行政院農委會為了提昇網站服務品質，委託台灣農業資訊科技發展協會將「休閒農業服務網」入口網站與所屬的二十個家族網站進行相關整合計畫，同時以2007年12月研考會公布的「政府服務品質獎評獎作業手冊」為參考依據，希望透過「休閒農業服務網」入口網站改善來提昇網站的服務品質，整合各相關業務機關的資訊，提供民眾完善的資訊服務平台，為農村旅遊配套措施加值，並促進農村經濟活絡與提昇生活品質之終極目標。 本研究首先依據評獎的計分方式，以內部效益、外部效益、整合性的解決手法與資通訊（ICT）服務導入等四大項評分標準，協助建置客觀且可衡量的構面與指標。然後利用深度訪談、專家訪談的專業建議、焦點團體訪談(FGI)等方式來瞭解使用者真正的需求與題項，並修正前項構面與指標。並採用層級分析法（AHP）來計算服務品質構面的題項，最後以網路問卷與問卷調查的方式進行滿意度分析，進而產生初步KPI。 同時，透過初步KPI進行實際的網站功能改善，分析民眾對網站服務品質的滿意度是否提升，提出具體可行、較大幅度的修正建議，以趕上目前科技網路的進步。希望透過此次研究，能更深入了解非營利入口網站的實務機制與流程，日後可依不同網站需求做調整，推展到其他非營利的網站。 本研究的網站服務品質提升的計畫經過嚴謹的調查，確實執行所有階段活動，並實體進行網站服務品質的功能改善，經過改善前後的兩次問卷調查結果對照，來評估網站功能改善的效益。研究結果依據評獎計分方式，在總得分1000分中獲得989分。整體而言，本次計畫確實有達到服務品質提升的目的。網站內容技術的發展以及網站應用普及，已促使政府機關或民眾，在觀念上及對網站內容的預期上，都遠高於以往。近年，整體大環境加上政府資訊網路的大幅發展，也促使我們需要認真思考，非營利網站與休閒農業相關的政府網站能加強改進，以滿足網路使用者的需求。 / The Council of Agriculture (COA), Executive Yuan authorized the Taiwan Agriculture Information Technology Association—the management team of the EZGO website—to integrate COA’s twenty sub-websites into a “EZGO” portal website. Referring to the service benchmarks of the annual “Executive Yuan Service Quality Award“, which the Research, Development and Evaluation Commission of the Executive Yuan presented on December, 2007, EZGO hopes to improve the COA’s web service quality with integrated information from related government agencies. Furthermore, with this portal, EZGO aims to promote agri-tourism, to expedite the economic revival of farm and fishing villages, and to improve the living quality of rural communities. The objective of this research is to provide EZGO with measurable and objective Key Performance Indicators （KPIs）to evaluate EZGO’s portal. First, measurable evaluate on criteria, which are based on the Government Service Quality Award’s benchmarks, were established. Second, some literatures review, in-depth interviews, expert interviews and a focus group interview to investigate the current situation of the web portal and its sub-websites and to determine the real needs of primary users were conducted. These results were adapted to previous criteria. Third, utilize the analytic hierarchy process method was utilized to calculate the weight of criteria and convert them into performance indicators. Finally, online questionnaire surveys and face-to-face interviews were conducted to turn those indicators into preliminary KPIs. Furthermore, EZGO used those preliminary KPIs to improve their website service quality, analyze users’ feedback to website and even suggest web redesign, in alignment with contemporary Internet user behavior trends. This research intends to establish fair, measurable and adjustable KPIs to evaluate non-profit portals and other similar websites. The research demonstrates a website service improvement process that combines rigorous investigation and thorough execution. The research actually did interpret and apply research findings to the EZGO portal website services and compared the before and after KPIs to evaluate improvements to the EZGO portal.

教育部明訂，九年一貫能力指標應作為教科書編輯者編撰課本、習作之依據。透過教科書，學生可期望習得能力指標所標示的能力。台灣國中英語教學現場中，習作常作為學生的回家作業，所以能力指標如何呈現在習作上可影響學生能力習得的結果；然而，目前相關研究仍顯不足，因此，本研究採用九年一貫國中英語讀寫能力指標，分析目前最為廣用的一套國中英語習作。另外，本研究也針對第一線國中英語教師進行團體訪談，以了解教師對習作和能力指標的看法。 本研究的結果總結如下: 1. 14條指標中，只有3項在習作中有超過10%的練習題目(推論字義文意;了 解文章主旨大意；合併、改寫及造句)；然而卻有8項指標在習作中的練 習題少於1.5%。 2. 針對被強調的3項指標，訪談教師同意這些能力的確需要被強調，只不過習 作的練習題仍顯不足。 3. 針對被忽略的8項指標，教師認為有些能力(例:查字典)對學生來說並非最 重要，因此習作缺乏此類練習是可以接受的；不過，某些能力(例:看懂圖 表標示)因為和學生的日常生活息息相關，理應出現在習作裡；而部分難度 較高的指標(例:寫一個段落)可編為自由選擇(optional)的習題，讓程度 較高的學生有更多練習的機會。 根據研究結果，研究者對教育決策者、教科書編輯、及英語教師提出數點 建議。 / The competence indicators (CI) listed in the Grades 1-9 Curriculum Guidelines are regulated as the principles for private publishers to compile teaching materials—textbooks and student workbooks. Through these teaching materials, it is expected that students can acquire the competences stipulated in the curriculum guidelines. Student workbooks, especially in Taiwan’s junior high school English classrooms, are used as a main source for students’ homework. Therefore, how the CIs are incorporated into the workbooks can affect students’ acquirement of the competences. Nonetheless, little research has been done on analysis of English workbooks based on competence indicators. This study, therefore, aimed to analyze a most popular set of junior high school English workbooks based on the Grades 7-9 reading and writing competence indicators. To gain more in-depth insights, a focus group interview with in-service teachers was later conducted to explore teachers’ views on the workbooks and competence indicators. The results of the present study are summarized as follows. 1.Of the 14 CIs, only three were emphasized (to guess meanings of words and reading passages; to understand main ideas; and to combine, change, and make sentences), each taking up more than 10% of the workbook exercises. However, there were up to eight CIs that were neglected, each taking up less than 1.5% of the workbook exercises. 2.As for the three emphasized CIs, the teacher interviewees agreed that the emphasis was necessary, but the practice in the workbooks were still insufficient for their students. 3.As for the eight neglected CIs, the teachers considered that: (1) lack of practice on some CIs, such as to use a dictionary, was acceptable, for these skills were impractical for their students; (2) some practices, such as to fill out forms, should have be included into the workbooks because they were related to students’ daily lives; (3) certain practices, such as to write a simple paragraph, could be designed as optional workbook exercises for high achieving students to master more advanced skills. Finally, some suggestions are provided on the basis of the findings in this study.