一、研究目的：旨在探討我國高等教育資源運用結果是否符合公平與效率之原則，以 了解資源運用分別與教育機會公平、效率之關係，基藉以改善教育資源之運用。 二、研究對象：本研究採分層系統抽樣，以我國廿六所公私立大學及獨立學院學生為 對象，計得樣本八一二九人，約佔母體十四分之一。 三、研究結果：本研究結果支持研究假設，即：（１）大學生家為社經背景優於全國 一般家庭。（２）高等教育經費補助無助於教育機會公平之實現。（３）教育經費錯 誤分配以致形成浪費。（４）大學生時間源未作有效運用。 四、詮文章節：本研究計分五章，約十萬字，內容包括： 1.第一章 緒論：敘述研究動機、目的、研究問題與假設，以及有關名詞解釋。 2.第二章 理論基礎與文獻探討：敘述資源運用之結果包括公平與效率。 3.第三章 研究方法：包括研究對象、研究工具、研究程序以及資料分析。 4.第四章 研究結果與討論：分析研究結果並討論之。 5.第五章 結論與建議。

教育是國家發展的基石，高素質的人力須經由教育培養。然我國憲法明定教育事務乃屬縣(市)立法並執行之事項，但我國各級政府之財政分配以中央政府最為寬裕，地方政府困窘貧瘠，不同地區的民眾，似乎未能均等地享受到合理的教育資源分配。而財政狀況各異之縣市間，教育機會是否存有差異？為本文研究動機。 本研究之目的有四： 1. 了解我國二十年來國民教育階段教育機會是否存在縣市差異。 2. 了解我國二十年來國民教育階段之教育機會跨時演變情形與意義。 3. 建立評估教育資源分配均等之可行性指標。 4. 歸納研究結果，對未來政策提出建議。 本研究以官方次級資料分析探究台灣地區國民教育機會之縣市差異。教育機會之內涵包含輸入、過程、輸出三面向，本研究選取「教育輸入」與「教育過程」面向為分析內容，並分別以「教育資源」與「教學品質」為兩者之主要內涵。「教育資源」下有人力資源之五項指標、財力資源之六項指標與空間資源之二項指標，「教學品質」下有三項指標，本研究共計採用十六項指標。並以水平公平原則測量縣市差異。 本研究之結果可綜合歸納為四點： 一、 整體而言，二十年來縣市教育機會差異減少，但於人力資源之「碩士學位教師比」與「合格教師比」、財力資源之「扣除經常門每生教科文支出」的投資性支出佔教科文比例、空間資源之學生就學機會「每千生學校數」上之差異日增。 二、 高都市化縣市享有優渥教師素質、每校享有職員數目與財力資源也較高，教育資本門投入較高。 三、 偏遠縣市學生享有較高之師生互動，但教師素質貧瘠，每校之職員人數與財力資源困窘，整體學習環境與教育機會低落。 偏遠縣市每生單位成本多屬高資源，但教育支出以經常門支出最高，可見每生單位成本雖高，但多用於人事費等經常性、消費性支出，無餘額投入資本的投資性支出，長期以往不利學生整體教育機會提昇。

本研究係針對台灣高級中等學校之城/鄉、公/私立及學校規模之學業成就與教育資源進行研究。以大學入學考試中心提供之數據進行分析。經由三因子變異數分析結果指出城地區的學業成就高於鄉；公立學校成績高於私立；學校規模學業成就依序為大、中、小型。城鄉皆以公立高中學業成就優於私立高中；在城的公立高中學業成就又高於鄉地區。公立大型高中學業成就高於公立中、小型；私立大型、中型、小型學業成就排序亦同。再藉由典型相關分析可知公立學校學業成就與教育資源有典型相關最後使用t檢定比較教育資源的差異，得到生師比及平均班級人數並無城鄉差異；在公私立學校間的平均班級人數以公立優於私立。公立高中學校於教育資源及學業成就均優於私立學校，此與國外研究不同。 / The purpose of this research explores the relationship between the academic achievement and educational resources among urban/ rural schools, public /private schools and different size of senior secondary schools in Taiwan. The raw data offered by the College Entrance Examination Center is analyzed in this study. By three-way ANOVA, we found the academic achievement of urban schools is better than that of rural schools. The academic achievement of the public schools is better than private ones. Furthermore, the academic achievement of the large-sized schools is better than that of the medium and small-size ones. In addition, the academic achievement of the urban public schools is better than that of rural public ones. The academic achievement of the large-sized public schools is better than that of the medium and small-size public ones. The result shows the same order while it comes to the difference of academic achievement among private school of different size. There is significant canonical correlation between educational resources and academic achievement in the public school. Finally by t-test, the research’s result represents that pupil-teacher ratio and class size have no significant difference between urban schools and rural ones. And the class size of the private schools is larger than in public schools. In Taiwan, the performance of academic achievement and educational resources in public schools are better than private ones that differ from some previous foreign studies.

為能落實教育公平競爭原則，縮短城鄉教育資源落差，教育部於二○○二年暑假期間辦理了名為「魔速英語夏令營」的偏遠學校遠距教學活動，這是我國首次運用衛星從事現場直播教學，並搭配數位學習平台功能，讓各地的偏遠學生都能透過教室的投影幕上課，這樣的教學模式，除了讓各地學生能夠同步接觸到一致的教學內容外，學生也可以和教師同步做視訊即時互動與溝通；「魔速英語夏令營」教學實驗案結束後受到各界好評與關注，總計全國有超過1,500位偏遠地區學生因而受惠。本研究即是以運用「衛星互動電視」提供「遠距同步視訊教學」目的為探討起始，輔以「魔速英語夏令營」個案，試圖了解目前直播衛星電視應用於遠距教學的發展方式，再透過檢視影音互動教學的效益，來審視運用新科技來平衡城鄉教育資源落差的可能性；而為求研究結果周延與客觀，本研究除了廣泛蒐集閱讀相關文獻、專論、中外期刊及書籍之外，並採用「參與觀察」、「文獻分析」、「個案研究」以及「次級資料引用與整理」等研究方法進行探究，進而取得在理論與實務上的具體建議。 本研究取得之結論為：（一）持續運用「衛星互動電視」可以逐漸改善城鄉教育資源落差：利用直播衛星將節目覆蓋至最廣的區域，在技術層面上可以使得偏遠地區取得教育普及的公平性。（二）施行「遠距同步視訊教學」對偏遠地區的教學資源確有改善，學生可以接觸到與都會學校同步的最新教材內容，縮短與城鄉之間的教育差距。（三）遠距教學透過多媒體輔助教學的方式可以受到師生的接受，透過真人現場實況的指導以及同步影音教學平台的機制，可以提高學習的效果。（四）、衛星搭配網路架構下的互動教學方式成本低、效益大，而且是極為簡約可行的互動教學方式。而本研究針對平衡「城鄉教育資源差距」之具體建議為：（一）整合教育資源，製播「遠距同步視訊教學」課程，並針對特定的課程，擴大實驗範疇。（二）強化「遠距同步視訊教學共通平台」之具體優勢，落實於教育單位或是學習環境之中，並規範進程，達到均衡教育資源的目標。 關鍵詞：互動電視、直播衛星、教育資源落差、遠距教學、數位學習 / Interactive Satellite Television as a Solution to Redeem the Educational Resources Disparity between Urban and Rural Areas－A Case Study by a Simultaneous Distance Learning Project "Magic English Camp" This thesis was based on simultaneous distance learning made possible through “Interactive Satellite TV” and the “Magic English Camp” case-study to investigate development of the convergence of satellite television and distance learning. By evaluating this case-study of interactive virtual video pedagogy, the project intended to identify and understand how new technologies can “equilibrate” the digital divide between urban and rural areas. As an employee of ERA Digital Media Corporation, the author was able to take part in the preparation of The Magic English Camp event program and closely follow its evolution and outcome. In order to pursue comprehensive and objective results, this project required extensive research and work on journals, periodicals, publications etc. Furthermore, this project conducted "Participant Observation", "Literature Analysis" and "Secondary Research" methodology along with "Case Study Analysis" for both theoretical and practical concrete suggestions. To sum up, the results of this thesis indicate the following: 1. continuously to use the “Interactive Satellite TV” can step-by-step to improve the educational resource disparity in urban and rural area. 2. Simultaneous Distance learning leveled the playing field for children in rural areas who were now able to benefit both from advanced educational material and the teaching of native English-speakers. 3. The effect of multi-media pedagogy is significant. Real-time instruction and simultaneous visual and audio pedagogy captured attention, motivated learning and increased learning efficiency. 4. It is easier to build the “Interactive Satellite TV system” that could be used repeatedly. With high speed mass data transmission as a characteristic and priority, satellite and internet made it possible to establish a “Simultaneous Distance learning Platform” thus making it more facile to access instruction for students without geographic limitations. Moreover, there are two suggestions for this research: 1. Combine the most of educational resources and to produce the synchronous video-information courses for the people. 2. To build up the distance learning platform for everyone students in the whole environment, and standardize the process to reach the goal of educational resources of equilibrium. Keyword(s): Educational resources, e-Learning, Interactive TV, Satellite.

本研究採用台灣教育長期追蹤資料庫(TEPS)的調查結果，對當前台灣地區國中生家庭教育資源組成結構進行次級資料分析，並探討家庭教育資源與學生學業表現之間的關連性。本研究目的在對家庭教育資源概念提出一探索性概念模型，並經由結構分析的方式，探討家庭教育資源的組成面向之內部結構組成。經由類型學的分析方法，本研究企圖區分出家庭教育資源弱勢與優勢的不同類型，並進行不同類型之間與學業表現的比較。結果發現家庭教育資源的弱勢類型與優勢類型彼此之間的在學業表現上的確存有明顯差異。因此分析結果也驗證了本研究所提出之模型架構與學業表現之間的關連性。 本研究將家庭教育資源區分為經濟性資源與非經濟性資源等二個理論面向，進一步將經濟性資源區分為顯性經濟資源與隱性經濟資源等二個次要面向；而非經濟性資源區分為家庭組成型態、家庭成員互動、家長教育參與、以及家長教育職業等四個次面向。本研究在方法論上採取近似性結構分析方法對各個不同次面向的組成結構進行資源結構近似性之分析。透過結構近似性分析本研究發現不同的家庭教育資源之內部組成結構的確存在某些近似性類型。同時研究探討不同家庭教育資源結構組成類型與學業表現之間的關連性，茲將研究發現摘要如下： 一、家庭居住安排的不同類型中，家長是否缺位為最重要的居住安排類型；且家長是否缺位與學業表現有明顯的關連性存在。同時家庭子女數太多對學業表現也有不利影響。 二、家庭成員互動與學業表現有密切的關係，尤其是家長採取的不同管教方式與學業表現有關；同時親子之間不同的衝突型式所代表的資源性意義並不相同。 三、家長不同的教育參與對子女學業表現影響有所不同，家長在家庭內的教育參與行為與子女的學業表現有關；家長對子女的教育期望與子女的學業表現有明顯的關連；而家長對學校活動的參與在本研究中並未發現與子女學業表現有明顯相關。 四、家長教育職業背景與子女學業表現有明顯關係，低教育職業背景對子女有不利的影響；而高教育職業背景與學業表現有正面關連性存在。 五、家庭經濟資源，不管是顯性或隱性資源，與學生學業表現有明顯關連性存在。家庭經濟情況較佳者，家庭投入較多的資源提供子女學習各種課外活動者對學業表現有較為正面向影響；而家庭經濟情況較差者與從未參加過任何課外學習活動者學業表現較差。 綜言之，本研究發現缺位型家庭、手足人數較多、家長採取較為忽略消極型的管教、親子之間發生外向性衝突、家長低教育職業背景、家庭經濟情況較差、以及家庭從未投入任何課外活動學習資源的學生為弱勢類型的學生；反之，完整型家庭、手足人數較少、家長採取較為積極關心管教、家長關心子女的學業及生活、家長教育職業背景較高、家庭經濟情況較佳、以及持續提供資源供給子女學習課外活動者為相對優勢的類型。同時，弱勢與優勢類型相較，前者明顯對學業表現有不利的影響。根據研究結論建議，相關的教育工作政策制定者及執行者，以及研究者應該投入更多的資源對家庭教育資源弱勢類型的學生進行補救及輔導，以達成社會正義的目標。 除了發現家庭教育資源與學業表現之間的關連性外，本研究在方法論上也突破先前研究對於資料測量層次造成的限制，嘗試經由近似性結構分析的方法，對類別性的資料進行類型學的分析，從而擴大了不同的資料分析方法及概念建構的可行性。 / This study analyzes the constitution structure of family educational resources of Taiwan arena Junior High School students and its connection with academic achievement of students. The secondary data is adapted from Taiwan Education Panel Survey (TEPS). The goal of this study is to propose an explorative conceptual framework of family educational resources, and investigate the internal constitution structure of its different constitutional dimensions. This study tries to distinguish the relative advantage and disadvantage types of family educational resources by typology method and make a comparison on academic achievement between these different types. The results show that there are significant differences between the advantage and disadvantage types on academic achievement. Accordingly, the results support our proposed model and its connection with academic achievement of students. This study divide family educational resources into two different theoretical dimensions: economic and non-economic resources and subdivide the economic resources into two sub-dimensions of apparent and unapparent resources; subdivide the non-economic resources into four sub-dimensions of family constitution structure, family member interaction, parents involvement, and parents’ education and occupation. The methodology of this study is to analyze the constitutional structures of these sub-dimensions by proximities structure analysis. The results show that there are similarities structure patterns within the constitutional structures of family educational resources. Meanwhile, the results show that there are connections between the different types of family educational resources and academic achievement. Author summarizes the findings as follows: 1. The different types of residential arrangements, the absence of parents is a very crucial type and is very obviously connection with academic achievement. The number of siblings is also crucial to academic achievement. 2. Family members’ interaction is crucial to academic achievement; especially the discipline styles of parents are influential to achievement of their children; meanwhile, the different conflict types of parents and children are very different resources meanings per se. 3. The different educational involvement behaviors are influential to children’s academic achievement, but it depends on the types of behaviors. Parents’ educational involvements within family are influential to children’s achievement; parents’ education expectations to their children are influential to their children; parents’ involvements with school are not found significant connections with academic achievement. 4. The education and occupation backgrounds of parents are found to be a very crucial factor to their children’s achievement, low level background is negative to achievement, and high level background is positive to achievement. 5. Family economic resources whichever apparent or unapparent are crucial to children’s achievement. Those who are richer and invest more resources on extraclass learning are found positive correlation with achievement; those who are poorer and never invest any resources on extraclass learning are found negative correlation with achievement. To summarize, our research found that those who are parent absence, the number of siblings are more than three, parent’s discipline style is negative and ignored, extrovertive conflict between parents and children, low level of parents’ education and occupation background, the poor and the family never invest any resources on extraclass learning are the disadvantage type; in contrast, those who are parent are not absence, the number of siblings are less than two, parent’s discipline style are positive and concerned, parents concern about children’s learning, high level of parents education and occupation background, the richer and invest more on extraclass learning are advantage type. The two different types of family educational resources are different on academic achievement. The performances on academic achievement of the advantages are better than the disadvantages. For the ultimate goal of social justices, results suggest that the educational policy makers, the teachers and researchers should invest more resources on the disadvantages. In additions, this study penetrates the limitations of data measurement level which distract earlier researchers. By proximities structures analysis method, we analyze the categorical data with typology methodology, and enlarge the landscape of secondary data analysis and possibilities of construction of conceptual frameworks.

就我國與美國軍人之比例及對應兩國軍事教育體系及民間教育資源來看，實無必要浪費過多資源於大學及研究所教育中一般性之知識；因此，如能將國防軍事教育資源有效整合並擴大利用民間教育資源，使軍官教育多樣化，藉以刺激國軍僵化及單一之思維，相信必能大大節省國防部整體教育資源，並大幅提昇軍人素質。本研究發現在軍事教育資源整合及軍校簡併時，可能會遭遇到一些關鍵性問題亟待改進：如決策主官（管）權力過大且異動頻繁、參謀專業性及教育不足、教育資源重複投資、教育政策制訂過程欠週延及延續性、人才培育政策太過狹隘、經費來源受限、軍校傳統束縛、缺乏客觀之審查評估機制、未與國家教育體制接軌、師資無長遠規劃及欠多樣性、人為因素干擾教育政策、各校無明確教育目標與長遠計畫、未運用科學方法管控教育資源、課程缺乏多元化、軍事校院特色不足等。 研究者根據訪談結果分析與親身參與觀察的過程，經實證研究，提出研究建議： 壹、在執行軍事教育政策方面應：建立長遠軍事教育目標；充分授權各業務主管機關；嚴格限制軍事教育相關主官（管）任期與資格；密切結合人事經管政策；成立軍事教育政策指導委員會；與國家教育體制接軌並建立自我特色。 貳、在整合軍事教育資源方面應：運用現代化管理模式；建立機制控管與整合教育資源；軍事教育經費以固定比例編列；加強業管參謀之訓練與專業知能；著重全人教育與部隊實務的課程；師資多元並長期計劃培育；強化終身學習制度。 參、在簡併軍事校院方面應：簡併各軍事基礎校院，並檢討恢復ROTC之招募；整併同質性高之兵科學校，並將資源集中大量投入；重新構思深造教育模式，擴大施訓對象；大學部與研究所教育應明確區隔，並與民間共享資源。 / In terms of the proportion of soldiers’ number for Taiwan to US and in comparison of two countries military education system and civil educational resources, it is truthfully no needs to invest overmuch resource into university and graduate school for common knowledge. Therefore, if we could effectively integrate national defense educational resources and broadly employ civil educational resources to diversify the officer’s education for stimulating the armed forces rigid and single thought. Trustfully, it can widely save MND educational resources and largely enhance soldier’s quality. From the research findings, in the period of military educational resources integration and military academies consolidation process, some of the critical problems have been raised and waited for the improvements such as excessive authority and frequent transfer of decision-making superiors, insufficient staff’s profession and training, reduplicate investment of educational resources, the process of education policy-making lacks of well-consider and continuity, constrict talent people nurture policy, constraint budget resources, academies traditional burden, short of objective review and estimation mechanism, derailed from national education system, no faculty long-term planning and diversity, education policy affected by human factors, all academies short of categoric educational objective and long-term planning, not employ scientific method to control education resources, class objectives short of varieties, and military academies insufficient characteristics etc…. The researcher provided some suggestions as following by way of practical research according to the results of interviews. First, in execution of military education policy: to stimulate long-term military educational objective; fully empower to various units; strictly restrict the term period and prerequisite of related high superiors; closely joint all the manpower policies; to establish military education policy steering committee; to meet with national education system requirements and building self characteristic. Second, in integration of military education resources: to employ modernized management model; to establish mechanism to control and integrate education resources; to set up fix-proportion to plan the military education budgetary process; to reinforce the staff on-the-job training and professional knowledge; to focus on the courses related to all-respect education and troops affairs; diversified and long-term training plan on faculty; to intensify the perpetual learning system. Third, in streamlining the military academies: streamline all military basic academies and restore ROTC recruitment; consolidate the homogeneous professional military education school and invest in the collected resources; reconceive the advanced education model and enlarge the trainees’ background; categorically distinguish university education from graduate education and share the resources with other schools.

本文主要解釋農村基礎教育為何長期受制於經費不足的制約，在有限的教育資源下，偏遠地區農村學校又何以出現校際差異與教育資源分配的不均等。透過回顧中國農村基礎教育發展的歷史過程，本文認為1950年代以來分權化的教育財政制度，使農村中小學不僅仰賴地方政府財政撥款，更強調學校自身資源汲取能力的重要性。但在基層財政能力有限的情況下，導致偏遠農村基礎教育長期陷於經費不足的困境，也使農村學校呈現階層化發展。 在教育經費財政撥款不足的情況下，學校資源汲取能力成為教育發展的關鍵，而決定學校資源汲取能力很重要的因素，在於學校所處教育層級的位置。層級化的農村教育體系，將學校之間劃分成上下不同層級，處於最高層級的示範學校比層級最低的村小，具有更強的資源汲取能力，造成有限的教育資源呈現階層化流動。晚近在學生人數減少的衝擊下，由於學生人數多寡直接影響學校規模大小，決定資源汲取能力並影響學校存廢，更形強化層級化的教育體系。 目前中國推行的改革措施，若無法徹底改變由地方負責農村基礎教育經費的財政制度，便無法打破既存的層級化教育體系，促進教育資源分配的均等。無足夠經費的教育改革措施，將阻礙農村基礎教育改革，最終導致農村中小學的兩極分化，產生資源相對集中的示範學校與資源相對匱乏的普通學校。