論文提要內容： 本研究旨在分析及探討遠東及龍騰出版社2006年9月所出版之高中英文教科書(第一冊至第三冊)的文化內涵，所使用的評量依據有二個。一為Moran的cultural knowings framework，其中評量的項目包含了文化內容、文化活動及文化學習結果。除此之外，普通高級中學必修科目「英文」課程綱要(2004年8月31日頒布)中的文化涵養與世界觀之基本能力和進階能力亦為另一評量依據。 本研究的結果總結如下: (1)這兩套教科書所提到的文化以英美文化居多，此種偏向某特定地區文化(culture-specific)的教學，並不符合當今外語教學界所盛行的culture-general教學或 transcultural教學。(2)這兩套教科書中，大部份的文化教學只是「事實呈現」(facts-only) ，幾乎沒有觸及文化觀點及自我文化覺醒。(3)在這兩套教科書中，只有不到12%的活動與文化學習有關。此外，大部份的文化活動目的為收集資料及發展某些文化技能，幾乎沒有論及到發現原因和自我文化覺醒。(4)根據前三項結果，推論出只研讀這兩套教科書的學生可能並沒有成功的文化學習經驗。(5) 這二套英文教科書達到普通高級中學必修科目「英文」課程綱要之大部份文化指標。 根據研究結果，研究者對英文教師、師資培育機構、教科書編輯及出版社提出數點建議。 / Abstract This study first analyzes the cultural load of New Far East and Lungteng sets of English textbooks (from volume 1 to volume 3) based on Moran’s (2001) cultural knowings framework—content, activities, and learning outcomes. In addition, each lesson in both sets is examined with the cultural objectives in English Curriculum Guidelines for Senior High Schools issued in 2004 to see if each lesson in both sets achieves all of the cultural objectives. The results of the study are summarized as follows. (1) The foreign cultures mentioned in both New Far East and Lungteng sets of textbooks focus on American and British cultures. This kind of culture-specific information does not follow the current trend of culture-general understanding or the transcultural approach in the world. (2) Most of the cultural content in both sets is just “facts-only” information, hardly touching the concepts of cultural practices, cultural perspectives, and self-awareness. (3) Less than 12% of the activities in both sets are related to cultural instruction. Additionally, the cultural activities center on gathering information and developing skills, rarely on discovering explanations and self-reflection. (4) According to the previous results, it seems that students solely using the two sets of English textbooks are not likely to have a successful cultural learning experience. (5) New Far East and Lungteng sets of English textbooks (from volume 1 to volume 3) achieve most of the cultural objectives in English Curriculum Guidelines for Senior High Schools. Finally, some suggestions are provided on the basis of the findings in this study.

知識時代的來臨，伴隨著開放式資訊環境的發展，個人、團隊間之知識共享環境以及衍生出之知識貿產，已衍然成為企業組織生存與成敗的關鍵因素。因此，本研究根據Porter之價值鏈模式，將其“線性”模式作適當地調整，用以配合“網狀式”的知識分享模式，並且融人Nonaka之組織知識創新過程，建立了企業「知識價值鍊」模式，以表達知識分享與創造的動態關係。而為落實知識管理機制於企業日常作業中，本研究提出了新的資訊系統分析過程，係以文化的觀點分析組織知識結構─文化知識，納入知識管理系統分析與設計的考量中。因此，本研究針對企業內不同階層的知識工作者即文化團隊，提出標準模組化的物件：「知識代理人」，其中，代理人的三層架構代表了不同次文化團隊的需求。 知識管理系統的建置，乃藉由物件導向軟體工程的系統開發方法（如使用個案模式），結合新的資訊分析過程，作為本系統模式發展的基礎。故知識管理系統主要涵蓋兩種分析構面，用以建構整體的知識管理系統，一為代表組織知識管理結構的知識代理人，另一則是表示企業日常營運活動的物件模式。而在研究過程中以行銷公司為例，建置系統分析雛型來加以探討與印證。 / The advent of a knowledge age, the critical factors of a survival and successful business are knowledge sharing and derivative knowledge assets between individual and group in an open informational environment. Consequently, our research based on Porter's '" value chain model J and adapted his "linear" model for "network" knowledge sharing model. And then the adapted model integrated with Nonaka's 「organizational knowledge creating process」 to construct the 「knowledge value chain」 model of a business. So the model can express the dynamic relations of sharing and creating knowledge. For implanting the knowledge management mechanism in business operational activities, we proposed new analysis processes of an information system as a knowledge management system. The method analyzes organizational knowledge structure in a culture aspect as culture knowledge, and subsumes the aspect under information system analysis and design. According to the different level of the knowledge workers as cultural groupings, we proposed standard model objects as knowledge agents. Interalios, the three levels of agents represent different demands in different context groups. During constructing knowledge management system, we used object-oriented software engineering in system developing method, for example the use case model. Therefore, the knowledge management system contain two analysis dimensions. One is the knowledge agent which represents organizational knowledge management structure. The other is the object model which displays business daily operations. In our research process, we illustrated the knowledge management system prototype with the marketing corporation.

The advent of a knowledge age,the critical factors of a survival andsuccessful business are knowledge sharing and derivative knowledgeassets between individual and group in an open information environment.Consequently, our research based on Porter's "value chain model" and adaptedhis "linear" model for "network" knowledge sharing model. And then theadapted model integrated with Nonaka's "organizational knowledge creatingprocess" to construct the "knowledge value chain model" of a business.So the model can express the dynamic relations of sharing and creatingknowledge.For implanting the knowledge management mechanism in business operationalactivities, we proposed new analysis processes of an information system. Themethod analyzes organizational knowledge structure in a culture aspect asculture knowledge, and subsumes the aspect under information system analysisand design. According to the different level of the knowledge workers as culture groupings, we proposed standard model objects as knowledge agents. Interalios, the three level of agents represent different demands in different context group. During constructing knowledge management system,we used object-oriented software engineering in system developing method,for example the use case model.Therefore, the knowledge management system contain two analysis dimensions.One is the knowledge agent which reprents organizational knowledge managementstructure. The other is the object model which display business daily operations.In our research, we illustrated the knowledge management system with the marketing corporation.