本研究主在探討臺北縣國中教師對實施「教訓輔三合一整合實驗方案」之認知。其主要研究目的則在於瞭解臺北縣各國中自實施「教訓輔三合一整合實驗方案」後，各實驗學校教師對此方案的瞭解與參與情形，以及現行臺北縣推動「教訓輔三合一整合實驗方案」的整體實施成效（尤其是學校在學生輔導的實施成效上），及其在推動此方案過程中所產生的問題與困難？繼而進一步以臺北縣所擬定實施之「教訓輔三合一整合實驗方案」計畫中的『發展目標』及『實施策略』作為學校實施效能指標，探討各國中在實施此方案後，教師個人因素及學校環境因素對學校的實施成效及整體實施成效的影響，以及對學校效能的影響如何？對各校推動的成效關係之研究等分析結果來看，究竟該如何針對缺失與問題來加強與改善，以期能在未來協助各學校更為有效的推動「教訓輔三合一整合實驗方案」，並能逐漸納入於學校本位發展之校務系統中持續推動發展。 壹、本研究係以文獻分析及問卷調查方式為主要研究方法，並選擇臺北縣部分實驗學校進行訪談及實地觀察為輔助研究，本研究依上述研究目的及研究方法歸納出以下之研究結論： 一、臺北縣各國中教師對「教訓輔三合一整合實驗方案」的推動均有高度 的認知與支持。 二、臺北縣各國中大致能將「教訓輔三合一整合實驗方案」及「九年一貫課程」方案相互統整，融合運用，並積極鼓勵學校教師主動參與。 三、以臺北縣推動「教訓輔三合一整合實驗方案」之整體現況來看，各分區學校歷經該方案之實驗階段後，對於該方案實施上已能逐年納入常態校務發展之計畫中持續推動。 四、臺北縣各國中在「教訓輔三合一整合實驗方案」推展期間陸續完成輔導知能基礎研習之教師比例高達80％以上，而完成輔導知能進階研習之教師比例亦高達50％。可見一般教師之輔導知能確實在「教訓輔三合一整合實驗方案」推動期間不斷増能之中。 五、臺北縣推動「教訓輔三合一整合實驗方案」以來，各校均能有效結合社區資源，並引進專業資源，以協助學校推展各項校務工作。 六、臺北縣各國中對推動「教訓輔三合一整合實驗方案」的實施成效，雖各有不同，然以整體實施成效上來看，均能表達高度的認同與肯定。 七、就各校實施成效上來看，「教訓輔三合一整合實驗方案」的實施，在學校確實能提升教師教學輔導專業知能及強化行政單位與教師之間的互動。 八、臺北縣推動「教訓輔三合一整合實驗方案」以來，各校中輟學生比例明顯下降，且在中輟學生的復學輔導之成效上呈現明顯提升，進而造就了學校在親、師、生的三邊關係上有了更頻繁的正面互動。 九、臺北縣推動「教訓輔三合一整合實驗方案」實施以來，依現實狀況，確實仍存在許多問題影響著學校的實施效能。 十、學校現行行政組織結構無法符應「教訓輔三合一整合實驗方案」推展之需求，因此若結合各項教育改革及教育政策，作總體組織再造規劃，相信將更能彰顯「教訓輔三合一整合實驗方案」之預期目標。 貳、根據臺北縣「教訓輔三合一整合實驗方案」的實施現況與研究結論歸納，提出以下之建議：　　 一、對教育主管機關的建議：　　 （一）應持續推動「教訓輔三合一整合實驗方案」，並規劃將此方案逐年納入學校本位發展計畫中，以作為常態之推動。 （二）充分授權落實學校組織再造 依各校「學校本位發展」的特色及人 力需求，掌握社區資源，在總量管制的前提下，各校以彈性調整方式落實學校本位之組織再造。 （三）持續推動落實小校、小班教學以彰顯「教訓輔三合一整合實驗方 案」之實質精神。 （四）再強化縣轄市與鄉屬各國中對於「教訓輔三合一整合實驗方案」 推動的認知。 （五）建立教師終身學習的概念，繼續規劃各校落實教師專業成長。 （六）擴大辦理專業社工人員進駐校園之機制以協助學校二級輔導預防 工作之更落實。 （七）積極促成各社區校際策略聯盟，落實人力資源、專業知能及學校、 社區資源的交互運用及相互支援，以建立最佳夥伴機制。 （八）區行政督導體制的運作應持續實施並擴大其功能以協助學校推動落實各項教育政策之推動，以收整體教育改革達事半功倍之效。 二、對學校行政主管的建議 （一）對於學校教學、訓導、輔導等行政組織調整的再思考，配合學校 行政組織結構重建的概念，依據校園文化，推動學校組織再造，以更符合學校之需求與發展學校特色。 （二）統整所有教育方案以作有效之整體規劃並規劃於學校本位發展計畫中，納入常態之校務發展計畫，並持續推動之。 （三）持續研發教師進修模式結合九年一貫各領域教學研究會規劃學校教師進修制度，以鼓勵學校教師自我成長，自我充實，並建立終身學習觀念，以營造優質的校園文化。 （四）建立導師組群機制，配合學生班親會組織及各領域教學，落實協同教學、協同輔導之親、師多軌教學輔導網絡，以為學校之初級預防輔導工作嚴格把關。 （五）加強落實學校「教訓輔三合一整合實驗方案」之非承辦業務行政 人員及學生家長對於該方案的更認知與參與。 （六）積極引進社區心理專業輔導人員、社工人員、替代役男等人力資源進駐校園，以協助學校二級輔導工作之推展。 （七）強化學校訓輔合作機制，去除傳統教、訓、輔等行政單位各自為 政的觀念，認清唯有屏除己見，攜手合作，方能再造優質校園。 （八）推動學生家長積極參與學校班級經營行列，建立班級班親會之組織以協助導師推動各項班級經營工作。 （九）擴大社區資源的運用，引進退休教師、家長義工、社區專業人 士參與學校學生認輔工作。並推動區域策略聯盟以強化與社區政府機關、鄰校、優良商家及專業機構攜手合作的機制，以打造更優質的教育環境。 / This research is mainly to explore teachers’ perception on “The Experimental Integrated Project of Instruction, Discipline and Counseling” in junior high schools in Taipei County. The primary research objective is to understand the status of teaching professionals’ understanding and participation on this project and to find out the overall implementation performance as well as the problems and difficulties that schools might encounter after the project implementation in the junior high schools in Taipei County. And then use “Development Objective” and “Implementation Strategy” stated in the project which Taipei County plans to implement as the performance indicator to explore how factors, such as teachers and campus environment can affect individual school’s or even overall implementation performance. Then find out how to improve the problems and deficiency based on each school’s implementation result. Hope that all schools can carry out the project more effectively and then subsume the project in school’s administration system for continuous development and promotion. Using literary reviews and questionnaire survey as primary research methodologies, supplemented with observation and investigation, this research comes up with the following conclusions based on the aforementioned research objectives and methodologies: 1. The junior high school teachers in Taipei County all highly acknowledge and support the project implementation. 2. The project has been admitted as the long-term school administrative development plan and will continue to promote in Taipei County. 3. During the experiment stage, generally the counseling knowledge and skills of teaching professional’s in junior high schools in Taipei County indeed are improving. 4. Each school in Taipei County can effectively integrate with community resources and bring in professional resources to assist schools in promoting administration affairs since the project implementation. 5. Junior high schools in Taipei County all highly recognize and affirm the overall implementation performance. 6. This project does improve teaching professionals’ teaching and counseling knowledge and skills as well as enhancing the interaction between teachers and staffs in administrative department. 7. The dropout rate in Taipei County is decreasing distinctly and the performance of counseling drop-outs who have returned to school is improving. 8. All schools in Taipei County still encounter many problems and difficulties that are capable of affecting the implementation performance ever since the project implementation. 9. When school’s existing organizational structure can no longer fulfill the demands of current project promotion or other education reformations, it is recommended to start the overall organization re-engineering planning. 10. The implementation performance of small-scale schools in remote district is more distinct than large-scale schools. This research proposes the following suggestions based on project implementation status and research conclusions, and hope that Taipei County can fulfill the spirit and objectives when promoting “The Experimental Integrated Project of Instruction, Discipline and Counseling” in the future . 1. Suggestions to institutions which are in charge of supervising educational affairs: (1) Continue to draw up a budget for the project for comprehensive promotion. (2) Continue to promote small school and small class. (3) Strengthen the perception on the project in junior high schools nationwide. (4) Expand the mechanism of bringing professional social workers to enter and be stationed at campus. (5) Expand the administrative superintendence mechanism in all districts and continue to bring its function into full play. 2. Suggestions to school (1) Re-thinking about adjusting administrative departments, such as instruction, discipline, and counseling. (2) Combine “9-Year Compulsory Education” and “The Experimental Integrated Project of Instruction, Discipline and Counseling” with other educational reformations or projects in school’s normal development plan. (3) The administrative executives of the school should establish correct value regarding the promotion and implementation of “The Experimental Integrated Project of Instruction, Discipline and Counseling”. (4) Carry out professional improvement for teachers and establish lifelong learning concept. (5) Enhance the promotion and participation of the project spirit to student parents and the administrative staffs of the school who are not undertakers of the project. (6) Create tutor grouping mechanism to elevate the function of coordination education and establish the operation model for coordination class. (7) Aggressively introduce psychological counselors, social workers, and alternative service drafts to campus in order to assist the school in promoting second-grade counseling. (8) Reinforce the cooperation mechanism between discipline and counseling. (9) Expand the mechanism that allows present and retired teachers, student parent volunteers, and professionals from communities to participate in student counseling. (10) Encourage student parents to aggressively participate in class management of the school in order to assist tutors in various kinds of class management affairs. (11) Extend the application of community resources and aggressively promote strategic alliance between community and schools in order to establish the best partnership.

在對於公務人員素質與行為的檢視標準大為提高、政府改造聲浪四起的時代，組織學習的需求迅速在公部門中蔓延，學習型組織的思維日益亦在政府組織中持續發酵，「人力資本」的培養與累積，日益受到重視。 行政院人事行政局訂定「行政院及所屬各機關公務人員終身學習護照核發及認證作業要點」，為了鼓勵公務人員主動、創新的精神，鼓勵公務人員的終身學習，充分開發公務人力資源，以因應未來強調知識與技術不斷更新發展的新世紀，提升國家行政績效及服務品質，更開始推動「公務人員終身學習計畫」，希望能利用「學習護照」登錄時數的方式，落實這樣的公務人員終身學習理念。此機制因而成為公務人員參與學習的重要推手。目前，行政院人事行政局訂定每人每年最低學習時數、數位學習時數及業務相關學習時數，並指出參加學習時數之多寡，將作為公務人員年終考績及升遷的評分參考。 本研究以公務人員的終身學習機制為核心，利用深度訪談的方法蒐集資料，探討我國公務人員在進行終身學習活動時，所面臨阻礙其學習的因素，獲得機構阻礙、意向阻礙、情境阻礙與組織阻礙四個面向的結果，並針對其中的各組礙因素，以深度訪談的方式，尋求可採行的解決策略。最後，本研究提出對公務人員終身學習的八項建議，期能以本研究提供制度修改時之參考，讓其在未來持續推行時能更符合實際施行所需，發揮更大成效。

混沌理論，是二十世紀科學革命性的發現之一，其強調創造力與不確定性，挑戰了傳統理性系統的邏輯思考模式，這樣的論述提醒著人們必須檢討舊有的思維模式，並建立創新能力。在全球化、資訊化與民主化的趨勢下，加上後官僚、新公共管理、新公共服務等公共行政典範的建立，使得政府在政策規劃與執行上，亦要有更創新的思維與作法。在實務上，政府正面對財政困窘與人民公共服務需求日益多元化的困境，這更促使政府必須進行政策創新，以便產生更具效率與效能的政策結果，進而奠定更穩固的國家及政府運作基礎。 政府的政策創新與政策執行，是一體兩面的。探究相關文獻後，本研究發現1960年代後期，國外已有學者開始進行政策創新的實證研究。然，在國內，雖有許多文獻指出政策創新對我國政府的重要性，亦提出可行的策略與建議，但在實證研究部分，仍然較缺乏。職是之故，本研究以教育部「建立社區教育學習體系五年計畫」（2004-2008年）為研究個案，透過次級資料分析法、深度訪談法與參與觀察法，並輔以三角檢測法，來進行資料的蒐集與分析。本研究選擇此計畫為個案的原因為，在強調知識經濟的社會裡，「終身學習」是近十餘年來，我國政府所提供的嶄新公共服務，而，本計畫在規劃與落實這項公共服務時，產生了創新的公共服務產品與過程，更對未來相關計畫，立下的發展的基礎。總論之，本研究透過個案研究，希冀達成下列研究目的： 第一，以強調路徑相依與時間序列的「歷史制度論」為理論基礎，探討政策創新產生的系絡與影響因素。在瞭解有益與阻礙政府進行政策創新的因素後，未來政府能透過制度的建立或法律的規範，以提供政策創新的激勵因素，進而促成更有益政策創新的政府環境，讓「創新」不再只是政府的口號。 第二，透過探究創新政策的類型，能夠讓「創新」真正成為政府的工具，而非目的。政府內部負責制訂政策的人員，藉由瞭解政策創新的類型，能夠知道透過哪些方式可以形成創新的政策。 第三，對於政府來說，形成創新的政策只是起點，重要的是瞭解政府應如何執行創新政策，以提升公共服務的品質，進而增加政府的效能。因此，本研究藉由探討中央政府與地方政府執行創新政策的模式，以便使政策相關組織與人員瞭解，在執行創新政策的過程中，應注意的事項，可能遭遇的困境與問題，及可行的執行策略與途徑。

國軍為社會之一環，也必須隨著社會進步，積極提昇人員的本質學能，才不致於為社會所淘汱，國軍自85年「精實案」後，93年再實施「精進案」，其所透露的訊息即是國人希望國軍部隊是一個「質精，量小，戰力強」的勁旅，在未來的人員逐漸遞減，國防業務依舊繁重的情況下，國軍幹部必須大幅提升個人工作能力及效率，才足以應付各項挑戰。目前既有的軍事教育體系所無法一時滿足的，準此，國防部積極推動「終身學習制度」並以學費補助配套措施為誘因，鼓勵國軍幹部利用公餘進修，希望能將所習得的知識運用於工作上，大幅提昇工作效率。 　　我空軍二代兵力自86年起相繼成軍，高科技精密武器與裝備業已順利獲得，而戰力之發揮，有賴我空軍官兵高素質人員之操作，如此方可發揮我空軍最大戰力，因此，解決迫切的人員素質提昇，便是空軍幹部「終身學習」的重要課題。 空軍政戰軍官在未實施精進案第二階段組織調整前，雖佔空軍軍官人數的十分之一（約1000餘人），未來精進案組織調整定編後，可能更少於這個數字。然而，其分佈於空軍每一個層級，小至排、連級，大至師、軍團及總部級，只要有官兵的地方，一定就有政戰軍官在列。　　空軍政戰軍官已參與終身學習，雖有逐年增加，但比例仍算少，如何瞭解影響空軍政戰軍官終身學習的真正原因，進而提昇空軍政戰軍官終身學習意願，除對提昇空軍整體終身學習具有指標作用外，對空軍未來發展將有重大影響。 　本研究擬對空軍政戰軍官終身學習影響相關因素，做一分析探討，並針對其影響因素提出具體建議，以為學術單位及空軍組織提供終身學習政策之參考，主要研究目的有以下四點： 一、瞭解空軍終身學習制度是否週全。 二、大學院校終身學習管道能否配合空軍政策需求。 三、空軍政戰幹部個人及組織單位、家庭狀況及社會關係等問題，影　 　　響其終身學習意願程度如何。 四、將研究結果做成具體建議，以為空軍組織及學術單位提供終身學 　　習環境與政策之參考。 　　最後依據研究結論，提出以下建議： 一、對國軍終身學習主管機關的建議 （一）貫徹「上下班制」，有助終身學習參與 （二）提高「學費補助」，促進終身學習參與 （三）加強「終身學習」政策推廣與宣導 二、對教育機構的建議 （一）進修科目排定，以進修者實需考量 （二）課程時間安排，採彈性化調整 （三）教學地點設置，採增設或彈性調整 三、對單位組織的建議 （一）主官（管）支持，鼓勵參與進修 （二）開放連結網際網路，增進資料蒐集 四、對個人及社會的建議 （一）充實本職學能，提昇國軍戰力 （二）爭取社會支持，獲得進修動力 / The Armed Forces, one part of the society, should actively enhance each individual’s profession in order not to be knocked out. After “Jingshih Program (The ROC Armed Forces Strengthening Program)” in 1996, the Armed Forces brought “Jingjin Program (The ROC Armed Forces Refining Program)” into practice in 2004. These moves meant that all ROC’s citizens expect the Military to be an armed force with “refined quality, low quantity and strong power.” In the future, military faculty is in gradual reduction but national defense affairs are still burdensome; therefore, in order to tackle all challenges, every cadre has to advance his personal working ability and efficiency in great deal. Presently, educational system in the army couldn’t satisfy the need. Because of this, the Ministry of National Defense (MND) actively sets ”Lifelong Learning System” into practice and provides tuition subvention as a seducing motive, encouraging all cadres go for advanced study on holidays. MND hopes all cadres to utilize their acquired knowledge in their works, consequently enhancing working efficiency. The second generational forces in Air-Force were formed since 1997. We also obtain high-tech weapons and equipments successfully. It still depends on the operation of all Air-Force members with high quality. In this way, Air-Force could bring its fighting power into full play. Accordingly, the significant problem of “Lifelong Learning” in Air-Force cadres is to solve the urgent enhance of personal quality. Before the second phase organizational modulation in Jingjin Program, political warfare officers were only 1/10 (about 1000 people) of all officers in Air-Force. In the future, the number would be less after the organizational modulation in Jingjin Program. However, political warfare officers are in every order in Air-Force, from a platoon and a company to a division, a legion and even the Headquarter; wherever there are officers and soldiers, there are political warfare officers. The number of political warfare officers in Air-Force who go for advanced study increases year by year, but it grows in low proportion. To understand the real reasons that affect lifelong learning in political warfare officers in Air-Force and to improve their will to learn would play the role as a directional function in enhancing the whole lifelong learning in Air-Force and have great influence on the future development in Air-Force. This research aims to do analysis and discussion about the relating factors that affect the lifelong learning for political warfare officers in Air-Force. To supply academic institutes and Air-Force organizations with the information concerning policies about lifelong learning, the research lists some practical suggestions by integrating those effecting factors. Four main objectives of this research are as follow: I. To understand if lifelong learning system in Air force is thorough. II. To know if the ways to lifelong learning in all colleges could meet the needs of Air-Force political policy. III. To see how personal problems, organizations, family situations and social relationship affect Air-Force political warfare officers’ will to lifelong learning. IV. To provide Air-Force organizations and academic institutes with information about lifelong learning environment and policy after summing up some practical suggestions based on the research results. Last, I offer some suggestions according to the conclusion: I. Suggestions about the military lifelong learning for the authoring institute: (I) Implement of “Working Hours from 9 to 5” helps participation in lifelong learning. (II) The increase of “tuition subvention” stimulates participation in lifelong learning. (III) Promotion and propaganda of lifelong learning policy. II. Suggestions for educational institutes: (I) Arrangements of learning subjects must meet the learners’ practical needs. (II) Schemes of timetables should be flexible. (III) Arrangements for teaching locations should be in larger quantity or in flexibility. III. Suggestions for the authority: (I) Support for the authority stimulates the participation in advanced study. (II) Free Internet connection helps data collection. IV. Suggestions for individuals and the society: (I) Fullfill personal profession to improve fighting power in the armed forces. (II) Gain social support to motivate advanced study. Keywords: The Armed Forces cadres,Lifelong Learning of the Armed Forces cadres,Lifelong Learning of the Armed Forces,Political Warfare Officers,Effecting Factors of Lifelong Learning

本研究旨在探討公務人員參與終身學習動機因素、障礙因素及參與意願，並且探討不同背景之公務人員參與動機、障礙及意願之間的關係。為有效達成上述目的，本研究採取便利抽樣問卷調查，以公務人員為研究對象，共發出問卷1200 份，回收1116份，其中有效回收問卷為1071 份，所得資料以描述性統計、獨立樣本t 檢定、單因子變異數分析、皮爾森相關分析及多元迴歸進行統計分析，歸納結論如下： 一、參與終身學習動機取向，以「求知興趣」取向最強。 二、參與終身學習障礙取向，以「機構障礙」取向最強。 三、參與終身學習動機會因不同背景變項而有所不同。 四、參與終身學習障礙會因不同背景變項而有所不同。 五、參與終身學習動機與障礙呈現顯著的正相關。 六、參與終身學習動機與障礙對參與終身學習意願有顯著影響。 最後根據研究發現，分別就「個人」、「組織」、「學習環境與資源提供者」及「政策」等四各層面提出建議，提供公務人員、學習機構及政府等參考。 【關鍵字】：終身學習、參與學習動機、參與學習障礙、參與學習意願 / The purposes of this study were to investigate the motivations, barriers and willingness of participation in lifelong learning education of public servants, examine the relationship among motivations, barriers and willingness degree in different background variables. The research samples were public servants. Convenience samples were employed through the questionnaire. A total of 1200 questionnaires were handed out, 1116 were collected. There were 203 valid questionnaires. Statistical techniques conducted including descriptive statistic, T-test, ANOVA, and multiple regression analysis. The findings were as follows: 1. Cognitive interest was the strongest motivation of public servants participating lifelong learning education. 2. The unit barrier was the strongest barrier of public servants participating lifelong learning education. 3. Different backgrounds would influence the motivation orientations of public servants participating lifelong learning education. 4. Different backgrounds would influence the barrier orientations of public servants participating lifelong learning education. 5. Motivations had significantly positive correlation with barriers. 6. Motivations and barriers had significant effect on willingness. Finally, the research provided suggestions to public servants, institutions, government, and those were interested in this issue. 【Keywords】：lifelong learning， learning motivations, learning barriers , learning willingness.

網際網路的蓬勃發展，造成資訊快速成長。身處在全面數位化的時代中，知識爆炸與淘汰速度加快，人民唯有不斷的學習才能適應知識的革新，才不會被時代所淘汰。 網路學習是最佳終身學習途徑，透過網路學習，不但能提昇學習者的學習動機與專業能力，且能培養終身學習者學習將理論與實務結合的問題解決能力、資訊的搜尋、整合與應用能力。遠距學習、網路學習成為廿一世紀知識經濟知識工作者不可或缺的全方位學習策略。 本研究為瞭解國家圖書館遠距教學實施現況及國家圖書館遠距教學系統中圖書資訊學課程使用者意見，以文獻分析及問卷調查的方法對國家圖書館遠距教學系統使用者基本背景資料、網頁設計、課程設計、教學系統功能、課程需求等做一問卷調查。歸納研究結果重點如下：（1）圖書館應用遠距教學系統推展終身學習、個人化服務等功能值得肯定；（2）英美國家圖書館遠距教學服務發展模式可供國內發展參考；（3）我國國家圖書館遠距教學圖書資訊學課程頗具發展潛力；（4）資訊科技與網際網路對遠距教學服務發展深具影響力；（5）學員對國家圖書館遠距學園課程需求非常期盼，希望課程多元化；（6）學員對國家圖書館遠距教學服務大都持滿意態度；（7）頻寬不足是實施網路遠距教學一大障礙；（8）國家圖書館遠距教學有關課程影音講解與課程網頁內容不同步，網頁畫面連結不穩定，影響學習效果。 根據研究結果，本研究提出八項建議：（1）國家圖書館遠距課程內容宜加深加廣；（2）國家圖書館遠距教學系統宜善用數位典藏內容，發展數位內容教材庫；（3）國家圖書館遠距教學系統宜加強課程互動與學習社群經營；（4）國家圖書館遠距教學宜加強遠距教學系統之維護與更新；（5）國家圖書館遠距教學服務宜加強推廣與宣導；（6）國家圖書館遠距教學系統宜發行遠距教學電子報；（7）國家圖書館遠距教學系統宜與專業學會合作發展網路教學方式研習課程；（8）國家圖書館遠距教學系統宜建立學習認證機制，頒予學習證書、學分、學位等以提高學習誘因。 / The Internet has been prosperous and the quantity of information has been increased rapidly. The accumulation of knowledge is so fast and the information is out-of-date so quickly. Only by learning can people keep up with the innovation of knowledge in the digitized age. E-Learning is the best way for lifelong learning. E-Learning can facilitate motivation of learning and professional ability. Meanwhile, e-learning can enhance the ability of searching, integrating and applying of information. E-Learning is a good strategy of learning for a knowledge worker in knowledge economy society. This study is carried out to understand that National Central Library’s Distance e-Learning System state-of-the-art and the learners’ opinions of library and information science courses in that system. This study uses literature review and questionnaire survey of the basic background information, homepage design, course design, function of system and the demand of learners. The results of the study are as follows ：（1）Library uses of the e-learning system to promote lifelong learning, personalized services etc. are confirmed.（2）The local library can learn the experience from the United Kingdom and America in the development module of e-learning. （3）Library and information science courses have potential development.（4） E-Learning service is under the influence of information technology and Internet. （5）The demand of e-learning courses is diversified. （6）Most learners are satisfied with the National Central Library’s e-learning service. （7）The insufficient bandwidth of the connection will be an obstacle of Web-Based Instruction.（8）The learning efficiency will be affected by asynchronous pace of courses’ video instruction and the appearance of content，and unstable linkage of web pages will also impact the efficiency. According to the result of the study, there are eight suggestions ：First, contents and scope of e-learning courses are broadened. Second, teachers can use digitized contents to create digital teaching materials. Third, the interaction of courses and the learning community management demand improvements. Fourth, maintenance of the Distance e-Learning System needs to be emphasized. Fifth, the promotion of the distance e-learning service is necessary. Sixth, the issue of e-learning electronic newsletter is suggested. Seventh, cooperative production of e-learning courses with professional associations is recommended. Finally, establishing an authentication mechanism and giving certificate，credit hour, or academic degree of e-learning will increase the motivation of learners.

就我國與美國軍人之比例及對應兩國軍事教育體系及民間教育資源來看，實無必要浪費過多資源於大學及研究所教育中一般性之知識；因此，如能將國防軍事教育資源有效整合並擴大利用民間教育資源，使軍官教育多樣化，藉以刺激國軍僵化及單一之思維，相信必能大大節省國防部整體教育資源，並大幅提昇軍人素質。本研究發現在軍事教育資源整合及軍校簡併時，可能會遭遇到一些關鍵性問題亟待改進：如決策主官（管）權力過大且異動頻繁、參謀專業性及教育不足、教育資源重複投資、教育政策制訂過程欠週延及延續性、人才培育政策太過狹隘、經費來源受限、軍校傳統束縛、缺乏客觀之審查評估機制、未與國家教育體制接軌、師資無長遠規劃及欠多樣性、人為因素干擾教育政策、各校無明確教育目標與長遠計畫、未運用科學方法管控教育資源、課程缺乏多元化、軍事校院特色不足等。 研究者根據訪談結果分析與親身參與觀察的過程，經實證研究，提出研究建議： 壹、在執行軍事教育政策方面應：建立長遠軍事教育目標；充分授權各業務主管機關；嚴格限制軍事教育相關主官（管）任期與資格；密切結合人事經管政策；成立軍事教育政策指導委員會；與國家教育體制接軌並建立自我特色。 貳、在整合軍事教育資源方面應：運用現代化管理模式；建立機制控管與整合教育資源；軍事教育經費以固定比例編列；加強業管參謀之訓練與專業知能；著重全人教育與部隊實務的課程；師資多元並長期計劃培育；強化終身學習制度。 參、在簡併軍事校院方面應：簡併各軍事基礎校院，並檢討恢復ROTC之招募；整併同質性高之兵科學校，並將資源集中大量投入；重新構思深造教育模式，擴大施訓對象；大學部與研究所教育應明確區隔，並與民間共享資源。 / In terms of the proportion of soldiers’ number for Taiwan to US and in comparison of two countries military education system and civil educational resources, it is truthfully no needs to invest overmuch resource into university and graduate school for common knowledge. Therefore, if we could effectively integrate national defense educational resources and broadly employ civil educational resources to diversify the officer’s education for stimulating the armed forces rigid and single thought. Trustfully, it can widely save MND educational resources and largely enhance soldier’s quality. From the research findings, in the period of military educational resources integration and military academies consolidation process, some of the critical problems have been raised and waited for the improvements such as excessive authority and frequent transfer of decision-making superiors, insufficient staff’s profession and training, reduplicate investment of educational resources, the process of education policy-making lacks of well-consider and continuity, constrict talent people nurture policy, constraint budget resources, academies traditional burden, short of objective review and estimation mechanism, derailed from national education system, no faculty long-term planning and diversity, education policy affected by human factors, all academies short of categoric educational objective and long-term planning, not employ scientific method to control education resources, class objectives short of varieties, and military academies insufficient characteristics etc…. The researcher provided some suggestions as following by way of practical research according to the results of interviews. First, in execution of military education policy: to stimulate long-term military educational objective; fully empower to various units; strictly restrict the term period and prerequisite of related high superiors; closely joint all the manpower policies; to establish military education policy steering committee; to meet with national education system requirements and building self characteristic. Second, in integration of military education resources: to employ modernized management model; to establish mechanism to control and integrate education resources; to set up fix-proportion to plan the military education budgetary process; to reinforce the staff on-the-job training and professional knowledge; to focus on the courses related to all-respect education and troops affairs; diversified and long-term training plan on faculty; to intensify the perpetual learning system. Third, in streamlining the military academies: streamline all military basic academies and restore ROTC recruitment; consolidate the homogeneous professional military education school and invest in the collected resources; reconceive the advanced education model and enlarge the trainees’ background; categorically distinguish university education from graduate education and share the resources with other schools.

本論文「台灣社區大學之研究─公民社會建構與終身學習政策的實踐」主要目的在研究台灣最近四年以來，蓬勃發展的另類高等教育社區大學，目前已經招生上課的社區大學共有卅七所，每年參與選課的學員將近七萬人次，並且仍然持續增加之中。本論文藉由個案研究（採取質的研究中文獻分析、參與觀察與深度訪談等方法）探討：1、公民社會建構（社會面向）。2、終身學習政策（政策面向）。3、社區大學的定位、法制化（文憑授予）、財源、課程與教學，以及與政府關係（組織管理面向）。研究結果分析與歸納為： 　　研究發現（一）：社區大學的環境。 　　1、社區大學是民間教育改革（四一○教育改造）運動的延續；在意識型態方面是由民間自發性的草根運動，訴求改革官方傳統的制式教育；此外，由於宗教團體涉入社區大學的經營，其重視個人心靈成長的教育，則和社區大學「知識解放與公民社會」宗旨有所差異。 　　2、社區大學透過發展地方產業文化、社區參與、課程社團化和社團課程化等策略，繼續發揚社區總體營造的精神。 　　3、知識解放是社區大學的核心價值，民眾透過社區大學強調經驗知識與對話的學習，培養批判思考能力，建立個人價值觀，並朝向改造社會與建構公民社會的理想邁進。 　　4、社區大學全國研討會的參與觀察，以加強社區大學扣緊本土社會脈動與議題發展，以及全球化趨勢（例如：農村、原住民、勞工議題，以及WTO的因應策略等）。 　　研究發現（二）：社區大學的實踐。社區大學對於公民社會建構與終身學習政策等指標的實踐，歸納為下列的結果。 　　1、倡導公共性：社區大學是透過非營利組織的倡導，以及提升公民參與能力，強化其公共性特質。 　　2、促進社區參與：社區大學將社團活動納入正式課程，並採取工作坊方式運作，走出學校進入社區服務策略，使得社區大學在社區意識凝聚的成效顯著。 　　3、型塑公共領域：社區大學利用公共論壇的實施，提供一個公共議題對話的平台，來喚醒學員的公共意識與公民參與的能力。 　　4、提昇終身學習的品質：社區大學提供民眾系統性的終身學習場域，並建構成為學習型組織，以提昇個人知能與素質，以及整體社會的水準。 　　5、延伸社區大學的視野：研究發現法制化是目前社區大學最急迫的議題，也是拓展社大視野與永續發展的關鍵要素。 　　最後，本論文綜合研究結果，提出對於政府部門、社區大學、社會大眾，以及後續研究的建議，以作為政府部門（特別是地方政府）、社區大學、非營利組織、社區工作者、民眾，以及將要開辦社區大學機構的參考。 / The objective of this doctorial dissertation, A Study of the Community Universities in Taiwan: the Practice of the Structure of Civil Society and Lifelong Learning Policy, is mainly about the growing of the higher education system, the ‘community universities,’ in the past four years in Taiwan. Up till this moment, there are totally thirty-seven community universities in Taiwan with approximately seventy thousand students, which are still increasing in every year. 　　Through cases studying, the structure of civil society (in terms of society), lifelong learning policy (in terms of policy), and the definition of the community universities will be discussed in this dissertation. The result can be divided into two parts： 　　A. The environment of the community universities： 　　a. The community university is the continuing of the nongovernmental education revolution (410 educational reformation), an activity initiated by the locals in order to reform the traditional education system made by the authorities. Moreover, the involvement of religious associations and their idea of inner growing of an individual differ from the mission statement, liberalizing of knowledge and civil society, of the community universities. 　　b.The community university helps to develop the spirit of social construction by developing local culture, taking part in the community, and using the tactics of making courses socialized and bringing social activities into class. 　　c.Liberalizing of knowledge is the key point of the community universities. The mass population can not only train their thinking ability, but also build their own value as individuals in the community universities which emphasizes the learning from the knowledge of experience and dialogue. Furthermore, they can move on toward the idea of social reformation and civil society. 　　d. Participating in the National Conference of the Community Universities can reinforce the ties of the universalities, the movement and the growing issue of local communities, and the global tendency. 　　B. The practice of the community universities： 　　a.Advocating its public nature: The quality of the public nature in the community university is advocated by nonprofit organizations and the elevation of citizen participation. 　　b.Promoting social participation: The community university adds social activities into formal courses and runs as a workshop to join in social service, and makes a successful effort from gathering social consciousness. 　　c. Sculpting public sphere: The community university uses the public forum as a place for discussing public issues in order to arouse the social consciousness and the citizen participation of the students. 　　d.Advancing the quality of lifelong learning: Forming as a study organization, the community university provides people a systematic lifelong learning to advance not only individual knowledge and competency, but also the level of the whole society. 　　e.Expanding the outlook of the community university: According to the research, the most important issue for the community university is to make it legalized, which is also the key point to expand the outlook and the interminable development of the community university. 　　To conclude, the comprehensive study result of the dissertation gives the government, the community universities, the public, and the follow up study a word of advice and serves as a reference to them and the organizations that is about to found a community university.