本研究的目的在於了解國中教師資訊科技融入教學的情形，並探討教師教學信念、科技學科教學知識(Technological Pedagogical Content Knowledge, TPACK)和知識創新學習環境間的關係；同時並分析教師背景變項對TPACK表現造成的影響。 本研究的問題主要如下：(1)了解教師在不同背景變項下其TPACK表現是否有所不同？(2)探討教師的教學信念、TPACK和學生知識創新學習環境之間是否具有相關？(3)教師的教學信念是否對教師的TPACK表現具有預測力？(4)教師的TPACK表現是否對知識創新學習環境具有預測力？ 本研究改編外語教師TPCK調查研究問卷(Chai et al., 2011)和知識創新學習環境(Lin et al., 2014)之問卷，形成本研究資訊融入教學的問卷，對桃園市國中老師390位進行施測，統計方法上使用一般描述性統計、皮爾遜積差相關、單因子多變異數分析、多元迴歸分析以驗證假設問題。 研究發現如下：(1)教學年資較淺、任教術科教師、有使用教學平台及每周上網時間較長的教師在TPACK表現較佳。(2)學習者中心的教師信念、TPACK和知識創新學習環境之間具有顯著關係存在。(3)學習者中心的教學信念對TPACK的表現具最佳預測力。(4)教師的TPACK能力對知識創新學習環境也具預測力。本研究並根據上述研究發現提出相關的結論與建議以供教師或教育機關參考。 / The purpose of this study was to investigate the relationship among technological pedagogical content knowledge (TPACK), teaching belief, and knowledge building environment, in order to understand how teachers may integrate information technologies into their instruction. This study attempts to answer the following research questions: (1) what are some major demographic variables that may influence middle school teachers’ TPACK level? (2) How are teaching belief, TPACK level, and knowledge building environment related to one another? (3) Can teaching belief help predict middle-school teachers’ TPACK level? (4) Can higher TPACK level help teachers to cultivate more creative knowledge building environment? Data from 390 samples were obtained from middle school teachers in Taoyuan, Taiwan, through an adapted survey. The statistics employed for data analysis include descriptive statistics , Pearson's correlation analysis, one-way ANOVA, and multiple regression. The major findings were as follow：(1) Teachers who had less years of teaching experiences, or taught non-examination-oriented subjects, or had experiences of using teaching platforms or used Internet more often, tended to have higher TPACK level. (2)There were significant correlations among teaching belief, TPACK level, and knowledge building environment. (3)Student-centered teaching belief was found to predict teachers’ TPACK level. (4) Higher TPACK level was also found to predict teachers’ capacity to foster more creative knowledge building environment. Based on the findings, relevant conclusions and suggestions were also made for teachers and educational policy-makers.

認知評價理論（cognitive evaluation theory ）認為個人行為的自我控制感以及能 力感會影響內在動機。本研究的目的即是在探討相同目標下個體對目標的知覺＜能力 知覺與控制知覺＞如何影響內在動機。 本研究採用實驗法，研究樣本是政治大學學生９９名，隨機分派受試到三個實驗組（ 這三組受試的目標相同，但提供他們不同的目標訊息：無其他訊息、能力訊息與控制 訊息）和一個控制組（這組受試無目標設定），實驗作業為七巧板拼圖，每一位受試 皆做作業１５分鐘，然後測量其內在動機，內在動機的指標有二個：態度測量（受試 對作業的興趣及喜好程度）和行為測量（實驗結束後的休息期間，受試繼續做作業的 時間）。 實驗結果採用Dunna 的事前考驗分析，分析時又將每一個實驗組分別區分為已達到目 標和未達到目標兩組，然後進行一些檢驗，結果顯示：（１）目標組受試的內在動機 較控制組低（２）在控制訊息下，不論達到目標與否，受試的內在動機均較控制組受 試低；（３）在控制訊息下，已達到目標組的內在動機較未達到組低。最後，以認知 評價理論加以討論之。

停滯後的俄羅斯，自從彼得大帝向西方開窗以後，隨著時間的推演，因西化而產生的 文化矛盾逐漸加深，知識份子對於本土社會的疏離感與日俱增，故有「知識階層」(i ntelligentsia)的誕生。「知識階層」的言論與思想，乃是一九一七年俄國大革命的 播種者之一。本論文擬有十九世紀俄國著名的文學批評家別林斯基(Vissarilon Beli nsky,1811--1848)一生的思想為個案，由小見大，來探討「知識階層」在西潮的洪流 中如何自處，如何為落後的俄國找出一條適當的道路。 第一章首先說明「知識階層」起源、演變及其特徵。其後則對十九世紀上半葉的俄國 文化思想背景作一概述，藉以了解所謂三位一體--專制政體、東正教、民族性--的官 方文化政策，以及德國浪漫主義在俄國流行的原因和大略經過。 第二章主要在敘述別林斯基的早年生活及其思想搖藍「史坦凱維奇圈」(Stankevich Circle )。別林斯基陰鬱的童年，使他不禁要問：人活著是為了什么？人生的意義何 在？他一生的哲學探索、思想轉變無非是在尋找這些問題的答案；試圖理清人與世界 、人與現實之間的關係。而別林斯基自從被莫斯科大學開除以後，史坦凱維奇圈便成 了他吸收新思想新觀念的重要來源。 第三章則以年代為經，別林斯基的作品為緯，分節析論他思想轉變的前因後果；特別 重視他對西方迎拒的矛盾心理和如何調整自己與現實之間的關係。別林斯基曾流連徘 徊於各家學說(謝林、費希特、黑格爾、烏托邦社會主義等)，每一次的拒絕與接受都 付出血淚般的代價。俄國沒有值得驕傲的傳統文化，因此使得「知識階層」在西潮的 衝擊之下，要為自己、為俄國尋找安身立命的哲學時，備嘗難辛，從別林斯基的思想 歷程，可以得到證明。 第四章是對別林斯基一生的思想作一總結與評述。並附錄一八四七年別林斯基政果弋 里書簡。

首先我要譴責你！就是你！正在看這本論文打算印這篇摘要的你！ 我知道你懶得看完整本論文，所以只想印這篇摘要應付了事， 哈！我偏不寫，看你怎麼辦？！ 其實這篇論文整本都是精華，字字珠璣，是無法摘要的。

論文摘要內容 近年來，廠商與廣告人員試圖採用另一種有別於傳統宣傳模式的方法將產品或品牌以較自然的、較不易被察覺的宣傳方式影響消費者，將產品「置入」在電影之中，稱為「產品置入」（Product Placement）。 本研究欲探討可能影響消費者對於「產品置入」的態度以及未來購買意願的變數，透過電視節目媒體的影響，消費者對該節目的情節、角色的喜好程度、對產品的認知與「產品置入」的態度之間是否有關係，以及是否會影響未來購買的意願，並以計劃行為理論為基礎探討其他影響因素，包括群體規範、知覺行為控制等。 研究結果發現當廠商運用產品置入的方式來宣傳其產品時，消費者（觀眾）會因為劇情影響到消費者對於置入的產品的態度，消費者對產品的態度除了會受到消費者本身對產品認知的影響，也會因為對劇中產品使用的明星認同感越高，對置入的產品會有越好的態度。態度會進而影響消費者對置入在劇中的產品之購買意願，此購買意願亦會受群體規範影響，不過本研究發現消費者的知覺行為控制力在本研究架構下對於購買意願的影響不顯著。

本研究採消費者認知的角度，在「母品牌與延伸產品契合度」及「消費者產品知識」的調節作用下，比較「品牌延伸」、「品牌傘」及「新創品牌」等三種品牌策略，對新產品在「消費者信任度」與「市場接受度」的效果，同時探討品牌延伸策略及品牌傘策略對母品牌知覺品質的反饋效果。 本研究經由前測，選擇Nokia及Nike作為母品牌，根據契合度的高、中、低，Nokia的延伸產品依序為PDA、隨身聽、臉部保養品；Nike的延伸產品依序為牛仔褲、防曬乳液、牙膏。並以模擬的18張彩色平面廣告施測於1035位大學生，進行3 (品牌策略：品牌延伸、品牌傘、新創品牌) x 3 (契合度：高、中、低) x 2 (產品知識：高、低) 的實驗。 研究結果顯示：一、對品牌策略主效果而言，品牌傘策略在消費者信任度上優於新創品牌策略，品牌傘策略在市場接受度上優於品牌延伸策略。二、在契合度的調節作用下，若延伸到高契合的產品，採用品牌延伸策略的效果最佳；若延伸到中契合度的產品，則採品牌傘策略的效果最佳；若延伸到低契合度的產品，採新創品牌策略的效果最佳。三、在產品知識的調節作用下，當消費者為高產品知識者，採用品牌傘策略的效果優於品牌延伸策略及新創品牌策略；消費者為低產品知識者，採品牌延伸策略的消費者信任度優於新創品牌策略。四、在母品牌反饋效果方面，若母品牌的延伸產品契合度較低，採品牌延伸策略比品牌傘策略對母品牌知覺品質傷害較大；若延伸到中契合度的產品，採品牌延伸策略會降低母品牌知覺品質，但採品牌傘策略不會降低母品牌知覺品質；若延伸到高契合度的產品，則品牌延伸與品牌傘策略的母品牌知覺品質與原知覺品質無顯著差異。 整體而言，企業推出新產品時，採用品牌傘策略的效果較佳，是一個兼具品牌延伸及新創品牌兩策略優點的品牌策略，但在契合度與產品知識的調節作用之下，品牌傘策略的適用範圍有所限制，在延伸產品與母品牌為高契合度、低契合度時，以及當消費者為低產品知識者時，品牌傘策略並非最佳策略。行銷人員可視不同情境採用不同的品牌策略。 / The purpose of this study is to compare the effects of three kinds of branding strategies: brand extension strategy, umbrella branding strategy, and new brand strategy. Basing on the moderate effect of fitness and consumer’s product knowledge, the influence of these three strategies on the consumer reliability and the consumer acceptability will be evaluated. The feedback of the original brand’s perceived qualities brought by brand extension strategy and umbrella branding strategy are also taken into consideration. Nokia and Nike were selected as original brands. When dividing fitness into high, medium, and low level, PDAs, walkmans, and skincare products were selected as Nokia’s extended products by this order. Jeans, sun blocks, and toothpastes were also chosen as Nike’s extended products. A 3 (branding strategies: brand extension strategy, umbrella branding strategy, new brand strategy) x 3 (fitness: high, medium, low) x 2 (product knowledge: high, low) experimental design collected data from 1035 college students through 18 color printed advertisements. The main effect of brand strategy suggested that the umbrella branding strategy is prior to the new brand strategy in consumer reliability, and it is also prior to the brand extension strategy in consumer acceptability. Under the moderate effect of fitness, it is suggested to apply brand extension strategy while extending brands to the products with high fitness, to adopt the umbrella branding strategy as extending brands to those having medium fitness, and to utilize new brand strategy when the fitness is at low level. When moderate effect of product knowledge is discussed, it is suggested to apply umbrella branding strategy instead of brand extension strategy or new brand strategy whenever consumers’ product knowledge is at high level. Furthermore, if consumers’ product knowledge is low, utilizing brand extension strategy, instead of new brand strategy, will lead to high consumer reliability. As for the feedbacks to perceived quality of the original brands, when extending brands to the products with low fitness, adopting the extending brand strategy tends to damage more to the original brands than adopting the umbrella branding strategy. If extending brands to the products with medium fitness, utilizing the extending brand strategy would decrease the perceived quality of original brands, but applying the umbrella branding strategy would not affect it. When extending brand to the products with high fitness, both the brand extension strategy and the umbrella branding strategy do not have a significant difference. To sum up, adopting the umbrella branding strategy will lead to better results because of its integrating advantages both in the brand extension strategy and the new brand strategy. Under the moderate effect of fitness and product knowledge, the range of implementation for the umbrella branding strategy will be limited. It is not the best branding strategy when extended products are at high or low fitness, and when consumers have poor product knowledge. Consequently, marketers have to apply different brand strategies depending on different scenarios.

本論文在探討多國籍企業知識分享的機制及企業內部環境對知識分享的影響，以個案研究的方法針對美商3M與德商Degussa兩個大型的跨國企業進行訪談。從研究中發現，企業內知識分享的平台、企業文化、駐外經理、激勵制度以及處理衝突的機制等等皆會影響企業內知識分享工作的成效。 在高度競爭的全球化市場，如何創造差異化以及強化核心競爭力是現今企業非常迫切的課題。二十一世紀的產業競爭已從成本、產品導向轉變為服務與知識的競爭。 本研究的中心議題──建立有利於知識分享的機制及企業環境，是一個值得企業深思與努力的課題。筆者從研究中發現，一企業若能努力做好下列建議的工作，必可在知識分享工作中獲得較佳的成效。 一、建立完善的知識分享平台以提昇知識分享的效率。 二、增進員工之間的交流，人際網絡的建立，有助於內隱知識的分享。 三、致力提高員工的向心力，打造公司同仁共同認同的企業文化，企業價 值。 四、建立公平的績效評估制度以避免員工間潛在的衝突並建立解決衝突的 機制。 五、在適當，適時鼓勵員工在知識分享上的貢獻並將此貢獻與績效考核相 連結。 六、鼓勵及創造不同國家員工之交流。外商公司當地化，尊重並培養當地 人才。 七、適任的知識統籌員發揮知識中心(hub) 的功能，強化企業內部知識的 流通。 八、適當的競賽有助於知識分享。鼓勵良性的競爭並強化最佳實務及經驗 在公司內部交流及被善用，建立典範，培養學習型組織。

教育部自九十年度起實施九年一貫英語教學課程，由於學生程度不一，班級人數過多，教學媒體不足，研究報告指出應該成立英語教學資源中心，提高教師教學品質，規劃線上輔助教學，以增進學生學習機會及學習效果。 本研究從知識管理角度探索英語線上輔助教學，建構英語教學內容知識結構模式及教學知識流程架構；俾使線上教學具備語意查詢機制，開啟英語線上輔助教學創新模式。 英語教學內容知識框架（English Content Knowledge Ontology）抽象化類別具多重之階層、對等及相依關係。將內容知識抽象化類別實體化，其類別與實體之集合，即為本範例所建構之知識框架。 本研究引介物件導向，視內容知識為一個物件，具有不同之狀態及行為；將狀態與行為封裝，物件與物件間藉由訊息進行協調動作，達成整體運作之功能。學生亦為學習流程中一個物件，具有不同之屬性及行為；透過訊息之交換、進行任務協調，達成學習之最終目的。 以UML表示法建構英語線上學習流程三大模型：功能模型─使用案例模型將使用者對系統的需求模型化，靜態模型─物件模型抽出物件，表現出靜態的結構，動態模型─表示出物件與物件之間訊息的流向。 研究中試圖探討有關國小英語線上輔助教學網站之現況。未來期望架構具備語意檢索機制之網站，採自由選擇學習、多元適切評量模式，能紀錄分析學習及測試結果，建立學習紀錄（包括學習風格、習性、態度及學習效果等等）以期增進學生學習機會，分享教學資源。 藉由新的學習模式，學生可以獲得自我成長的資源，同時希望可以喚起更多關懷英語教學網站之研究與發展，為我們的孩子及新的學習方式注入更多生命力。本研究所建構之模式，希望能作為未來發展兒童英語線上學習之參考，以提昇國內兒童英語教育實施之成效。 關鍵詞：九年一貫英語課程、知識管理、知識本體、語意資訊檢索、物件導向、UML / The Grade 1-9 English Teaching Curriculum was put into practice by the Ministry of Education in 2001. Due to the fact that there are too many students in each class and that there is not enough teaching media, the students fall into different levels in English proficiency. Some research concluded that an English Teaching Resource Centre should be established to enhance teachers’ teaching quality and to provide an on-line teaching aid, hence to give the students more learning opportunities and to improve their learning effects. In this study, the on-line English teaching aid was discussed from the viewpoint of Knowledge Management. English Content Knowledge Ontology and English Teaching Knowledge Flow Architecture were suggested to provide an on-line teaching aid with a semantic retrieval system so as to initiate an innovative model for on-line English teaching aids. The English Content Knowledge, Ontology, a model of English domain knowledge, defines the concepts and their attributes, as well as the multiple relationships between the concepts: Class（vertical）, Reciprocity（horizontal）, and dependency（grouping）relationships. An “instance” is hypostatized from an abstract class, and the integration of the abstract classes and the instances represent the English Content Knowledge Ontology built up in this research. The present study has introduced Object Oriented concept that deemed the English content knowledge as an object and as an instance with different Attributes and Operations. Encapsulated attributes and operations engaged in coordination among different objects through exchanges of messages, and resulted in the achievement of the overall system operations. Meanwhile, each student would also be an object in the course of the study and possess different attributes and operations. The final goal, learning, could be achieved through the exchanges of messages for mission coordination. UML was applied in the study to construct the three major models in the on-line English learning. Functional Model – Use case Diagram to model the user’s requirements for the system； Static Model – Class Diagram to abstract an object for showing a static architecture； Dynamic Model – Sequence Diagram to describe the information flow among the objects. This research also attempted to explore the present circumstances of the primary school’s on-line English teaching aid websites. It illustrated the needs of developing architecture for a website with semantic retrieval functions, multiple choice ways of learning and diversified modes for learning assessments It will be able to record and analyse the learning effect and test the result, building up learning records (including learning style, habit, attitude and learning effect) in order to provide each student with more learning opportunities and to share teaching resources with all of the teachers. Through the new learning model, the students are able to obtain learning resources to grow by themselves. The present study also urged more concern on the research and development of the English teaching website in order to provide more vitality to our children and their new learning methods. The model built up in this study may serve as a reference in the development of effective on-line English learning for children. Key words: Grade 1-9 English Teaching Curriculum, Knowledge Management, Ontology, Semantic Retrieval System, Object Oriented, UML

知識經濟的時代，企業最重要的資產是「人」與「知識」，如何運用與積蓄這兩項資產，對企業的持續競爭力有關鍵性的影響。本文以知識管理的文獻探討為基礎，從中萃取出攸關的議題，以問卷調查的方式來收集相關資料，並透過統計檢定方法來分析資料，以發掘事實。這些攸關的議題共有八項，分別為：一、鼓勵員工勇於表達自己意見與想法的文化（組織的文化），與員工勇於表達自己意見與想法的行為（組織的行為），彼此是否為正向相關。二、高階主管主動傳授知識與技能的行為（主管的行為），與員工彼此分享知識與技能的行為（部屬的行為），彼此是否為正向相關。三、金錢、名聲、交情與互惠，這四項影響「知識分享意願與行為」的因子，其影響力的強弱順序為何。如果我們能釐清這四項因子影響力的強弱順序，則可據此設計出更為有效的激勵制度，將知識分享所產生的綜效極大化。四、是否超過半數的受訪者，無法容忍一個問題的解決方案，是處於模稜兩可、曖昧不明的狀況。五、當理性的分析結果與當事人的直覺相互衝突時，是否超過一半的受訪者，選擇相信理性的分析結果。議題四與五，主要是由認知風格的差異，來探討人才的多樣性。六、是否超過一半的受訪者，認為管理階梯的社會評價較高，以及肯定技術階梯職位具有激 勵效果。七、是否超過一半的受訪者，無法確定公司是否具有概念傘。八、個案公司的知識管理現況為何。 根據上述八項議題所發掘而得的事實，以及個案訪談所得之資料，本文提出了一個能夠有效活絡知識創造與能耐積蓄的平台，該平台包含五大建構單元，分別為：一、建立優質文化。二、落實雙軌生涯制度。三、建立知識管理專員制度。四、建立系統化的流程來引導知識創造與能耐積蓄活動。五、落實知識管理的配套措施。我們相信，企業藉著由五大單元所建構而成的平台，必可建立企業獨有的環境與氛圍，以利企業核心能力的滋長。最後，本文期盼該平台能為企業界提供實踐的重點與方向，成為一個最佳實施例的範本，並對有志於知識管理的人士，提供智識上的啟發，如此則已達成本文之目的。 關鍵詞：知識管理、企業概念傘、雙軌生涯制度，知識創造，能耐積蓄 / In this knowledge economic era, “people” and “knowledge” are very essential to keep the enterprises’ sustainable competence. Hence, based on the survey of books and papers about knowledge management, this thesis distills diverse perspectives and best practices into eight issues for further study, they are as follows: (1) Is there any positive correlation between “organizational culture” and “organizational behavior”? For an organizational culture that encourages people to express their opinions and ideas without any concerns, can we really have the distinguishable perception that people really behave so in this circumstance? (2) Is there any positive correlation between “managers’ behavior” and “subordinates’ behavior”? If managers are willing to mentor subordinates, willing to share their knowledge and skills, can it become a driving force to make subordinates behave the same? (3) As we know, money, reputation, friendship and reciprocal, all these four factors affect the extent of knowledge-sharing willingness and behavior, but can we figure out the strength order of these four factors? If we can, then we may devise a better, more effective incentive system to maximize the synergy of knowledge-sharing. (4) If the solutions to a problem are ambiguous and equivocal, is it true that more than half the people can not accept this situation? (5) If the rational analysis conflicts with your instinct, which one do you trust? The issue 4 and 5 are actually discussing the varieties of cognitive style. (6) For dual career ladder, is it true that more than half the people give higher evaluation to managerial ladder than technical one? Is it true that more than half the people regard the technical ladder as an incentive? (7) Is it true that more than half the people who are not clear about the concept umbrella of the company? (8) Based on nine indicators about knowledge management, conduct surveys of the four cases, and try to find out the strength and weakness of each case. By the data analysis and case studies, this thesis has found out several facts, and then proposes a platform for knowledge creation and capability building. The platform is composed of five units, they are as follows: (1) Instill good and appropriate cultures. (2) Put dual career ladder into practice. (3) Establish knowledge steward system. (4) Establish systematic procedure as the guide for the knowledge creation and capability building activities. (5) Find out the necessary auxiliary measures for knowledge management, put them into practice. With the platform constructed by the five units, we believe that each enterprise is able to construct a unique environment and atmosphere of its own, which in itself is beneficial to nurture and consolidate the core competence. Finally, we hope this thesis has shed light on the enterprises, and provided some intellectual stimuli for those people who are interested in knowledge management. Keyword: knowledge management, dual career ladder, concept umbrella, knowledge creation, capability building

本研究的主要目的，在於以認知、情感和行為三個層次，來探討領導者對內、外團體部屬的組間偏私（intergroup bias）現象。主要核心議題為：（一）探討領導者對內、外團體部屬的「認知分化」（領導者在認知上能清楚區分內、外團體部屬間差異的程度）、「情感分化」（領導者對內、外團體部屬在情感上喜好不同的差距程度）和「行為分化」（領導者對內、外團體部屬在行為上差別待遇的程度）三者間的關係。（二）探討領導者的個人特性（公平價值觀、認知需求）是否會影響上述認知、情感和行為分化間關係。（三）領導者公平與否是否會影響其整體領導效能。研究者以Fazio（1990）的「動機與機會決定模式」（Motivation and Opportunity as Determinant model，MODE）為理論基礎，以結構方程式檢驗Fazio所提之「慎思歷程」（deliberative processing）（「認知」影響「情感」進而影響「行為」）和自發歷程（spontaneous processing）（「情感」影響「認知」進而影響「行為」），何者較能描述領導者對部屬之組間偏私現象。樣本為軍事院校學生（領導者），經由前導研究（工具及變項修正；N=42）、研究一（相關法；N=98）、研究二（實驗法；N=93）等三個研究，結果顯示：（一）「慎思歷程」較能描述領導者之組間偏私，亦即領導者之組間偏私歷程傾向於「認知分化」影響「情感分化」進而影響「行為分化」。（二）其中「認知分化」和「情感分化」呈正相關傾向，而高「認知分化」之所以會造成高「情感分化」，是由於領導者產生了外團體拒斥（out-group derogation）而非內團體偏私（in-group favoritism）。（三）「情感分化」亦和「行為分化」呈正相關趨勢，但此種相關趨勢的強弱會受到領導者的個人特性（公平價值、認知需求）的調節，當領導者為高公平價值 ／ 認知需求時，情感分化和行為分化的相關會比低公平價值 ／ 認知需求者來得低。（四）領導者公平與否（對部屬的情感 ／ 行為分化），並不會影響其整體領導效能。