我國政治發展演變至今，執政者須面對的是全世界190個主權國家中，與我國有正式邦交者僅23國。在行政院組織改造過程中，僑務委員會因僑胞影響力獲得保留，即可窺見僑務外交是為當下發展實質國際友好關係的權宜因應之策。本文研究目的在於探討整體僑務政策如何應變政經局勢，及2008-2012年台日民間與官方互動的友好關係內容，並提出未來政策建議。透過「因果環路圖」作為描述方式之系統思考觀點，模擬預測政策執行結果。研究方法透過文獻分析法、親身觀察法歸納僑務政策變化與執行，並訪談利害關係人驗證分結果，探索僑務政策台日關係未來發展方向。 研究結果發現︰僑務政策的內涵隨大環境政經局勢變化而改變，影響因素包含僑胞需求、兩岸關係、政黨競爭與僑胞影響力；而決策者對政治局勢的認知非黨派因素而為個人特質；決策者對政策的認同度影響二軌外交進行深度；決策者自身態度產生上行下效的結果；僑務工作非急功近利，必需長期經營；僑務外交確實可以透過民間建立實質國際友好關係。針對未來僑務政策本文提出研究建議有︰僑務行政首長的責任；善用僑胞海外在地人脈資源；行政資源重新分配；強化新組織之創新職能；突顯僑務行政首長領導風格；複製台日友好模式至其他國家與積極輔導各地二代僑團的建立。透過電腦軟體模擬預測僑務政策未來十年執行結果趨勢包含︰二軌外交可減少國家政策現況與目標的差距；行政資源的配合、決策者的認同與活動的國際化，將可有效提升二軌外交優勢。

隨著全球化的發展，廿一世紀的國際安全情勢更為錯綜複雜，其中「恐怖攻擊」具備成本低、效果高、機動性強的條件，讓恐怖攻擊行動沒有時間、空間的限制，亦無道德、規範的侷限，此種全然改變戰爭本質的非傳統型態戰爭行為，儼然已成為危害國際社會發展與人類生存的一種新形態危機。 今日國際社會所要面對的「恐怖攻擊」危機，是由人為所誘發的危機。受到不同社會系統內政治、文化、經濟、種族、宗教等因素相對之間的動態性互動影響，使得危機的源頭更趨向於多元與複雜，因此，若能及早偵知危機預將發生或能判明引爆危機的原由，對於危機管理甚有助益。 針對「動態性複雜」問題，Peter M. Senge發展一套源自於系統動力學的「系統思考」途徑，透過「資訊回饋」的特性，由整體思考方式與觀察環狀因果的互動關係，能看出一再重複發生的結構型態，釐清複雜事件背後運作的簡單結構，並經由模式設計改善組織及工作指導準則。 研究發現，在危機管理的系統思考途徑中，事件層次的反應式作為僅能有限度地預防危機與處理危機；行為變化型態層次的順應變動中的趨勢，能從變動趨勢中警覺危機、發現危機與危機處理，若要全方位預防危機、有效危機處理以避免後遺，就必須從系統結構層次的觀點著手，改造行為的變化型態。 依據九一一事件的分析，人為所誘發危機的關鍵在於「人」，以及「人與人的互動關係」，爭奪的重點就在「利益」，也就是「得」與「失」之間；恐怖主義濫殺無辜，不可原諒也不可寬容，但另一方面，反恐政策也不應如美國政府在九一一事件後「擴張軍武、推銷軍售、共同發展武器」等作為就可以達成。 美、英等強權國家在探討反恐策略為何失敗、譴責恐怖攻擊手段兇殘之際，是否也應該反省文明衝突與族群對立的源頭，以及阿富汗、伊拉克人民的死傷慘狀，以及在其他地方所發生的殺戮與飢餓問題，才能避免強權國家一意孤行的後果，由全球的無辜者共同承擔。同時，基於地球的資源有限，如何和平共處、分享資源，才是遠離「人為誘發危機」的最佳方法。 / Following the development of globalization, the international security situation of 21st century becomes more complicated. The "terror attack" has the conditions of low cost, high effect, and high mobility, which make the terrorist no limitation of time and space and no restriction of moral and norm. The kind of non-traditional type warfare behavior completely changes the nature of war. That solemnly becomes the new type crisis to endanger the development of international community and the existence of human being. Today’s international community should face the "terror attack" crisis which is brought out by mankind. The factors of politics, culture, economy, race, and religion of different kind of community systems have relatively dynamic interaction effect which makes the crisis origin trend to more diverse and complicated. For this reason, if we can early detect the cause of the crisis, when and where, it will be very helpful for crisis management. Being aimed at "dynamic complexity", Peter M. Senge developed the "systems thinking" approach from systematic dynamics which goes through the characteristic of "information feedback" from the interaction of integrated thought manner and observed circle effect, and find out the repeated configuration to clear the back performance of simple structure of complicated event, and improve the guidelines of organization and work by mode design. Findings discover that during the approach of systems thinking of crisis management, event-arrangement behavior can only limitedly prevent from crisis and handle crisis. The variation-orientated trend of behavior variation arrangement can watch crisis, discover crisis, and handle crisis from variation trend. If someone wants to dimensionally prevent crisis, effectively handle crisis and avoid sequela, he should do it from the viewpoint of systematic constructive arrangement and to change the behavior variation type. According the 911 analysis, the key point of man-made crisis is "man", and the key point of argument from "interaction of the men" is "benefit", which is between "to gain" and "to lose". The terrorism causes the death of innocence, which can not be forgiven. But in the other side, counter-terrorist policy should not be achieved by "arms drive, promoting military sale, and mutually developing weapons", provided from US government after 9/11. When the powerful states, such as US, UK, probe into failure of counter-terrorist policy and condemn the cruel measure of terrorist attack, they should make themselves-examination of the fountainhead of civilization conflict and clan confrontation, and the casualty of Afghanistan and Irapi, and the slaughter and starvation of other places. Considering those things, we can avoid the result of powerful state doing, which put on the innocence of the world. At the same time, based on the limited resources of the earth, the best way to keep off "man-made crisis" is to live peace and to share resources.

本研究應用系統思考為基礎所發展出來的系統結構圖方法，結合電腦模擬活動，引導學生感知系統動態性及複雜性，設計自然科學教學方案進行教學；同時比較融入概念階層聯結為基礎的概念構圖方法教學、及一般教學的學生認知表現。具體而言，本研究目的為：在自然科學學習歷程中，結合環狀關聯的系統結構圖，及階層關聯的概念構圖方法，比較二圖形學習策略對學生成就測驗及知識結構的表現差異。 研究採多基線實驗研究法，以國小五年級學生樣本，共三個班級，100人，分列為對照組、系統結構圖策略組、及概念構圖策略組。以自編的複本測驗、實作評量檢核表，及應用路徑探測法(Pathfinder)，評估學生認知表現與知識結構。 結果發現，採用系統結構圖策略或概念構圖策略，均能增進學生認知表現，且記憶保留效果會優於不特別採用策略者，其知識結構的表現亦存在差異；而二種圖形式學習策略的各項認知表現之間，不存在任何差異；不同能力組別與不同學習策略間，具交互作用存在。 本研究證實，在學習歷程中，採用概念構圖策略或系統結構圖策略，將比採用一般教學方法，較能有效增進學生的學習表現及保留效果，其知識結構也會較接近專家表現。因此在教學歷程中，結合策略進行教學有其必要性。圖像式的思考及學習方法能有效協助學生學習。然而研究所取用的二種圖形策略的思考本質是不同的，一重視靜態架構、一重視動態因果變化，未來研究者可進一步探究造成改變的內在機制，及是否能真正轉化為習用的思考型態。 / The world of system and system thinking marks a shift from the more linear, analytic way of thinking that most people are used to. A system is a group of interacting, interrelated, or interdependent components that form a complex and unified whole. Systematic structure diagram is a useful tool to offer a glimpse into the complex systems behavior. Concept mapping, known as cognitive maps or organizers, semantic networks, or visual/graphic organizers, make use of figures, lines, arrows, and spatial configurations to show how content ideas and concepts are related. Concept mapping is described repeatedly in the literature as a tool that can support and enhance students’ learning in science classrooms. It is an important meta-cognitive tool in science education today. The research uses the experiment methodology of multiple baselines designs. In the study 100 students in 3 classes at grad 5 were studied to see the implications of the learning results. Assign the subjects to three groups, control group (n=34), Systematic structure diagramming group (n=33), and concept mapping group (n=33). The graphics oriented strategies, Systematic structure diagramming /concept mapping, were used in the teaching processes of the systematic structure diagramming group /concept mapping group. The researcher evaluated the performance of the subjects with duplicated-tests, checklists, and Pathfinder. The testing of the students was done in a pretest-posttests design using written tests. Data were analyzed in the use of three-factor repeated measures. The analysis of repeated measures showed a statistically significant difference in duplicated-tests and knowledge structures between control group and two experimental groups. There also exists an interaction between group and strategy. The result revealed that concept mapping may improve test scores of low-achieving students. This research verified that the learning performances, knowledge structures, organizations, and delayed memories of the subjects who belong to concept mapping strategy group and systematic structure diagramming strategy group were better than control group. The results indicated that, for improving students’ learning performances and retention effects, adapting concept mapping strategy and systematic structure diagramming strategy in the teaching processes may help students form a cognitive schema to assimilate and relate the information. Base on the results from this study, some recommendations educators were suggested.

e-Health(電子化健康)透過資訊與通訊科技的使用，得以用較低的成本，將不同的健康照護服務加以整合，減少使用者接受服務時的障礙，並協助服務的遞送、改變服務的面貌。現今，由於消費者意識的抬頭以及網路資訊的普及，e-Health的使用者逐漸由醫療人員轉變為一般大眾，並由病人擴大到一般的健康者，其功能也由生病後的醫療照護延伸至生病前的健康促進，內容則包括了有形與無形的健康資訊服務，並以主動參與及知識分享為運作核心。透過這些的新觀念的引入，e-Health已產生本質上的改變，未來的科技將以更積極有效的方式，幫助民眾及早取得可信賴的健康資訊，提升健康資訊素養，進而對健康價值的觀念產生轉變，強化自我健康照護能力，本研究中將這個現象或過程稱之為e-Health 2.0。e-Health 2.0與過去的e-Health(或稱為e-Health 1.0)最大的不同，在於e-Health是以病人為主，並強調資訊科技可以運用在生病的過程中，提供診斷、治療與照護上的幫助，而e-Health 2.0則是藉由資訊科技，特別是Web 2.0，協助健康的民眾透過社會網絡(Social Network)及虛擬社群，主動參與其個人的健康管理，並透過個人健康資訊素養的提升，進而促使社群、服務提供者、產業以及政府機構改變健康照護思維的現象或過程。 醫療新科技的不斷進展以及人口老化、民眾對健康日益重視等社會環境多重影響下，世界各國在醫療上的支出均不斷地成長。透過資訊與通訊科技的快速發展，健康照護服務已產生重大的變革，因此，多數國家開始發展與建立國家e-Health政策，並期望透過政策的規劃及制定，因應未來環境與民眾的需求，提供前瞻、低成本高品質的服務，達到提升國家整體健康照顧系統能力的目標。然而，e-Health 2.0現象方興未艾，其影響與範圍雖大但卻缺乏有系統的評估，故本研究透過文獻回顧、次級資料分析及專家深度訪談，建構出e-Health 2.0的定義、內涵與決定因子，並進行發展策略分析，評估未來環境可能發生的情況及其中的影響層次，整理政策制定時有用的資訊，協助公私部門決策及因應，最後，也歸納提出具體可行暨可管理的短中長期目標，供後續研究與實務應用時參考。 / E-Healh is a revolution to drive the radical change in health care services delivery. In spite of using the information and communication technologies, e-Health could integrate the different health care services into a customer-oriented service delivery system and benefit the different stakeholders. However, the mind set of e-Health is gradually changed as the services and applications extend from patients to healthy people. In order to provide better services and applications, e-Health needs to focus on not only supporting proper and trusted health care services but consolidating the value of prevention and health promotion. Internet developments that brought us sites such as Facebook, YouTube and Wikipedia are now set to revolutionize health care. The idea of web 2.0 is now driving far-reaching changes in healthcare systems, a trend it terms e-health 2.0. Compared with e-Health which is mainly aimed at patients’ medical care services, e-Health 2.0 is a process or phenomenon of paradigm shift by means of that health information diffusion and social networking to improve the citizens’ health literacy in order to redefine the value of health care among stakeholders. Meanwhile, medical expenditure grows up continually as a result of the new technologies, aging population and social environment in many countries. The financial pressure of medical care already impacted national health care services policy so that governments are developing their national e-Health policy to fit the future need. The goal of e-Health policy is a reengineering process of health care to provide proactive, low cost and high quality services. As the e-Health 2.0 can reduce the gap among stakeholders and speed up the social change, it is a truly important role in the reengineering process. Our study based on literature review, secondary data analysis and in-deepth interview with expertise to construct the definition, content and factors of e-Health 2.0. According to the strategic analysis of e-Health 2.0 development, the study proposed several important goals and suggestions. They can be used as a template or guideline for such evaluation by researcher and practicer both before, during and after the implementation of e-Health 2.0.

因應未來社會，需要從教育的點滴工程著手。學校為教育的主要場域，教師的教學影響學生學習的成效與關鍵能力的養成。面對複雜而快速變遷的時代，需要培育出具有良好思考力、未來想像力以及團隊合作能力的下一代。本研究採取個案研究方法，以一所位於台北市區國小內高年級的班級做為研究對象，此班級利用綜合活動時間實施系統思考教學，當中包含任教教師與26位學生，利用教室觀察與訪談法、輔以影片分析、學生作品分析、系統思考活動評量、學生自陳式反思問卷、想像力測驗、時間觀量表等工具，探究實施系統思考教學的教師角色(包含教師個人特質、工作動機、專業知能、教學信念和教學技巧)與系統思考教學的交互影響；對於教師班級經營、師生互動與班級氣氛的營造，進一步探究綜合教學實施與經營，與學生對於系統思考的理解和養成之間的關係。再者探究教學活動與培養學生未來想像力之關聯，而課程當中融入小組討論和遊戲教學，藉此探究教學歷程與學生團隊合作能力培養的相關性。本研究以因果回饋圖呈現研究結果，主要發現有以下五點: 1.系統思考教師扮演教室的結構者、引導者，時時精進系統思考認知與教學技巧，帶領學生關注根本重要的事。 2.系統思考教學實施增進師生互動關係和班級正向氣氛，鼓勵學生討論、發表意見與想法，營造班級共同思考與學習的氛圍。 3.系統思考教學培養學生系統思考力，從小關注世界當中重要的事件，瞭解其趨勢變化與關鍵結構，嘗試根本解決問題。 4.系統思考教學實施幫助啟發學生未來想像力，鬆動思考開啟創意想像，展開未來行動具備未來時間觀。 5.系統思考教學當中活動的形態，有助於學生提升團隊合作技巧與能力進而建立共同願景。 由以上研究結果瞭解系統思考教學教師扮演重要的結構者，啟發學生展開思考、想像，進而自主學習創造未來。在未來若要讓系統思考教學更能培養學生面對未來的關鍵能力，教師在課程設計上應將系統思考和未來想像的精神相結合，並且拉長時間、擴大空間，讓學生擁有充分的自主空間，學習思考，掌握根本而重要的事。 / Nowadays schools are still playing an important role in our education. We have to improve our education to let our children adapt to their futures. The way of teaching will influence our students’ learning. In the future world, we should cultivate our children the abilities of thinking skills, future imagination, and teamwork. The current case study selected a sixth grade class in elementary school. There were two teachers and 26 students in this class. In this study, sources and analyses of the data included: classroom observations, interviews, video analyses, students’ work analyses, systems thinking assessments, imagination tests, and ZTPI. Through the data analysis process, it can be inferred that whether the teaching of systems thinking can influence the teachers and students in the class.The purpose of this research is to use the systems perspective on offering advice and ideas regarding how to use systems thinking teaching in class to improve the students’ learning.The results are listed below: 1.Teachers played a role of guiding students and leaded them to what concerns to the root of any given problem. 2.Teaching processes included enhancing good interactions between teachers and students, and building up the positive classroom climate.Through these processes, students had more chances to discuss and share with each others.At the same time, they showed much respect for others, such as listening to others patiently. 3.With the systems thinking ability, students started to care about what is happening around the world and to attend the changing trend.They try to find the important structure behind the problem and solve it with leverage solution. 4.This class inspired students’ future imagination, expanded their ways of thinking and encouraged them to take actions for the future. 5.Through this class, students gained more team work skills and built shared visions. To conclude, the teaching of systems thinking can help our children to think more deeply and systematically. This way of teaching encourages our children to broaden their minds and take actions for their futures.If teacher can combine systems thinking with future imagination in instructional design, students can have more opportunities and time to learn what is the most important value in their life.