隨著人們閱讀習慣轉變與各種行動閱讀器的普及，行動閱讀與行動學習已經成為近年來普遍重視的研究議題。儘管電子書和行動閱讀載具受到大眾的歡迎，但是許多研究仍指出行動閱讀和電子書存在一些需要克服的問題，其中包括行動載具所配備的螢幕尺寸偏小，導致傳輸資訊量因而受限的難題。因此在螢幕資訊呈現上，必須考量應用一些合適的資訊呈現方式，才能夠讓學習者更有效率閱讀學習內容。在過去已經有許多研究進行各種關於靜態與動態資訊呈現方式的探討，然而至今卻仍未有研究將兩種資訊呈現方式特色進行結合，發展出兼具靜態與動態資訊兩者的資訊呈現方式。 本研究以過去研究文獻作為基礎，歸納出靜態資訊呈現方式和動態資訊呈現方式與閱讀理解學習成效有關聯的特徵，並且加以改良後進行結合，發展出兼具靜態與動態特色的資訊呈現方式。為了比較上述三種資訊呈現方式對於行動閱讀學習的影響，本研究規劃一行動閱讀學習實驗，以國立政治大學圖書資訊與檔案學研究所碩士班學生作為實驗對象，並使用 Neurosky 腦波偵測儀器與閱讀測驗和認知負荷量表作為收集數據的工具，探討在三種不同閱讀情境下，分別利用靜態、動態與靜加動態三種資訊呈現方式進行行動閱讀學習時，對於學習者閱讀專注力、閱讀理解成效與認知負荷的影響。 研究結果發現，學習者在進行行動閱讀學習時，閱讀情境與資訊呈現方式均為影響學習者閱讀專注力和閱讀理解成效的因素，其中坐姿狀態最能讓學習者專心進行閱讀學習，而靜加動態資訊呈現方式則使得學習者最無法專心於閱讀學習。另外，資訊呈現方式是影響學習者認知負荷的主要因素，其中靜加動態資訊呈現方式會給予學習者過高的認知負荷。 綜合本研究結果，三種閱讀情境搭配三種資訊呈現方式對於閱讀專注力、閱讀理解與認知負荷的影響各有優劣勢，因此可以因應學習者不同的閱讀情境或不同目的，挑選使用最為適合的資訊呈現方式。未來研究也能基於本研究結果，進行相關應用或進行更為深入的研究。

在邁入知識經濟的現今社會中，企業的生產要素已轉變為以知識為基礎，而學習正是知識經濟時代增加企業競爭力的最佳利器。隨著科技的發展，線上學習(e-Learning)不論在傳統公司或電子化企業中已扮演著重要不可或缺的角色。線上學習的獨特性不但可使教育訓練的成本降低，更可以配合企業的全球化運作，這些優點吸引了許多公司開始規劃線上訓練。但由於目前線上學習多採用Web(World Wide Web)介面並且必須與網際網路連接，所以有發展上的限制且缺乏行動性。因此本研究將應用行動科技結合學習科技來克服這個問題。 　　本研究希望建構一行動學習設計並且整合知識庫，使得知識學習的來源不再僅侷限於學習教材，更能包含整個組織的知識。另外也設計一搜尋機制希望藉此能有效率地執行行動搜尋。 / In knowledge economy, the key factor of production is knowledge. Learning will be the best effective tool to increase the competitiveness in the knowledge-based economy. With the development of Information Technology, Electronic Learning (e-Learning) becomes important, indispensable in traditional business, and e-business. e-Learning with unique characteristics lowers training costs and makes organizational learning global. These benefits catch the attentions of the company to pursue e-Learning. However, the problem that e-Learning has to be Web-enabled (World Wide Web enabled) and Internet-based creates a technical and managerial barrier limits its development and lack the mobility. In our research, we aim to apply Mobile Technology with Learning Technology to overcome this problem. 　　Our research focuses on the design of a mobile learning (m-Learning) model that supports learning anywhere, anytime and any form. Beside, we develop an approach to integrate with knowledge repository. The learning scope will not be limited to instructional courseware. It includes organizational knowledge. The search assistant helps user to access relevant information with minimal effort and reduce the amount of information that needs to be transmitted.

本研究之目的為：一、探討行動取向師資培育模式的理論基礎。二、建構行動取向師資培育模式的變項。三、實地試驗行動取向師資培育模式的效能。四、探討知識轉變為行動的歷程。 本研首先透過文獻分析，探討行動取向師資培育模式的理論基礎，建構行動取向師資培育模式的知識、計畫、表現、省思和精熟等五大變項，再用「個案實驗研究法」，選擇花蓮師範學院大學部三年級兩位修習「教育實習」之師資生為樣本，分為實驗組和控制組，進行「知識輸入」實驗處理後，實施六回合計畫、表現、省思試教實驗。資料蒐集的方法有知識引出訪談、教學設計、放聲思考think aloud與轉譯、試教錄影與轉譯、省思錄影與轉譯及研究者實地觀察記錄。資料分析的方法有資料的持續比較、路徑發現分析、精熟情形分析、資料的次數分析、百分比分析等。本研究的重要發現有： 1.教師的知識應分為「領域通用或領域間通用的知識」（一般教育學知識）和領域專用的知識（學科知識）兩大類；領域專用的知識應再分為領域內通用的內容知識、單元╱課專用的內容知識、領域內專用的教學法知識、領域內專用的教學步驟知識；兩類知識交融產生「領域專用的教育學知識或學科教育學知識」。 2.獲取與記憶之學院設計安排的「識字與寫字」教學相關知識、實驗處理的知識，確實成為發展教學行動表徵與採取行動的基礎。 3.一節的「識字與寫字」課，需交融領域間通用的的知識、領域內通用的內容知識、單元專用的知識或常識、領域內專用的教學法知識交融轉換生產教學行動表徵。 4.「識字與寫字」的教學設計需要提取領域內通用的內容知識和單元專用的內容知識，這些知識影響教學行動表徵的生產量。 5.本研究中「設計的教學行動表徵」有84%以上產生具體行動表現。 6.知識越充足計畫量就越多、教學表現量也越多，省思量也隨著增加。 7..經六回合的計畫、表現、省思之後，各個項目都有進步和精熟化的表現，以本研究自編的「陳述性知識與程序性知識11等級量表」評估知識的進步與精熟等級分別從實驗前的3.4和3.5，提昇為7.9和8.1。 最後本研究針對師資培育方案規劃、課程發展、教學、督導、與評鑑，以及未來繼續研究之建議。 / The purpose of this study was to investigate an action-learning model for teacher education. In addition, the study intended to provide implications for the linking knowledge and action of teacher education. The current researcher reviewed literature to analyze the rationale of an action-learning model for teacher education and to construct the five variables of knowledge, design, performance, reflection and mastering for the model. The experiment method was used. The subject was two student teachers. One student teacher studied how to teach elementary school students’ Chinese vocabulary and handwriting from a videodisk. Both the two student teachers teach elementary school students’ Chinese vocabulary and handwriting for six sessions. Knowledge elicitation interview, instructional design, thinking aloud and video recoding were used for datd collection. The showing your work analysis, protocol analysis, constant comparison analysis, the pathfinder analysis, frequency analysis and percentage analysis were used for data analysis. The findings from this study are the following: 1.The pedagogical domain-specific knowledge or pedagogical content knowledge was blended by the knowledge of domain-general and the knowledge of specific-specific. In order to analyze the pedagogical domain-specific knowledge from instructional design, the knowledge of general-general is named of intra-general-general. The knowledge of domain-specific should be divided into inner-domain-general content, inner-lesson-specific content, inner-domain-general pedagogy, and inner-domain-general process. 2.The programmed knowledge learned from teacher education program and from experiment treatment were able to develop the representation of teaching action and teaching action. The two kinds of knowledge were useable. 3.Teaching elementary school students’ Chinese vocabulary and handwriting needs to blend the knowledge of intra--domain general and the knowledge of domain-specific（The knowledge of inner-domain-general content, inner-lesson-specific content, inner-domain-general pedagogy, inner-domain-general teaching process）. 4.To design the teaching of elementary school students’ Chinese vocabulary and handwriting need to blend the knowledge of general-general and the knowledge of specific-specific. The more the knowledge of these two areas induces the more production of representation of teaching action. 5. The subjects had transferred 84% representation of teaching action into their teaching in the current study. 6.The more knowledge of intra-domain general and the knowledge of domain-specific could produce the more production of the representation of teaching action. The more production of the representation for teaching action could transfer the more performance in teaching. The more performance of teaching could induce the more reflection of teaching. The current study not only provides implications for teacher education but also suggests directions for further research.