平衡計分卡被財星雜誌列為七十五個最有影響力的管理制度之一，不僅風靡國內外營利組織，國外的政府機構與非營利組織亦廣泛採納。然細究國內公共組織運用平衡計分卡之狀況，多為管理制度的參考，或將四大構面套入既有的績效管理制度，真正融會貫通其精髓概念的推行者尚屬有限。本文透過深度訪談法探討公共組織導入平衡計分卡可能遭遇之障礙。 研究結果顯示，公部門採納平衡計分卡之先決要件為「感到組織需要變革」、「高階領導者支持與承諾」、「了解『為什麼』採納平衡計分卡」、「發展績效的組織文化」、「假如真的需要改變管理制度，BSC也要顯示出不會增加額外工作負擔」。 公共組織導入平衡計分卡受限之因素，分為公部門特性面、人為面與技術面，詳述如下： 一、公部門特性面：「無使命、願景、策略觀」、「政治因素限制決策制 定」、「預算受限於立法審議」、「多元利害相關人」、「績效與激勵制度未加以整合」、「我的工作難以被衡量」、「績效目標值挑戰性不足」。 二、人為面：「缺乏高層領導者支持，使它成為官方的管理工具」、「不了解平衡計分卡」、「不希罕效應」、「官僚式管理」、「需投入的時間與精神過多，擔心增加工作負擔」。 三、技術面：「現制無法執行策略性預算與策略性獎酬」、「難以進行七大要素歸類」、「部分工作與策略難以緊密結合」、「考評過程文書作業繁雜」、「因果連結程度不足」。 關鍵詞：平衡計分卡、績效管理、深度訪談法

企業對人才的重視態度逐漸轉變，從以往找到對的人放到對的位置上，漸漸變成找到對的人後並為其規畫適合的教育訓練以達成公司績效目標。 企業越來越重視內部員工的教育訓練，政府也開始針對教育訓練課程進行相關認證。除了2005年行政院勞動部勞動力發展署(以下簡稱勞動部)推動「人才發展品質管理系統(Talent Quality-management System，簡稱TTQS) 」以確保企業訓練的教育品質外，更在2010年5月立法通過「產業創新條例」第18條、2011年9月通過「職業訓練法」第4條之1條，以訂定職能基準的相關標準，並推動以職能為主的職能導向課程與相關技能檢定。 目前根據勞動部所規定的職能導向課程分為三類，第一類是經由中央主管機關認定特定職業或職類所設立的職能基準課程；第二類是根據特定職業中其中一項工作任務所規劃的職能基準單元課程；第三類的職能課程為自行採取職能分析流程後所發展之課程。 本研究主要與個案醫院合作，以協助個案醫院推動職能課程(Program of Competency model)為目標，在人資室的建議下，本研究將以科秘書為研究對象。科秘書在醫院內屬於行政人員，在專業能力相對較低的環境下，行政人員常常分配到的行政資源較少、受到的關注亦較少。因此本研究將利用職能訪談法(Competency Interview)了解科秘書工作任務、工作產出、行為指標、職能知識及職能技能等工作內容後，以規劃專屬於科秘書的教育訓練課程，藉以提升科秘書之專業能力與技能。 / Nowadays the human resource policy of the companies changed from recruit the right employee to the right place to design different employees’’ training program. As the company more focus on training program, the department named Ministry of Labor try to set some standard to those course. They build up the Talent Quality-management System in 2005 to ensure the quality of training course in company. And formulate different laws about competency to arouse society the sense of it. As for now, Ministry of Labor definite three types of Competency-Based Program-CBP, they are named Program of OCS-POCS, Program of OCSU-POCSU and Program of Competency model. The study is focus on department secretaries in a hospital and mainly issue around the Program of Competency model. Department secretaries are group of administrative staff in hospital. Compare the professional staff in hospital, they gain less resource to promote competency. The study use Competency Interview to generate the department secretaries’ task, output, behavior, knowledge and skill. Use the result to develop the training program of department secretaries so that the competency of department secretaries could be promote.

本研究主要是從現階段台日國會交流，探討台灣的國會外交。由於台灣外交受到中國全方位無理的打壓，國際社會的處境十分艱難。因此在許多無邦交國家，傳統外交工作及駐外單位與外國行政機關的接洽聯繫經常受到限制，然而經由國會交流管道，卻往往可以達到一定的成效。另外就邦交國而言，由於國會代表民意，國會議員間的互訪、交流、聯繫也更能加強雙邊互動。選定日本為研究個案的原因，主要是日本為內閣制國家，國會外交的影響較為直接，且近期台日交流有重大發展，如美日安保諮商「二加二會談」首度納入台海問題、日本支持台灣成為WHA觀察員、台灣觀光客赴日免簽證等；另外，台日雙方國會議員往來密切，且有運作成熟之跨黨派國會聯誼組織，進行有系統的交流，如台日交流聯誼會、日華議員懇談會等。 本研究係採用深度訪談法，選擇的訪談對象為參與外交事務的國會議員、立法院行政人員、外交部官員、日本國會議員，以及國際關係學者。經由訪談分析，所獲致的研究成果有：一、了解台灣目前國會外交現況、困境以及未來可能的發展策略。二、評估國會外交的功能，並探討其運作方式對台灣外交與其他方面之影響。三、借重台日國會交流經驗，提供政府國會外交政策建議，藉以協助台灣突破目前所面臨的外交困境。 / It is mainly to explore the implications of congressional diplomacy of Taiwan in this study, by reviewing the exchanges of the Congress between Taiwan and Japan at current stage. Undoubtedly, China is doing its best to keep Taiwan out of the diplomatic arena at all levels in the world, so as to worsen the situation of national identity of Taiwan in the international community. Under such circumstances, the restrictions are constantly imposed upon the routine works and contacts for the Taiwan Representative Offices abroad with government authorities or agencies in the undiplomatic countries. As for the congress represents the general public will in the democratic countries, it is surely helpful for the interactions of bilateral relations among congressmen of Taiwan and other countries through visits, exchanges and contacts. Furthermore, it is achieved in the goal of the promotion on the substantial relations with other countries. Japan is a cabinet-oriented country, its members of the Cabinet come from the Congress. It therefore produces direct influence on diplomacy of congress. Besides, there are some enormous breakthroughs on the exchanges between Taiwan and Japan at current stage, such as: the Taiwan issue has been put on the agenda of ”2 plus 2” US-Japan security consultation meeting for the first time, Japan supports Taiwan as an observer in the WHA, free visa entry treatment for Taiwanese tourists, and so on. Based on this, it is primary to take the exchanges of the Congresses between Taiwan and Japan as the subject of this study. Moreover, there are maturely operating and multiparty members’ amity groups conducted in both country’s congress, which are keeping close contacts, such as Taiwan-Japan Exchanges Amity Group, Sino-Japanese Diet Members Conference. It is going to be reviewed on this part in the study. The method of in-depth interview will be exercising in the research. The selected interviewees are ranging from those legislators who are actively participating in foreign affairs, senior administrators of the Legislative Yuan, officials of the Ministry of Foreign Affairs, Japanese Congressmen and heavy-weighted scholars who are familiar with international relations. Through the analysis of interviews, it will be expected to produce some outcomes in this study, such as following: 1. To realize the situation, hardship and future possible development strategy of the congressional diplomacy of Taiwan at current stage. 2. To evaluate the achievement of the congressional diplomacy of Taiwan, and to explore what influence its operation will be on Taiwan’s diplomacy and other aspects. 3. To advise the Government about the feasible policy of the congressional diplomacy and assist in breaking through hardship of Taiwan’s diplomacy right at the moment by borrowing the experiences of the exchanges of the Congress between Taiwan and Japan.

本研究透過哈伯瓦克的集體記憶理論作為出發的基礎，觀察三立電視台『福爾摩沙事件簿』節目如何生產與製作記憶，並且分析節目產製的文本內涵。透過產製端與文本端之間的分析與對話，發現電子媒體做為一個歷史的敘事者，生產記憶的作業流程是來自極度有限的經費與時間；更發現影響記憶的形構要素來自於人為偏好的影響力、話題是否具有新聞性、記憶屆滿周年的儀式作用、與影音元素是否充足等外力因素，此外來自媒體外部的政治力量與商業力量也會對於記憶篩選與製作產生影響。透過文本端的探究則發現媒體對於歷史的詮釋過程過於粗暴，簡化了歷史資料的比較與探究繁複的步驟，只以個人片面的價值判斷作為歷史詮釋的憑據，相對造成許多說法失落，此外媒體在有限的工作經費與時間裡，採用粗劣的拼接影像手法完成文本產製，閱聽眾則以媒體重構的記憶版本來理解過去的台灣歷史事件。

本研究關注於｢九五暫綱」高中歷史教科書所引發的相關討論，自2003年教育部公佈課程綱要草案，隨即引爆意識型態爭議，原訂於民國九十五學年度實行之課程綱要，改為以暫行綱要過渡，而正式課程綱要已於2008年發佈，但相關爭議仍懸而未解，因此保留國文、歷史兩科，其餘於民國九十九學年度正式施行。 回顧教育改革歷程，高中教科書開放民間編印之後，儘管各家出版社依據課程綱要編寫教科書，但意識型態與教科書內容的關係，始終是爭議的核心之一，台灣社會中媒體關注的焦點往往集中於政治議題，特別是台灣史、中國史內容在｢綱」、｢本」、｢審」三個層次的爭議。 本研究以歷史教科書為探索的主要核心，希望可以將歷史教學從意識型態爭議中脫身出來，回歸教育本質，故擬定八項主題，以教科書論述為分析對象，探討歷史教科書中台灣意識與中國意識的相互關係。 本研究所採行的研究方法如下： (1)文獻分析—本研究藉由相關新聞報導、學者論著的整理，從中彙整討論議題。 (2)內容分析的質性研究—本研究著重教科書文本內容的探討。 (3)深度訪談—深入了解現職教師對｢九五暫綱」及新課程實施的觀點及評價。 本文的研究發現如下： (1)核心能力的設計就理想和現實層面間仍存在差距。 (2)從｢九五暫綱」到｢九八課綱」皆未能充分協調各方意見。 (3)教科書朝向多元發展但仍有很大的進步空間。 (4)各版本教科書在爭議主題上各有偏倚。 (5)教科書的｢中國意識」相較於｢台灣意識」較為弱化。 (6)台灣史與中國史在分量上的調整易引發理解及教學上的困擾。 (7)多數受訪教師關注的焦點並非意識型態或政治立場的爭議。 (8)媒體過度渲染意識型態。 對於之後正式課程綱要的修訂、高中歷史教科書的編輯及後續研究方向的建議如下： (1)成立專責教育改革研發機構。 (2)避免於教科書編輯、審查機制中強行加入個人主觀意見。 (3)教師應不斷的自我省思與充實。 (4)在台灣意識與中國意識之間找尋一種平衡的新中間路線。 (5)針對課綱修訂過程、審查機制運作、考試方式、題型設計再加以深入研究。 (6)擴大訪談教師意見，並擴及學生意見，使教學現場完整呈現。 / This study aims at examining the controversy of 2006 curriculum guidelines and history textbooks of senior high school. In 2003, with the revolution of education, the ministry of education announced temporary curriculum guidelines would be put into practice in 2006, and such immediately brought about many fierce debates on ideology. Therefore, in 2008, the curriculum guidelines were revised, but problems of ideology were still being concerned. After the liberating of the textbooks editing system, private publishers have been allowed to compile and publish various versions of textbooks. That means despite the set guidelines, diversity of contents existed. The diversity involved ideology, which mass media paid much attention to, especially concerning Taiwan and China history. Textbooks shouldn’t be used as a tool to convey political ideas. In order to let the education system be free from political influence, 8 main ideas were chosen as the topics to be compared by analyzing the contents of Taiwan and China history textbooks which involved the conflict of Taiwan as well as Chinese consciousness. To achieve the research goals, methods applied in the study include: (1)Document analysis--being conducted to collect related issues. (2)Qualitative approaches to content analysis—being adopted to compare the disparities in texts and historical evaluation by analyzing the contents. (3)Depth Interview--being utilized to analyze teachers’ perspectives and assessment of new history curriculum design. The research finds that (1)There were differences between the ideal and actual reality of core competencies of 2006 curriculum guidelines. (2)Current curriculum guidelines failed to coordinate different ideas. (3)It was still a lot of room for the editors to improve the quality of textbooks. (4)Different versions of textbooks have a great diversity in editing and selecting contents of historical materials. (5)With the growing of Taiwan consciousness, Chinese consciousness was inevitably weakened. (6)The proportion of Taiwan history increased while that of China history decreased. The adjustment has plagued teachers and students. (7)According to the interview, most teachers emphasized the importance of teaching instead of ideology. (8)Mass media overemphasized on ideology disputes. Suggestions for future study and research are as follows： (1)The ministry of education should establish an administration to reform history education. (2)The edition work and examining mechanism of history textbooks should be free from interference of strong personal opinions. (3)With the changes of education, teachers should adapt to the innovation to keep up with times. (4)The tolerance and respect of dissent was the key to promoting fusibility of ethnic groups. (5)Researchers should continue to study the development of history education. (6)Future research should offer teachers and students a way to express their opinions.

本研究旨在探討於青少年時期曾經驗父（母）親過世的成人，面對其父（母）親過世的失落事件個人之因應方式，以及失落事件對個人造成的影響和意義是什麼？ 研究採現象學取向的深度訪談方式為研究方法，邀請五位成年人，進行回溯性資料蒐集，並以中心主題及個人描敘文加以分析資料。主要的研究發現如下： 一、失落事件與自我之間存在一個互為背景與圖像的關係。以此一觀點引申，發現失落具有四個內涵：失落感覺的產生來自情境的引發、失落是經驗主體的主動感知、失落是循環不止的質變過程、失落其實是部份自我的失落。 二、失落事件的發生對個人最主要的影響在於，經驗失落的主體之自我概念的改變。其中改變的向度包括自我認同、家庭動力、人際互動及生命觀等四個層面。 三、成功的因應失落來自於經驗主體其自我概念的成功重建。 四、失落的意義在於，個人因與過世父（母）親的關係的中斷，促使經驗失落的主體得以發展新的眼光來看待過去關係中的「自我」。 五、以時間序列的縱觀角度探討失落的因應歷程時，發現個人因應失落的歷程有極高的個殊性，無法歸納出相同的步驟、階段。但在失落感受發生的片刻之間，發現個人在面對其失落感受及現實生活挑戰時，具有極為相似的心理歷程。 最後依據以上的研究發現，提出有關對諮商人員、父母及教育工作者及對未來研究的建議。 / The purpose of this study was to understand coping process, the influence, and the meaning of adults when they were adolescent following parental death. Five interviewees participated this study. Phenomenological deep interview was adopted to collect data. Central themes and essential descriptions were chosen to analyze. The main finding were as follow: 1. The relationship of loss and self was just like figure and ground. There were four implications from this concept such as: 1) loss was induced by the environment 2)loss was an active feeling 3)the meaning of loss was changeable.4) loss came from part of self loss. 2. Facing the event of loss, the most critical influence towards interviewees was the change to his/hers self-concept. Changed aspects included self-indentity, family dynamics, interpersonal dynamics, and vision to life. 3. Successful coping skills mean the self-concept had been successfully reconstructed. 4. The meaning of loss was what could get a new self-concept ideal by the interrupted parental relationship. 5. There were no typical loss coping process among these interviewees. But when loss appears in daily life, there was a similar psychological process. The discussion and suggestion about the develoment of loss counseling were raised at the end the article.

本文主要探討企業博物館與企業社會責任相關性之研究。欲了解企業如何藉由企業博物館的成立達成企業的使命目標及發揮更多元的企業社會責任，研究內容包括企業博物館可實現的企業社會責任項目、發展現況、特色介紹、優劣勢以及企業博物館的未來展望與建議。本文對企業博物館的定義，廣義上指(1) 博物館為企業體或相關機構所成立(2) 博物館內主要包含企業的歷史、資料、文物、產品或經營者理念等與企業體相關之有形或無形的展示品(3) 為社會大眾自由參觀之公開場合。狹義的企業博物館限指非營利機構者，也是本文研究的主要對象。企業社會責任本文定義為：企業要做到利潤、回饋、教育、發展、能促使社會價值總體提升。在了解企業博物館及企業社會責任的內涵後，本文使用的研究方法有(1) 文獻分析法(2) 結構性訪談，除了對文獻做檢閱外，也針對國內七間企業博物館做實地訪查與訪談。本文從企業社會責任等相關文獻，整理出評估的指標，對企業博物館的企業社會責任項目內涵作詳細的分析外，也綜合專家訪談經驗提出研究發現與建議。 　　本文發現如下： (1) 企業博物館身負重要的社會教育責任、文化責任，應努力維護及發揚。 (2) 企業博物館在傳播產業知識上貢獻良多，但更應精益求精。 (3) 企業博物館為博物館經營注入新的企業精神及創新能力。 (4) 企業博物館可發展為企業的職場訓練所，培養員工對企業的認同感向心 力。 (5) 現行企業博物館在專業管理上仍然不足，未完全發揮博物館的基本功能。 (6) 企業博物館易受企業體的波動而面臨經營不穩的問題。 (7) 臺灣目前尚缺乏健全的企業博物館發展機制。 針對企業博物館營運參考與後續研究，本文建議： (1) 企業博物館應注重專業管理及博物館基本功能的發揮。 (2) 企業博物館應建立完善的經營機制，朝永續經營目標努力。 (3) 企業博物館可結合大學或其他學術機構來增進產業知識或博物館研究功 能。 (4) 政府應妥善立法，規劃企業博物館產業的相關法規及輔導其健全發展。

本文從學術理論的研究觀點出發，利用大量的量化資料與質化資料對個案公司進行競爭力分析，同時提出(1)學術理論與實務觀點的差異問題，以及(2)對個案公司的針砭與建言。 量化資料使用個案公司的經營績效與公司治理等財務與非財務相關的次級資料，藉由傳統學術理論發展的指標與財務報表分析方法(同時包含時間序列的縱斷面分析與同紡織業公司間的橫斷面分析)，提出個案公司可能存在的優勢、缺失與風險並做成訪談內容，進一步採用質化研究中的個案研究方法與深度訪談法，取得本研究之訪談初級資料。最後對訪談的初級資料進行質化分析，以了解學術觀點所提出的問題對實務界是否具有管理意涵與適用性，並且對個案公司提出可能的缺失與改善的建言。預期研究的成果可給予實務界與主管機關進一步思考紡織與傳統產業可能面臨的問題，以及給予學術界了解傳統學術與實務觀點落差的問題。

隨者社會網絡網站在全球流行的同時，其相關的學術研究也如雨後春筍般地冒出頭來，主要可分為隱私權議題、線上與下線的聯繫、友情聯繫與印象管理、網絡與網絡結構這四大塊領域。目前的文獻缺乏以質性研究深入了解網友偏好哪些社會網絡網站的功能、這些功能帶給網友哪些利益，以及是哪一些價值觀驅使網友追求這些利益。因此本研究以「方法目的鏈理論」為基礎，透過「階梯訪談法」，深入訪談社會網絡網站的使用者，了解其對於社會網絡網站認知的「價值階層圖」（HVM），並將使用者分為大學生和上班族兩群，分析其價值階層圖之異同，並提供社會網絡網站業者對於網站功能改善的建議。 本研究之訪談結果，經內容分析法分析後，繪製成價值階層圖，大學生HVM的要素的連結路徑包括「小遊戲-調整心情」、「微網誌-調整心情」、「微網誌-獲得關懷」、「微網誌-關懷他人」、「完整的網誌-關懷他人」、「完整的網誌-保存回憶」、「影音存取-保存回憶」、「調整心情-樂趣與享受」、「獲得關懷-歸屬感」、「關懷他人-與他人的溫暖關係」、「影音存取-與他人的溫暖關係」；上班族HVM的要素的連結路徑包括「完整的網誌-保存回憶」、「完整的網誌-關懷他人」、「完整的網誌-獲得關懷」、「微網誌-關懷他人」、「微網誌-獲得關懷」、「微網誌-廣告宣傳」、「影音存取-關懷他人」、「影音存取-獲得關懷」、「影音存取-增加話題」、「相片標籤-禮貌」、「關懷他人-與他人的溫暖關係」、「獲得關懷-歸屬感」、「完整的網誌-樂趣與享受」。 本研究為社會網絡網站業者提出的功能改善的建議為：一、提供使用者偏好的網站屬性，二、提高使用者互動的質量，三、提供更簡易操作的隱私分級制度，四、提高娛樂價值，五、不同的社會網絡網站業者應發展自己的特色。 / As the social network sites（SNSs） have became widespread, the relevant research has also increased. These resaerches have focused on privacy issues, online/offline connections, impression management and friendship performance, and networks and network structure. To date, there lacks research that using qualitative methods to analyze which SNSs attributes users prefer, which benefits the attributes bring, and which values motivate users to gain the benefits. This thesis adopts the “Means-End Chain Model（MEC）” as the research methodology, and the researcher interviews survey candidates by laddering method. The goal of the interview is to obtain the hierarchical value maps（HVM） perceived by the survey respondents. The survey respondents are divided into two groups: college students and full-time workers, and their HVMs are compared. In the end, there are suggestions for improving the functions of SNSs. The interview data are analyzed by content analysis method, and then drawn as HVM. The connections between elements in HVM of college students include “Flash game connects to Mood-adjusting”, “Micro blog connects to Mood-adjusting”, “Micro blog connects to Concern-gaining”, “Micro blog connects to Concern-offering”, “Blog connects to Concern-offering”, “Blog connects to Memory-remaining”, “Visual and auditive elements access connects to Memory-remaining”, “Mood-adjusting connects to Fun and enjoyment”, “Concern-gaining connects to Sense of belonging”, “Concerning-offering connects to Warm relationships with others”, and “Visual and auditive elements access connects to Warm relationships with others”. The connections between elements in HVM of full-time workers include “Blog connects to Memory-remaining”, “Blog connects to Concern-offering”, “Blog connects to Concern-gaining”, “Micro blog connects to Concern-offering”, “Micro blog connects to Concern-gaining”, “Micro blog connects to Advertisement”, “Visual and auditive elements access connects to Concern-offering”, “Visual and auditive elements access connects to Concern-gaining”, “Visual and auditive elements access connects to Increasing the topic of conversation”, “Photo tag connects to Manners”, “Concern-offering connects to Warm relationships with others”, “Concern-gaining connects to Sense of belonging”, and “Blog connects to Fun and enjoyment”. The suggestions for improving the functions of SNSs are: 1. Provide the website attributes users prefer; 2. Improve the quality of interaction among users; 3. Provide the simple privacy classification interface; 4. Increase the entertainment value; 5. Different SNSs should develop different characteristics.

教育首重教師，而師資培育也是國內教育科系設立的首要目標，而培養優良教師更是其中最重要的目的，因此如何成為優良教師的知識學問其重要性自不待言。本研究乃環扣此一立意，初衷乃在探究如何成為師鐸獎教師的原因，以提供有志成為優良教師之人努力的方向。 本研究採用訪談法進行研究，研究對象為2010年台北市十位師鐸獎教師。由於師鐸獎教師的故事各有其多元繽紛的色彩，很難用一個固定模式加以齊一，但是從長遠的縱貫發展的觀點來看，仍然透露出各個階段的主要特徵。所以研究者從文獻探討中歸納出教師發展的三個階段：適應與建立能力、專業成長與發展、以及專業成熟，並以此為框架將師鐸獎教師們各自的精彩故事做為內容敘述，使得各階段的理論概念敘述得到生活實例的印證。再者，除了理論性的階段探討與故事敘述的印證外，本研究還以進入教職以後的「教師生涯發展」為主軸，另加入影響教師專業發展六個影響因素的內容為輔，鋪敘出九位師鐸獎教師的生涯發展故事，使得本研究不僅有理論概念的探討，也有具體可親活生生的故事呈現。 另外，師鐸獎教師為何能夠成為師鐸獎教師，本研究從「教師專業發展」的角度著手，藉由文獻探討歸納六個重要的影響因素：「家庭」、「高中以前的求學歷程」、「教育專業訓練」、「學校組織環境」、「在職成長」以及「個人特質」，並且從這六個因素去訪問師鐸獎教師們，並以師鐸獎教師的回答內容為基礎，再進一步的濃縮成概念性的內容。 最後，本研究以整體的角度為「師鐸獎教師的生涯發展」與「生涯發展的重要因素」主題做結論的總結如下： 一、 在六個影響因素當中，最重要的是盡心付出的個人特質； 二、 原生家庭父母親的身教影響深遠； 三、 小時候家庭環境的辛苦不一定有害，也可能成為未來的助益，關鍵乃在於正面的面對方式； 四、 「不反對」是婚姻家庭方面的基本支持； 五、 過去師長的言行態度是從事教職的重要參考； 六、 教育專業訓練對當事人主觀上的教育專業發展似乎意義不大； 七、 學校組織環境是累積能力的良好環境； 八、 教師專業成長從教學開始，進而充分發揮教師的角色功能； 九、 當事人的在職成長皆表現出不同於一般的具體投入行為； 十、 在職成長缺少有系統有組織的整體明確規劃； 十一、 積極正面的做事態度是很重要的個人特質； 最後，根據研究結果與討論提出關於成為優良教師的建議，乃分別從對教師個人、對學校、對教育政策，以及對未來研究四個方面進行條列式的建議。 / Teachers are the most important elements of teaching, and teacher cultivation is the most crucial task in the establishment of departments of education nationwide. The chief objective of all such institutions is to cultivate excellent teachers. Therefore, the importance of knowing how to become an excellent teacher goes without saying. The present study focuses on the above knowledge by exploring the experiences of teachers who have won the Teaching Excellence Award in order to provide examples for others striving to become excellent teachers. This study adopted the interview method and recruited ten teachers who won the Taipei City 2010 Teaching Excellence Award as participants. Due to the diverse nature of the stories of these award-winning teachers, it was hard to unify them into a single framework. However, when viewed from a more distant perspective, we are still able to make out the main features of the phases that these teachers went through. We were also able to identify three phases of teacher development based on a literature review: adaptation and establishment, professional growth and development, and professional maturity. These three main phases were then used as a framework to better understand the helpful stories of these award-winning teachers. The stories can in turn provide real life proof for the concept of each phase. In addition to discussing the theories related to these phases and proving them with actual examples, the current study also used “teaching career development” as a theme and incorporated six influencing factors relating to the professional development of teachers to illustrate the professional development stories of nine award-winning teachers. This research not only contains discussions on the theoretical concepts, but also presents specific, real-life stories. The reasons behind becoming a Teaching Excellence Award winning teacher are viewed from the “teaching professionalism development” perspective, and explored through the six important influencing factors identified via literature review, specifically, “family,” “the course of education prior to high school,” “educational professional training,” “school system and environment,” “professional growth,” and “personal features.” The award-winning teachers were interviewed with the above six factors in mind, and conceptual content was then further extracted through their answers. Lastly, the study used “the teaching career development of the Teaching Excellence Award winning teachers” and “the important factors influencing career development” as the overall perspective themes and concluded the following: 1. The most important factor among the six influencing factors is the personal feature of devoted effort; 2. The family-of-origin parenting effects are profound; 3. Hardships encountered during childhood are not necessarily detrimental and can even become beneficial in the future; the key lies within the way one directly confronts these hardships; 4. “Not objecting” is the most fundamental way of expressing support in married families; 5. The behaviors and attitudes of the teachers in the past are important references for teaching conduct; 6. Educational professional training seems relatively unimportant to the course of education professionalism development from the participants’ point of view; 7. The school system and environment is a good place to acquire and accumulate teaching abilities; 8. A teacher’s professional growth begins with teaching and expands to the full display of the teacher’s function and role; 9. The subjects showed exceptional activity in contributing to their own professional growth when compared to others; 10. Professional growth in general lacks clear overall systematic and organized planning; 11. Proactive and positive attitudes are very important personal features. In conclusion, based on research results and discussions, many helpful suggestions were made regarding the process of becoming an excellent teacher. Itemized suggestions for teachers, schools, education policies, and future research aspects were included. Keywords: Teaching Excellence Awards, teaching career development, teaching professionalism development, interview method