121 |
中國農村環境污染防治政策執行研究 : 以江蘇省邳州市為例 / 以江蘇省邳州市為例陳敏 January 2011 (has links)
University of Macau / Faculty of Social Sciences and Humanities / Department of Government and Public Administration
|
122 |
新竹科學園區不動產證券化之可行性研究- 從不動產投資信託(REIT)之觀點莊國偉, Chuang, David Unknown Date (has links)
新竹科學工業園區為我國科技發展之重鎮,園區經營之支出或收益設有作業基金以為管理運用。為促進園區土地及廠房之開發並提昇營運績效,也為貫徹國家科技產業政策之執行,本文建議以不動產證券化之方式,引入民營部門之經營管理,運用財務槓桿效用以募集資金,支持園區發展政策,持續提供並滿足產業界之廠房需求,在避免造成中央政府財政壓力之前提下,已不動產證券化之方式維持園區經營之自給自足性、甚至協助園區之持續擴張。
本文分理論及實務兩方向探討不動產投資信託基金,並以新竹科學工業園區之土地廠房為標的,針對新竹科學工業園區之營運現況,模擬設計不動產投資信託基金之運行模式,並分別從法律規範面及財務營運面探討證券化之合法性與適切性,對於新竹科學工業園區土地廠房之營運,提出證券化模式之建議方案。
另外,從投資大眾募集資金的方式,在新加坡已有騰飛不動產投資信託基金,在香港已有領匯不動產投資信託基金,兩者均獲得國家政策支持,推動民營證券化模式之經驗,可為我國科學工業園區土地廠房交付成立不動產投資信託基金之借鏡。
最後,於評估新竹科學工業園區不動產證券化之可行性後,本文亦提供相關說明,試圖將本文之研究內容及結果,作為國家產業政策發展之建議。
|
123 |
電腦輔助合作學習與知識翻新對大學生科學本質觀之影響 / Effects of computer-supported collaborative learning and knowledge building on college students’ view of nature of science林靜宜 Unknown Date (has links)
本研究的主要目的在幫助學生發展更主動與建構取向的科學本質觀。以42位修習「自然科學概論」通識課程的大學生為對象,採用「知識論壇」(Knowledge Forum, KF)的線上學習帄台,透過集體共構與分享知識讓學生學習自然科學,並在線上進行知識翻新(knowledge-building)。
研究資料主要來自(1)帄台上的貼文--以此分析學生知識建構與合作分享的情形;(2)「科學本質問卷」--以此分析學生在期初與期末對自然科學本質概念的轉變;(3)科學理論開放問卷--以此探討學生在期初與期末對科學理論概念的差異;以及(4)學生自我反思--藉此了解學生科學觀點轉變的過程。資料分析主要為推論統計之單因子變異數分析及質性的內容分析法。根據分析結果,本研究提出以下四點結論:
一、相較於傳統課堂,學生表現出比較多的同儕互動,特別是在知識論壇帄台中的活動。透過分享與想法的連結(每人帄均貼文14.5篇,貼文連結度達26.9%),帄台中呈現出密切的知識建構與互動學習。而隨著時間的增長,同儕之間的互動密集度亦呈現逐步增加的趨勢(期初10.1%,期末16.6%)。此外,除了互動學習,學生也在課室中扮演科學史的探索者,透過自身與同儕資訊分享的力量,建構對科學理論發展的認知。根據研究結果,在知識論壇中的活動顯示出學生合作學習與互動頻繁,並能透過多元的學習模式進行知識翻新。
二、學生的科學本質觀產生轉變。在科學本質中的「暫時性」、「理論蘊涵」、「多元化」、「發明觀」、「想像力使用」、「科學知識檢證」與「主觀性」等陎向,期末呈現顯著的轉變,從比較實證的觀點轉變為比較建構的取向。此結果顯示出學生對於科學本質逐漸具備較多元的
看法,認為科學是多元發展的。
三、學生對科學理論的認識也漸趨「建構取向」。針對科學理論在「科學理論知識」、「科學理論探究方法」、「科學理論來源」、「科學理論與科學事業發展」以及「科學理論價值性」等五個陎向,期末時學生對於科學理論的認識逐漸呈現多元與建構的觀點。研究結果顯示,學生認為科學理論是可以從不同角度去進行探究,藉由不同觀點的研究方法或程序,它是可以被不斷翻新與修正的;每個人也都可以透過集體合作、討論、發想來形成新的科學理論概念。
四、從期末反思中發現學生的科學態度亦產生變化。學生了解到理論與想法的進步是需要經過不斷的修改與翻新。再者,學生也認知到理論與理論之間關係緊密,科學家、科學理論之間的不斷互動是促進科學理論演化的動力;最後,學生也瞭解到科學學習應秉持質疑、創新的態度,適時批判權威理論而不照單全收,並且應培養主動學習、勇敢懷疑的態度,以及應能提出自己的想法與他人激盪等,如此方能真正認識科學理論的本質,並有助於推動科學的進步。
本研究根據研究結果及發現,在科學教學與學習方陎提出下列六點建議:(1)擺脫記憶、背誦的科學學習方式;(2)儘量不給標準答案,強調學習者間腦力激盪;(3)建構式科學學習,融入科學史,讓學習者自我建構並認知科學知識;(4)創造互動與合作的知識建構環境;(5)教師應多引導想法的討論與激盪,刺激學生以多元觀點進行對話與知識翻新;(6)脫離制式、標準的教學程序,營建開放的學習環境並促進多元想法。 / The purpose of this study was to help college students develop more informed and sophisticated scientific epistemological beliefs. Forty-two undergraduates who took a college course titled ―Introduction to Natural Sciences‖ participated in the study. An online collaborative knowledge building environment, enabled by a software program called Knowledge Forum, was provided for students’ knowledge work.
Data primarily came from (1) Students’ online discourse: which was posted in the form of notes, recorded in a Knowledge Forum database, and was used to analyze students’ collaborative learning and knowledge building. (2) A questionnaire—View on Science and Education Questionnaire (VOSE): which was originally designed and validated by Chen (2006) and it was used to analyze the differences of students’ view of nature of science between the beginning and the end of the course. (3) A open-ended survey with regard to the nature of scientific theory: which was employed to triangulate the findings derived from the VOSE and was administered in the beginning and at the end of the course. (4) Students’ self-reflection on what they learned from this course. To analyze, quantitative statistics (e.g., ANOVA) was employed to explore students’ online activities. Additionally, an open-coding procedure was adapted to content-analyze students’ notes. There were four main findings as follows:
(1) Students shared ideas constantly, developed connections among ideas, and worked collaboratively and closely with knowledge in Knowledge Forum (with mean
number of notes posted being 14.5 and percentage of notes linked being 26.9%). Furthermore, there was an gradual increase in students’ online discourse as reflected by the density of network interaction (10.1 % in the beginning of the course vs. 16.6% at the end of the course). In addition, students served as explorers by reconstructing stories of natural science history in Knowledge Forum, in order to develop a deeper understanding of the process of scientific theory development. The findings suggest that students worked closely together in collaborative learning and interaction, and were able to build knowledge using multiple methods in Knowledge Forum.
(2) Students also changed their view of nature of science. It was found that there were significant pre-post change between their view in the beginning and that at the end of the course, in terms of the following seven dimensions: ―tentativeness‖, ―nature of observations‖, ―scientific methods‖, ―theories and laws‖, ―use of imagination‖, ―validation of scientific knowledge‖, and ―subjectivity and objectivity‖. Overall, students’ view shifted from more positivism-oriented to more constructivism-oriented. It was found that towards the end of the course, students started to possess more multiplistic view of nature of science. Students thought that science is advanced by means of multiplistic ways with no standardized methods.
(3) In terms of students’ view of scientific theory, it became more ―constructivism-oriented‖ and more multiplistic towards the end of semester, in terms of the following five dimensions: ―knowledge about scientific theory-building‖, ―method of scientific theory-building‖, ―source of scientific theory‖, ―scientific theory and science as an enterprise‖ and ―value of scientific theory‖. It was found that student thought that scientific theory is developed through inquisition from many perspectives. Scientific theory is falsifiable, rather than fixed knowledge entity, and it should not be associated with pre-determined research procedure and standardized answers. Scientific theory can be improved by collaboration discussion and use of imagination.
(4) In terms of students’ self-reflection on what they learned from this course, it was found that students demonstrated better understanding that theories are improvable, and that it is important to relate one theory to another for the purpose of creating new knowledge. Moreover, students also realized that it is important to possess critical and creative attitude towards studying science.
Building on the above results, this study made the following six suggestions: (1) science learning must go beyond memorization and rote learning; (2) science learning should avoid the pursuit of standardized answers and encourage idea brainstorming; (3) science teachers should promote more constructive way of science learning, try to integrate history of science into science teaching, and help learners construct their own understanding of science; (4) it is important to cultivate a more creative and collaborative learning environment; (5) science teachers should also help students learn how to work with ideas, discuss together, and solve conflicting views; and (6) science teachers should help create an open environment to promote multiple scientific views.
|
124 |
西北穆斯林婦女地位的變遷與調適─以臨夏穆斯林社群為例呂貴香 Unknown Date (has links)
本篇論文是以中國大陸甘肅省臨夏回族自治州的州治所在臨夏市為主要的田調場域,研究對象是臨夏市穆斯林社群的婦女們,研究切入的時間點正值西部大開發帶動臨夏社會經濟現代化的契機,此地的穆斯林因應此變化被迫必要調整其傳統倫理規範對婦女們的制約,讓婦女走出家庭、甚至走出河州,解放其勞動力,隨其知識獨立經濟獨立後,藉此良機提升地位,並對社會做更大的貢獻。
臨夏市的穆斯林社群是傳統華夏社會的縮影,惟因位處邊緣加上歷史因素,其社群相對封閉而變化較緩,婦女地位低下仍是目前社群內部普遍存在的問題。搭乘大開發的列車,為呈現穆斯林女性地位已出現或可能有的變化,在章節的安排上,第一章、第二章針對回回婦女集體歷史記錄的失落,企圖利用有限的文獻材料,重構此邊緣族群婦女的歷史圖像,順勢彰顯華夏社會“男尊女卑”、“男主外,女主內”根深柢固的傳統與臨夏穆斯林社群的婦女地位問題相對應的關係,特別是在複合文化交疊、異例突出的邊緣地帶;為釐清外界對伊斯蘭教與回回社群的誤解,特別在第三章釐清這個複合規範的內涵,分從儒家的道德綱常、伊斯蘭的倫理觀與西北特殊的風俗民情三部分論述,時至今日臨夏穆斯林婦女所承受的規範制約,究竟是哪一部分需要調整或必要革新,或許在地的穆斯林也並不是那麼清楚所謂的傳統,究竟是舊封建社會的遺緒,抑或是伊斯蘭教教義、教法使然,不願人云亦云、積非成是地全歸咎於伊斯蘭的宗教特性,對照歷史軌跡尋繹,從理性認知解放臨夏穆斯林婦女,自覺、自尊方能由此建立。
筆者如此關注臨夏穆斯林婦女地位的問題,乃因在臨夏調研時的實際觀察,仍見臨夏穆斯林社群婦女很傳統的生活面向,故在第四章介紹傳統規約下的婦女生活,從婦女的婚姻、家庭生活、勞務分工與宗教規箴對女學的影響等方面提供一些民族誌的觀察。由於社會調查有其普遍採樣的困難和限制,加上臨夏正處在社會經濟變遷的過渡階段,多元、多樣正是此階段的特色,故選擇口訪對象盡可能是在一定的社會高度,有較廣泛見聞以及能理性陳述的對象,不乏公部門幹部、老師、醫師和律師,藉之強化此民族誌觀察的可信度與說服力。
本篇論文的第五章則談論臨夏經濟發展人力需求的趨勢,而穆斯林婦女所須具備的競爭條件,而從臨夏婦女接受義務教育的現實問題、宗教女學蓬勃發展的利弊以及婦女法律認知、制度配套與人為因素致使婦女權利在實踐上出現相當的落差,於田調實察所得數據和資料來說明社群內部有待改變、革新之處。現代化的潮流和進程難以阻擋,臨夏市在現代化社會的轉型過程,舊價值與新發展之間的矛盾和衝突性無可避免,婦女地位提升已成為社會整體進步的關鍵,也漸成為穆斯林社群的共識;包括臨夏面對都市化的衝擊,伊斯蘭Jamaat內部可能面臨的文化危機,保守的宗教體制內是否應該與時俱進地賦予女學新定位、新任務,促使婦女在族教邊界的維繫上發揮固基的力量,故在第六章仍以民族誌的觀察為主,介紹臨夏部分穆斯林女性在宗教、學術、經濟與政治等領域不凡的表現,她們衝破既有族教藩籬與限制,力爭上游,成為在地穆斯林婦女效法的標竿。總之,改善不利於穆斯林婦女發展的負向指標,提升她們的地位,在推動臨夏社會經濟進步極具現實價值,是本論文的研究旨趣所在。
任何社群只要存在兩性的差異,婦女學與兩性研究就有存在下去的理由。過往少數民族婦女議題歸屬學術研究的邊陲,本篇論文就學術價值而言,其貢獻有二:一則,為社會科學研究婦女民族誌開闢了新領域,強化女性文化的基礎;二則,選擇邊緣穆斯林族群的婦女議題,除了釐清對伊斯蘭教在中國西北世俗化過程的許多誤解,也使穆斯林婦女在現代婦女史與婦女民族誌中不再留白,或無言。
|
Page generated in 0.0126 seconds