過去台灣正式教育體制內，從中小學的基礎教育，直至高等教育階段，長期缺乏整全的宗教教育課程，整個社會對於宗教教育的內涵也缺乏清楚認知與認同，以致影響到宗教學教育的發展。相較於歐美或日本宗教學教育的發展，台灣整體宗教教育受到政治、社會、文化等因素影響，在發展上多受限制，故以宗教系所的發展為指標，以探究現今宗教學教育的現況、困境與未來發展的趨勢。 本文作為一初探性的研究，嘗試藉由文獻分析、半結構訪談、敘述統計等方法，實地瞭解台灣各宗教系所的創設歷程、整體的現況特色與發展困境，最後以台灣宗教學教育的建構者∼各宗教系所專任教師之意見為依據，歸結與分析台灣宗教學教育的現況與未來展望。 從資料分析總結，宗教系所當前面臨的前三大困境分別為：「就業市場有限」、「學生學習意願不高」與「現有師資不足」。其中，「學生就業市場」是普遍宗教系所專任教師主觀意識到的系所發展最大困境。宗教系所成立年限多半在五年之內，卻普遍出現對畢業生就業問題憂慮，對處於正建構中的新興學系而言，成為未來發展的重要考量。 宗教系所的課程發展，是相當複雜的過程，從經驗資料發現，以宗教系所為主體出發，台灣宗教系所的課程發展，會受到外部教育主管機關的規範、學術市場的競爭壓力、學校傳統，以及囿於內部的教師結構與學生背景而有所調整變動。 最後以「所多於系」的現象，來探討宗教系所的體系發展，與其教育意涵。發現是由於台灣整體教育環境長年不開放宗教教育，導致社會對宗教教育與宗教就業的不理解，影響宗教系學生的入學意願和學習動機，產生宗教系所體系有「所多系少」的偏向。故未來建議以開放台灣教育環境為前提，俾能使宗教學得到整體社會的接納，並在更多就業市場與人才的需求下，宗教系所方能更順利地「向上延伸」與「向下扎根」，繼續發展全方位的宗教學教育。

有鑑於大眾媒體往往不斷地複製性別、職業、文化、階層、種族的刻板印象，然而學齡前的幼兒，受限於識讀能力，接觸電視的時間遠遠多過閱讀書籍的時間，因此其電視觀看時間達到人生的第一個高峰，電視無疑地成為幼兒接收訊息最親密的窗口。再者，根據心理學方面的研究，幼兒期是是性別角色發展的關鍵期，他們的性別態度也特別容易受到媒體形塑的性別角色所影響，幼兒在電視或其他媒體中觀察到那些最普及的性別角色特質、互動模式或是身體形象的呈現，日積月累地在幼童社會化的過程中逐步影響他們的認知。 研究者以媒體素養內涵為出發，企圖協助幼兒建立主動思考判斷的能力，解構媒體中刻板印象的影響，以幼兒有興趣常接觸的媒體文本教學，也能有助於的提升幼兒學習的動機與成效。另外，國內外的研究也再再指出了媒體素養教育的成效，因此本研究發展一套以幼兒為對象的媒體素養教學活動，以性別刻板印象這個議題為例，以電視上幼兒喜歡及常接觸的內容為文本，進行教學研究，探討媒體素養教育對解構幼兒藉由媒體所形塑的性別角色刻板的成效。 本研究以台北市某國小附幼大班48名幼兒為對象，分成實驗組與控制組，以幼兒熟悉的媒體文本設計活動，進行12堂的媒體素養教學，於課程前後以「性別角色刻板印象測驗表」進行施測，瞭解有接受媒體素養教學的實驗組幼兒與沒有接受媒體素養的控制組幼兒在性別角色刻板印象測驗上的得分是否有顯著的差異。 根據資料分析，證明本研究之媒體素養教學方案對於解構幼兒性別刻板印象上具有顯著的效果。研究中也發現，以媒體文本為探討內容的課程確實能夠引起幼兒的學習動機與興趣，並且有助於他們對於解構媒體中的性別刻板印象。 最後本研究並對於現場教師、教育行政單位以及未來研究提出建議，以作為強化教師媒體素養專業知能、使用並發展幼兒媒體素養教學課程之參考。

本研究以質性研究的方法，深入了解新竹縣雲雲國民小學（化名）學校本位課程創意教學實際呈現的樣貌、發展的歷程以及影響機制，藉由個別訪談、焦點團體座談之內容及資料蒐集與分析，瞭解學校實施學校本位課程創意教學之現況。本研究內容共分為三大項： 一、學校本位課程創意教學實際樣貌 （一）觀念創新 （二）環境創新 （三）技術創新 （四）流程創新 （五）社區、民間團體交流創新 （六）產品創新 （七）活動創新 （八）特色創新。 二、學校本位課程創意教學發展歷程 （一）發展背景的SWOT分析 （二）發展的契機 學校發展需求、教師要自我成長、培養學生認識家鄉、校長辦學理念、 時代潮流趨勢以及社區家長期盼。 （三）教學團隊的發展階段 形成期、溝通期、調整期、表現期以及轉換期。 三、學校本位課程創意教學影響機制 （一）助力因素 學生方面、教師方面、學校行政方面、校園環境方面、家庭方面、 教育行政機關方面以及外界資源提供方面。 （二）阻力因素 學生方面、教師方面以及學校行政方面。 根據研究內容之論證，可知，雲雲國小學校本位課程創意教學是「新奇的」並且「有價值的」。

本研究旨在探討國民中學校長課程領導與教師賦權增能之關係，希望藉由理論探討與實徵研究的結果，提出建議作為校長推動課程領導與提升教師賦權增能的參考。 本研究採用問卷調查法，以台北市、台北縣及宜蘭縣共計抽取57所公立國民中學的880位正式教師為研究對象，有效問卷595份，問卷回收後以描述統計分析、t考驗、單因子變異數分析、典型相關分析，多元逐步迴歸分析等統計方法進行資料分析。 本研究之主要研究發現歸納如下： 一、國民中學校長課程領導運用「人群關係」頻率最高。 二、國民中學校長課程領導於競值架構下呈現均衡發展。 三、國民中學教師賦權增能整體表現良好，「自我效能」表現最佳，「參與決策」最顯不足。 四、教師對校長課程領導的知覺會因為教師的性別、職務、年齡及年資的不同而有所差異。 五、規模十二班以下的國民中學教師對校長課程領導感受最高，台北市國民中學校長最重視課程領導。 六、教師對賦權增能的知覺會因為教師的性別、職務、年齡及年資的不同而有所差異。 七、國民中學校長課程領導風格以「人群關係」對教師賦權增能的預測力最高。 八、國民中學校長課程領導確實有助於提升教師賦權增能。 最後，本研究根據上述發現針對教育實務層面與未來研究提出具體建議以供參考。 / Analyzing the differences of educators’ perception toward principals’ curriculum leadership and teachers' empowerment in different background variables, the purpose of this study is to inquire the relationship between principals' curriculum leadership and teachers' empowerment in junior high school. With the results of theoretical studies and empirical findings, this study provides some suggestions for promoting “principals’ curriculum leadership” and “teachers' empowerment”. Using a questionnaire, this study conducts a survey on 880 teachers from 57 public junior high schools in YI-Lan county and Taipei County. Among them 595 valid questionnaires from teachers were compiled. The returned data were analyzed by statistical methods including mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, and multiple stepwise regression analysis. Our main findings are concluded as follows: 1. The highest frequency of teachers’ perception on principals’ curriculum leadership in junior high school is “relation of people”. 2. There is a balance development of the four styles in competing values framework of junior high school. 3. Junior high school teachers perform well in “teacher empowerment” as a whole, while “self-efficiency” performs the best; however, “making decision” performs obviously insufficient. 4. Those teachers who are male, senior, directors, and from small size schools, are aware of better principals’ curriculum leadership of the principal. 5. The teachers in junior high schools with less than twelve classes feel the principals’ curriculum leadership the most. The principals from schools in Taipei emphasize curriculum leadership the most. 6. The teachers’ perception toward empowerment is different because of their gender, position, age, and career. 7. Among all dimensions of principals’curriculum leadership, the best prediction to teachers’ empowerment is promoting “relation of people”. 8. Principals' curriculum leadership into practice is indeed helpful to improve teachers' empowerment. Finally, some suggestions are proposed based on the aforementioned conclusions for further studies and for the practice of education.

兩岸關係對台灣政治、經濟之影響甚鉅！台灣地區國中生對於兩岸關係之看法主要是受到大眾媒體之影響，其次則為家庭之影響，歷史課程對於國中生兩岸關係之看法的影響僅次於傳媒及家庭。根據統計分析，對歷史課程興趣越高、成績越好的學生對中國大陸之看法越正面，同時也較支持兩岸更積極之交流。此外，公民課程及同儕對國中生兩岸關係之看法也有影響，但不如傳媒、家庭及歷史課程重要。 / Development of cross-strait relations has considerably affected Taiwan’s politics as well as economy for decades. Therefore, it plays a very significant role of people’s perspectives on political and economic issues in Taiwan. During the process of political socialization, junior high students in Taiwan mainly cultivate their views on cross-strait relations under the influences of family, mass media, peers and school education. Findings of the survey conducted for this thesis reveal that the mass media is the main source of influences on students’ views about cross-strait relations. Parents’ educational level, party identification, ethnicity and socio-economic status also affect students’ views on the same issue remarkably. Regarding influences of course of History, it ranks the third most important factor affecting students’ attitudes towards cross-strait relations. Students with higher interest in history and better grades of history tend to have more positive impressions on China (except for its democratic development) and take a more open stance toward Taiwan’s cross-strait policies. Besides, they are more enthusiastic about interaction across the Taiwan Strait. As for peers and course of Civics, they are able to affect students’ views on cross-strait relations as well, yet, not as influential as mass media, family and course of History. In addition to these factors, whether students have visited China or have family in China also influences their attitudes towards Chinese government and people. In general, mainland experience increases students’ good impressions on China along with will to have interaction with Chinese people.

本研究目的在瞭解師生進行「公平分配」概念討論教學之情形，透過自身教學的反思，探討教師在設計「公平分配概念」課程上的考量，以及教師面對「公平分配概念」課程時，該具備之教學技巧。 研究者設計一系列的公平分配課程並實際進班教學，收集資料的方式主要包括錄影、錄音、研究日誌。研究對象為研究者本身以及某大班幼兒共十五名。 研究結果發現，設計公平分配課程時，必須考量到「程序性原則」、「繼續性原則」以及「範圍」。且必須注意內容與目標之間的一致性，並考量到幼兒之特性，與日常生活經驗結合，採多元評量，並依幼兒的學習情況適時調整課程。 在教學時需注意討論位置的安排，以及討論規則之訂定，對討論時之秩序以及對話的影響。在問話內容上，有「資訊性的討論」、「問題性的討論」、「經驗感受的討論」、「想像及創造的討論」四類型，其中後三個容易引起幼兒之間有對話互動。在問題概念層次上，有「記憶性問題」、「轉譯性問題」、「聚斂性問題」、「解釋性問題」、「擴散性問題」、五類型，其中後兩個容易引起幼兒之間有對話互動。 在對話類型部份，「反問以及轉問」最能引起幼兒之間的對話互動；而「補充覆述」則能夠提供幼兒對話的一種可能性；「提示」、「深入探究」能幫助教師所回應的該名幼兒學習更加深入；至於「判斷」、「總結」能讓幼兒知曉何種答案是適當的。 最後，針對以上幾點發現以及在研究過程中所遇見的困難與限制提出幾點對幼稚園教師以及未來研究者的一些建議。 / The purpose of this study is to explore the situation of teacher and students use discussion method on distributive-Justice concept. Through reflection on oneself, focuses on how to design distributive-Justice concept curriculum and the teaching skill that the teachers must have. The writer designs a series of distributive-Justice concept curriculum and teaches myself. The collecting methods included video recording, taping and journal. The study samples are I and 15 children between 5-year-old and 6-year-old. The main conclusions were drawn as follows: Designing distributive-Justice concept curriculum must to think about ‘sequence’、‘continuity’ and ‘scope’. Then must to note the contents accord with the objective, and think about the character of child to match activities of daily livings, and use multiple evaluations, and regulate curriculum by children’s learning. When teaching must to think about arrange of seat and discussion order. On ‘question contents’ , there are four types：‘material discussion’、‘ question discussion’、‘experience discussion’ and ‘creative discussion’, among these, the last two easy to cause conversation among children. On ‘question concept’ , there are five types：‘memory question’、‘translate question’、‘gathered question’、 ‘explanation question’ and ‘extended question’ , among these, the last two easy to cause conversation among children. On ‘conversation type’, ‘reask’ easy to cause conversation among children；‘supplement’ provide the chance of the conversation among children ; ‘cue’ and ‘explore’ can accelerate child learning in depth ; ‘estimate’ and ‘summarize’ can make child know which answer is adequately. According to the conclusions, some suggestions to kindergarten teacher and the future research.

本研究的目的在於探究學前階段坊間教材於課程中扮演的角色，學前教師如何使用轉化教材及其影響因素，而後更進一步探究教學觀點是否對於學前教師運用方法有所影響。 本研究為質性研究，採深入訪談法以及非參與式觀察對兩所園所，共計五名教師進行研究，並以其中兩位教學觀點差異較大的教師進行教學行為的分析，研究發現以學前教師運用教材及其影響轉化差異之因素、教學觀點對於運用坊間教材的影響及坊間教材於課程中的定位此三面向進行討論： 一、在坊間教材轉化及其因素方面發現，學前教師視教材為正式課程，運作課程以教師主體，而教師所持之課程觀為互相調適觀，學生以及教師特質等因素皆會影響教師教學轉化。但教師缺少對教學目的的省思、學校資源不足以及家長因素都可能造成教材轉化的困境 二、教學觀點會影響教師運用坊間教材的方法：從教學目標的選擇到教學方法的運以及評量。研究中兩位教師分別主張課程為教學經驗、課程為計畫，故前者教師運用教材的方法多為「調應」以及「更換」，其與教材互動結果為「教材修正」；後者教師運用教材的方法多為「使用」、「調應」、「更換」，其與教材互動結果為「教師調適」。 三、滿足家長的需求是園所繼續或開始使用教材的最初原因，然而坊間教材的運用將有助於教師專業發展：能夠提供教師較統整的學習架構，以彌補教師專業能力上的不足，也能作為教師教學的參考資源。教材的內容的完善編輯也能夠引發學生學習興趣，加強學生學習動機，促進學生的學習。 四、學校行政體系的支持、班群間的協同以及資源分享都將有助於教師教學上的專業發展，提供教師更多的刺激、激發更多的創意，促使教師能不斷的反思教材內容進行創新。 最後，針對以上幾點發現以及研究過程中遇到的困難與限制提出幾點對於學前教師以及未來研究者一些建議。 關鍵字：坊間教材、教學觀點、課程轉化 / The purpose of this research is to investigate the application of textbooks among preschool teachers. Questions to be answered are as follows: 1.How do teachers transform the textbooks? 2.How do teaching perspectives affect the application of textbooks? 3. How do teachers define the role of textbooks in the curriculum? The research collects data by means of observation, interview, and analysis. Research is focused on the application of textbooks in teachers’ teaching. Results are as follows: 1.Teachers view textbooks as formal curriculum, and hold the core of operational curriculum. Teacher’s perspective of the implemented curriculum is mutual adaptation, and the characteristics of the teacher or the student will affect the curriculum transformation. 2.One teacher views curriculum as teaching experience and the other views curriculum as a plan. The former applies textbook with revising and replacing and the interaction with textbook, and the result is that the modifications of textbooks are made. The later applies textbook with using, revising and replacing, and the result of interaction with textbook is that the teacher adapt it. 3.The reason to adapt to textbook is that it fulfils parent’s expectations, and applying textbook is useful for teacher’s professional development. 4.The support of the education administration authority, the cooperation of the classes and the sharing of resource will be used for teacher’s professional development, and can offer more impetus to create more. Key words: textbook, teaching perspective, curriculum transformation

本研究為新竹縣國民中學主任培訓之研究。旨在瞭解國民中學學校人員對培訓目標及實施方式、培訓課程運作內涵及對國中主任專業能力知覺之看法，探討其關係，進而依研究結果提出建議。 　　首先進行文獻探討，作為架構研究的理論基礎；接著，實地訪談2位培訓業務專家;問卷調查325位學校人員(新竹縣共發出325份問卷，可用問卷311份，可用率為96%)以分析看法、驗證理論；最後，依研究結果進行討論與結論建議。研究主要發現如下： 一、主任培訓目標及實施方式、課程運作內涵及專業能力的看法： （一）主任培訓目標包括熟悉行政管理實務、整合處室發展方向、培養教育專業責任能力、具有教學領導的能力、發展公共關係、陶冶博雅通識知能五個向度；其整體、分向度得分均為中上，其中以熟悉行政管理實務得分最高。主任培訓實施方式包括實務模擬演練、案例研討、師傅經驗傳承、學校實習、分組討論活動、國內教育機構參訪、歷程檔案建置、多元評量、讀書會、心得(活動、專書)報告、國外教育機構參訪、講述法、網路研討、童軍活動(木章基訓)、班會等方式；其整體、分向度得分均為中上，其中以實務模擬演練的方式得分最高。 （二）主任培訓課程運作內涵包活實務實習課程、師傅教導課程、博雅通識課程、專業培育課程四向度；其整體、分向度得分均為中上，其中以實務實習課程得分最高。 （三）主任培訓專業能力包括行政管理能力專業、處室發展能力專業、專業責任能力專業、教學領導能力專業、公共關係能力專業五向度；其整體、分向度得分均為中上，其中以知覺行政管理能力專業得分最高。 二、不同背景變項在培訓目標及實施方式、課程運作內涵及主任專業能力得分差異情形： （一）不同背景變項在主任培訓目標及培訓實施方式得分方面：研究發現年齡、最高學歷、服務年資、現任職務有顯著差異，性別、擔任主任年資、學校規模、學校所在地、培訓地點沒有顯著差異。 （二）不同背景變項在課程運作內涵得分方面：研究發現年齡、服務年資有顯著差異，性別、最高學歷、現任職務、擔任主任年資、學校規模、學校所在地、培訓地點沒有顯著差異。 （三）不同背景變項在主任專業能力得分方面：研究發現年齡、服務年資、現任職務、學校規模有顯著差異，性別、最高學歷、擔任主任年資、學校所在地、培訓地點沒有顯著差異。 三、培訓目標及實施方式、課程運作內涵對主任專業能力的預測情形： 　　培訓目標及實施方式之培訓目標對整體主任專業能力有顯著的預測力；培訓課程運作內涵之專業培育課程、實務實習課程、博雅通識課程對整體主任專業能力有顯著的預測力。最後，本研究根據研究的發現，提出相關建議，俾供教育行政機關、接受培訓人員及後續研究之參考。 / The main purpose of this research was to investigate the director preparation goal setting and preparation method, director professional preparation curriculum and director professional competency. The study included literature analysis, survey method with an interview, and survey method with a questionnaire. The purpose of survey method with 2 specialists were aimed to explore the opinions of specialists. The research instrument was distributed to 325 junior high school principals、directors and teachers in Hsinchu county and 311 valid samples were used in this study（response rate was 96%）. The data obtained were interpreted using description statistics, t-test, correlation and ANOVA, Scheffé posteriori comparison, and content analysis. Based on the statistics analysis of the questionnaire, this study finds reaches the following results: A. In the aspect of director preparation goal setting and preparation method: 1.The director preparation goal setting include five parts:(1)professional administrative management,(2)group development direction,(3)professional responsibility,(4)instruction leadership,(5)public relationship. The perception of principals, directors and teachers were above average agreement of the five parts. For directors, the best dimension is “professional administrative management”. The preparation method include fifteen parts：(1)imitate practice,(2)case investigates,(3) mentor,(4)school practice,(5)divide into groups discussion campaign,(6)domestic educational organization visit,(7)course files build,(8)multivariate comment,(9)reading meeting,(10) the report of study (activities and special books),(11)foreign educational organization visit,(12)speech,(13)network investigate,(14)military campaign( wooden chapter base standard),(15)the square types such as class meeting. The perception of principals, directors and teachers were above average agreement of the fifteen parts. For directors, the best dimension is “imitate practice”. 2. Teachers’ age, highest educational degree, years of service and position of service have significant influences on director preparation goal setting and preparation method. But teachers’ sexual, years of director service, school size, places do not have any significant influences. B. In the aspect of director professional preparation curriculum: 1.The director professional preparation curriculum include four parts: (1) intern,(2)mentor,(3)leadership,(4)professional preparation. The perception of principals, directors and teachers were above average agreement of the four parts. For directors, the best dimension is“intern”. 2. Teachers’ age and years of service have significant influences on director professional preparation curriculum. But teachers’ sexual, highest educational degree, position of service, years of director service, school size, places do not have any significant influences. C. In the aspect of director professional competency: 1.The director professional competency include five parts: (1)professional administrative management,(2)group development direction,(3)professional responsibility,(4)instruction leadership,(5)public relationship. The perception of principals, directors and teachers were above average agreement of the five parts. For directors, the best dimension is“professional administrative management competency”. 2. Teachers’ age, years of service, position of service and school size have significant influences on director professional preparation curriculum. But teachers’ sexual, highest educational degree, years of director service, places do not have any significant influences. D. In the aspect of relationships among the director preparation goal setting and preparation method, director professional preparation curriculum and director professional competency: 1. There was positive correlation and regression existed among the director preparation goal setting and preparation method, director professional preparation curriculum and director professional competency. 2. Directors’ preparation goal setting and preparation method, director professional preparation curriculum did promote director professional competency In the last part, based on the research results, the researcher proposed some suggestions for educational administrative agencies, directors and researchers, hoping to benefit the junior high school education in the future.

在英文為第二語言和為外語的領域中，學習者的期待扮演著重要的角色，進而影響學習者對於新學習任務的觀感。隨著科技的演進，電腦輔助語言學習提供了英文學習者一個嶄新的學習環境，也影響了學習者的期待。然而，低英語學習成就者在線上英文補救課程的期待卻鮮少被探究。 本研究目的為探討低英文學習成就者之期待與其對於線上學習之經驗與看法。本研究的參與者為三位英文低學習成就者。這三位參與者皆為大學一年級的女學生且參加學校提供的線上英文補救教學。本研究使用問卷、英文能力測驗和訪談來挑選適合的被研究者與收集資料。所得到的資訊將會以質性的方式分析並呈現參與研究者的期待、期待之轉變和對線上學習的經驗與看法。 研究結果顯示出不同類型的自我期待影響學習者對線上學習的期待。擁有自我增值類型的自我期待之被研究者傾向於規範自己和期待英文能力進步；擁有自我貶抑類型的自我期待之被研究者傾向於對課程內容設計與同儕學習期待多一點；擁有適當自我評估類型的自我期待之被研究者對於自我學習管理良好且調整自己的學習狀態以適應新的線上學習環境，獲得更好的學習成效。此外，一些相關的議題也對被研究者有相當的影響，例如：面子、焦慮、自我效能、學習團體等。根據研究結果，有四項聲明可以被提出：第一，線上學習者對於面子相當在意；第二，不同自我期待之線上學習者對於焦慮有不同的處理方式；第三，對於線上學習來說，自主學習能力是很重要的。最後，並不是每一位線上學習者皆需要學習社群。 總而言之，線上學習者的內在因素與外在的學習行為是密不可分的。被研究者的線上學習行為與經驗皆被其期待影響。在語言教育者著重於教室內的學習現象的同時，社會文化因素也是需要被納入考量的重要的議題。 / In the field of ESL and EFL, learners’ expectations play a significant role and affect learners’ perception toward upcoming learning tasks. With the advance of technology, the computer assisted language learning provides English learners with alternative learning context, influencing the learners’ expectations. However, low achievers’ expectations in the online remedial English program are rarely investigated. The present study aimed at exploring the pattern of low achievers’ expectations and presenting the experience and perception of low achievers learning online. Participants were 3 English low achievers in a university. All of them were female freshmen and attended the online remedial English course offered by the university. Questionnaires, proficiency tests, and semi-structured interviews were administered to select participants and collect data. Later, the elicited information will be analyzed in a qualitative ways to display the expectations towards the online remedial English course, expectation shift, perceptions and experiences of online learning. The results showed that different types of the self-expectation influenced the learning expectations toward online learning. The participants with self-enhancement tended to regulate herself and expect to improve English proficiency more; the one with self-derogation inclined to expect course design and peer learning more; the one with appropriate self-appraisement regulated herself well and accustomed herself to the alternative online learning context for better learning results. Moreover, some issues played an important role to the three participants, including face, anxiety, self-efficacy, and a sense of learning community. Based on the results of this study, four assertions were proposed. First, face issues were of high concerns of these online learners. Second, learners with different types of self-expectation may treat anxiety in diverse ways. Third, self-regulatory efficacy was important to online learning. Finally, developing a learning community might not be welcomed by all the online learners. To sum up, online learners’ internal factors and external learning behavior were interwoven. The online experiences and performances of the three participants were affected by their expectations. As language educators focus on the learning phenomena in the classroom, the socio-cultural factors are other significant issues needed to be taken into consideration.

本研究從幼兒園第二代經營者的角度出發，以研究者家族所經營，位在相對弱勢社區中的幼兒園為對象，從批判教育學的角度，探討透過教育消弭階級差異的方法，以及課程模式與階級文化間的關係。批判教育學探討在資本主義制度下，教育對中下階層學生的壓迫，進一步主張透過覺醒與轉化的教育模式，消弭階級差異彰顯人性的價值。呼應這樣的概念，近年來台灣的幼兒教育現場，在幼托整合的政策引領下，也開始施行以遊戲為主的統整課程模式，宣稱可透過根植於學生經驗的方式，使學習更有意義。然這樣的政策在教育現場施行並不順利，台灣幼兒教育現場，長期以私立幼兒園為主，多數幼兒園在激烈競爭下，不得不呼應家長需求崇尚讀、寫、算，為進入小學做準備的教學模式。因此統整課程的驟然推行，受到來自基層教師、家長與學生的抗拒。研究者透過自己長年在幼兒園中的觀察，與家長及教師的訪談，釐清這些抵抗背後的原因，並引述批判教育學者Freire覺察、解放，以及Giroux轉化型知識份子的概念，透過與教師取得觀念上的共識，幫助其了解自身在社會中的角色，進一步改變其教學方式。在得到幼兒園教師的初步共識後，進一步使轉化的意識擴及家長。期望透過由下而上的基進方式，達成課程改革並拉近階級差異的目的。 / From the perspective of the second generation manager of kindergarten, this study, with the kindergarten operated by the researcher family’s in a disadvantage community, explores methods to eliminate the class difference through education, and relationship between curriculum model and class cultures based on the viewpoint of critical pedagogy. Critical pedagogy investigates the oppression of the lower class students through education in the capitalist system. Furthermore, it advocates eliminating class differences and highlighting the value of humanity through awareness and transformation of education. Echoing this concept, in recent years, the field of early childhood education in Taiwan begins to implement play-based integrated curriculum model under the guidance of preschools integration policy, and claims that learning can become more significance from student’s perspective. However, such policy does not work well. Early childhood education in Taiwan is mainly private kindergartens. Under the intense competition, most kindergartens have to respond to the demands of parents to advocate reading, writing, counting, implementing teaching mode preparing for entry into primary school. Therefore, the sudden implementation of integrated curriculum gets resistance from teachers, parents and students. The researcher clarifies reasons of the resistance by observation in kindergarten for many years, interviews with parents and teachers, quoted from critical pedagogy such as concepts of conscious and liberation by Paulo Freire and transformative intellectuals by Henry Giroux, to realize the consensus with teachers to help them understand their position in society and further change their teaching methods. After build-up the preliminary consensus with teachers in kindergarten, the researcher make transformation expanded into parents. The study expects to reach the purpose of curriculum reform and eliminate class difference through the radical approach.