近年來全球華語熱的現象促使許多海外大專院校與產業界紛紛投入華語文數位學習的建設。在科技發達與網路功能不斷地提升，以及網路華語文教材和語文學習網站之發展的趨勢下，本行動研究試著以科技融入華語文教學出發，透過網路進行一對一遠距華語文聽力理解教學，首要探討在一對一聽力學習遠距環境中，三位國別與文化背景不同的華語文學習者的聽力理解學習過程與轉變歷程；其次是要了解教師在網路遠距教學上對這三位學習者的教學轉變歷程；最後是以三位學習者的網路學習經驗與教師的教學歷程，透過網路進行華語文一對一遠距教學，了解遠距華語文教學之設計與教材之選取方面須重視的事項。 本研究主要研究對象為三位身在不同國家，華語為第二語言學習的初級學習者，並採用網路免費華語文教材「一千字說華語」和線上免費平台進行遠距一對一教學。研究方法先以發展聽 力理解教學：研究對象接受二十週的聽力理解課，每次一小時，共計二十堂課。接著透過行動研究法，應用訪談與問卷蒐集三位個案學習者的經驗與感受，佐以教師的教學省思，以深入了解此教學行動。所有聽力理解教學包括問卷調查、學習者回饋、教學省思、訪談資料等紀錄都用來分析本研究教學的實施情況，同時也參考學習者每堂課的前、後測成績做進一步的探究與結論依據。 研究結果顯示，透過一對一遠距教學情境與網路科技資源應用在華語文聽力理解教學中，遠距學習者對網路學習環境、一對一遠距教師之教學、以及網路華語文教材等方面，皆持正面看法與回饋。問卷及訪談結果顯示三位學習者都同意網路一對一教學可以彌補學習者週遭學習環境之不足與困難，同時可以提升學習者華語文學習能力的自信心，進而培養其日後華語文持久的學習動機。本研究能協助網路對外華語文教師了解藉由網路遠距第二語言初級學習者的需要，並提供教學設計參考，作為其開課前的準備，與提升其教學品質與成效。研究成果亦提供對外華語文數位學習教材編寫與製作之回饋與建議。 / In recent years, the phenomenon of the Chinese language learning has driven many overseas tertiary institutions and industries to invest in the construction of digital learning technologies. The trend of technological advancement and network functioning continues to improve as well as online Chinese language resources and language learning websites. This action research attempts to integrate technology into one-on-one tutoring sessions for Chinese listening comprehension through the internet. The first objective of this research is to explore the process of learning and the challenges and experiences the students face via online one-on-one distance learning. Secondly, it is to understand the process and the changes of teaching style toward the students via the internet. Lastly, it is to understand the important aspects of design and selection of Chinese teaching materials through the students' learning experience and the teachers' teaching process. This study focuses on three beginning Chinese learners from different countries and cultural backgrounds and making use of free online teaching materials provided by "Speak Mandarin in One Thousand Words" via a free online platform for distant tutoring sessions. The methodology to develop listening comprehension is that all the students will have a total of twenty classes, with each class lasting for an hour. The research section is based on interviews and questionnaires observing the students' experiences and feelings combined with the teacher's reflections and to gain insight on the teaching actions. The students’ pre-test and post-test score in each class are referred in order to further explore the basis and conclusion. The interviews and records are used to analyze the implementation of the research through teaching. The results of the study show positive opinions and feedback regarding one-on-one distance learning and the teaching methodology with the online Chinese language materials. The questionnaire and interview results show that the students agreed that one-on-one online teaching can compensate the shortcomings of students in a traditional learning environment. This study therefore concludes non-traditional methods of teaching can enhance the confidence in the learner with their ability. Even without a Chinese physical environment, distance teaching can still motivate students to learn Chinese. This research can help teachers to understand student needs via online one-on-one and it could help provide teachers designing the most effective ways of teaching. The research results also provide feedback and suggestions on the preparation and production of Chinese teaching materials.

自1994年開始推動的「社區總體營造」，可謂台灣近十年來最具朝野共識的政策方案之ㄧ。研究者在長達十餘年的實際參與執行過程中，觀察到有兩項未曾間斷且持續操作的社區營造重點工作，其一為社造人才的培育，其二為社區環境空間的改造。而這兩項工作其實就是社區總體營造在台灣推動這十年來，亟欲達成的階段性目標，也對於往後社區營造的永續發展有著關鍵性的影響。 本研究嘗試從參與主體互動關係的角度切入，探討在「社區培力」的觀點下，在民眾參與社區環境空間改造時，所產生的政府、非政府組織與社區民眾，三個參與主體所扮演的角色、定位、功能與任務，以及各參與主體在人才培育的工作中，如何在學習成長的過程中，運用培力的方式以達成有效益的成果累積。 研究者採用行動研究的方法，以苗栗縣為研究場域，並透過對於社區營造、社區培力、民眾參與、社區環境改造與國內外多個案例等的課題分析歸納，並結合苗栗縣推動社區總體營造與社區規畫師等計畫的執行過程中，探究各參與主題的互動關係變化，進而影響其各自的角色、定位、功能與任務的網絡結構，以及有效的社區培力機制。 在經過2001-2005五年間的行動研究歷程，研究者發現三個參與主體間的關係應是由最初的「上下互賴關係」，轉變為「水平互動關係」，方有可能達成「三角互補關係」的理想社區總體營造網絡結構。而在不同的階段中，三參與主體的也應動態的變換不同的角色與相對應的功能與任務，以因時、因地制宜的推動社造工作。尤其非政府組織除了必須具備有「中介、潤滑與形塑」的功能外，還要能「提升社區民眾公共參與層級」的能力。因為，民眾對於公共事務的決策能力並非由其他主體移轉而來，而是在有效的學習成長過程中，創發出來的。而透過本研究引入「契約學習」的學習方式，更確認有效的學習過程應提供「提問式的教育環境」，教學者與學習者在一定的知識基礎上，於動態的互動過程中調整所扮演的角色，進而將所習得的知識內化為生活的一部份，再透過行為外顯呈現。 本研究在苗栗縣的特定情境脈絡下，探討民眾參與社區環境改造此類與生活密切關聯，但又需要專業知識與技能的社區營造面向，如何藉由參與主體間的關係轉變與互動過程，以及學習成長的社區培力機制的運作，應可提供相關研究人員參考，並作為政府、非政府組織與社區民眾彼此互動的依據，進而共同攜手打造社區願景。 關鍵詞：社區總體營造、民眾參與、社區培力、契約學習、社區規畫師、行動研究 / Community building can be seen as one of the most common understanding policies in Taiwan since 1994. Author of this research has been participating in the practical operation for over ten years, and observing two key points. One is talent cultivation; the other one is community space transformation. These two achievements are de facto the staged goals of Taiwan community building through these years. Most importantly, they have potentially influenced the sustainable development of community building. With the angle of interaction of participants, this research tries to discuss that under the view of community empowerment, government, NGOs and community residents become the three main participants when the public takes part in the community space transformation. The roles, position, function and mission of the three participants will be examined here. Besides, for talents cultivation, how do they exert empowerment to accumulate the efficient achievement in the learning process? Action research method is used in this research. MiaoLi County is the research area. Through analyzing the subjects of community building, community empowerment, public participation, community space transformation and overseas cases, and combining the executing process of the community building and community planner plans promoted by MiaoLi County, this research is to study the interacting changes of the above subjects. Furthermore, these subjects are to influence their own roles, position, function, mission network and effective community empowerment mechanism. After five-year action research from 2001 to 2005, this research found that the relation of the above three main participants has changed from “Top-Bottom Dependent Relationship” into “Balanced interaction Relationship”, and been finally moving to “Triangle Inter-complementary Relationship ”, an ideal net structure of community building. In the different stages, the three main participants should also shift different roles, related function and mission to promote community building timely and properly. Especially, except intermediary, lubricating and molding, NGOs should have the capability to promote the level of the public community participation. For the public’s decision ability toward public affairs is not transferred from other objects, but created from the effective learning process. This research introduced “contract learning” to confirm that an adequate learning process should provide an “asking- question education environment ”. Based on certain knowledge basis, teachers and learners have to adjust their roles during interacting, internalize the new knowledge into part of their lives, and behave properly. Under some special situations in Miao-li County, this research talks about the close relation between daily life, professional knowledge and skill of community building while the public participates community environment building. It also examines how these main participants transfer their relation and interacting process, and how to learn the operation of a growing community empowerment mechanism. These related findings and conclusions could provide some positive reference for other researchers. More importantly, it is hoped that government, NGOs and communities to cooperate to accomplish a concrete community vision in accordance with this research in the future. Key words：community building, public participation, community empowerment, contract learning, community planner, action research

這是集合專家智庫與教師協同研究團隊共同參與、分享與學習的旅程。其研究目的在於釐清教改相關詞彙的真正意涵，探究標準取向課程理論與實踐的相關策略及其配套，以建構一合理可行的標準取向課程發展模式，從而成就課程變革由混沌轉為清明的契機。首先，透過文獻探討與工作坊研習，集體慎思標準、能力指標、核心問題、科際整合、指標性評分等關聯性意義及其對課程變革的影響，瞭解學校課程地圖的規劃、課程發展路徑、及評量機制的更新；次而對照台北美國學校的實地觀摩體驗，參與研究教師協同配合學校教學，進行英語文與其他學科整合的課程設計；最後在台北二所國中，以協同行動研究方法，進行理論與實作交互辯證的實驗教學，探索標準取向課程落實在教室現場的可行性。運用觀察、訪談、錄影、日誌與反省札記等，自2003年9月至2004年6月，長期實地觀測參與研究教師進行課程構思、實作與反省的歷程，比較學生的實作表現的差異，分析標準取向課程實施的方式及其限制，了解核心問題、指標性評分的功能，及其對學習邁向深度理解的影響。綜合研究分析與討論，獲致以下的結論： 1. 篩選標準是展示優質教學的重要手段，而標準的落實必須是團隊分享而非獨立作業。核心問題與探究學習則是邁向理解學習的關鍵指標。 2. 課程是為解決問題才產生的，科際整合的課程應該是用來解決課程需碎片段的組合，並提供更多的關聯性。有助於學生袪除傳統知識的刻板印象，主動積極擴展學習的視野。 3. 協同行動研究即是一解決問題，探究學習的歷程，它需要熱情、協同、好奇、反省與承諾，它也是增進教師專業知能成長的有力方式。 4. 能力的培養不是速成的，必須採標準與指標性評分活用於教室教學，以規準引導，範例說明，運用實作表現重組學生的知識基模，化為智慧能力，以落實多元質性評量的真意。 5. 課程改革應以期望學習成果或意圖的學習成果做為領域的課程目標，透過單元課程融入情意價值的潛移默化，以展現課程美學。 同時，陳述研究心得與建議，並對後續進階研究作出具體的規劃。簡言之，整體研究均在揭示：如何使學生喜歡上課，享受學習樂趣，擁有契而不捨的探究精神與實作能力，以彰顯教育改革的核心價值。 / This was a school reform study to enhance teachers’ capacity. The purpose of the research was to explore the standards-based curriculum development and build an accessible procedure. The whole process including three periods: (1)Group deliberation period, the researcher and partners learned a great deal about the practical knowledge needed to meet the objective of the study in the workshop. And then widely sifted the literature review materials. (2)Development period, the researcher and teammate made two problem-based interdisciplinary curriculum. And design rubrics to improve the approach of performance based assessment. (3)Implementation period, The field study with collaboration is to investigate the trial outcomes. There are five conclusions resulted from the study, which were as follows: (1)Standards, benchmarks and essential questions are key factors to curriculum quality. (2)The integrated curriculum program is to enhance students’ learning toward enduring understanding, and help them to become independent learners. (3)Teachers’ teamwork and professional conversation is the best policy to solve problems. (4)Professional capacity development is the critical mission of schooling. (5)The goal of curriculum renewal is to empower students to be active learners thus taking responsibility for their own studies. Above all, Teachers as transformative knowledge workers, think globlly, and act locally, to generate exciting new learning models and real-world performance standards. Meanwhile, the researcher does a follow-up project that support the creation and adoption of interdisciplinary curriculum frameworks to reflect today’s complicated socities.. / 第一章　緒　　論……………………………………………………… 1 第一節　研究背景、動機與重要性………………………………　5 第二節　研究目的…………………………………………………… 13 第三節　研究問題………………………………………………… 14 第四節　研究限制…………………………………………………　 15 第五節　名詞釋義…………………………………………………　 17 第二章　文獻探討……………………………………………………… 21 第一節　標準的核心理念及其與課程的關係…………………… 23 第二節　深度理解、核心問題與標準的關連性 ………………　42 第三節　科際整合課程意義與設計原則…………………………　57 第四節　探究學習與批判思考教學………………………………　71 第五節　指標性評分意涵及其應用 ……………………………　95 第六節　多元智慧的教師知識管理……………………………… 113 第三章　研究方法與實施策略…………………………………… 127 第一節　進入教室場域前的準備工作………………………… 128 第二節 研究者的相關經驗與研究方式……………………… 131 第三節　進入教室場域的研究策略……………………………… 134 第四節　研究資料蒐集與整理分析…………………………… 145 第五節　研究品質多元觀點的建置…………………………… 149 第四章　研究發現與討論分析(一)……………………………… 153 第一節　課程慎思與文獻探究…………………………………… 154 第二節　課程發展與科際整合…………………………………… 166 第三節　課程實踐與行動探究 (一)…………………………… 183 第四節　課程實踐與行動探究（二）…………………………… 201 第五章　研究發現與討論分析(二)……………………………… 211 第一節　知識藝術與建構學習…………………………………… 212 第二節　科際整合與教室評量…………………………………… 219 第三節　心智習性與知識管理…………………………………… 226 第四節　思考教學與閱讀理解…………………………………… 236 第六章　結論與建議………………………………………………… 245 第一節　結論與省思……………………………………………… 246 第二節　分享與建議……………………………………………… 254 參考資料……………………………………………………………………… 237 附　　錄 附錄一………………………………………………………………………… 261 附錄二………………………………………………………………………… 271 附錄三………………………………………………………………………… 295 附錄四………………………………………………………………………… 321 附錄五………………………………………………………………………… 337

隨著科技進步，基於機器學習技術的資料分析工具在顧客關係管理領域已被廣為使用。過去的相關研究文獻大多著重於高交易頻次、與客戶互動頻繁的產業，諸如金融、電信、零售業等，但對於具有相反產業特性的服務業等則是缺乏著墨。本研究希望透過案例研究的方式，完整呈現企業如何實際將基於機器學習技術的資料分析工具應用於顧客關係管理業務的過程，以及這些新技術如何幫助企業提升顧客關係管理的成效。本案例使用行動研究方法來歸納、分析、整理整個專案的過程與結果，文末總結本案例於作業、管理以及策略層面的管理意涵與建議。本研究使用的資料來源為台灣一間大型汽車經銷商的資訊部門與其旗下的服務廠，總共包含了約273萬筆資料。利用於微軟Azure平台上的決策樹模型分析資料，產出高購買機率的顧客推薦名單，服務廠的技師可以針對名單上的顧客推銷，不僅能有效提高推銷的成功率，節省第一線技師的時間，還能夠提升技師以及顧客的滿意度。最後本研究的結果顯示，運用機器學習技術產出的推薦顧客名單，確實能夠幫助本案例公司於顧客區隔以及顧客發展，並達成更有效的顧客關係管理。 / Data-mining tools and machine-learning techniques have long been used in customer relationship management (CRM), including for customer retention in the financial, retail, and telecommunications industries. However, research on machine learning for CRM in service industries remains rare. Accordingly, this paper uses action research to arrive at a holistic understanding of the process of applying machine learning-based data mining in a specific service-sector business, and whether, how, and how much these novel techniques can help it improve its customer relationships. Key areas of interest include operational, managerial and strategic decision-making processes. Based on approximately 2.73 million rows of data collected from a large car dealership’s IT department and its vehicle-maintenance plants, Microsoft Azure’s boosted decision-tree model generated lists of recommended customers. Such lists could be used by the company to increase the success rates of its promotional activities and to decrease both the overall duration and frequency of technicians’ involvement with promotion. This in turn could lead to more efficient and effective frontline operations, and increased satisfaction not only among customers but also among technicians. In short, machine learning-based recommended-customer lists helped the company achieve more effective CRM through better customer segmentation and customer development.

這是本第一人稱敘事的論文，研究者帶著「青少年哲學教學如何可能？如何進行？如何在行動中形構課程？」的研究意圖投身另類教育現場－北市自主學習實驗計畫－由實習教師、兼任教師、專職教師暨導師，歷時凡五年，往來於教學與研究的雙重場域。教育現場提供「微觀」取向的見解與經驗；而教育理論、哲學等理論框架的研究者背景對教學信念與舉措起著指導作用，同時因「敘說」的學習及實驗計畫提供的滋養，提昇教師專業並轉化研究歷程，自我也有所蛻變。 　　是以進入論文書寫階段便超越原先研究目的，更且涵蓋：課堂如何成為參與者的心智、情意活動的平台？學習者如何超越、跨出課堂？課堂以外的諸般條件此間如何作用？面對師生關係的覺察與種種行動體驗，如何形構由教師發聲的哲學？以上種種且於反思回觀後企圖做「可普遍化」的談論，並公開教師知識，以為意者參照。 　　研究進路為質性研究方法中的生命傳記敘說取向，文本採集使用Fritz Schütze開展的敘述訪談法，訪談就讀實驗計畫期間參與研究者開設之哲學課與寫作課的兩個案例(其中一人現就讀外轉公立高中，另一仍就讀實驗計畫)，並且同時訪談其家長(本研究皆為母親)敘說文本，作為家庭生活與學校生活的參照。資料分析以Rainer Kokemohr的參照推論分析為主軸，輔以 F.Schütze、Moustakas並借用Bruner和Lévi-Strauss的見解。同時研究者的相關研究紀錄與學生作品亦是重要資料。由學生文本、家長文本與教師紀錄、蒐集的現場資料，構成了詮釋現象和形構理論的三角。 　　研究結果發現敘說可作為課堂「橫向聯繫」的滋養與方法，有助於知識、技能的學習、更且聯繫學習社群的各個參與者；而對參與者的想像因敘說生命故事與家族治療的影響，將個體的「我」看作帶著家庭、文化充滿故事的生命體，而這生命有著「父-母-子」的三角結構。本研究發生的場域－青少年哲學人文的課堂－藉「外化」的作用，透過創作達致思辨，在Logos和Mnemosyne(=memory)兩面向上相輔相成，而敘說可作為創作的幫助，並且也是促成外化作用生發的一種方式。研究建議，青少年哲學、寫作等課堂可觀照討論內容與課題(theme)、進行方式和探究團體的形成。 　　在互為閱聽的學校課堂中，生命得而賦權，並增加「邂逅」的機會，從而得獲教育，生命因之蛻變。教師便是形構邂逅場域的人，預設邂逅可能條件的關鍵；他的權威用以增進聯結，並在倫理上應自我取消，而形構邂逅場域的重要能力之一，便是造型力。 　　邂逅場域的形成，正可作為學校存在的特徵、價值和經營方向，而另類教育、另類學校的存在，正是提供不同邂逅的可能條件。正如身為教師的研究者得而開展迥異於體制教育的青少年哲學與寫作課程，適可作為教育典範的競逐參照，另類教育承諾了不同的教育希望，而研究者對自身生命史與論文寫作時的教師角色和研究者角色的選擇與反思，亦可作為進行教師行動研究的參考。

本行動研究旨在探討音節覺識(syllable awareness)與字母拼讀法(phonics)合併教學對台灣國中7年級生（國一學生）拼寫多音節字及英文學習態度的影響。實驗分兩階段進行。第一階段進行小規模的前測，作為正式研究的準備，其目的在測試音節覺識與字母拼讀法合併教學是否適切、教學活動是否可行，以及7年級生在運用此方法拼多音節字是否有困難等等，並根據初探結果修定正式實驗之規劃。第二階段的正式實驗，根據第一階段的結果改良拼字測驗生字、延長教學時間，並加入小測驗以期教學更能適切,以利評估該教學法對學生拼字能力及學習態度的影響。 在正式實驗中，實驗對象為基隆市某國中66名7年級學生,首先進行學習背景調查、音節計數、單音節字、多音節字拼字測驗，之後，篩選出44名程度、背景相近的學生。研究者將此44名學生隨機平均分配為實驗組及對照組兩組,每組各22名學生。對實驗組先施以音節覺識與字母拼讀法合併教學,將音節覺識及字母拼讀等技巧融入英語拼字訓練中;而對照組則單獨採用字母拼讀法教學,教授字母字音的對應關係。實驗組及對照組每週均安排兩節英語課實施上述教學法,每節課15分鐘(每週30分鐘),持續11週。兩組學生在教學後各施以多音節字拼字測驗、學習態度調查,以評量受試者在拼字技巧上的發展及學習態度上的改變情形。 組間比較結果顯示,在十一週實驗教學後,實驗組及對照組二組學生在拼多音節字測驗上無顯著差異。此外,只有實驗組學生在生字及英語學習態度上有顯著的正向改變。 以上研究結果顯示，運用音節覺識與字母拼讀法合併教學能降低學生對拼字的焦慮，改善其學習英語的態度。本研究之結果及教學建議，可供未來國小、國中拼字教學的參考。 / The purpose of this action research was to explore the effects of syllable-awareness based phonics instruction in Taiwanese 7th EFL graders on spelling multi-syllable words. The present study involved two stages: a one-group design pilot study and a formal study. The purpose of the pilot study was to evaluate the feasibility of the syllable-awareness based phonics instruction designed by the researcher. According to the result of the pilot study, the formal research was modified in changing the multi-syllable test words, lengthening the instruction time, and the usage of a quiz. Moreover, in the formal study, two groups will be implemented with different instructions to explore the effects in spelling multi-syllable words and learning attitude. In the formal research, sixty-six 7th graders in two intact classes were chosen as potential subjects. After they filled out a background questionnaire, took three tests: a syllable counting test, a mono-syllable word spelling test, and a multi-syllable word spelling test, forty-four homogeneous subjects were selected. The researcher randomly assigned these 44 subjects into two groups: an experimental group and a control group, each comprised of 22 subjects. The experimental group received syllable-awareness based phonics instruction while the control group received phonics instruction only. All subjects were instructed for 11 weeks, two 15-minute classes per week (thirty minutes per week). After the instruction, the researcher carried out a multi-syllable spelling word posttest and a learning attitude questionnaire to estimate the effects of the instruction and their attitude changes. The result of the multi-syllable word spelling tests revealed that there was no significant difference between the two groups. However, the experimental group showed more positive attitude change than the control group toward vocabulary and English learning. The findings from this study indicate that syllable-awareness based phonics instruction can not only ease the anxiety of spelling multi-syllable words for 7th graders, but also reinforce a more positive attitude toward spelling vocabulary and learning English. According to the results, pedagogical implications and suggestions for further studies are offered.

電腦病毒的演化瞬息萬變，特別是近年來，駭客在有利可圖的動機驅使下，逐漸形成了專業分工的產銷供應鏈，讓病毒的演化速度和變種數量以指數型成長。攻擊事件數量不斷竄升，資訊安全市場理應增加不少機會，但多數防毒廠商經常對這樣的市場機會望洋興嘆，每年花費數億金額，動員研發團隊提出新產品、新版本、新服務，使用者卻始終興趣缺缺。供需兩方認知差異讓防毒軟體廠商面臨龐大開發費用的損失，也讓企業持續存在於不定時資安風險的恐懼之中。 資安軟體公司在產品研發前，做足使用者需求蒐集流程工作，依照使用者描述所進行開發的產品，為什麼卻不是客戶需要的？本研究以質性研究法觀察國內一家電腦防毒廠商的新產品開發過程，更以為期一年的行動研究方式參與該公司使用者洞見計畫（Customer insight program），結合跨部門團隊的智慧和力量，以雲端運算的資安機會為主題進行客戶觀察和新產品構思。 經過一年的行動研究蒐證，本研究指出使用者導向設計的迷思，並強調瞭解工作脈絡對於系統性產品創新的重要性。由於系統性產品複雜程度較高，使用處於分工較細的系統運作流程之下，往往不自覺工作特殊之處，也難以確切表達總體需求。本研究的分析方式則透過使用者工作脈絡，即以客戶的商業模式和雲端運用的特殊情境，其次定義使用者於脈絡中獨特的痛點，進而找到創新機會。 使用者雖然是創新的來源，但是本研究發現，使用者不一定能知道自己的需求，唯有瞭解他們的工作實務，瞭解使用者在特定工作情境的痛點，才能化痛點為創新的亮點。研究貢獻上，補強現行使用者研究的三大方向，分別是使用者假設的不同、產品面設計的不同與創新來源不同。實務貢獻上，本研究提供複雜度較高的系統產品廠商在使用者導向設計流程之建議，以及企業中各部門如何透過使用者創新設計思維發揮價值所在。 / The rate of rapid evolution in computer virus results in an increase of computer crime and business attack incidents. Opportunities in the information security market began to grow and expected to exceed $125 billion USD by 2015, according to a new report by Global Industry Analysts. In this situation, anti-virus company tried everything they can to launch high-technology, fancy, and more powerful product every year. But they found customer is always lack of interest in their new products. This not only makes the loss on large investment in software development for anti-virus company, and also makes enterprise customers continuously at the risk of data stolen and computer virus attacks. By asking users what they want and trying really hard to listen to them before the development, however the product still hasn』t meet the customer needs? This research is based on qualitative method and action research project to investigate an anti-virus company』s product development process and customer insight programs. The one year project was cooperated with company internal cross-functional team and focused on 『Protecting the cloud』 topic. There are three cases was selected in the final. In order to know the user』s working context in the high-complexity information security product system. The analysis structure in three cases used four steps to find out. First of all, identify the enterprise user』s business model. Secondly, observe their local knowledge in cloud computing usage. Thirdly, clarify the organization's unique pain points. The last but not the least, find the potential security opportunities for innovation. While user becomes a significant source of innovation, the study shows that users don』t necessarily know their own needs. Only to understand customer』s work practices, pain points under specific working situations, and use design thinking to make the pain points to transform into fit customer needs. The research emphasized the importance of local context in innovation theory and reinforced the inadequacy part of the lead user theory. Key words: User-centric innovation, Product innovation, Service innovation, Cloud computing, Anti-virus software, Qualitative research, Action research

臺灣華德福教育乃四一○教育改革浪潮之一環，宜蘭慈心華德福首先發展為K-12之完全學校，具指標意義。本研究為具自傳性、反思取徑之課程行動研究，帶有民族誌色彩。研究目的在以華語文課程為範疇，敘說慈心華德福中小學課程實踐暨轉化歷程，呈現華德福學校語文課程與教學，構思課程系統圖像，探究教師圖像與學校圖像。 　　本研究採參與觀察法、訪談法、文獻分析與自我研究法，由學校工作小組既有資料與研究我的反思書寫，採擷同仁觀點，形成「公開知識」、「我觀點」與「他者觀點」之理解視角。藉由實踐者即研究者的立場，研究者透過「敘說」交織兩條軸線，其一，基於行動研究之經驗基礎，本研究為「教學我」之教學敘說反思與華德福教育之「課程理解」與「課程轉化」；其二，本研究為個案研究，場域為「研究我」服務之慈心華德福學校，聚焦「人智學」（Anthroposophy）啟迪下之華語文課程發展與實踐，及其中浮現之課程系統圖像。 　　研究發現﹕華德福語文課程於小學主要表現為口述故事、肢體與韻律活動、藝術活動等，以之進行教與學；中學著重語文的功能、現實性與規則，亦注重傳記、歷史故事與青少年發展之關係；高中階段與各門知識形成綜合文化學習與自我探究。就主課程而言，人智學啟迪之華語文課程系統圖像：「夢境」（一至五年級：童話、神話）、「真實」（六至八年級：文法：形式之現實；歷史：內容之現實）、「詩與思」（九至十二年級：詩的歷史理解、詩與哲學）。就學習者，透過主體與世界之互動，可開採出「旅程」隱喻：在世界中尋求自我；由自我走向世界。十二年一貫統整課程實為學習者的「永恆樂園」，各個主課程都是一面世界之窗，個體之小宇宙與意識進化史之大宇宙呼應，可理解為「天人合一」，整體課程由小學至高中呈U型對映浮現學習者「聖盃」圖像；研究者推導華德福之語文觀，「人」不同於其他物種，「個人自成一類」，導出人必發展屬己的獨一無二之語言。教師由個人學習旅程之「英雄」，變衍為課堂中捨身之「基督」或「佛陀」；語文教師探索外在與內面世界，為透過創作分享眾生的「吟遊詩人」。慈心學校課程演化之經驗可以「西遊記」為隱喻。慈心學校發展由美感團體朝向求真團體。 研究結果有助於理解人智學如何形塑華德福課程與教學踐行。研究顯示，統整課程之理解為教學統整重要基礎，教育實踐的究竟思考引領教師成長並為課程理解基礎。社群互動與共好的文化氛圍為課程發展基礎。華德福華語文課程在地轉化應持續關注教育本質、自我認同與對華語文之理解的內在辯證。 / Waldorf education in Taiwan is one of the influence and result of the 410 Education Reform (四一０教改). Ci-Xin Waldorf School in Yilan is the first to develop into a K-12 complete school system, which is a significant achievement. This study is an ethnography-like action research combining also autobiographical and reflective approach. The purpose of this study is to narrate the process and practice of curriculum delivery and transformation in Ci-Xin, to demonstrate the reality of language lessons and teaching in Waldorf School, to construct a systematic structure of language curriculum, and finally to study the ideal picture of being a teacher and of a school. 　　The methods that are applied in this study include participative observation, interview, documentation analysis, and reflection on personal experiences. With data from working groups in Ci-Xin School, my own reflective writings, and the opinions contributed by my colleagues, there are three points of views formed, which are "public knowledge", "my viewpoints" and "others' viewpoints". As the researcher is also a practitioner, two themes are formed through "narration". Firstly, based on action research, the study consists of the researcher’s narrative reflection of his own teaching and of the understanding and internalization of Waldorf curriculum. Secondly, as the thesis is essentially a case study of CiXin Waldorf School where the researcher works at, it concentrates on the Chinese language curriculum development and practice under Anthroposophy ideas and the emerging picture of curriculum system. 　　The conclusions are as following. Under Waldorf pedagogical ideas, language teaching and learning in primary school focus on oral stories, movements, rhythmic activities, and artistic exercises. In middle school, the emphasis is on the functionality, actuality, and rules of language. The relationship between biographies, historical stories and adolescence development is another importance. In high school, Chinese language courses together with other subjects and knowledges are integrated and synthesized into wide-ranged cultural learning and self-exploration experience. In terms of main lesson in Chinese language area, "Dream" is the main them for grades 1 to 5 to allow the children to immerse themselves in abundant fairy tales and myths. "Reality" is the focus for grades 6 to 8. Pupils at this stage learn a lot of grammar which represents the forms of the reality, and history which is the content of the reality. For grades 9 to 12, “Poetry and Thought” is the major learning in which the young people have a glance at the history of poems and of poetry and philosophy. As to learners’ experience, through the interaction between the subject and the world, they may grasp the metaphor of "journey", that is, to seek their own egos in the world and to explore the world through stepping out of themselves. The 12-year curriculum is the ''eternal paradise'' for learners. Each main lesson is ''a window to the world''. The inner world (microcosms) of each individuals and the universe of consciousness evolution are interweaving, which can be understood as "the unity of man and nature". The whole curriculum from primary to high school forms a picture of U-shape which reflects the "holy grail" experience of the learners. The concept of language teaching in Waldorf education as deduced from the research is that "Humans" are different from other species; "Each individual is a separate category" and therefore will develop his or her own unique language. A teacher originally is the "hero" in his or her own journey of learning and then transforms him/herself into "Christ" or "Buddha" who gives out him/herself in the class. A language teacher explores the outer and inner worlds and becomes a "bard" through sharing his or her creation on the way. The story of “Monkey King” can be a metaphor to demonstrate the evolution of language curriculum in Ci-Xin Waldorf school. This school is developed from an aesthetic community towards a community of truth seeking. 　　The result of this research helps to clarify how Anthroposophy shapes the curriculum and teaching practice in Waldorf education. It shows that the overall understanding of Waldorf curriculum forms the grounded foundation of teaching integration. And the philosophical thinking towards the nature of education guides the teachers’ self-development and understanding of the curriculum. Healthy community interaction and cultural atmosphere towards ''common good'' are the pillars of curriculum development. To support the contextualization of Chinese language courses in Waldorf education, we shall relentlessly pay attention to the intrinsic dialectic in the thinking about the nature of education, the formation of self-identity, and the understanding of chinese language.

本研究旨在探究以可解碼英文故事書(decodable storybook)為主的英語教學，對低年級英語低成就學童的影響，特別是在此補救教學方案下，學童早期英語閱讀能力及學習態度之改變及表現，並探討造成其改變的可能原因。本研究分兩階段進行，第一階段先進行小規模的預試研究作為正式研究之準備，目的在測試選用的英語可解碼故事書做為教材是否適切、教學活動是否可行，並根據初探結果規劃正式研究。第二階段的正式研究，根據第一階段的結果改良部分測驗、增加閱讀讀本、以及增加教師訪談等質性資料，以期進一步探討此補救教學方案對於學童早期閱讀能力及學習態度的影響。 在正式研究中，研究對象為台北市某國小英語攜手班(補救教學班)之五名二年級學習低成就學童（學業表現為後15%至20%）。研究者選擇Scholastic Company所出版的某系列分級可解碼英語故事書之第一套部分冊數作為讀本，搭配由整體到細部的架構理念設計課程，發展出適合本校學童的補救教學方案，將字母拼讀技巧訓練融入自然有趣的閱讀情境中。 本研究為行動研究，透過以質性為主的資料蒐集法，包含課室錄影錄音觀察、訪談、多方文件彙集及前後測評量，來進行研究結果之分析詮釋。學童每週均接受一次教學(每次三節課，共120分鐘)，共持續十六週。經過一學期補救教學後，對照學童前後測評量及各種質性資料分析，發現學童在字母認讀、單字辨識、單字拼讀及學習態度上均有正向改變。本研究也發現，使用可解碼故事書的內容來設計閱讀及自然發音教學活動，的確有助於低成就學童早期閱讀能力及內在動機之提升。本研究之結果及教學建議可供未來國小補救教學之參考。 / The purpose of this study is to examine the effect of decodable storybook instruction on the early reading performances and learning attitudes of Taiwanese EFL lower-grade underachievers in an elementary school in Taipei. An attempt is also made to explore the possible reasons for any improvement among the underachievers’ with respect to this remedial program. The present study was conducted in two stages. A small-scale pilot study was implemented as a preparation for the formal study in advance. The purpose of the pilot study was to investigate if the reading text of the selected storybook series is appropriate for underachievers, the feasibility of the decodable storybook instruction and the effects of the instruction on learners’ early reading ability and learning attitudes. Afterwards, the formal study was revised in modifying some test words as well as the scoring procedure on the early reading assessments, adding more reading materials and qualitative data sources such as teacher interviews. In the formal study, the participants are one remedial English class of five second graders (whose academic performances were at the bottom 15% to 20% of the grade). The curriculum was based on the contents of a commercial series of decodable story books—Clifford Phonics Fun Reading Program—pack one. The researcher adopted the framework of whole-to-parts phonics instruction to integrate reading activities and phonics training in an interesting and meaningful reading context. A variety of reading activities integrating four skills were designed and based on the content and topic of the storybooks to rouse learners’ interest. Decodable CVC words embedded in the story series were then explicitly taught to learners to apply letter-sound knowledge in their reading process. This study triangulates action research with qualitative data using classroom observations (video or taping), interviews, assessment records, and document analysis. Data analysis interprets the study results. After the sixteen weeks of remedial instruction, a comparison between the results of pre-tests and post-tests showed some changes in learners’ early reading ability, including letter-sound recognition, word recognition and visual blending, as well as a positive change in learning attitudes. The other findings were as follows. (1) Multiple teaching activities generated from the decodable story book can be beneficial to learners’ early reading ability and learning motivation. (2) The decodable story book is an effective language learning medium for learners to apply their decoding skills as well as to provide them with an interesting reading context to lower their anxiety in learning English. Based on the findings, a number of suggestions and pedagogical implications are provided for EFL elementary school teachers and further studies in the remedial instruction field alike.