本研究針對紀登斯（Anthony Giddens），探討其對於現代社會的結構特性、作為能動者的人類主體之構成，以及建構合乎現代人性需求政治制度的思想，並推演其在教育上可以有的發展。研究發現：一、紀登斯將主體重建為兼具身體與人格、意識與無意識、論述與實踐、自我與共在、源流與變化、例行性與創造性的能動者；二、意識可分為三個層級但其與行動層級並非一一對應關係；三、本體安全感除透過擱置之外，仍須透過生活政治學反思性地處理本體安全感的需求；四、結構概念具有多項特性，並與人類的能動性呈現雙重性及二元性兩種關係；五、系統與結構的區分應從組合式及聚合式之間的差異來瞭解。六、高度現代性社會有不同於以往的制度、動力、後果與特性。七、生活在高度現代性之下人們有更多自我決定的空間與必要性。八、針對高度現代性的各種特性，政治治理必須有不同以往的思考，並秉持烏托邦現實主義、世界主義，調和懷疑與獻身，使每個人都能對社會有所貢獻。依據上述發現，筆者在教育方面針對個人、結構、現代性、政治治理，與社會學研究方面進行衍釋，作為教育方面的啟示。 / This dissertation study Anthony Giddens’s thoughts about Structuration theory, modernity and politics, and try to find the implications in education. The author find that Giddens reconstructed subjects as agents by 6 pairs of concepts, pointed out 8 relative characters about structure, and contrasted structure with system as paradigmatic with syntagmatic. The author also find that Giddens’ stratification model of personality did not simply correspond to his stratification model of action. And the existential questions which are bracketed by the ontological security should be answered by life politics. Radical Modernity is different from tradition in institutions, dynamics, consequences and properties. People living in this era have more space and necessities to make decisions for themselves. To avoid the possible risks, people should hold the utopian realism, cosmopolitanism, balance the doubts and commitments. Implications in education are addressed on these findings.

In order for one to understand the dramatic historic development of Taiwan, one must first gain a sense of place and time in order to appreciate how different periods in the history of Taiwan have helped shape its progress, either in a constructive or negative way. The purpose of this thesis is to describe a British presence that existed in Taiwan from 1858 to 1895. The Treaty Port era has been documented in a number of different discourses, but the role the British played in the nineteenth century economic and social transformations of Taiwan have not been studied as a subject within its own right. Attention to this overlooked aspect of British history is not only important because it was a turning point in British perception of extraterritoriality, but also in Chinese relations to foreign powers. In addition the period was also marked by a reformation in the importance Taiwan played to the Qing court. In 1858 with the signing of the Treaty of Tientsin and the Treaty of Peking in 1863, as a result of the Second Opium War, China was required to open four ports on Taiwan. The Treaty of Tientsin designated Anping as a Treaty Port in 1858 and the Treaty of Peking opened the ports of Tamsui and Keelung in 1860 and 1863 respectively. Finally, concessions of the treaty opened Takao in 1864. However, the question of Taiwan as an obvious location for trade was raised as early as 1883 and this period was mirrored by the withdrawal of the East India Trading Company for China. As a consequence, it was not the ‘Company’ that penetrated the shores of Taiwan as it had done in both India and China. Instead it was agency houses and private firms, which transformed the agrarian economy into the market mechanisms of international commerce. This thesis will confront a British community presence as a social historical process by highlighting the cause, course, and consequence of the formation and the theoretical structuration of nineteenth century treaty ports in Taiwan.

隨著經濟繁榮和網絡發展的日新月異，線上線下每時每刻都產生龐大數據，其中約有80%的文字、影像等非結構化數據，如何量化和採取適合的分析方法，成為有效提取有價值信息及對其加以利用的關鍵。針對文字類型的資料，本文提出探索性資料分析方法，並以《新青年》雜誌的語言變化為例，呈現如何選取文本特徵并对其量化及分析的過程。 首先，本文以卷為分析單位，多角度量化《新青年》雜誌各卷的文本結構，包括文本用字、用句、文言和白虛字使用以及常用字詞共用等方面，通過多種圖表相結合的呈現方式，窺探《新青年》雜誌語言變化歷程以及轉變特點。這其中既包括了對文言文到白話文轉變機制的探索，也包括白話語言演化的探索。其次，根據各卷初探的結果，尋找可區隔文言文和白話文兩種語言形式的文本特徵變數，再以《新青年》第一卷和第七卷為訓練樣本，結合主成分和羅吉斯迴歸，對文、白兩種語言形式的文章進行分類訓練，再利用第四卷進行測試。結果證實，所提取的文本變數能夠有效實現對文、白兩種語言形式的文章的區分。此外，本文亦根據前述初探結果以及人文學者經驗，探索《新青年》雜誌後期語言形式的變化，即從五四運動時期的白話文至以「紅色中文」為特徵的白話文（二戰之後中國使用的白話文）的變化。以第七卷和第十一卷為樣本進行訓練，結果證實這兩卷語言形式存在明顯區別；並加入台灣《聯合報》和中國大陸的《人民日報》進行分類預測，發現兩類報刊的語言偏向有明顯差異，值得後續深入研究。 / Tremendous data are produced every day, due to the rapid development of computer technology and economics. Unstructured data, such as text, pictures, videos, etc., account for nearly 80 percent of all data created. Choosing appropriate methods for quantifying and analyzing this kind of data would determine whether or not we can extract useful information. For that, we propose a standard operating process of exploratory data analysis (EDA) and use a case study of language changes in New Youth Magazine as a demonstration. First, we quantify the texts of New Youth magazine from different perspectives, including the uses of words, sentences, function words, and share of common vocabulary. We aim to detect the evolution of modern language itself as well as changes from traditional Chinese to modern Chinese. Then, according to the results of exploratory data analysis, we treat the first and seventh volumes of New Youth magazine for training data to develop classification model and apply the model to fourth volume (i.e., testing data). The results show that the traditional Chinese and modern Chinese can be successfully classified. Next, we intend to verify the changes from modern Chinese of the May 4th Movement to those by advocating Socialism. We treat the seventh volume and eleventh volume of New Youth magazine as training data and again develop a classification model. Then we apply this model to the United Daily News from Taiwan and People’s Daily from Mainland China. We found these two newspapers are very different and the style of United Daily News is closer to that of seventh volume, while the style of People’s Daily is more like that of eleventh volume. This indicates that the People’s Daily is likely to be influenced by the Soviet Union.

因應數位閱讀時代的來臨，在進行數位閱讀時，如何進行自我監控，協助學習者掌握閱讀技巧，特別是對於閱讀認知能力不足的小學兒童來說，在進行數位閱讀時更需要有完善的學習鷹架輔助，才能達到良好的閱讀成效。標註系統中也發展出許多不同機制來輔助閱讀，幫助提升學習者的閱讀動機與閱讀成效。但卻也發現學習容易著重在標註的量而忽略了標註的品質，反而無法提升其閱讀理解成效，在學習的過程中忽略了閱讀歷程與閱讀認知的適配性。因此，本研究在合作式數位閱讀標註系統上發展出一套基於閱讀標註支援更有效閱讀的「SOAR結構式筆記模組」，讓學習者於作筆記的過程中掌握文本的重點，幫助學習者提升其閱讀自我效能，希望可有效促進學習者在閱讀中有效的內化與重組，以提升閱讀理解的深度與成效。 本研究採單組實驗設計，探討學習者在使用具「SOAR結構化筆記模組」的「合作式數位閱讀標註系統」輔以閱讀學習的情境下，學習者的閱讀標註瀏覽行為、標註行為及SOAR筆記分數是否影響學生其閱讀自我效能、閱讀理解成效。此外，也針對不同性別與認知風格的學習者作探討。 研究結果發現: 1.在使用「合作式數位閱讀標註系統」支援閱讀的學習情境下，採用「SOAR結構化筆記模組」支援數位閱讀學習，其國小學生的標註行為、閱讀標註瀏覽行為及SOAR筆記分數與閱讀自我效能並無顯著相關2.女性學習者的自我效能與閱讀理解成效具有顯著高度正相關，並且具有線性迴歸之可預測性3.全體學習者的SOAR筆記分數與閱讀理解成具有顯著高度正相關，並且具有線性迴歸之可預測性4.男性學習者的SOAR筆記分數與閱讀理解成效具有顯著高度正相關，並且具有線性迴歸之可預測性5.對國小學生的閱讀理解成效具有顯著的提升6.對男性學習者與女性學習者的閱讀理解成效均具有顯著的提升7.對場地獨立型學習者與場地相依型的學習者的閱讀理解成效均具有顯著的提升。 最後，基於研究結果，本研究亦提出對教師及系統改良的建議，並提出幾個未來的研究方向，希望能對數位閱讀研究有所貢獻。 / Abstract To cope with the digital reading era, self-monitoring to assist learners in grasping reading skills during digital reading, especially for the digital reading of elementary pupils with inadequate reading cognitive capabilities, perfect learning scaffolding is required for achieving good reading performance. There are many different mechanisms developed in annotation systems to assist in reading and help learners promote the reading motivation and reading performance. However, it is also discovered that the learning could easily focus on the quantity of annotation, but ignore the quality of annotation so that the reading comprehension performance could not be enhanced and the suitability of reading process and reading cognition in the learning process is ignored. For this reason, a reading annotation based “SOAR structured note module” for supporting effective reading is developed on the cooperative digital reading annotation system, allowing learners grasping the key points in the text during the noting process and helping learners promote the reading self-efficacy. It is expected to effectively advance the effective internalization and organization of learners in the reading in order to enhance the depth and performance of reading comprehension. With one-shot experimental design, the effect of learners’ reading annotation browsing behaviors, annotation behaviors, and SOAR note scores on the reading self-efficacy and reading comprehension performance, under the reading learning situation with “cooperative digital reading annotation system” with “SOAR structured note module”. Besides, gender and learners with different cognitive styles are also discussed in this study. The research findings are concluded as below. 1. Under the reading learning situation with the support of “cooperative digital reading annotation system”, elementary students applying “SOAR structured note module” to support the digital reading learning do not appear significant correlations between annotation behaviors, reading annotation browsing behaviors, SOAR note scores and reading self-efficacy. 2. Female learners’ self-efficacy and reading comprehension performance present remarkably and highly positive correlations, with the predictability of linear regression. 3. All learners’ SOAR note scores and reading comprehension performance show significantly and highly positive correlation, with the predictability of linear regression. 4. Male learners’ SOAR note scores and reading comprehension performance reveal notably and highly positive correlation, with the predictability of linear regression. 5. Elementary students’ reading comprehension performance is remarkably enhanced. 6. Both male and female learners’ reading comprehension performance is significantly enhanced. 7. Both field-independent and field-dependent learners’ reading comprehension performance is notably enhanced. Finally, suggestions for teachers and system improvement are proposed, based on the research results, in this study, and several research directions are also proposed for research on digital reading. Key words: SOAR structured note; cooperative reading annotation; reading self-efficacy; reading comprehension performance