過去十年，翻譯學習已成為外文系大學生學習的重點之一，但是許多研究發現教師仍使用傳統的翻譯教學法。在傳統的教室，學生過度依賴以教師為中心的學習，教師本身亦接受或間接鼓勵被動的學習方式。學生只想聽取教師的建議，而鮮少了解自己的翻譯過程、翻譯風格及自我解決問題的方法。 本研究的目的在設計一個翻譯學習活動：「合作式翻譯任務」。此設計經過三個階段：(一) 初步設計；(二) 施實「合作式翻譯任務」的二個原型；(三) 完成合作式翻譯任務的設計。本研究採用設計本位研究方法 (Design-based research method)，並試圖對真實學習情境作深入地了解。在原型(一)共有五個活動：活動一為書面同儕回饋、活動二為組內討論及翻譯者研討會、活動三為口頭同儕回饋、活動四為口頭教師回饋、活動五為最終校正。 研究的參與者為科技大學的外語系學生，在第一循環共有56位學生參加，在第二循環有25位學生參加，另有二位翻譯教師參與此研究。本研究採用三角測量研究法 (triangulation) 來收集資料，包含影片、訪談及學生的翻譯文本等。研究分析的工具為「活動理論」，並從社群、分工、媒介三方面進行分析，以尋求可能解決設計問題的方法。 經過二個原型的實施，本研究設計出「合作式的翻譯任務」。活動一為訓練學生描述及解釋翻譯錯誤的能力。活動二為個人的書面同儕回饋，學生需使用文書處理軟體中的「新增註解」功能給予回饋。活動三為學生研討會及教師研討會。每位學生需記錄自己在研討會的討論結果。教師研討會的時間較短，以便讓與會的學生回學生研討桌分享研討的結果。活動四為學生翻譯員上台分享在學生研討會中得到的回饋及達成的共識。活動五為二個教師給予口頭回饋。活動六為學生使用「新增註解」註明所收集到的回饋、是否接受建議及理由。每組需交出一份校正後的翻譯，及附有註解的檔案。 研究發現學生較相信教師的評語，但是對同儕評語的不信任卻增加學習自主性。學生經分析同儕建議的翻譯、重組或修改後才採用。影響學生互動的因素為問答的溝通模式、同儕間的熟悉度及對同儕回饋的信念。學生的回饋方式傾向於找出有問題的翻譯、提供建議的翻譯及給予讚許。但他們很少給予針對自己的評語作解釋。 本研究提供理論上及實務教學的建議。在理論方面，本研究提出三種理論：領域理論、設計框架、及設計實施方法。在實務教學方法，合作式翻譯任務提供翻譯教師另一種教學模式，以期達到最佳的教學成效。 / For the past decade, translation learning has been one of the main foci for university language learners, but a number of studies have found that many translation teachers still utilize traditional translation teaching methods (Chang, Yu, Li & Peng, 1993; Dai, 2003; Mu, 1992). In traditional classrooms, students tend to depend heavily on teacher-centered instruction, and teachers accept or encourage the students’ passive learning attitudes (Kiraly, 1995). As a result, students only follow the teachers’ suggestions and rarely reflect up their own translating process, translation styles, and problem-solving approaches. The goal of this study was to design a translation learning task called the Cooperative Translation Task (CoTT). It was achieved in three phases: (a) the initial design of the CoTT; (b) the implementations of two prototypes of the CoTT and (c) the finalized CoTT. The current study followed a design-based research (DBR) framework to clarify the complicated interactions in an authentic learning environment. In total, there were five sessions in Prototype I:Session 1: Written Peer Response; Session 2: Within-group Discussion & Translator Seminar; Session 3: Oral Peer Response; Session 4: Oral Teacher Response; and Session 5: Final Revisions. The student participants in both cycles were technological university students, including 56 students in Cycle I and 25 in Cycle II. Two translation teachers participated in the study. For data collection, triangulation data were collected, including videos, interviews, and student documents. The data was put into the framework of Activity theory to diagnose implementation problems in terms of community, division of labor, and mediating artifacts, and innovations with solutions were provided. Following the second prototype, the latest version of the CoTT has been constructed. In Session 1, training in describing and explaining errors is conducted. In Session 2, a peer group gives written responses for the translator group to make revisions. To encourage students to give explanations to their own peers, individual accountability is included. The peer group uses the Comment function in the word-processing software to identify, describe, and explain the agreeable and disagreeable translations. In Session 3, a student seminar and a teacher seminar are conducted simultaneously. To help students take organized notes on the results of their discussions, and to prevent students from not accepting responsibility in the discussions, an individual seminar sheet is given to each student. The teacher seminar finishes earlier than the student seminar so that the members can return to the original seminar and share the teachers’ suggestions with the group. In Session 4, the translator group needs to present the comments from each seminar. In Session 5, the two teachers can use multiple criteria for error analysis. In Session 6, translator members use the Comment function in the word-processing software to insert collected comments, their acceptance level, and the reasons why they accept or reject each suggestion. Each group needs to turn in the final product, one copy with and one without the comments, to the instructor. The present study has found that students have a tendency to trust and use the teachers’ comments. However, this distrust of peers’ review increased students’ autonomy. Students underwent a process of analysis of the suggested translations and reformation of the translation. The influential factors in student-student interaction are an Asking and Answering communication mode and Acquaintance (2A), and students’ values in peer response. When giving a linguistic-level evaluation, students provided the most comments on mechanics, then comments vocabulary and sentences. As for the types of responses, they focused mainly on the identification of translations, provision of suggested translations, and some compliments on agreeable translations. They seldom gave explanations for either agreeable or disagreeable translations. The present study has both its theoretical and practical implications. This design-based study offers three kinds of theories: domain theories, a design framework, and design methodologies. The CoTT and its six sessions provide translation teachers an alternative way to teach, especially for teachers trained in other professions.

第一章：緒論－－本章說明研究本文之目的、方法、步驟、限制條件及研究之內容架 構、內容說明。 第二章：資本預算制度與預算執行－－本章說明策劃規劃預算制度之意義與特質、資 本預算之程序、預算之編擬分配及財產請購、驗收作業之設計。 第三章：財產增減處理－－本章說明凡財產之增加、減少、移轉等各項內容之財產作 業程序、會計處理要領及作業管理上之細則設計。 第四章：財產保管與盤點－－本章說明財產修護、保護、保險之作業規定及盤點方式 、程序的設計。 第五章：財產重估與折舊處理－－本章在研究有關財產重估之意義、法令依據、重估 方法、處理程序及折舊之計算、訂定與會計處理。 第六章：會計制度與電子資料處理－－本章說明財產簿記系統、會計報告與電子資料 處理系統之間的關係。 第七章：結論。

本研究旨在運用點讀筆輔助國中文言文補救教學，基於設計研究法迭代改進的過程，設計點讀筆輔助國中文言文補救教材及學習策略，並驗證其對於國文補救教學的效益。本研究以高雄市某國中二年級參與國文補救教學共6位八年級學生為研究對象，以設計研究法在教學實際現場基於學生學習過程中的質化觀測訪談紀錄，以及學習成效前後測與點讀筆內建學習歷程記錄等量化數據資料分析結果，進行包括準備（分析、設計）、執行（發展、實施）、評鑑（反省、產出）之循環迭代改進過程，以探究與發展結合點讀筆與紙本課文輔助文言文補救教學教材與學習策設計，為教師運用點讀筆發展文言文補救教學教材提供可行之實施模式。 結果顯示，本研究透過設計研究法發展出一套可有效輔以文言文補救學習之點讀筆搭配紙本教材與學習策略模式，並經由兩次循環修正歷程，產出一套較佳之點讀筆搭配紙本與學習策略模式之教材設計。本研究歸納在設計上應考量點讀的搭配性、自學的引導性、內容的適切性，並建立程序指引提醒，以發揮點讀筆搭配紙本輔助閱讀學習之功能。本研究產出之點讀教材，可透過碼點貼紙支援文言文學習所需之背景知識的補充、課文朗讀與背誦、文意理解、提出問題深入思考等學習需求，也搭配SQ3R學習策略流程引導，適合於學習者自學，並且可以進行重複學習，學生具有高度自主性，為學習落後學生搭建一有效之學習鷹架，培養學生帶得走的能力，為國文補救教學開創一有效且創新的學習模式。 / This study aims to apply digital pens to assisting in the literary Chinese remedial instruction in junior high schools. Based on the process of Design-based Research iterative improvement, the digital pen supported literary Chinese remedial teaching materials and learning strategies are designed, and the Chinese remedial learning efficiency is verified. Six G8 students in a junior high school in Kaohsiung City participating in the Chinese remedial instruction are studied. With Design-based Research, the qualitative observation and interview records of the students’ learning process and the quantitative data analyses of the pretest and posttest of learning performance and the digital pen built-in learning process records are preceded cyclic iterative improvement, including preparation (analysis and design), practice (development and implementation), and assessment (introspection and output) to explore and develop the design of digital pen supported and paper-based texts integrated literary Chinese remedial teaching materials and learning strategies. It is expected to provide a feasible model for teachers developing digital pen supported literary Chinese remedial teaching materials. The results show that an effective literary Chinese remedial instruction integrated with digital pen supported and paper-based materials and the learning strategies could be developed through Design-based Research. Furthermore, with two cyclic revision processes, the better digital pen supported and paper-based integrated material design and learning strategies could be generated. It is concluded in this study that the collocation of digital pen, the guiding for self-learning, and the content appropriateness should be taken into account of the design, and the procedural guideline reminder should be established to present the function of digital pen supported and paper-based reading learning. Through code stickers, the digital pen supported materials could supplement the required background knowledge for literary Chinese learning, text reading and recitation, content comprehension, and in-depth thinking with problems. With the guidance of SQ3R learning strategies, it is suitable for self-learning and could be proceeded repeated learning and the students present high autonomy so as to build a learning scaffold for the students fell behind in learning, to cultivate students with the abilities to take away, and to create an effective and innovative learning model for Chinese remedial instruction.

本研究首先從文獻回顧及實際調查中深入探討影響參觀者使用博物館行動導覽系統的七大影響因素，接著據此設計並實作出在智慧型手機平台上使用之一套博物館行動導覽系統，以期有效解決現有參觀者遇到的導覽問題。研究中使用設計科學之研究方法，提出解決方案，並且依據實際環境、背景以及文獻基礎，設計整體的系統架構。接著以故宮為例，建構出本研究之博物館行動導覽系統手機應用程式。系統開發完成後，以實驗法進行設計之驗證，評估結果顯示：本研究所提出之行動導覽系統相較於傳統之紙本導覽，可提升參觀者使用博物館行動導覽系統的意願、感知價值及滿意度。本研究之博物館行動導覽系統建置過程、以及系統成效的驗證，可作為手機應用程式（APP）廠商建置行動導覽系統或使用設計科學法開發其他類別的APP之指引；亦或作為博物館策劃展覽活動與導入行動導覽系統之依據；此外本研究亦指出使用者預期實際使用系統之感知與預期系統需求之落差，以供未來相關研究參考。 / In this research, according to literature review and field observations, we first identify and discuss seven design factors affecting visitors’ usability in museum mobile navigation systems. We then design and construct a museum mobile navigation system on the basis of the seven factors. The purpose is to meet the visitors’ needs and increase the visitors’ intention and satisfaction toward using the museum mobile navigation system. Design science research method is used in this research to propose solution plans. According to actual environment, context, and literature, the complete system architecture is designed. We then build a mobile navigation application on Android for the National Palace Museum and evaluate the design to ensure this system can effectively solve the problems that the visitors encountered during navigation process. In this research, the building process of the mobile museum navigation system and the evaluation of the system performance could provide guidance to APP vendors; or a basis for museums to plan an exhibition and to implement a mobile navigation system. Moreover, the gap between users’ perception of using the real system and their expected system requirements can be identified; this could serve as the reference point of future related research.