從1945年臺灣光復以後，原住民族小學師資培育政策，始終依附在主流一般師資培育政策之下，故在學制體系上與一般之師資培育機制無任何顯著差異。因此，從簡易師範山地班、普通師範山地班、師範專科山地班、師範專科普通班、師範學院普通班以及現階段的教育大學普通班，在整體師資培育課程的內容設計安排上均無二致。 唯一的顯著差異部份乃在培育環境的刻意安排上，從1946年9月起，分別依北、中、南三地，於臺北、臺中、臺南三所師範學校內，各附帶招收一班山地簡易師範班，總共培養了90名，為光復後第一批之原住民族小學教師。 接下來自1947年起，將三所師範學校共同培育山地生專班的方式，改成統一由臺中師範學校單獨承辦，以逐年設立山地簡易師範班的方式培育，至1956年止，亦培育出300名原住民族小學教師。 1959年9月起再改由屏東師範專科學校，承擔起集中辦理培育山地小學師資的重責大任，經過多年的培育過程，則栽培了630名原住民族小學教師。但是自1973年8月起的新學年度開始，培育政策突然產生極大的轉變，從原先特闢山地專班集中培育的方式，改成分散至臺北師範專科學校、新竹師範專科學校、臺中師範專科學校、嘉義師範專科學校、屏東師範專科學校、臺東師範專科學校、花蓮師範專科學校等，七所師範專科學校之普通班級中就讀，整體原住民族小學師資培育的方式完全均改弦易轍。造成原本集中培育的原住民族小學師資政策，突然面臨重大改變的真正原因，即本論文擬積極探究的核心問題，而論文中之第三章，乃是自2005年至2007年三年之間，多次走遍全省各地角落，透過和參與校園集體原漢衝突事件的相關當事者多次深度訪談，逐步詳實記錄探討，整個校園集體原漢衝突事件之過程細節始末，並且亦深入瞭解事件過後，各方在善後處理之過程，是如何造成原住民族師資培育政策的大轉變，為第四章探討的重心。 總之，原住民族的教育改革需要鬆綁，由原住民族自己當家作主。從主流體制中鬆脫被單一化、制式化的學校制度，從主流社會文化中鬆脫被套牢的教育目標。在主體性的體現中，對原住民族之教育宗旨之定位、教育目標之規劃、施政措施之擬定，要有更自主的決策權力，更開闊的思考空間，更多元的設計型態、更實際的改革作風及更自由揮灑的舞台。 所以主政者應依原住民族之意願，協助原住民族另外鋪設一條脫離主流社會一般教育的雙軌制民族教育體系，設立民族學校，在課程設計、教學內容、師資安排、環境部置……等各方面，配合原住民族需求，提供原住民族就讀，如此呼籲乃建請政府依法行政及依計劃進度落實政策，並歸還原住民族之民族教育權，才象徵國內之教育環境更接近民主與成熟，更代表主政者真正尊重原住民族教育的主體性，原住民族才有未來可言。

政府推動IC金融卡業務已近八年，然其成效仍十分有限。國內金融機構為區隔消費市場，以IC金融卡延伸之應用功能，結合校園識別證件、圖書證、學生證、停車證…等功能，與各大學院校共同發行校園智慧卡，並以IC金融卡之電子錢、預付電話等功能作為校園內各項支付之工具。民國86年政大智慧卡率先發行，迄今已有二、三十家大學院校發行校園智慧卡，累積發卡量達近百萬張，惟其刷卡消費之實績一直未如預期，且發卡量亦呈趨緩之趨勢，這與金融機構積極推展校園卡，由年輕族群帶動消費市場、改變國人消費習性之理想有所違背。本研究即針對國內IC金融卡之推廣瓶頸、及金融機構推廣校園智慧卡所遭遇之問題進行探討與分析，自財金資訊公司蒐集國內金融機構IC金融卡發卡量與營運量統計資料，以探索性研究方法，進行次級資料分析，以期發現校園智慧卡在推動過程中所遭遇的問題，並提出改善之建議，使校園智慧卡達到多卡合一之功效，同時對未來政府推動各類多功能智慧卡提出建議方案。 / The government implements the IC Card business for almost eight years, but the effects are very limited. To segment consumer market, financial institutions and some universities in Taiwan co-issue Campus Smart Cards. This card has extensible functions of IC Card and can be used as campus identification card, including library ID, student ID, parking ID, etc. Furthermore, Campus Smart Card provides some functions of IC Card that can be used as payment tools on campus, such as electronic money and prepaid phone. In 1997, National Chengchi University took the lead to issue smart cards. To date, about 30 universities have issued Campus Smart Cards for almost million people. However, the total expenditure of Campus Smart Cards is not so good as expected earlier, and the volume of card issue declines. At the beginning, financial institutions issued Campus Smart Cards aggressively to let young people stimulate consumer market and to change consumers' behavior. But the situation doesn't achieve the goal. This paper discusses and analyzes the bottleneck of IC Card issue and the problems that financial institutions face when they push Campus Smart Cards. The research data are collected from FISC (Financial Information Service Co., Ltd.), including volume of card issue and card operation for IC Card. A discovery research method is used to do secondary data analysis. The purposes of this research are listed below: To find out problems during the implementation of Campus Smart Card and provide suggestions. Secondly, try to let Campus Smart Card be a popular multi-function card. Also, provide workable suggestions for the government to implement multi-function Smart Cards in the future.

本研究旨在建構優質學校校園營造指標及其指標細目，並研究指標及指標細目之相對權重、整體權重，以提供各校進行校園營造之具體明確方向。為達上述研究目的，首先本研究以文獻分析為基礎，初擬優質學校校園營造指標，接著採專家審查、模糊德懷術及層級分析法進行調查。 　　專家審查問卷以學者專家、臺北市優質學校校園營造及新北市卓越學校環境營造獲獎校長為對象，共發出16份問卷，回收有效問卷16份；模糊德懷術問卷共發出16份，回收有效問卷16份，經統計分析刪除未達門檻值之指標細目，建構出優質學校校園營造指標架構。另以前揭調查結果為基礎編製層級分析法問卷，共發出16份問卷，回收有效問卷13份，以調查各指標項目、指標及指標細目之相對權重與整體權重。 本研究主要研究結論如下： 一、以模糊德懷術建構之優質學校校園營造指標分為4個項目、16個指標和59個指標細目。 二、優質學校校園營造指標項目以「安全健康」最重要。 三、優質學校校園營造指標「安全健康」項目以「1.1安全無虞的環境設施」最重要、「人文藝術」項目以「2.1人文的學校建築風格」最重要、「自然科技」項目以「3.1 自然的綠色建築環境」最重要、「學習資源」項目以「4.1 可操作學生學習資源」最重要。 四、指標下之相對權重分別以「1.1.1 校地安全，校舍建築結構良好（如耐震性等），設施堅固安全」、「1.2.1 辦公室配置鄰近教學區，能有效督導校安，並達緊急應變之效」、「1.3.2 能依課程教學需求設置體能活動設施，並有效提升學生體能、促進健康」、「1.4.2 提供數量適足、情境優雅、舒適通風、整潔的廁所及安全衛生的飲用水」…等指標細目最重要。 五、優質學校校園營造指標整體權重以「1.1安全無虞的環境設施」、「1.2整合的安維管理資源」、「1.3健康的體能活動設施」、「1.4舒適的生活休憩環境」、「4.1可操作學生學習資源」等指標最重要。 六、優質學校校園營造指標細目整體權重以前20名指標最重要，占整體權重47.82%。 　　最後，本研究依據研究結果提出建議，提供未來教育行政機關、學校及未來研究有關優質學校校園營造指標評估及使用之參考。 / This research was aimed to construct the indicators of campus management and their corresponding priority weights, in order to provide the concrete directions for shools. To achieve those research purposes above, this research first based on the analysis of documents to establish relevant indicators about campus management, and adopted three methods: Expert Survey, Fuzzy Delphi and the Analytic Hierarchy Process (AHP) to survey. The samples of Expert Survey contained 11 experts and school principals who aquired the award of campus management of Quality School in Taipei city or the award of Excellent School in New Taipei city, and 11 valid samples were collected. In order to select the applicable indicators, individual answers of 16 experets and principals are analyzed by “Fuzzy Delphi” method. Through the statistical analysis, the indicators which were lower than the threshold value were eliminated, and the outline of the indicators of campus management of Quality School was established. Based on the result of Fuzzy Delphi survey, the questionnaire of AHP was compiled, and 13 out of 16 samples were collected. The main conclusions obtained were as follows: 1. The indicators of campus management of Quality School included 4 dimensions, 16 indicators, and 59 subordinate indicators. 2.“Security and health” is the most important dimesion. 3. “1.1 safe environments and facilities” was the most important indicator in the dimension of “security and health”; “2.1 humane school building style” was the most important one in the dimension of “humanities amd art”; “3.1 natural green building” was the most important one in the dimension of “nature and science”; “4.1 operable sduty resources for students” was the most important one in the dismension of “study resources”. 4. “1.1.1 safe school lands, nice structure of school buildings, and solid facilities”, “1.2.1 office near the teaching area”, “1.3.2 Setting up physical activity facilities according to the need of curriculum and teaching”, “1.4.2 providing sufficient, ventilative, and tidy restrooms and healthy drinking water ”, and … were the most important subordinate indicators in each indicator. 5. Regarding the overall priority weights of the indicators, “1.1 safe environments and facilities”, “1.2 intergrated resources of security maintenance”, “1.3 healthy physical activity facilities”, “1.4 comfortable living environments”, “4.1 operable sduty resources for students” , and … are the most important ones. 6. As for the overall priority weights of the subordinate indicators, the top 20 are the most important ones, and they accounted for 47.82% in the overall priority weights。 Finally, according to the research results, the suggestions are provided the education authorities, schools, and future researches to review and to use the indicators of campus management of Quality school.

本研究係探討臺北縣校園公共藝術規劃之構想、原則、程序、師 生對規劃之認知與意見、教職員對規劃之滿意度等。研究方式採文獻 探討、問卷調查、實地觀察、訪談進行，抽取臺北縣已規劃校園公共 藝術，且施作完成之五所國高中師生572 名為問卷調查對象，以每校 兩位學校教職員為訪談對象。資料採用描述性、以次數百分比統計、 獨立樣本t 考驗、單因子變異數分析、Scheffe′Method 事後比較分 析等方法研析，提出結論與建議。歸納本研究發現，獲致十二點結論， 並提出建議，供校際經驗交流，以提高規劃實務品質。茲將研究結論 摘要概述於后： 一、校園公共藝術之規劃緣起、規劃構想大多結合各校教育理念 與辦學目標，其中校長之教育理念最為關鍵。學校公共藝術規劃重要 原則有：公共性、藝術性、經濟性、教育性等。 二、臺北縣五所國高中校園公共藝術之規劃方式，多為邀請藝術 家製作。其規劃程序，係依據臺北縣政府規定程序進行。 三、臺北縣五所國高中所規劃完成之校園公共藝術，以具體類 型、戶外形式、視覺性、可以多角度觀賞作品為主。 四、學校師生較少參與校園公共藝術規劃；師生對問卷中有關校 園公共藝術規劃之敘述，皆表示同意；其中男性同意平均數，高於女 性；學生同意平均數高於教師。教職員年齡差異，則不影響教職員對 各題項的同意平均數。 五、不同學校規模，對問卷題項之敘述，學校班級數30班以下學 校師生之同意平均數最高。 六、創校歷史差距下，創校10 年以下學校師生，對各題項之同 意平均數最高。 ii 七、對於有關校園公共藝術類型題項之敘述，其中「喜歡公共藝 術類型」、「類型有地方特色」兩題項，以七年級學生之同意平均數最 高。 八、師生在問卷調查各層面中，同意平均數最低題項為：「校園 公共藝術具有教學功能」，次低題項為「公共藝術作品的材料具有地 方特色」。 九、師生在各層面中，同意平均數最高題項分別為：「覺得校園 公共藝術的類型很有創意」、「公共藝術使用了安全材料」、「覺得 校園公共藝術作品美化了校園」、「覺得校園公共藝術作品的色彩很 美觀」、「覺得校園公共藝術設置的地點很適宜」、「覺得很容易接 近校園公共藝術」。 十、臺北縣五所國高中在規劃過程中所遭遇之困難為，臺北縣可 供參考諮詢具有規劃經驗學校案例較少，各校多向臺北縣文化局人員 請教；部分學校在公共藝術設置後，因考量觀賞安全，要求藝術家更 改藝術品造型或作品附近之裝置，因而改變校園公共藝術原貌。 十一、學校教職員對訪談項目滿意程度最高之項目為「校園公共 藝術的規劃程序」；對「規劃構想的宣導」及「作品完成後的宣導活 動」兩項規劃之滿意程度最低。 十二、臺北縣五所國高中教職員依其規劃經驗，給其他學校的建 議：規劃時宜有專家學者、學校師生與家長代表參與；規劃宣導可結 合領域課程與辦學理念；作品宜標示公共藝術之緣起、構想、主題意 涵。 最後，根據以上研究結論與文獻資料，對規劃單位、藝術創作者、 未來研究者，提出建議。 關鍵詞：學校校園、公共藝術、公共藝術規劃 / Thesis Abstract Department of Education, National Chengchi University Management of public arts on the campuses of high schools in Taipei County –take five high schools for examples Yu-Ho, Chen Advisor: Dr. Chi-Min, Tang The purposes of this study are to examine the idea, principles, process, realization and suggestion from teachers and students, the satisfaction of staff. The research adopts various ways such as literature, questionnaire, campus Assessment , and interview to examine the feedback of five Taipei County high schools which have set up public art. The research includes 572 teachers, students, and staff. The conclusion and suggestion are made by carefully examination of descriptive statistics, percentage statistics, Independent Sample t-Testing, and Scheffe  method. Hope the research could provide more chances in exchanging experiences from campus to campus thus raise the quality of further management. The conclusion and detection of this study is as followed: 1. The origin of Taipei County high school public art is resulted from school goals and schools development. The most important factor that affects the public art is principal’s educational expectation. The key principles are publicity, beaux arts, economics, safety, education, integration, and access. 2. The management of Taipei County public art is made by licensed artists. The plan is processing by rules made by Taipei County Hall. 3. They are concrete, outdoor, multi-angled, visual, the campus public art works set up in Taipei County high schools. 4. Not all students and teachers participate in the management of campus public art. They feel the most satisfied with the description of campus public art. Male tend to agree to most of the questionnaire than female do. Students show higher agreement than teachers do. The age discrepancy does not involve in the degree of agreement. 5. Different school sizes affect the result. Students and staffs in the schools which have fewer than 30 classes show the highest agreement to the questionnaire. 6. Different school history involves in the result. Students and staffs in schools with less than 10 years history show the highest degree of agreement about other items. 7. Seven graders show the highest agreement than eight and nigh-graders in items “the art work has local characteristics” and “the fondness of public art”. 8. All the respondents show the lowest agreement toward item “campus public art contains educational function”, and the second lowest item is “the materials of the public art contain local characteristics.” 9. Among the six aspects of types, materials, realization, color, location, and access, students and teachers show the highest agreement toward “I feel the campus public art is creative”, “I feel the color of campus public art is beautiful”, “I feel our campus public art locates in proper location”, “It is easy to access our campus public art.” 10. The difficulties occurred during the execution and establishment of Taipei County high campus public art works are as bellows. First, there are fewer cases and experienced schools for suggestions and references of campus public art management. Most schools try to counsel the members of Taipei County Cultural Bureau to solve this problem. Besides, for the safety side, a few schools will ask to remodel the art work or to change its surroundings which change its original design. 11. The staffs show the most satisfied items toward “The process of management of campus public art”. They show the least satisfaction toward the items “The explanation of the idea of the public art” and “the explanation of the public art after it has been set.” 12. With their experiences, the five Taipei County high schools which have already own the public art work give suggestions to other schools that are processing to have their own public art. First, to have parent representative, students, teachers, and experts join the management of public art. Second, the propagation could combine school curriculum and the ideal of the school. Last, the art work should mark the origin and the meaning of the topics of campus public art. To conclude with the analysis of literatures and the results of the study, ten suggestions are offered to schools which are interested in campus public art. Key words: campus, public art, the management of public art

大學校園資訊服務一般是以教學、行政、服務等公務性為主，較缺乏針對學生校園生活之互動性功能，如社團訊息溝通、相簿共享等學生較喜愛之功能。本論文是以某大學所建置學生校園社群網站(http://dono.tw)進行個案研究並線上問卷調查，來評量校園社群網站的使用者滿意度、分析使用者滿意度與各構面關係、以及分析使用者滿意度與使用者基本資料關係。在本論文的滿意度分析中，本研究所提出的五個假設，有三個假設成立，分別為「會員間互動對於滿意度有正相關」、「網路結構對於滿意度有正相關」、「網路科技對於滿意度有正相關」。針對所研究之網站，本論文有下列管理性建議：要改變學生於網路的使用習慣及行為，是相當不容易。建議學校可由整合社群網站功能於學校的學術及行政運作體系或增加使用社群網站之誘因，來提升網站使用率。 / The information services of university campus are usually focused on public affairs such as teaching, administration, and services. And there is lack of interactive functions for student campus life such as the messages communication of campus clubs, the photos sharing, etc., those are the favorite functions of students. Based on the campus student community networks created by an university, this paper conducts a case study and making an online survey. It assesses the user’s satisfaction of the community networks, analyze the relationship between user’s satisfaction and each dimension, and analyze the relationship between the user’s satisfaction and user’s background data. In the satisfaction analysis, we proposed five hypotheses. There are three hypotheses are valid. They are ：”It is positive correlation to satisfaction among the members’ interaction”, “It is positive correlation to satisfaction for web structure”, and “It is positive correlation to satisfaction for web technology”. For the research web, we have the following managerial suggestions: It is not easy to change the custom and behavior of students on network. To improve the utilization rate, we suggest that the university can integrate the community network functions into the academic and administrative affairs system, or to make some incentives to use the community network. Keywords: Virtual Community, Campus Community, Community Web, Web 2.0

近年來，由於少子女化影響而增加的校園閒置空間，許多學校配合中央政策針對校園閒置空間進行再利用，空間經再利用後，對後續的用後評估施以維護和保養，使空間更符合使用者需求為考量，其用後評估是否有助於提升教學和學習的成效，是為本研究之重點及價值。爰此，本研究以「新北市校園閒置空間再利用用後評估之研究以三所學校為例」為研究主題，對再利用後的校園閒置空間進行用後評估，以新北市教育局推薦之三所別具特色的米倉國小的鄉土玩具圖書館、乾華國小的英速魔法學院及柑林國小的多元學習情境語文故事屋作為主要研究案列。本研究目的在於探討三所國小校園閒置空間再利用的興建動機與期待功用、經營模式與策略、調查三所國小學校師生對閒置空間再利用後的滿意度及看法、瞭解三所國小對閒置空間改造後的管理與維護及整體成效、空間改造規劃過程中所遭遇的困難情形、閒置空間改造後的課程應用與排課情形，進而提出有效提升閒置空間再利用用後評估之具體建議，以供教育行政主管機關、學校規劃經營以及未來相關的研究之參考。 本研究透過文獻分析，以作為問卷調查和訪談研究之基礎，自行編製「新北市校園閒置空間再利用用後評估調查問卷」作為研究工具之一，共分為兩版本：教師版及學生版。為使本研究內容更具完整及彌補文獻資料及調查資料之不足，另自行編製「新北市校園閒置空間再利用用後評估訪談大綱」，並採半結構式訪談，瞭解三所國小校長及總務主任推動校園閒置空間再利用之規劃動機、興建過程與困難概況，使本論文更臻完善。 問卷針對三所學校之教師、學生以及相關行政人員，由研究者自行到校進行調查，「教師與行政人員」及「學生」分別填寫教師版、學生版之問卷。米倉國小教師版問卷發放14份，全數回收且有效，可用率100%，學生版問卷發放160份，有效問卷156份，可用率97.5%；乾華國小教師版問卷發放17份，全數回收且有效，可用率100%，學生版問卷發放82份，有效問卷80份，可用率97.6%；柑林國小教師版問卷發放8份，學生版問卷發放16份，皆全數回收且有效，可用率100%。訪談部分，由三所國小校長各3人和總務主任各3人，共6人採半結構式訪談方式進行。 經由上述的研究過程，得到以下的研究結論： 壹、校園閒置空間再利用之動機與期待功用為減少閒置空間、配合中央政策、寓教於樂、活化閒置空間等。 貳、閒置空間改造規劃過程中最主要困難為溝通與協調、其次是經費壓力等因素。 參、校園閒置空間再利用的經營模式與策略有明確的團隊分工與合作、經營方式多元化與資源整合。 肆、三所學校的學生對空間改造後的滿意程度高，但仍有可精進的部分。 伍、三所學校的教師對空間改造後的滿意程度和教學效果滿意程度介於「滿意」及「非常滿意」之間。 陸、空閒置空間改造後的後續管理與維護包括師生共同之責任、專人維護、另類維護方式、定期檢視等層面，最大的挑戰為人力資源缺乏。 柒、閒置空間改造後的課程應用有校際交流活動、空間情境與設施結合課程、活化教師教學；排課情形為規劃複合式學習空間、課程檢視、發揮空間效益。 捌、校園閒置空間再利用後的永續經營做法為關鍵在於人、不斷評估檢視、與教學本質結合。 根據以上結論，提出下列幾點建議： 壹、對教育行政主管機關之建議 一、持續推動空間活化政策，鼓勵學校校園閒置空間再利用。 二、持續編列空間活化相關經費，撥補適當合理的維修費與管理費。 三、興建規劃階段應有專業的建築團隊介入，並有穩定的運作機制。 四、運用相關人力資源解決學校人力缺乏問題。 五、對不同校園閒置空間再利用採取的適用策略。 貳、對學校行政單位之建議 一、為更嚴密加強維護與管理，應制訂檢核表和維修標準，並定期檢查。 二、應建立永續經營管理小組以更重視學校閒置空間再利用後之檢視。 三、利用校園閒置空間再利用形塑學校特色，並加強空間永續發展。 四、為更有效維護與管理空間，應建立日常維修及空間設備故障之簡易修復流程。 五、空間建置完成後，應向師生加強宣導其使用方式與功能。 六、規畫校園閒置空間再利用之完整配套措施。 七、結合課程與教學，落實校園閒置空間再利用之永續發展。 / In recently years, the vacant school space increase due to the declination of birth rate in Taiwan. Many schools direct against reuse of vacant school space coordinating with the policy of government. After reuse the space, follow-up of the maintenance and Post-Occupancy Evaluation (POE) make the space filling the demand of user much better. This research focuses on whether the POE is contributive to promote teaching and effects of learning. Therefore, this research topic is “The Study of Post Occupancy Evaluation for the Vacant School Space Reuse in Three Elementary Schools of New Taipei City.” Education Department of New Taipei City recommend three study cases as following, the native soil toy library of Micang Elementary School, Taipei Country English Wonderland of Qianhua Elementary School and diversify of learning situation language in Story House of Ganlin Elementary School. The purpose of this research is to explore the building motivation and intened function of three schools, the operating mode and strategy, the satisfaction of school teachers and students, the maintenance and the overall effectiveness of the spaces, the difficulties encountered during the planning process, the curriculum application and the situation of course schedule. Base on the research to propose specific suggestions about how to perform the POE of the reuse of vacant school space in order to be the reference for the educational official authoritis, schools and future research. In this study, the comprehensive analysis of the literature reviews was taken to be the foundation of further investigation and interview research. The questionnaire titled “The Study of Post Occupancy Evaluation for the vacant school space reuse in elementary schools of New Taipei City” was applied as the research tool, which included two parts: teacher and student. In order to make up the lack of literature and survey data, draw up interview outline titled “The Study of Post Occupancy Evaluation for the vacant school space reuse in elementary schools of New Taipei City” was applied to semi-structural interview outline. The purposes were to maturity of this study, to understand the planning motivation of the vacant school space reuse and to explore construction process and difficult situations. Researcher went to the three schools to do survey and interview. Teachers and administrative staff filled out survey questionnaire of teacher, and students filled out survey questionnaire of student. In Micang Elementary School, 14 copies of questionnaires of teacher were collected, and 156 copies of questionnaires of student were collected. In Qianhua Elementary School, 17 copies of questionnaires of teacher were collected, and 80 copies of questionnaires of student were collected. In Ganlin Elementary School, 8 copies of questionnaires of teacher and 16 copies of questionnaires of student were collected. Total of six persons in three elementary schools principals and the chief of general affair were interviewed. According to the results and analysis, several conclusions and suggestions are as following: 1.Motivation and intended function: reduce of vacant space, coordinate with the policy of government, to combine education with recreation, activation of unused space and et cetera. 2.The difficulties of planning process: communication and coordination, the lack of funds and other factors. 3.Operating mode and strategy: definite division of team and cooperation, mode of operation diversification and integration of resources. 4.The satisfaction of students are high, but still needs to reinforce. 5.The satisfaction of teacher and teaching effect satisfaction are within the range between “satisfied” and “very satisfied”. 6.The follow-up management and maintenance include: teachers and students share the responsibility, assign particular person, special mode of maintenance, regularly review. The greatest challenge is the lack of human resources. 7.Curriculum application: schools exchange activities, space situational and facilities, combined with courses and activation teachers of teaching;The situation of course schedule: planning compound learning space, course review and make sure the space achieve maximum effectiveness. 8.Permanent sustainable management practices: the key is people, continuous assessment and combined with teaching. Based on the conclusions above, raise the several suggestions as following: 1.Recommendations to the education administration (i) Continue to promote space activation policy, encourage school reuse of vacant school space. (ii)Continue to fund the activation of vacant school space, especailly maintenance costs and management fees. (iii)In construction planning stage, let related experts be in the construction team, and also stable mechanism. (iv)Explore related human resources to resupply the insufficiency. (v)Reuse of vacant different school space to take the applicable policy. 2.Recommendations to the school administrative unit (i)In order to strengthen the maintenance and management, a checklist and maintenance standards should be drawn up and regular inspection should be applied. (ii)Permanent sustainable management group should be established, pay attention to review the reuse of vacant school space. (iii)Establish school characteristic by reuse of vacant school space and use to strengthen the space of sustainable development. (iv)Routine maintenance and space equipment failure repair process should be established. (v)Explain the meaning of the space to the teachers and students. (vi)Planning the reuse of vacant school space for use complete measures. (vii)Combination of curriculum and instruction to strengthen space sustainable development.

詞彙是為了人與人交流而生的一種符號系統，研究詞彙可以推知整個時代下的社會脈動。新詞的研究是在詞彙演變的時間軸上選擇其中某一段時間作為討論的範圍，去探討詞彙的發展以及與社會互動的情形。因為筆者工作的關係，將研究的範圍從社會濃縮為高中校園，試著探討高中學生使用新詞的現象。 校園是社會的縮影，校園新詞展現該校的校園文化。筆者所調查的學校使用新詞有幾個現象：各式詞綴大量湧現，以詞綴的方式造成可以替詞彙歸類，是非常方便的造詞方式；三音節化的現象開始出現，過去漢語裡雙音節為主要詞彙的現象依舊，但是多音節的詞彙也有陸續增加的跡象；學生喜歡將各式的語言材料混雜在一起來造詞，所以調查的結果中包含了中文、英文、阿拉伯數字或者符號夾雜等等混合型態的詞彙出現；因為時下追求效率的潮流，東山高中的學生習慣將詞彙縮略成更簡潔的方式去溝通，讓縮略詞也相當盛行；除了追求效率，學生上網的人數比例以及上網的時間也可以知道網路的語言形式大大的影響日常生活的溝通方式，學生不自覺的把網路語言帶入校園生活，讓網路世界裡火紅的「火星文」滲透到學生的日常生活。我們也注意到學生的性別、家庭成員、生活作息都與新詞的使用程度有某種程度的相關，男、女生在選擇詞彙的差異上還是有性別的差異，家庭成員中如果有講方言的爺爺、奶奶、外公、外婆或是講英語的外傭都會對學生使用新詞產生影響。 校園新詞的研究讓我們大則看到社會時代的潮流，小則看到學生的校園生活及價值觀，了解學生求新求變、從眾模仿、避繁就簡、宣洩不滿、挑戰權威、及喜歡賣萌裝可愛的心理，進而提供師長教學與輔導的方向，也能藉由此研究引導學生養成良好價值觀及正確書面語的書寫規範。

疏離感（Alienation）是一個自有人類以來，無論古今中外社會都普遍存在的問題。 隨著人類文明的變遷，疏離感對目前社會個人的威脅和嚴重性，有愈演愈熾的趨向。 就學生普遍淡漠的態度，違反校規，漫不經心，玩樂怠忽的行為觀之，疏離感也是當 今集體式教育下的一項重大問題。為了瞭解我國大學生對學校生活的意見與態度，特 以「校園疏離態感」為探討二者關係良寙的指標，並探討影響大學生校園疏離感的有 關變項。茲將本研究之目的臚列於下： １．瞭解我國大學生在學校情境中，各種類型（無力感、無意義感、無規範感、疏隔 或孤立）的疏離程度。 ２．瞭解我國大學生在學校情境中，對不同對象（自我、同學、師長、課業及學校活 動，學校組織、制度及一般設施）的疏離程度。 ３．探討大學生疏離感是否因學生性別、年級、學校性質之不同而有顯著的差異。 ４．探討大學生自我統整，師生非正式互動，及社團參與程度和校園疏離感之關係。 ５．根據研究結果，提出結論和建議，作為改進大學教育之參考，並提供有效輔導學 生的可行途徑。 本研究經文獻探討與理論分析後，設計問卷以收集資料。問卷調查之對象包括台大、 政大、交大、中原、淡江及文化等六所大學，共１０５８位大學。 研究結果顯示，大學生校園疏離感與其年級，學校性質無關，但與學生性別，自我統 整，師生非正式互動，及社團參與程度有顯著關聯．就整體而，言校園疏離感較強烈 的大學生是：男生、自我統整程度低者（「迷失方向」和「尋求方向」兩類型，師生 非正式互動次數少或品質低，以及社團參與程度低者。經由逐步多元迴歸分析，發現 在所有預測變項中，師生非正式互動品質對校園疏離感而言，是最重要的一項。可見 ，欲改善大學生對學校生活的態度避免疏離感之強化，必須從師生關係著手，而師生 課堂外的接觸品質更為重要。

本研究旨在了解臺北市國民小學校園生活休憩空間的現況，探究臺北市不同學校背景，國民小學校園生活休憩空間設置及使用的差異性，分析臺北市國民小學學童對於校園生活休憩空間在場地選擇、活動選擇、使用頻率、友伴人數、興趣高低等使用情形及其差異性，以及學童對於校園生活休憩空間的意見，最後並提出國民小學校園生活休憩空間的相關建議，俾供相關單位、人員及未來相關研究之參考。 本研究以臺北市141所公立國民小學為普查對象，再依據學校規模、設立年代分為六類，從六類學校中隨機抽取各1所學校，並以6所國民小學的學童為問卷調查（有效樣本951人；男生508人，女生443人；二年級305人，四年級327人，六年級319人）及觀察（共計5922人次）對象。在資料分析上，主要採用描述性分析、次數百分比統計、Cochran Q考驗、肯德爾和諧係數、斯皮爾曼等級相關、t考驗、卡方考驗、單因子變異數（ANOVA）分析等方法。經研究結果發現： 一、臺北市國民小學每所學校都有設置走廊、教室、圖書館、遊戲場，八成以上有設置球場、川堂、庭園、田徑場、步道，六成有設置教材園和體育館（或室內球場），而合作社、戶外劇場、交誼廳、交誼平臺、小橋和屋頂花園的設置比例不到四成。 二、下課時間學童較常使用的校園生活休憩空間，以教室、走廊、遊戲場、球場和田徑場為主。 三、大規模學校在川堂、交誼廳、合作社、體育館（或室內球場）、小橋、步道、庭園、球場、田徑場、交誼平臺、屋頂花園的設置比例均較中規模和小規模學校高，但在校園生活休憩空間内的休憩座椅或休憩設施方面，不同學校規模在設置方面有差異存在。 四、1990年代後的學校在走廊、川堂、教室、交誼廳、小橋、庭園、球場、田徑場、戶外劇場、交誼平臺、屋頂花園設置的比例皆比1990年代前的學校高，而1990年代前的學校在合作社、體育館（或室內球場）、步道、教材園設置的比例較1990年代後的學校高。 五、不同學校規模內的學童在校園生活休憩空間的場地選擇和活動選擇方面排序有關聯。在友伴人數方面，大規模學校顯著高於中、小規模學校。 六、大規模學校內的學童在室內生活休憩空間的使用頻率較高，中規模學校內的學童在室外生活休憩空間的使用頻率較高。中規模學校內的學童較喜歡校園生活休憩空間。 七、不同設立年代學校內的學童在校園生活休憩空間的場地選擇和活動選擇方面排序有關聯。在友伴人數方面都以跟二至四個同學為主，沒有顯著差異。 八、不同設立年代學校內的學童在室內生活休憩空間使用頻率無顯著差異，而1990年代前的學校學童在室外生活休憩空間使用頻率高於1990年代後的學校學童。不同設立年代學校內學童在校園生活休憩空間的興趣高低沒有顯著差異。 九、男生在下課時間較常使用球場。男生選擇「打球」的活動人數顯著多於女生。男女學童下課時間休憩活動友伴人數都以跟二至四個同學為主。 十、女生在室內生活休憩空間的使用頻率高於男生，男生在室外生活休憩空間的使用頻率高於女生。男女學童在校園生活休憩空間的興趣高低沒有顯著差異，但男生較喜歡球場。 十一、低年級學童較常使用遊戲場，高年級學童較常使用球場。低年級學童較喜歡玩遊戲，高年級學童較喜歡打球。低、中、高年級學童下課時間休憩活動友伴人數，都以跟二至四個同學為主。 十二、不同年級學童在室內生活休憩空間的使用頻率沒有顯著差異，而低年級學童在室外生活休憩空間的使用頻率較高。低年級學童較喜歡校園生活休憩空間，而低、中年級學童較喜歡遊戲場，高年級學童較喜歡球場。 研究者依據文獻探討與研究發現，提出下列幾點建議： 一、國民小學的教室及走廊應有生活休憩空間的規畫設計。 二、國民小學應充實遊戲場、球場及田徑場的設施。 三、大規模學校在走廊、川堂、教室、庭園、田徑場、屋頂花園內應增設休憩設施和休憩座椅，中、小規模學校也應增設川堂、交誼廳、合作社、體育館（或室內球場）、小橋、步道、球場、遊戲場、教材園、戶外劇場等生活休憩空間。 四、1990年代前的學校可考量學童的需求與意見後增設校園生活休憩空間。 五、國民小學應延長校園生活休憩空間的開放時間，以提升校園生活休憩空間的使用效能。 六、校園生活休憩空間內，應設置適當的座椅，提供學童短暫休息之用。 七、校園生活休憩空間在不影響教學活動及考量男女學童需求後做適當調整。 八、遊戲場可設置在低、中年級的教室區附近，球場則須距離教室區較遠。 九、國民小學田徑場跑道的使用效益不盡理想，規畫時可作更彈性的考量。 十、對未來相關研究的建議：（一）研究對象方面，可以國中生、學校教職員、家長、社區人士為研究對象；可做國中與國小、其他縣市學校差異比較。（二）研究內容方面，可針對空間技術、功能層面、滿意度方面進行深入探討；可比較學童晴天和雨天的使用情形、場地及活動選擇等的差異。（三）研究方法方面，除了使用文獻查詢、調查問卷、觀察等方法外，也可使用用後評估、訪談的方式來進行研究；可採用個案研究法，以深入了解校園生活休憩空間規畫及使用情形。 關鍵詞：國民小學、生活休憩、校園生活休憩空間 / The purposes of this study are to have a better understanding about current elementary school leisure space in Taipei City, to research into the differences of leisure space arrangement among different schools, to analyze elementary school students’ use of leisure space on campus as well as the opinions of them, and to propose suggestions and advice concerned, which may serve as a reference for authorities, staff concerned, and future researches. In this research, 141 municipal elementary schools are surveyed, which are categorized into six categories based on their school size and building age. In each category, one school was randomly sampled. Students in the six elementary schools are the targets of questionnaire investigation.(951 valid samples; 508 male students and 443 female students; 305 second graders; 327 fourth graders; 319 sixth graders) The study also observe about 5922 students. About the data analysis, the study used Frequency distribution, Percentile points, Cochran Q test, the Kendall coefficient of concordance, Spearman rank correlation, t-test, χ2 test, and One-way ANOVA Method. Besides, the researcher also combined many observational records and pictures. The result of the study is as below: 1.Each elementary school in Taipei has corridors, classrooms, libraries, and playgrounds. Over eighty percent of elementary schools set up courts, passages, gardens, athletic fields, and paths. Sixty percent of them are sited with eco-gardens and gymnasiums. Yet less than forty percent of them are equipped with cooperative societies, amphitheaters, lounges, lounge balconies, bridges, and roof gardens. 2.The leisure space that is mainly used by students during the break time is classrooms, corridors, playgrounds, courts and athletic fields. 3.Large size schools set up more facilities than those of middle or small size, such as passages, lounges, cooperative societies, gymnasiums, bridges, paths, gardens, courts, athletic fields, lounge balconies, and roof gardens. As to the installation of benches and facilities in leisure space on campus, there are differences among schools of different sizes. 4.Higher proportion of schools built after 1990 is sited with corridors, passages, classrooms, lounges, bridges, gardens, courts, athletic fields, amphitheaters, lounge balconies, and roof gardens than the proportion of those built before 1990. Yet the cooperative societies, gymnasiums, paths, and eco-gardens are vice versa. 5.The choice of leisure space made by students in schools of different sizes are interrelated, so as the choice of activities made by students from school of different sizes. As to the company number, students in large size schools have significant difference than students in schools of middle and small size. 6.Students in large size schools utilize indoor leisure space more frequently, while students of middle size schools utilize outdoor leisure space more frequently. Students of middle size school prefer school leisure space. 7.The choice of leisure space made by students in schools of different building age are interrelated, so as the choice of activities made by students from school of different building age. As to the company number, most students have two to four companies. There is no significant difference between those schools. 8.The frequency of indoor leisure space use of schools of different building age differs little. The frequency of outdoor leisure space use of schools built before 1990 is higher than that of schools built after 1990. There is no significant difference between students’ interests in school leisure space no matter when the school is built. 9.Male students utilize ball courts more often during the break time. It is obvious that more male students than female students choose to play balls. Generally, both male and female students have two to four companies when they do leisure activities during the break time. 10.Female students utilize indoor leisure space more frequently than male students, while male students utilize outdoor leisure space more frequently than female students. The rank of interests in school leisure space differs little between male students and female students, but male students prefer ball courts. 11.Second grade students utilize the playground more frequently, and sixth grade students utilize ball courts more frequently. Second grade students prefer to play games, and sixth grade students prefer to play balls more. The company number of students in each grade is from two to four. 12.The use frequency of indoor leisure space has no significant difference between different grades, but second grade students utilize outdoor leisure space more frequently. Second grade students prefer school leisure space. Second and fourth grade students prefer the playground, and sixth grade students prefer ball courts. According to the literature and study result, following suggestions are worth being referred: 1.Elementary schools should have leisure space in classrooms and corridors. 2.Elementary schools should increase the facilities in the playgrounds, ball courts and athletic fields. 3.Large size schools should set up more leisure facilities and benches in the corridors, passages, classrooms, gardens, athletic fields, and roof gardens; middle and small size schools should set up leisure space such as passages, lounges, cooperative societies, gymnasiums, bridges, paths, ball courts, playgrounds, eco-gardens, and amphitheaters as well. 4.Schools built before 1990 can take into consideration students’ need and opinions, and increase leisure space based on the above. 5.Elementary schools should extend the open hours of leisure space to enhance the efficacy of leisure space. 6.Proper benches should be installed in school leisure space, which enable students to take a short break. 7.Leisure space should be adjusted without affecting teaching activities and the needs of both male and female students. 8.Playgrounds can be built near the classroom of second to fourth grade students, and ball courts should be built farther from classrooms. 9.The tracks on athletic fields in elementary schools achieve little benefit. Thus, it can be rendered with more flexibility when the plan is made. Keywords: elementary school, leisure, school leisure space

本研究旨在瞭解基隆市高級中等學校校長領導風格與校園危機管理之現況，並分析教師人口變項、教師危機管理變項、學校環境變項在校長領導風格以及校園危機管理的差異情形，最後探討校長領導風格與校園危機管理之關係。 本研究以問卷調查法為主，半結構訪談為輔。問卷調查法以「高級中等學校校長領導風格與校園危機管理調查問卷」(內含基本資料、校長領導風格量表與校園危機管理量表)為工具，以基隆市高級中等學校教師為研究對象，分層隨機抽取11所學校，共發出問卷330份，回收272份，有效問卷272份，有效回收率為82.4％。所得資料以描述性統計、t考驗、單因子變異數分析與 Scheff'e事後比較、 Pearson's積差相關、多元逐步迴歸分析等統計方法進行資料分析。並依正式問卷調查的結果，歸納相關的問題，設計並確定訪談大綱，做為訪談的依據，實地訪談2位校長，以釐清及延續問卷調查之結果，並藉由整理訪談文字資料、編碼歸類整理，綜合問卷調查與訪談資料，進行研究結果的分析與討論。研究結論如下： 壹、基隆市高級中等學校校長領導風格與校園危機管理之現況， 均屬良好程度。 貳、教師不同性別、服務年資、最高學歷對校長領導風格各個層 面之感受，並無顯著不同；教師不同性別、服務年資、最高 學歷在校園危機管理各個層面的感知上，並無顯著不同。 参、主任在校長領導風格與校園危機管理之感知上較好。 肆、教師是否參與危機研習、處理危機經驗、成立危機小組在校 園危機管理之整體及各個層面的感知上，並無顯著不同。 伍、學校規模不同的教師在校長領導風格及校園危機管理之感 受，並無顯著不同。 陸、創校歷史在「21~50年」及「51年以上」之教師對校長領導風 格及校園危機管理之感受，較「10年以下」之教師感受深刻。 柒、校長領導風格與校園危機管理間，有顯著的正相關。 捌、校長領導風格對整體校園危機管理具有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、高級中等學校校長、相關行政人員以及未來研究的參考。 / This study aims to investigate the current development of principals’ leadership style and crisis management in Keelung high schools and to analyze the differences in teachers personal variables、teachers’ crisis management and school environmental variables. concerning principals’ leadership style and crisis management. Finally, it explores the relationship between principals’ leadership style and crisis management. This study employs the research method of questionnaire surveys and semi structured interviews. There were two survey tools used in the study, including Principals’ Leadership Style Questionnaire and Crisis Management Questionnaire. Three hundred and thirty subjects are randomly selected from eleven high schools in Keelung city. A total of 272 questionnaires was returned. Out of those, 82.4% was valid (272 out of 330). Valid sample data was analyzed and processed using the methods of description statistics, t-test, one-way ANOVA. Scheff’e posteriority comparison, Pearson's product-moment correlation and stepwise multiple regressions. The frame of the interview questions was designed according to the findings from the questionnaire. Two principals, were interviewed to clarify and extend the findings of the survey. Then. the data retrieved from questionnaires and interviews were compiled, categorized, synthesized and analyzed. Following is the summary of the study: 1. The current development of principals’ leadership style and the crisis management in high schools are both above the average. 2. There is no significant difference in teachers’ experiences of principals’ leadership style in terms of gender, seniority and educational background; and, there is no significant difference in teachers recognition about crisis management in terms of teachers gender, seniority, educational background. 3. Teacher to act as director in schools give better recognition in principals’ leadership style; and, teacher to act as director in schools give better recognition in the crisis management. 4. There is no significant difference in teachers’ experiences about crisis management in terms of crisis study, crisis experience, and crisis management team background. 5. There is no significant difference in both principals’ leadership style and crisis management to teachers from schools of different scales. 6. There are significant differences in both principals’ leadership style and crisis management to teachers from schools of different history. 7. It shows significant positive correlation between principals’ leadership style and crisis management. 8. Principals’ leadership style demonstrates the predictability of crisis management in high schools in Keelung city. This study is finalized at proposing practical suggestions based on the findings and conclusions to educational administration authorities, high principals, the director of schools and faculty for further study and reference.