中或大學，以免為時已晚。 / This study looks at teaching reduced sounds to junior high school students. It started with the premise that even people who have studied English for ten or twelve years still cannot understand online materials spoken by native speakers of English. The reduced sounds and linked sounds baffle them. This study investigated the student reaction to hearing reduced vowels. A pretest was administered to establish a baseline. Four contractions and three reduced vowels were presented in the lessons. Then a post-test was given. The statistics showed no measurable change between pretest and post-test scores. However there are other ways to measure progress. In the survey given with the post-test, a number of students responded that they felt they had learned listening skills, and that their listening comprehension had improved. There were also interviews with co-teachers. These interviews also bore out that teachers felt the students’ listening comprehension had improved. The writer, as an active participant in the study, feels that teaching reduced sounds in junior high school is worthwhile. One should present more reduced sounds and linked words early on, and not wait until senior high school or university.

從學校圖書館的借閱情形，到臺灣104年度閱讀素養調查報告中，都顯示臺灣從青少年到成年人的閱讀內容，有淺薄化和狹窄化的現象。淺薄化意指思考深度較為淺薄的內容，狹窄化所指的是個人的閱讀種類具有偏好與習慣，上述例如小說類的輕小說或生活實用類的運動減肥書。長遠來看，這樣的閱讀風氣並不利於一個國家社會的穩定與發展。因此，「從教育紮根」便是常常受關注的口號，所以各學科國中教師，須思考以教學的力量，幫學生掌握閱讀理解策略，進行深思明辨，並且帶領學生認識多元化的閱讀視野。不過在升學主義的國中教育現場，要教師改變傳統教學法是有一定的困難度，所以本研究從已實行閱讀策略融入教學的老師去探討以下七點研究目的 : 一、了解國中學科教師對閱讀策略的認知和態度。 二、分析國中學科教師融入閱讀策略於在教學中的情形、收穫與想法。 三、整合與探討國中各學科需要的基本閱讀策略。 四、分析教師融入閱讀教學的原因與問題。 五、探討閱讀策略教學對各學科教學的擴散影響。 六、了解與探討教師於圖書資訊利用的情形。 本研究中採用訪談法，以一所國中為研究場域，針對五門學科(國文、英語、數學、社會和自然)各四位教師進行深度訪談。 訪談資料的分析結果有以下結論:教師認同需要閱讀策略融入教學來偏鄉學生改善學習能力，不過教師對於閱讀策略的認知相當有限。經過整合後學科需要的基本閱讀策略有瀏覽、摘要、辨詞、統整、解釋、比較、連結和推論，但不同學科之間仍有差異。除想養成學生自學能力外，另外教學意願也深受教學同儕的正面影響，然而教師認為趕課壓力卻是教學中最大的問題。閱讀策略教學對各學科教學確實具有助益與擴散影響，不過學科延伸閱讀的學習課程不多，呈現師生的學科圖書資訊素養不足，而教師多表示未來願意去嘗試設計推廣學科閱讀。 本研究分別對教育當局、學校單位和教師本身都有提出具體相關建議，以做為繼續推動長遠閱讀教育與活化教學的參考。 / From the condition of borrowing books in a school library to the Taiwanese reading literacy survey in 2015, it shows that the reading hobby of Taiwanese teenagers and adults is shallow and narrow. Shallow text means that the content is not good enough to think deeply and narrow hobby means people have their individual reading favorite and preference, such as light novels or the books of keeping fit. In the long term, such reading atmosphere goes against the stability and development of a country. “Rooted by education.” is an announcement won public attention. Thus, the junior high school teachers should think how to help students to use reading strategies well, to consider and recognize clearly, and to lead them to habepluralistic views. However, there is a certain difficulty for teachers to change their traditional teaching under diplomaism. The research studied the teachers who had practiced the incorporation teaching with reading strategies, and included 7 research purposes: 1.Understand junior high school teachers’ cognition and attitude about reading strategies. 2.Analyze the situation, gain and thoughts of teachers’ incorporation teaching with reading srtrategies. 3.Study the basic reading strategies of different subject’s needs. 4. Analyze the reasons and problems in teachers’ incorporation teaching. 5.Discuss Reading strategies’ spreading effect on different subject’ teaching . 6.Investigate the teachers how to use library information in teaching. The method of the research is in-depth interview. Choose 4 teachers for each subject (Chinese, English, Mathmatics, Social and Science) to make deepth interviews. Based on the analysis of the interviews, the major findings were as the following: The teachers agreed that rural students needed incorporation teaching with reading strategies to improve their learning ability, but teachers’ reading strategies cognition is quite finite. After integrating opinions, all subjects need browsing, abstracting, recognizing words, integrating, explaining, comparing, connecting, and inferring. However, there is still some difference among diverse subjects. Besides teach reading strategies to develop students’ independent studying, teachers are influenced by peers profoundly. Even so, their largest problem is the pressure to catch up school progress. Teaching reading strategies is doubtlessly helpful and effective in each subject’s teaching, but many extending reading courses in class is insufficient. Even though Reading literacy of subject is not abundant, teachers still expressed to design and popularize the subjects’ reading in the future. According to this research, the conclusions would offer the education authority, the administrative unit in school, and the teachers some concrete advises which could be the references to keep advancing the reading education and teaching actively.

民國五十二年起，政府為加強培育中級技術人才、提倡職業教育、配合經濟建設和緩和升學競爭起見，特別鼓勵并核準私立五年制專科學校的設立。三、四年來，五專如同雨後春筍，在「量」的發展上呈現一片欣欣向榮的景象。只是，近一、二年，五專招生不能足額的嚴重情形，以及改進五專教育論著的屢見不鮮，這些五專學校在「質」的方面似乎有待重新評估和探討的必要。筆者為求確實瞭解關係五專品質的課程與教學實況，以為改進五專教育內容的依據，乃從事本項調查研究。 本調查研究報告共分五章：首章為緒論，敘述筆者本項調查研究的旨趣。次章為調查計劃與經過，分別說明本項調查研究的範圍、調查的內容、調查的方法以及調查的經過。第三章為本項調查研究的發現，是將調查所得的資料逐項加以整理的結果：為目前五專課程與教學實況的說明。第四章結論，即綜觀各五專學校課程與教學設施，分別估評其優劣，并綜合各校對於改進目前五專課程和教學各項措施的意見。末章為建議，係筆者針對目前五專課程與教學的實況，就其各項措施的缺點和困難問題，依個人的淺見，分別對教育行政機關和各五專學校等，提出若干建議，以供改進五專課程和教學的參考。 本調查研究報告，因囿於個人學養經驗淺陋，以及時間、人力、經費的不足，疏誤之處自所難免，敬祈諸位師長、先進，蕙賜指正為禱！ 本項調查研究之進行及報告之撰寫，均承呂俊甫老師懇切指導，謹誌由衷之謝忱。又教育部職教司唐司長若愚、榮正先生，高教司陳文章學長等對於筆者搜集資料或前往各校調查訪問，曾多方予以協助，并承各五專學校諸位先生之惠予指教或填答問卷，使研究工作得以如期完成，於此一併致誠之謝意。