本文將中央研究院院士杜正勝所提出之「同心圓史觀」，視作一種以建構「民族歷史意識」與「民族認同」為目的之「新官方史觀」。而本文亟欲解答三個重要的問題：第一、同心圓史觀的內容為何？第二、同心圓史觀背後的歷史學發展脈絡與政治史脈絡為何？第三、同心圓史觀對學生的歷史知識與民族認同，可能構成何種影響？ 在後進民族主義的學術發展脈絡上，呈現了後殖民理論家Partha Chatterjee所提出的「現代」與「傳統」並存又衝突的現象。因此，本文以Chatterjee「傳統」與「現代」的民族主義雙面性架構，來探討官方的中國民族（史）與官方的台灣民族（史）之中，史學者在史學方法論、史學理論上的引入與使用過程，如何再現「民族形象」與「民族疆界」在歷史知識生產上的框構作用。兩群懷抱不同民族主義的歷史學者，他們所主張的方法與理論是科學的，但研究的內容卻又是傳統的。而這樣的概念史移植過程，正反應了後進民族主義的知識發展模式。在學術發展的脈絡上，本文並從民族主義脈絡內的知識分子灌注「認同」與「意志」於「行動」的特殊現象，來探討杜正勝個人逐漸涉入政治之動機與涉入歷程。 在政治史的脈絡上，中國民族史觀與台灣民族史觀的發展歷程，皆呈現了後進民族國家同時並進的「國家建制」與「民族建構」任務。筆者以「後進民族國家」所欲達成的雙重計畫—「國家建制」與「民族建構」，來分析兩個時段的政治敘事。在這兩個時段之中，政治領袖如何以重要概念（如「復國」、「台灣人性」）作為支點，來撐起各種政策論述的正當性。並討論在國家建制與民族建構並行的長期過程之中，中華民國雖然具有疆域不確定的特性，但其長期治理現實，卻使國家場域足以提供認同劇碼上演的穩定舞台作用。 在同心圓史觀的具體施行成果而言，則針對兩個版本的教科書，以文本分析的方式研究在「民族史時間」當中的「根源性」、「延續性」與「現存性」策略。教科書的編作者如何以文字、圖象、空間與抽象之概念，來述說教科書背後的民族認同型態。即言「民族內涵如何填滿意志中的空洞的時間」。 總結而言，本文希望藉由學術與政治脈絡的分析當中，探求同心圓理論出現的時代意義：在疆界不確定的共同體上，新的民族成員、新的民族記憶是否可能？同心圓史觀即是這種多重脈絡交錯下的嘗試。

企業要提昇營運管理績效及核心競爭力，除了組織及流程改造外，改變作業管理方式，精進e化管理模式，亦是不可或缺的解決方案之一。而企業導入資訊系統更是為因應這變動劇烈的產業競爭環境必備的條件之一。 K公司因營運範疇急速擴增，事業版圖擴及大陸，卻面臨原來所使用的AS400系統，已無法快速且精確的揭露財務報表，及面臨嚴峻之經營挑戰。為解決此一問題，該公司透過經營管理委員會之投資審議機制，形成導入企業資源規劃(Enterprise Resource Planning，ERP)之決策。ERP系統係將企業內部各事業體、各部門，以資訊科技，企業內部大小系統，整合在一起，將所有的資訊能在線上即時揭露，由於資訊的透明化、即時化，使K公司能達成立即反應規劃的目標，並將所有的營運資訊納為決策資訊。 企業建置ERP系統，將會付出相當可觀的軟體費用和顧問諮詢費用，且在人力成本上，若事先未溝通清楚，而引進新系統，將會使企業內部員工或主管產生抗拒與適應不良，這些有形或無形的成本，身為企業主或高階經營者均必須審慎考量，既然導入成本很高，管理者更應慎思:「ERP系統是否可以提升企業的營運績效與競爭力」。 爰此，K公司在專案導入過程中，從專案評估、籌備、流程設計、系統設定階段、系統上線等五大導入過程，均是環環相扣且是綿密的，以及應用專案管理九大領域之要領，使專案能如期如質成功導入。 本研究主要針對K公司導入SAP/ERP系統，瞭解其成功關鍵因素為: 一、考量最佳流程，而非用舊流程套新系統 是要避免將系統AS400化，亦即不是用SAP做到原來AS400中舊系統的作業流程，而是要學習SAP系統中的流程實務，思考最佳的作業模式。 二、分析系統關連圖，找出完善業務的IT建置。 透過整個資訊的關連圖，需進一步找到更多需整合或開發的細節，讓ERP系統的管理幅度能夠涵蓋所有的企業流程。 三、分階段讓主管受益，降低導入阻礙 為了與使用單位主管溝通，專案經理及關鍵使用者(Key User)，對主管簡報與分享經驗，讓主管能感受到系統的預期效益。 四、有系統解決問題，而非見招拆招 系統成功上線後，並非導入已經結束，而是將工作重新從系統建置及導入時程與品質的確保，移轉到ERP系統的調教，並持續推動ERP基礎工程，研討的系統改進。 並就企業導入ERP後，在作業面及人力成本與營運管理之改善成效與成功關鍵因素進行實證研究，研究方法係採用AHP方法來驗證軟(硬)體，顧問團隊之系統評選與人為評選之差異，與個案訪談的方式來進行研究，探討導入ERP系統是否提升企業營運改善成效之差異。 本研究之結論:透過ERP系統導入確實可以使K公司從「印量預測」到「生產交貨」至「財報揭露」改善成效更具體。

本研究旨在探討台灣高中生副詞子句的使用，並且探究台灣高中生在副詞子句使用上所產生的錯誤。此外，為更進一步了解台灣高中生對於副詞子句的認知，本研究亦檢視了目前國內高中生普遍所使用的英語教科書，以了解英語副詞子句的呈現方式以及內容的編排。本研究受試者為兩班高二學生，一共43位。研究工具為學生高二上學期三篇指定英文作文寫作。 研究結果顯示，副詞子句為一高中生作文中常出現之句型結構。受試者能夠使用不同語意種類的副詞子句來補充說明主要子句的訊息。在各式不同種類副詞子句當中，時間副詞子句出現頻率最高。限定副詞子句(finite adverbial clauses)使用的頻率遠多於非限定副詞子句(non-finite adverbial clauses)。限定副詞子句使用當中，時間副詞子句、因果副詞子句、條件副詞子句、目的副詞子句以及讓步副詞子句，依序為最常使用的副詞子句；非限定副詞子句使用當中，目的副詞子句以及時間副詞子句為使用頻率最高的副詞子句。 雖然副詞子句是基本句型，但經錯誤分析的結果顯示，學生對於副詞子句沒有完整的了解，仍有不正確的使用。整體而言，句子不完整( sentence fragment)以及使用錯誤（不恰當）副詞連接詞使用(illogical subordinate conjunction)為最常發生的錯誤。在限定副詞子句使用上，最常犯的錯誤為不完整句子、錯誤或不恰當的副詞連接詞使用、重複連接詞標記(double marking)以及無主語(null subject)。在非限定副詞子句使用上，不連結修飾語(dangling modifier)為最常出現之錯誤。這些錯誤很可能是因為中文以及英文之間的差異以及對副詞子句沒有充分的理解所導致。 而教科書當中對副詞子句的介紹，也可以解釋學生學習使用副詞子句所犯的錯誤及遭遇的問題。從檢視教科書以及教師手冊當中的句型以及寫作兩個單元發現，在句型呈現上，副詞子句的介紹以及呈現主要著重在單句句型結構以及語意相近的句型結構替換。副詞子句的篇章功能以及副詞連接詞的使用則較被忽略。句型練習中，也較少有情境式的真實語言呈現。在寫作單元上，副詞子句也多半侷限於其句型結構上，而忽略了其詳細語用以及篇章功能概念。綜合研究結果，本研究提出較完善的教學建議，以幫助教學工作者以及學習者對副詞子句在教學上及學習上有更進一步的了解。 / The purpose of the present study is to investigate how adverbial clauses are used in Taiwanese senior high school students’ written production and what kinds of difficulties students encounter in employing the structure. In addition, to understand how Taiwanese EFL learners construct their knowledge of adverbial clauses, senior high school students’ English textbooks and teachers’ manuals are also examined to find out the presentation of adverbial clauses. Forty-three senior high school students from two different classes in their second year participated in the research. Three assigned compositions in one semester were collected for data analysis. The result showed that adverbial clauses are commonly utilized to express various types of circumstantial meanings in the learners’ writing. Temporal adverbial clauses are of the most use among different kinds of adverbial clauses. Adverbial clauses are further categorized into two types: finite and non-finite adverbial clauses. The use of finite adverbial clauses is far more frequent than the use of non-finite adverbial clauses. This may attribute to the amount of exposure to the finite adverbial clauses and syntactic complexities of non-finite clauses. In finite clauses, temporal adverbial clauses are the most frequently used, followed by causal, conditional, purpose and concessive adverbial clauses respectively. In non-finite adverbial clauses, adverbial clauses of purpose are the most used, then clauses of time. To identify Taiwanese senior high school students’ difficulties in using adverbial clauses, an error analysis was conducted. It was found that adverbial clauses are problematic to the learners. Overall, sentence fragment and illogical subordinate conjunction are the two main error types. Most of the errors occur in finite clauses, including sentence fragment, illogical subordinate conjunction, double marking and null subject. In non-finite clauses, error type is exclusively dangling modifier. The reasons for the errors may be due to learners’ incomprehensive understanding toward the use of adverbial clauses and the differences between Chinese and English. In addition, learners’ textbooks were evaluated to see how adverbial clauses were generally introduced and presented. An examination of grammar (sentence patterns) and writing sections revealed that in grammar section, the emphasis is mainly on the introduction of various linguistic forms of adverbial clauses and syntactic structures that bear similar semantic meanings. Moreover, they are presented mostly in isolation without meaningful and contextual presentations. The functional aspect of adverbial clauses and the contextual presentation of subordinate conjunctions are quite neglected. Likewise, in writing section, the focus is mostly limited to the introduction of various types of adverbial clauses and subordinate conjunctions. Clearer explanations of the conjunctions and the functional role of adverbial clauses in writing are relatively overlooked. Concluding from the previous findings, it is suggested that more explicit and contextual presentations are needed to help learners to develop a more complete understanding of the use of adverbial clauses.

本研究的目的是希望從教科書傳播的角度去了解其中所傳遞的環境價值觀與態度訊息為何？隱含了哪些環境倫理以及呈現主題為何？更重要的是透過研究者對臺北市某國小四年級教科書內容的分析，再以開放式問卷、焦點團體訪談及個別訪談的方式了解此國小四年級全體學童對教科書中環境價值觀內容的接收與解讀情形，並初探國小中年級學童可能有的環境價值觀樣貌。 研究結果發現各領域教科書中「環境價值觀與態度」相關內容出現次數多寡依序為國語、自然與生活科技、社會、藝術與人文、綜合活動；且教科書內容偏向呈現「定位人和自然的關係」以及「關心人類行為的衝擊」兩大主題，而中年級學童對此的解讀亦大致符合，但對於呈現環境價值觀內容的認定和研究者的分析並不完全相同，這可能是因為中年級學童會依據長期從各方接收的訊息觀點，如實際生活經驗、課文情境安排、個人興趣與喜好、自然保育或迷思觀點、個人環保行動及不同環境倫理觀點等因素，進一步與教科書內容連結而歸納出其對人與自然環境關係的詮釋結果。 雖然教科書需改進其未完全達到環境教育課程綱要中希望破除人類中心價值觀的立場，但多數學童並非全盤接收教科書訊息，少部分學童亦能以批判性的觀點解讀教科書；而學童對於教科書的解讀與定位人和自然環境之間的關係則呈現三種環境倫理並陳的情況，甚至人類中心與生態中心倫理兼而有之的矛盾，這是否和教科書內容及主流社會價值觀亦存在此兩種對立的環境倫理並陳的現象有關，值得後續研究長期深入探討。 / This study investigated the environmental values and attitudes conveyed in textbooks as well as the environmental ethics implied and how they are presented. Analysis was conducted on the content of fourth grade textbooks in an elementary school in Taipei City, Taiwan. The reception and interpretation of the environmental values in the textbooks by the fourth grade students at the school was gained by using open-ended questionnaires, focus group interviews, and individual interviews. The findings of this study were as follows. The academic subjects with the most content involving environmental values and attitudes were Mandarin, science and technology, social studies, arts and humanities, and integrative activities. Relevant content in the textbooks was mostly directed at defining the relationship between man and nature and discussing concerns regarding the impact of human behavior. The interpretation of students was broadly identical to this result. Students in fourth grade link textbook content with long-term messages and points of views such as those derived from actual experience, the arrangement of scenarios in past textbooks, personal interests, nature conservation, misconceptions, personal environmental action, and environmental ethics in order to interpret for themselves the relationships between man and nature.

本研究旨在討論中國初中階段，7-9年級公民類教科書中品德教育的內涵，希望透過文獻探討了解中國初中公民教科書的發展及品德教育實施的背景，進一步分析中國政府期望培育的公民，其所需具備的品德內涵。本研究藉由內容分析法，採用量化的方式計算教科書中品德內涵及使用策略的次數及分布情形，同時輔以文獻探討的結果，進行質性的分析及討論。 本研究先進行文獻探討，提出當前中國品德問題的現象，以及各國將品德教育視為教育主流的趨勢，接著分析中國改革開放後對人才素質的重視，導出對初中品德教育實施之迫切。本研究以2003年通過的課程標準，「人教版」之《思想品德》及《歷史與社會》為研究對象，由中華文化的品德內涵以及馬克思主義、毛澤東思想及鄧小平理論等為主，輔以其他相關政策，發展出本研究之內涵類目，再根據專家編輯之類目修改之策略類目，由此展開初中公民類教科書之品德內涵分析。 本研究的結果如下： 1.依年級觀之，品德內涵分布呈現不連續。七年級重個體品德，八年級重人際及公民品德，九年級重公民品德；環境品德則散見於各年級課文之段落。 2.依主類目觀之，首重公民品德，次為個體品德；而人際品德分布比例偏低，環境品德明顯欠缺。 3.依次類目觀之，各有所偏重，呈現不平均情形。個體品德偏重自我概念，人際品德偏重尊重包容，公民品德偏重法紀概念，環境品德重視關懷環境。 4.教科書的品德內涵編寫符合學生年齡心智之發展，先是自身關係從個體、人際到國家社會，採「由近及遠」；次為內涵深度從個人觀念到公民知識，採「由淺及深」。 5.編寫策略方面，教科書中多用「提出問題」、「比喻及舉例」，較少使用「類推與歸納」、「相互對比」及「因果關係」。且依年級與主題差異，調整編寫策略，越低年級採用較多圖片，越高年級較多解釋說明。 / The study explores the content of character education in textbooks. The civic education textbooks of junior high school (from 7-9 grades) in China are regarded as object. First of all, the background and developing of the civic education textbooks could be understood through the reviewing of literatures. Secondly, different kind of character education contents that the citizens of China need could be analyzed. Thirdly, the numbers and distributions of character education contents and tactics we could be counted by the content analysis. The last but not the least, the results are analyzed and discussed by the literature reviewing. The study points out the appearing of the character education problems in China, and the trend of character education in countries. Then it exposes that government respects the quality of people, so they eager to implement the character education. The object of the study is the textbooks published by “people’s education press”, based on the course standard in 2003. The analytical table of contents is based on the Chinese traditional character education and the Marxism, Mao Zedong Thought, Deng Xiaoping Theory, and other important policies. The analytical table of writing tactics is based on the theory of professionals. According to two analytical tables, we begin to the study. The conclusions of the study are as follow: 1.According to the different grades: the 7 grade focused on self character, the 8 grade focused on interpersonal character, the 9 grade focused on citizenship character. The environment character is dispersed in the textbook. 2.According to main categories : the most important item is citizenship character, the second one is self character, the third one is interpersonal character, the last one is environment character. 3.According to the secondary categories: their distributions aren’t averaged. Self character focused on self-concept, interpersonal character focused on respecting and tolerating, citizenship character focused on the conception of law and discipline, environment character focused on caring environment. 4.The writing of the textbooks are following the tips: from person to the government, and from easy to hard. 5.The writing tactics of the textbooks: the main tactics are ”asking questions” and ”giving an example”; the least tactics are “reasoning and induction” , ”comparing” and ” cause and effect”. The lower grade prefers using photos and the higher one prefers using explanation.

University of Macau / Faculty of Education

本研究旨在了解國中英語教師對九年一貫課程之態度與實踐，以期了解基層英語教師如何看待九年一貫課程改革以及他們如何在教室中實施這套新課程。同時，本研究希望藉由國中英語教師對九年一貫課程之態度與實踐，再一次檢視九年一貫課程改革的現況。 本研究採取質的研究方法，以台北市2名公立國中英文教師為研究對象。研究過程採取觀察、訪談、文件分析等方式為主要資料蒐集來源。資料的涵蓋面向包含：(1) 教師對九年一貫課程之態度；(2) 教師對九年一貫英語課程之態度；(3) 教師對英語教科書之態度；(4) 考試及測驗對教師之影響；(5) 教師的教學技巧與能力；(6) 教師的專業發展。經由這些資料，本研究討論了三個與九年一貫相關的議題：(1) 教師的教學自主權；(2) 教師的專業發展；(3) 教科書的開放政策。 本研究並根據以上三個議題的討論結果，進一步提供相關建議，以作為教育行政單位、學校單位、國民中學英文領域教師及未來研究的參考。 / The purpose of this study is to present the results of junior high school EFL teachers’ attitudes toward Grade 1-9 Curriculum and their classroom practice. This study aims to reveal how junior high school EFL teachers view Grade 1-9 Curriculum and how they implement this new curriculum in their classrooms.This study also offers another chance to take a look at the current situation of the implementation of Grade 1-9 Curriculum. This study adopts a qualitative research method and selects two participant teachers in a well established junior high school to serve as cases which work for in-depth understanding of teachers’ attitudes and their classroom practice. In this case study, data-gathering methods include interview, observation, and document analysis. The collecting information is presented in six dimensions: (1) teachers’ attitudes toward Grade 1-9 Curriculum, (2) teachers’ attitudes toward Grade 1-9 English Curriculum, (3) teachers’ attitudes toward English textbooks, (4) the influence of examinations and tests on teaching, (5) teaching skills and abilities, and (6) teacher professional development. Based on the above information, this study discusses three concerns related to Grade 1-9 Curriculum: (1) teacher autonomy, (2) professionalism, and (3) the policy of liberation of textbooks. Finally, some pedagogical implications and suggestions stemmed from the previous discussions are proposed to serve as a reference for the central authority, school administrators, junior high school EFL teachers, and future research on Grade 1-9 Curriculum.

本研究是以1980年代以後的科學教育目標來分析我國國小自然科學教科書 之課本、教學指引及習作，探討教科書的內容、實驗活動及作業問題型態 ，並調查國小自然科教師對教科書的使用意見，了解現行教科書的優缺點 ，以供編撰教科書及學校、教師選擇教科書的參考。 為達上述之目的，本研究在內容分析部份採用的工具有科學知識本質年齡 層次分類表、ＳＴＳ科學教育目標、實驗活動發現開放層次分類法、科學 過程探究技能、教科書作業問題型態評估工具、以及 Bloom的目標分類法 ，在問卷調查方面採用國小自然科學教科書之意見調查表來蒐集和分析資 料。 本研究的主要發現如下: 一、國小自然科學教科書之課本內容在文字敘述上涉及科學知識本質的僅 佔0.084%，而這些文字敘述只提到科學知識是實證性的，雖如此，但其內 容仍含有科學知識本質之正面教學功能。 二、國小自然科學教科書的每個單元都提及個人需要及學術準備的科學教 育目標，而有25.53%的單元提及與科學有關的社會議題，但無提及有關生 涯職業教育的內容。 三、國小自然科學教科書的實驗活動無屬於層次０的單元，有55.32%的單 元屬於層次１，42.55%的單元屬於層次２，2.13% 的單元屬於層次３，是 屬相當不錯的實驗活動設計。 四、國小自然科學教科書習作的作業問題型態以及層次之分佈，有1.94% 的問題屬於非經驗性問題，98.06%的問題屬於經驗或實驗性問題；且屬於 高層次問題的比例較多，亦有一些價值性問題的設計，是相當重視學生高 層次問題解決的學習。以 Bloom目標分類來看，幾乎所有的作業問題都屬 於認知領域的問題，佔了99.72%，其中以理解和應用的問題為最多。 五、國小自然科教師對教科書的整體意見為滿意。可是教師對於教科書的 內容並不滿意但尚可接受；其他各項來說，教師對教科書的組織、閱讀層 次、圖表說明、課文中的實驗活動及習作、教學指引、教科書的容貌均呈 滿意的態度。 The purpose of this study was to analyze the science textbooks used in the elementary schools of Taiwan in terms of goals for science education. The following five components were studied and analyzed:(1)the nature of scientific knowledge, (2)the interaction of science, technology and society, (3)openness and process/skills of laboratory activities, (4)type and level of questioning style, and(5)opinions of science teachers concerning science textbooks. For the purposes described above, seven methods were adopted for this study; that is, the classification of the nature of scientific knowledge, the desired state of science in the elementary school, the level of discovery/openness, science process or inquity skills, and textbook questioning strategies assessment instrument, Bloom's taxonomy classifies educational objectives and science textbook rating system. The major findings include: 1.Only about 0.084% of the narrative page space is devoted to the nature of scientific knowledge in the science textbooks used in elementary school. Only empirical scientific knowledge was presented. 2.Every unit in the science textbooks used in elementary school is associated with the goals of personal needs and academic preparation. 25.53% of units are associated with the goals of societal issues, but no unit associated with the goals of career education. 3.Most of the laboratory activities in the science textbooks used in elementary schools, which provided the problems and the procedures to student's performance, belong to level 1 or 2. 4.Most of the questions are experiential questions(98.06%). And almost of the questions are cognitive domain(99.72%), and most of them are comprehension questions and application questions. 5.Most of the elementary school science teachers are satisfied with the science textbooks used in elementary schools , and their satisfaction goes beyond the contents of the textbooks.

University of Macau / Faculty of Education

University of Macau / Faculty of Education