國會議事一直是民主國家運作的核心，在我國立法院的議事效率議事逐年受到重視的一個議題，國會助理正是影響國會議事表現的重要因素之一，然而國內有關國會助理工作及其角色的文獻卻是較為缺乏的，因此本研究欲從質化與量化研究之角度，進行深入探討。 本文首先蒐集整理國內相關重要書籍、期刊、論文，依照文獻探討之結果發展問卷進行問卷調查與深度訪問，並於文中針對質化與量化分析之結果進行討論。本研究發現，我國的國會助理主要包含「價值追求」與「價值中立」兩類型，並且助理之服務傳遞是會受到「個人理念」、「不同職務」與「資源多寡」而有所不同的。期望本研究，在實務上，能夠做為立法委員在管理其助理與立法院進行國會助理制度改革上的參考之一事例。 關鍵字：國會助理，角色扮演，工作內容，工作態度

本文首先介紹Cosplay角色扮演的背景與歷史沿革，接著以參與觀察的所得為基礎，提出兩個研究問題。第一個研究問題是，在Cosplay活動漸往商業化發展的趨勢下，該場域內的動漫迷處在消費與抗拒之間的尷尬位置，他們是否能抵抗商業化的全面收編企圖，又是以何種方式抵抗？第二個研究問題為，在Cosplay場域內，性別與服裝間的所謂合法對應看似不成立；也就是在Cosplay中，生理性別未必要呼應社會所認定之應有裝束，這種性別疆界的暫時打破是以何種方式在何種條件下得以成立？這兩個研究問題的軸心被置放在「踰越」之上，探求在Cosplay中反叛性是否存在。以踰越為發問起點，本研究試圖探討Cosplay角色扮演這項活動，是否具有抵抗消費，以及反叛現行性別疆界的潛力。 在分別回顧與消費和性別相關的文獻後，本研究採行深度訪談法和參與觀察法，進行為期一年一個月的田野研究，並在整理田野資料後，讓所得發現與文獻對話，在詳實紀錄田野發現的同時超越文獻，處理過往文獻未能回答的田野現象。 研究結果發現，在商業體制赤裸裸的收編企圖下，角色扮演者們的確無法完全避免消費，但這不代表角色扮演這項活動是純然的消費。本研究分別檢視角色扮演者參加活動，與角色扮演者本身實踐兩個部分，著重在整個角色扮演的「過程」並加以論證，發現消費乃是其執行生產的一個難以避免之手段。消費之後，角色扮演者施展巧妙的戰術與挪用的藝術，挪用不只呈現在有形的準備層面上，甚至在抽象的氣質揣摩上，這些都是其生產力的展現。 在跨越性別疆界的部份，角色扮演亦有顛覆固著性別疆界的潛力。在Cosplay場域內，性別疆界的踰越僅在特定場合與特定時刻下得以成立，透過將霸權文化中暢行的規則挪為己用來達成目的。即便性別疆界的搖擺或模糊只在活動間成立，潛在的踰越特質卻是無法否認的；儘管性別疆界難以根本地消除，Cosplay依舊透露出試圖改變的力量。

本研究之目的可分為三個部分。第一，研究者在此論文中，深刻討論了角色扮演活動（cosplay）在台灣的現況與未來發展趨勢；第二，為進一步探究角色扮演活動在台灣的本土性，本研究將台灣角色扮演活動與發源地日本的角色扮演活動在活動特質上作出比較；第三，本研究以符號互動論與高夫曼的劇場論為主要切入觀點，研究台灣角色扮演活動如何透過人與人之間的互動被建構而成。 本研究採用質性研究方法，主要以參與觀察法與深度訪談法，並透過實地與網路進行了約一年的田野研究。研究者根據田野資料，整理出以下的研究發現： （一）在互動建構出角色扮演活動這方面，本研究分別從事前準備階段與實際活動階段來考察。在事前準備階段，角色扮演者（coser）與製作服裝道具的店家（或工作室），兩者之間在互動方式上出現了世代的差異；從早期的集體行動轉變為現今之個人行動。此外，本研究討論了角色扮演服裝製作面臨的趨勢：專業化、商品化與國際化。實際活動部份，研究者則區分了會場活動、私拍活動與其他活動，三者各有其不同的互動模式。 （二）與日本經驗相比，本研究發現台灣的角色扮演活動有兩個獨特之處。第一是台灣缺乏嚴謹的規範，第二則是台灣在霹靂布袋戲的部分有著大型的商業組織在幕後主導，甚至影響了角色扮演活動的實質內容，而在日本則無此現象。 （三）從符號互動論來觀察角色扮演活動時可發現，角色扮演活動中各個行動者的互動，共同建構了角色扮演活動。它不像小時候的扮家家酒遊戲，將未經世事的小孩進行社會化。而是角色扮演者脫離了日常生活的規範，去社會化之後，重新於角色扮演的場域進行的「再社會化」。從高夫曼的劇場論來看，角色扮演活動是一個劇班整體通力合作所建構出來的表演，在事前準備階段，劇班的幕後人員與角色扮演者一起建構出適合角色扮演者扮演的前台區域。在實際活動階段，則是由角色扮演者、馬內、攝影師與觀眾等人共同建構出前台的表演。 關鍵字：cosplay、coser、角色扮演、互動、建構、行動者、劇班 / The purpose of this study is threefold. First, it examines the current phenomenon of cosplay activities in Taiwan and discusses its future development. Second, the study compares the cosplay activities in Taiwan with those in Japan, where this cultural phenomenon was originated. Third, this thesis uses symbolic intercationism and Goffman’s theory of drama and theater as the main theoretical point of view, to explore how cosplay activities in Taiwan are constructed by different agents’interaction. The study utilizes qualitative research methods（including participant observation and in-depth interviewing techniques）to conduct field study about a year. Based on the analysis of the field data, some major findings are stated as follows: The thesis analyzes the construction of cosplay activities and divides the process into two parts: the preparing stage and the real-show stage. In the preparing stage, the cosers interact with those costume makers, and such interactions differ among different grenerations. While the early generation of cosers prefers to act in groups, the cosers from the new generation tends to act in solo. Furthermore, the researcher discusses three tendencies that costume making is facing: specialization, commercialization and internationalization. In the real-show stage, the thesis finds three types of cosplay activities: the exhibition activity, the photography activity and the third which is categorized as “other”. These three activities have different characteristics and different interactions. The researcher finds two unique characteristics existing in cosplay activities in Taiwan whild comparing with those in Japan. First, cosplay activities in Taiwan have loose regulations. Second, there is a large commercial organization which plays a very important role in PI-LI Chinese puppet show cosplay activities in Taiwan. This organization not only affects the contents of cosplay activities but also controls the resources in PI-LI Chinese puppet show cosplay activities. From the perspective of symbolic interactionism, the thesis claims that all agents involved in cosplay activites co-construct the cosplay activities. Unlike the playing house in childhood, cosplay activities are not a socialization activity which aims at teaching the rule of daily life. Instead, cosers escape from regulations of daily life and re-socialize in the cosplay field. From the perspective of Goffman’s theory, cosplay activity is a performance orchestrated by a team. In the preparing stage, all the backstage agents cooperate to set up a front stage area. In the real-show stage, there are managers, cosers, photographers and audiences co-construct the performance at the front stage. Keyword: cosplay, coser, costume play, interaction, construction, agents, team

本研究旨在透過角色扮演融入英語繪本教學在台灣國小二年級英語課室的運用，探討其對於英語學習動機和態度及英文朗讀能力之影響，並了解國小低年級學童對於角色扮演融入英語繪本教學之回應。本研究之台北市某國小的二年級一個班級學生共22人為研究對象，研究面向在英語學習動機方面著重於了解年幼英語初學者生的學習動機在內在學習動機方面及社會因素方面影響的改變。在英文朗讀能力方面著重角色扮演融入英語繪本教學對於朗讀流暢性、朗讀清淅度及字彙認讀之影響。資料蒐集包括前後評量、前後問卷調查及學生訪談。資料分析顯示學生英文朗讀在朗讀流暢性、朗讀清淅度及字彙認讀的進步情形。資料分析且顯示學生英語學習動機在社會因素方面的轉變。本研究結果顯示：一、角色扮演融入英語繪本教學有助於提升國小低年級英語初學者在社會因素方面的英語學習動機，學生更喜歡和老師一起讀英文繪本，也更喜歡和同學一起完成英文閱讀課裡的角色扮演活動。二、角色扮演融入英語繪本教學對於國小低年級英語初學者英語朗讀在朗讀流暢性、朗讀清淅度及字彙認讀方面有正面的影響且低成就學生之進步較明顯。三、國小低年級英語初學者對於角色扮演融入英語繪本教學運用在英語課堂學習的評價是正面的。最後，研究者歸納出研究結果並對未來進一步的研究提出參考建議。 / The purpose of this three-set/eight-class action research was to explore the effects of integrating Role Play into English picture books on second graders’ motivation and attitudes and oral reading ability in a second grade EFL classroom. Three research questions are as follows: 1. Does integrating Role Play into picture books improve second graders’ motivation/attitudes toward learning English? 2. Does integrating Role Play into picture books improve second graders’ English reading ability? 3. What are the participants’ perceptions of the integrating Role Play into picture books? Twenty-two students were involved to participate in this study. Three kinds of instruments were used, composed of the MLE (Motivation for Learning English) questionnaire, oral reading ability test (ORAT) and interviews. Before giving instruction of integrating Role Play into picture books, the pre-MLE questionnaire and pre-ORAT were administrated to measure students’ previous motivation and oral reading ability. The teaching and interviews were recorded to the purpose of classroom observation, modifying the experiment and collecting the data to accompany the results from the MLE and ORAT. After integrating Role Play into picture books, the post- MLE questionnaire and post-ORAT were used to compare and explain how students’ motivation/attitudes changed and their oral reading ability improved. Furthermore, interviews were conducted to understand students’ perspective toward integrating Role Play into picture books. Based on the findings, integrating Role Play into picture books has created an interesting environment for young EFL learners to use the language. That is, young learners as second graders need peer group’s accompany and proper pressure from performance to create a safe and positive learning environment in language classroom. The major results are summarized as follows: 1. The comparison of results of oral reading ability showed that more than half of the participants have made an improvement in oral reading ability, in terms of fluency, correct reading (“read correctly”), and vocabulary recognition (“vocabulary”), after the instruction. 2. The results of the questionnaires showed an improvement on participants’ motivation of social aspects and a small percentage of improvement on the two constructs of intrinsic motivation, learning curiosity and importance of learning, but not on learning involvement of intrinsic motivation. 3. The instruction of integrating Role Play into picture books had improved participants’ motivation for learning English on social aspects in terms of the participants like to read English picture books with teacher and classmates and like to work with classmates to finish the task of role play in English reading classes. 4. Students have gained attitude change toward English learning from integrating Role Play into picture books. They liked English more, practiced English by listening to CD, and recited more English words than the adult asked, and etc. Besides, the eight students’ oral description showed that five out from them felt the pressure to perform on the stage but no one of them felt pressure in group practice. The results showed the importance of peer group practice to make them feel relaxed without pressure. Finally, it is hoped that this study will provide more insightful ideas for educators and teachers. Regarding young learners, they need more interesting activities and opportunities to use the language. Key words: role play, motivation and attitudes, oral reading ability, elementary English

本研究之目的在探討國民小學人事人員所遭遇之角色衝突類型、來源與原因，進而提出解決之道。研究之進行，首先針對角色衝突理論進行相關的探討，以建立基本的認識；其次針對影響學校人事人員角色衝突之兩大因素：組織因素與人事制度之設計進行更深入的討論與分析，並提出解決的建議。 另外，本研究經由立意取樣，針對十二位台北市公立國民小學的校長、行政人員、老師以及人事人員進行預擬題綱之深度訪談，分別針對：1．造成學校人事人員角色衝突的組織因素；2．造成學校人事人員角色衝突的人事制度因素；3．學校人事人員角色衝突的類型、來源與原因；4．角色衝突對個人的影響及因應方法，進行深度訪談，並整理、分析訪談結果。 最後，針對上述文獻探討與訪談結果之分析與討論，提出本研究之具體結論及建議，以作為學校人事人員面對角色衝突，及學校、主管機關從事制度改革時之參考。