本論文以十七世紀英國千禧年思想為脈絡，從神學的角度檢視密爾頓千禧年思想的發展。千禧年思想在十六世紀時被斥為異端，但卻在十七世紀初興起，並於英國大革命時達到前所未有的高峰。密爾頓早年並未相信千禧年王國會降臨人世。從密爾頓1640年之前所寫的短詩中，我們發現他期待這個世界結束後，接續而來的是天國。然而隨著內戰爆發，密爾頓也受到當時盛行的千禧年思想所感染；因而在其反對聖公會神職制度文章中，密爾頓熱切企盼基督早日再臨人世，建立千禧年王國。唯此熱度很快就消退，直到1649年查爾斯一世戰敗後，密爾頓又重燃對千禧年王國的渴望。在為弒君辯護的文章中，密爾頓懇求基督速速降臨，在這個世界興起第五王國。但1652年眼睛全盲後，密爾頓對於忍耐有了更深刻的「洞視」，因而也重新調整他的千禧年思想。密爾頓終於體認到主的日子是無法預測的，人只能忍耐等候神。但他仍然持守對於千禧年王國的信仰。1660年當查爾斯二世即將復辟之時，密爾頓最後一次表達他的千禧年思想。他希望英國共和體制能延續到千禧年王國的來臨。然而這次他並未表達對千禧年王國的急切性。在密爾頓的兩部史詩──《失樂園》與《復樂園》──當中，我們看不到任何的千禧年思想。老詩人似乎重拾他早年的思想：天國的盼望。但同時密爾頓也鼓吹大家追求神在人內心創建的樂園；也就是說，神的國已經降臨：神的國並不是外在物質的邦國，而是內在屬靈的國度。 / This dissertation aims to discuss Milton in the context of seventeenth-century English millenarianism. The writer examines the development of Milton’s millenarian ideas through a theological lens. Millenarianism was condemned heretical in the sixteenth century, but it arose at the beginning of the seventeenth century and reached its zenith during the English Revolution. At first, Milton did not believe in the realization of an earthly millennial kingdom. In his early short poems written before 1640, we only find his hope for a kingdom of heaven after the end of the world. However, with the outbreak of the Civil War, Milton was influenced by the then widespread millenarianism, and in his anti-prelatical tracts he expected the imminent coming of Christ to inaugurate an earthly kingdom of God. But his fervency for millenarianism was soon quenched, and was not rekindled until the defeat of Charles I in 1649. In his regicide tracts, he urged the imminence of Christ’s Advent to usher in a terrestrial fifth monarchy. Yet his total blindness in 1652 gave him a deeper “insight” into the value of patience, causing him to readjust his attitude toward millenarianism. After two wrong guesses, Milton finally came to realize in terms of experience that the Day of the Lord was unpredictable, and that all he could do was to wait patiently for God’s time. But he still maintained his belief in the realization of an earthly kingdom of God. On the eve of the Restoration of Charles II in 1660, Milton for the last time uttered his millenarian hope. He wished the English Commonwealth would last until the arrival of God’s millennial kingdom. Only this time he did not urge its imminence. Millenarianism was absent in Milton’s two epics—Paradise Lost and Paradise Regained. In them the old bard seemed to resume his earlier stance: anticipating a heavenly kingdom of God. But he also emphasized the importance of enjoying a paradise within heart—that is, the kingdom of God has already arrived, and it is not an external, physical monarchy, but an inward, spiritual realm.

本論文探討以實境學習觀點來培訓技職校院學生英語口語溝通能力的教學設計與實施。由於技職校院學生英語程度較弱，乃根據實境學習理論中的認知學徒見習期 (cognitive apprenticeship)的二個階段:觀察期(observation)及實作期(practice)來設計教學。在觀察期階段中，藉由觀賞英文電影讓學生觀察英語母語使用者之真實口語溝通情境及技巧；在實作期階段中，則指導學生為電影片段配音，目的在以影片做為前導與幫助(scaffold)，使學生在真實語言情境中建立英語口語溝通能力。本研究設計採用設計型研究（Design-based research）探討學生在此電影教學中的知覺及反應，研究結果顯示學生對電影配音活動的反應良好，例如能在其中觀摩英語母語使用者之口語技巧，較容易記得影片中英文單字及句子，以及建立開口說英語的自信與勇氣。 / This study is a design-based research focusing on the application of situated learning perspectives to the EFL classroom for the development of English oral communicative competence. Situated learning theory features cognitive apprenticeship, a learning process in which an apprentice learns a skill or knowledge from a master through the observation of expert process and practice with scaffolds (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). In this study, a teaching project based on film dubbing activities was designed and implemented to 39 vocational college students, who were classified as lower-level EFL learners due to their limited English proficiency, with the purpose of developing their English oral communicative competence through cognitive apprenticeship. Film clips were viewed and instructed in class to provide the students with access to the social context of oral communication by native English speakers. After the students observed the expert process in the film clips, they were instructed to execute film dubbing tasks, in which they practiced oral skills with the scaffolds of the audio-visual presentation in the film clips. As a qualitative case study, the purpose of this study is to explore the students’ learning experiences, including their perceptions and reactions, in the teaching project. The research results reveal the students’ overall positive reactions to the film dubbing activities; for example, they were impressed by the opportunities to make close observation of real English use by native English speakers; they found it easier to remember English vocabulary and sentences through film dubbing activities; and they became more confident in speaking English.

本研究以「幼兒就學準備度」的觀點，瞭解英國幼兒教育的學習與發展研究，包括幼兒基礎階段之背景（幼教政策與研究計畫）、幼兒基礎階段實施綱要、相關應用等。進而比較英國幼兒學習與發展評量表與我國五歲幼兒就學準備度評量表之內涵，同時採訪談法的方式，便利取樣選取公私立園所4所，共11位教師，使用「英國幼兒學習與發展評量表」及我國「五歲幼兒就學準備度評量表」評量班上1位幼兒，以瞭解現場教師對於兩評量表在使用上的差異，同時給予相關的回饋與建議。 研究結果如下： 壹、英國重要幼教政策及法案內容特色有三： 一、重視各項幼教政策間的連續性與穩定性。 二、政策制訂具有前瞻性。 三、明確規範各相關部門職責，保障並促進跨部門的協調合作。 貳、英國「幼兒基礎階段實施綱要」內容特色有四： 一、整合三份重要幼兒照顧方案。 二、具體明確的學習與發展架構。 三、配合「幼兒基礎階段教師實務指引」、「幼兒基礎階段評量表手冊」及「幼兒基礎階段之改變計畫」。 四、「英國幼兒學習與發展評量表」呼應幼兒就學準備度的觀點。 參、我國「五歲幼兒就學準備度評量表」與英國「幼兒學習與發展評量表」之行為指標比較。 一、 學習途徑：（一）英國評量表鼓勵幼兒運用各種表達方式與感官學習。（二）我國評量表鼓勵幼兒「說出」、「辨別」；英國評量表鼓勵「操作」。（三）我國評量表強調幼兒「嘗試」、「複述」；英國透過「閱讀故事」方式學習。 二、 行為指標敘述特色：（一）評量格式不同，英國評量表之幼兒發展層次 性較為明顯。（二）涵蓋廣度不同，英國評量表的涵蓋範圍較廣。（三）認知概念之應用性不同。 肆、現場教師對我國「五歲幼兒就學準備度評量表」與英國「幼兒學習與發展評量表」之評價。 一、「五歲幼兒就學準備度評量表」較有助於教師課程規劃。 二、「英國幼兒學習與發展評量表」較有利於親師溝通。 本研究並根據研究結果提出建議，以「他山之石，可以攻錯」的借鏡觀點，提供對未來台灣幼兒教育發展之建議及後續研究之參考。 / The main purpose of this study is to understand the concept of children’s school readiness, and the Learning and Development Requirements of the Early Years Foundation Stage in the UK. Include early childhood education and care policy, the effective provision of pre-school education (EPPE) project, statutory framework for the early years foundation stage, and achievement of children in the early years foundation stage profile. This study received to 11 teacher’s interview to understand the difference between the five-year-old children school readiness assessment and the EYFS profile assessment scales. And share any observations on children. Here are the results of this study: A. Early childhood education and care policy characteristics: 1. Continuous and stable. 2. Proactive. 3. Accountability and integration- locally, regionally and nationally. B. “Statutory framework for the early years foundation stage”characteristics: 1. The EYFS is founded on existing standards already used in all types of childcare. 2. The Learning and Development Requirements are specific. 3. Use “Practice Guidance for the Early Years Foundation Stage”, “Early Year Foundation Stage Profile Handbook”, “Making A Big Difference in the Early Years Foundation Stage”. 4. The EYFS profile assessment scales is related to the children’s school readiness. C. The learning way and characteristics are differences between the five-year-old children school readiness assessment and the EYFS profile assessment scales. D. There are differences meaning to teachers when they use the five-year-old children school readiness assessment and he EYFS profile assessment scales. 1. The five-year-old children school readiness assessment is good for teachers to plan an effective and appropriate curriculum that will meet all children’s needs. 2. The EYFS profile assessment scales can help teachers to communicate with parents.

教育部明訂，九年一貫能力指標應作為教科書編輯者編撰課本、習作之依據。透過教科書，學生可期望習得能力指標所標示的能力。台灣國中英語教學現場中，習作常作為學生的回家作業，所以能力指標如何呈現在習作上可影響學生能力習得的結果；然而，目前相關研究仍顯不足，因此，本研究採用九年一貫國中英語讀寫能力指標，分析目前最為廣用的一套國中英語習作。另外，本研究也針對第一線國中英語教師進行團體訪談，以了解教師對習作和能力指標的看法。 本研究的結果總結如下: 1. 14條指標中，只有3項在習作中有超過10%的練習題目(推論字義文意;了 解文章主旨大意；合併、改寫及造句)；然而卻有8項指標在習作中的練 習題少於1.5%。 2. 針對被強調的3項指標，訪談教師同意這些能力的確需要被強調，只不過習 作的練習題仍顯不足。 3. 針對被忽略的8項指標，教師認為有些能力(例:查字典)對學生來說並非最 重要，因此習作缺乏此類練習是可以接受的；不過，某些能力(例:看懂圖 表標示)因為和學生的日常生活息息相關，理應出現在習作裡；而部分難度 較高的指標(例:寫一個段落)可編為自由選擇(optional)的習題，讓程度 較高的學生有更多練習的機會。 根據研究結果，研究者對教育決策者、教科書編輯、及英語教師提出數點 建議。 / The competence indicators (CI) listed in the Grades 1-9 Curriculum Guidelines are regulated as the principles for private publishers to compile teaching materials—textbooks and student workbooks. Through these teaching materials, it is expected that students can acquire the competences stipulated in the curriculum guidelines. Student workbooks, especially in Taiwan’s junior high school English classrooms, are used as a main source for students’ homework. Therefore, how the CIs are incorporated into the workbooks can affect students’ acquirement of the competences. Nonetheless, little research has been done on analysis of English workbooks based on competence indicators. This study, therefore, aimed to analyze a most popular set of junior high school English workbooks based on the Grades 7-9 reading and writing competence indicators. To gain more in-depth insights, a focus group interview with in-service teachers was later conducted to explore teachers’ views on the workbooks and competence indicators. The results of the present study are summarized as follows. 1.Of the 14 CIs, only three were emphasized (to guess meanings of words and reading passages; to understand main ideas; and to combine, change, and make sentences), each taking up more than 10% of the workbook exercises. However, there were up to eight CIs that were neglected, each taking up less than 1.5% of the workbook exercises. 2.As for the three emphasized CIs, the teacher interviewees agreed that the emphasis was necessary, but the practice in the workbooks were still insufficient for their students. 3.As for the eight neglected CIs, the teachers considered that: (1) lack of practice on some CIs, such as to use a dictionary, was acceptable, for these skills were impractical for their students; (2) some practices, such as to fill out forms, should have be included into the workbooks because they were related to students’ daily lives; (3) certain practices, such as to write a simple paragraph, could be designed as optional workbook exercises for high achieving students to master more advanced skills. Finally, some suggestions are provided on the basis of the findings in this study.

University of Macau / Faculty of Education

兒童少年權益保障向來是社會福利服務法制著重之處，蓋我國憲法基本國策章節第156條作為憲法委託條款，即課予立法者積極建置完善兒童福利法制之義務。從1973年制定兒童福利法後，迄至2011年以「兒童及少年福利與權益保障法」，兒童福利服務相關之法制已趨向完備，尤可見證兒童從「保護客體」至「權利主體」地位轉變之過程。而社工人員基於其對兒童少年發展、家庭政策之認識，以及資源引介與諮商等專業技巧，成為兒少福利服務主要提供者，立法者期待社工發揮賦權功能，協助身心未臻成熟之兒少實踐其權益。 然而，福利服務法制雖高度規範社工職責，卻仍可耳聞因社工人力不足，或專業判斷缺失導致之重大虐兒案件，本文以此為觀察基礎，並提出問題意識：社工專業與兒少權益保障之關係為何？社工人員於行政與司法程序之定位又是如何？而從事社會工作業務者，可能來自公部門行政機關，或是來自私部門民間團體，故本文以「兒少保護安置」與「兒少收出養案件」為研究範疇，前者釐清公部門社工於緊急保護安置公權力行使之界限，及其與司法審查間之關係；至於兒少收出養案件，本文則探討民間兒少福利團體受法院囑託所出具之訪視建議，對於法院裁判有如何拘束力，又如何定性該受託法律關係等問題。 對於社工人員應如何認知自身權利與義務，應如何積極執行履行其法定職務並有效落實兒童權利，本文以英國兒童法制為借鏡，說明英國兒童法對於兒童保護安置有其細膩之評估標準與程序，同時強調多元專業參與之觀點，至於英國收養審判程序中，則由專門機構進行訪視並提出建議。英國法制同時強調司法與行政程序中皆應考量兒童自主意見，並著重兒童與父母家庭生活權之保障。反思於我國，本文具體指出，於兒少保護安置措施中，公部門社工員就法律不確定概念之涵攝及決定安置與否，應透過與法院之對話發展出更完善之準則，避免濫權或怠於行使職權等影響人民權利之憾事發生；至於兒少收出養案件，本文則認為政府應積極建置司法社工，避免囑託委外契約之紊亂，同時應兼顧當事人程序事前事後聽審權保障，又司法與社會工作實務工作者應留意專業自主判斷空間與界限，方能達成跨專業合作保障兒少權益之目的。

本研究旨在實驗一套單字教學活動是否能成功增加台灣高中生的寫作應用字彙。在實驗開始前，研究者先進行前測，採用了字彙知識自評表(Vocabulary Knowledge Scale)和一份作文題目以了解學生一開始的字彙知識及主要單字的使用情況。之後，研究者開始了為期十二週的教學活動，此活動分為三階段：呈現(Presentation)、練習(Practice)、應用(Production)，每個階段皆採用不同的活動進行教學，並根據這四大原則來設計教導應用字彙的活動：刻意性、重複性、參與性、情境性。教學實驗過後，研究者進行後測以了解字彙知識的改變及主要單字的使用情況，並分析不同程度的學生作品，以了解學生實際的用字情況。 研究結果顯示，本教學活動能有效增進學生的辨識字彙能力及字彙的應用。字彙知識自評表顯示前後測分數有顯著性差異，在後測中，超過半數以上的單字進步到比前測更高的等級，而且有八個字進升到應用字彙的程度。百分之八十七的學生有把主要字彙用在他們的作文中，且正確的使用頻率及相關單字的使用也增加了，無論是新字或舊字，在後測的使用數量都是前測的兩倍。 / The current study experiments with a series of teaching activities for productive words to Taiwanese students at the senior high level. It aims to understand the changes of word knowledge and target word use after the experiment. In the beginning, a pre-test was administered with the help of two instruments, the Vocabulary Knowledge Scale and a writing prompt, to understand the students’ initial level. Then, the researcher conducted the teaching experiment for 12 weeks, which consisted of the Presentation, Practice, and Production stages. In each stage, the activities were designed based on four important principles for teaching productive words: intentional, repeated, involving, and contextualized. After the experiment, a post-test using the same instruments was carried out to analyze the changes of word knowledge and target word use. Moreover, individual writing products of different levels were analyzed to see the actual usage of words in the students’ writing. The results showed that the teaching experiment was effective in increasing the students’ receptive knowledge and productive use of the target words. The VKS scores of the pre- and post-test differed significantly. More than half of the words moved up to higher levels, and eight words moved to the productive level in the post-test. The students’ writing products also indicated a considerable increase in the use of target words in terms of the correct usages and related words. Eighty-seven percent of the students used the target words in the post-test. Moreover, the number of old and new words used doubled in the post-test.

傳統作品導向(product-oriented)英文寫作教學重結果、輕過程，加上傳統學習環境多以教師為中心，重講述、少建構，不僅容易限制寫作內容的創意展現與發展，同時，學生在學習上亦容易處於一個被動獲知的角色。知識翻新理論中的知識建構歷程與想法創化環境，則提供了英文教師與學習者一個另類的教學設計原則以及學習環境感受。因此，研究者希冀能透過知識翻新教學理論之原理原則，設計出一套適用於高中生的英文寫作活動，幫助學生產出想法、發揮創意、提升寫作品質。有鑑於此，本研究旨在探討結合電腦輔助平台（即知識論壇）之知識翻新教學活動對高中生學習環境感知與英文寫作表現之影響。研究方法採個案研究法，研究對象為39名高二文組班學生。 　　本研究除了探討知識翻新活動對學生學習環境感知與英文作文寫作表現的差異情形之外，更進一步探討學生於構思階段寫作想法的轉變歷程以及教師在進行教學時的反思情形。本研究的資料來源包括：（1）知識創新學習環境問卷；（2）英文寫作成品；（3）構思活動記錄；（4）開放式問卷；（5）教師教學反思記錄。上述資料分析採量化的成對樣本t檢定、Pearson相關、描述性統計、獨立樣本t檢定、與單因子變異數等統計分析以及質性的內容分析，藉以瞭解學生對知識翻新創意氛圍的感知情形與英文寫作表現，以及以知識翻新原則導向的想法演變歷程與教學反思情形。 　　研究結果顯示：（1）知識翻新有助於提升學生的創意氛圍感知；（2）知識翻新英文寫作活動能提升學生的寫作的內容與表現能力；（3）以知識翻新理論為基礎所設計的英文寫作構思活動，能促使學生發想與精進寫作的想法；（4）知識翻新原則取向所進行的教師教學反思，能幫助教師改進與調整其教學信念與教學模式。最後，根據研究結果，本研究提出相關討論與建議，以供後續英文寫作教學及研究之參考。 / Traditional product-oriented English Composition pedagogy tends to focus on the writing results but not the writing processes. Accordingly, traditional learning environment also tends to be teacher-centered, emphasizing teacher’s lectures rather than students’ knowledge construction. Such pedagogy and environment not only restrain students’ development of creativities, but also turn students into passive learners. In contrast, the emphasis of a process of knowledge construction and idea development in a knowledge building environment has provided teachers and students an innovative pedagogy and an alternative learning environment. Therefore, the researcher in this study decided to employ the principle-based knowledge building theory to design more suitable English composition activities, in order to help students learn how to generate writing ideas, develop creative writing capacity, and eventually improve the quality of their English composition. As such, the purpose of this study was to investigate the effects of computer-supported knowledge building activities on high school students’ perception of learning environment and English writing performance. To this end, this research employed a case study and the participants were 39 second grade high school students. In addition to understanding how students perceived their learning environment and advance their English composition performance, this study further discussed the process and the transformation of writing ideas in three different stages and the condition of teacher reflection during the teaching. The data of this study mainly came from: (1) a knowledge building environment scale; (2) students’ English composition works; (3) the records produced during three ideas generation stages; and (4) the teacher’s teaching reflection. Quantitative and qualitative measures were applied in this study, and data were analyzed through paired-samples t tests, Pearson's product moment coefficient, descriptive statistics, independent-sample t test, one way ANOVA, and content analysis. The main findings were as follow: (1) knowledge building activities improved students’ perception of learning environment; (2) English composition activities which were based on knowledge building theory were able to advance students’ writing contents and performance; (3) brainstorming activities assisted students in idea generation, idea improvement, and idea synthesis; (4) teaching reflection affected teacher’s teaching beliefs (from cognitivism to constructivism) and teaching models (from teacher-centered to student-centered). Based on the results, some suggestions and implications were discussed.

本文研究範圍為十三輩達賴喇嘛土登嘉措 (1987∼1933年) 執掌西藏政府時期，其與 中央政府之間的政治關係。這段歷史的重要性在於，此乃近代西藏獨立運動的根源。 此一階段適逢清末民初，中央政府遭遇內憂外患之時，面對英印侵略西藏的企圖，政 府無力阻止，甚且逼迫藏人對英印讓步，遂啟達賴外向之心。而政府在瞭解藏政之敗 壞以後，雖力圖整飭藏政，但因用人不當、過於操切，直接導致達賴出奔印度，投向 英人的懷抱。清廷覆亡之後，達賴即在英方的協助下，返回西藏，宣布獨立。達賴聲 稱其和中國毫無關係，僅存在其和清帝之間喇嘛和施主的關係。達賴的聲明並未得到 世界各國的承認，中國也從未放棄在西藏的主權。 本文擬分五章來探討中央、達賴、英國、俄國等四方面互動的關係，以及達賴尋求獨 立的本質，藉此得以瞭解現今西藏獨立運動的意識。第一章前言。說明本文的寫作動 機、目的、範圍、方法及文獻探討；第二章中央對達賴的態度。闡述中央如何對待達 賴，使其心生外向，以及達賴聲明獨立後，中央政府的態度如何；第三章達賴態度的 轉變。討論達賴為何背棄中央、尋求外援和獨立、西藏內部的政爭如何對達賴產生影 響；第四章外國勢力的干涉。中央與達賴關係惡化的原因，部份來自外力的介入，所 謂的外力即指英、俄兩國；第五章結論。檢討中央對達賴政重的得失利弊，以及今後 對藏政策的因應措施。

研究目的 我國農地政策向以農地農有、農地農用，培養自耕農為主導。現行的農地政策，為保 護農業的生產條件，對農地有著嚴格的對人及對地的雙重管制。唯隨經濟環境改變， 近來屢有議者提出「小農經營制度，已不適於經濟原則，應由農企業公司購買農地， 實施企業化的大農經營，以促使農業升級」，則是否農地應該開放自由買賣？企業化 的大農經營是否適合當前台灣農業生產結構？開放農地買賣對農村社會又會造成什麼 影響？是為本文研究的目的。 主要參考文獻 現階段台灣農地問題之探討一劉泰英。經濟自由化與農地保護一陳明健。企業法人承 受農問題之探討一蘇志超。 研究方法 １•搜集次級資料探討當前農業問題與農業生產環境，以研究當前的農業問題之癥結 ，是否以開放農企業購買農地能有助於農業問題的舒解。 ２•以問卷調的方式，探討農家與農企業法人購地或售地意願，並進一步探討開放農 地買賣可能造成的影響。 研究內容 １•對於農業整體面，嘗試以農場經營規模，農業勞力結構轉換，農業機械化推行， 農產運銷、農業技術改良、作物、價格政策、土地管制等項目來分析。 ２•農家與企業家意願則以問卷內容為研究內容。