本研究之動機，起於發現參與圖書館閱讀活動頻率高的學童，其國語文能力會較頻率低的學童來得好，同時國語文能力好的學童在其他領域方面的學習都要比國語文能力差的學童有較好的表現。 然而，學校決策單位掌握了學校圖書館資源分配、管理和組織的實權，因此，學校行政單位對於圖書館經營、以及圖書館影響學童國語文能力的功效等看法，將會影響圖書館資源分配以及未來發展。如果學校行政單位認為圖書館的存在對於學童國語文能力表現不相關，則很容易犧牲圖書館應有的發展與利用。 因此，本研究之宗旨在於探討瞭解新北市的國小行政單位如何看待圖書館利用與推廣活動與學童國語文能力表現之關係，藉由問卷調查的方式，瞭解目前國小圖書館利用與學童國語文能力提昇之關聯性，從而探討如何透過圖書館利用教育與閱讀推廣活動相互結合，得以改善目前新北市國小圖書館經營的方式，以求獲得幫助學童提昇國語文能力表現之具體落實方案，進而提高學生國語文能力。 本研究所得之國小中、高年級的國語文檢測成績關聯性表格，從關聯性的有效意義值(Correlation significant)可以歸納出11個有影響力且具意義的具體落實方案，明顯可以提升國小中、高年級的國語文檢測成績： (1) 擴增國小圖書館平均館藏冊數； (2) 提升國小圖書館平均借閱人次； (3) 提升國小圖書館平均借閱冊數； (4) 教師應多重視學童「閱讀興趣」的培養； (5) 教師應多重視學童「閱讀動機」的培養； (6) 教師應多重視學童「閱讀意志」的培養； (7) 增加圖書館空間規劃:圖書館功能區的數目； (8) 增加圖書館開放服務時間:圖書館平日與假日開放時段的數目； (9) 學校應積極推展多元閱讀活動－例如:晨讀十分鐘、班級巡迴書箱、讀報教育、班級讀書會、親子共讀、愛的書庫、午間廣播劇、影片欣賞、戲劇展演等； (10) 圖書館應積極辦理宣傳行銷活動－例如:櫥窗展示定期更新、張貼學生自製書籍介紹海報、票選好書、選舉小小館長、圖書館命名票選 、館徽logo設計票選、好書交換、推廣4/23世界閱讀日、每年12月辦理「圖書館週」系列活動等； (11) 圖書館應多多結合社會資源辦理活動－例如:與作家有約講座、參觀公共圖書館 、與書商或出版社合作辦理書展。 / The purpose of this study is to investigate the relationship between library instruction and students’ literate ability. Students who are highly involved in library reading activity are believed to have better literate ability than other students. Meanwhile, students with high literate ability have better academic performance than students with low literate ability. Students should be encouraged to use library resources as much as possible. However, the school is in charge of the distribution, management, and organization of the library. How the school values the influence of the library on students’ literate ability would decide the amount of library recourses and its future development. Therefore, questionnaires were used to find out how the administrators of elementary schools at New Taipei City view the relationship between the use of the library and students’ literate ability. The results may help us to combine education with library activities, improve the management of the school libraries at New Taipei City, and provide some specific plans to promote students’ literate ability. The results of this study show a significant positive correlation between students’ use of library and their literate ability. Therefore, we provide 11 influential and meaningful suggestions, which can significantly promote the literate ability of elementary school students in their junior and senior years. 1. Increase the general collections of books 2. Increase users of school libraries 3. Increase the number of borrowed items 4. Teachers emphasize the development of students’ reading appetite 5. Teachers emphasize the development of students’ reading motivation 6. Teachers emphasize the development of students’ reading willingness 7. Better space arrangement: the number of library divisions 8. Increase library service hours: weekdays and holidays 9. Schools should actively encourage various reading activities, including ten-minute morning reading, in-class book fair, newspaper-reading education, class study group, book collection, noon broadcast drama, film watching, drama exhibitions, and so on. 10. Libraries should actively hold activities to promote library functions, for example, regularly renew window exhibitions, put up student-made posters, introduce good books, elect little library director, name the library, design library logo, exchange good books, promote World Book & Copyright Day, and so on. 11. Libraries should combine social resources to hold activities, such as invite famous writers, visit public libraries, hold book fairs with publishers, and so on.

本研究目的係為探討新移民母親參與親子共讀團體後，其在自我認同、親子關係，以及對家庭關係上之變化。本研究採質性為主，量化為輔的方法。質性研究以深度訪談和參與觀察方式；量化研究以前-後測之親子共讀問卷瞭解新移民母親在分數上的變化。九位受訪者以立意和滾雪球抽樣取得。主要研究結果如下： 在「原生家庭對新移民女性在教養子女的影響」方面：新移民女性作為孩子的主要照顧者，並非為全職家務工作者，且新移民女性與台灣先生、夫家和原生娘家的相處情形，會受到原生家庭中母親與父親及上一代公婆、娘家的互動模式影響；在「自我認同的轉變」方面：新移民女性渴望得到來自夫家或社會的認同，因此，她們對於養育或管教子女的自我要求極為嚴苛，孩子的成就代表她們人生的成功。並用真誠信任且開放的態度去面對團體中的領導者、協同領導者和其他團體成員時，其越能得到較多的社會支持與正向感受；在「提昇親子關係」方面，從質化與量化加以說明：質化方面：當新移民親子溝通和互動關係變好，在教養上就會順利許多。量化方面：研究採個人之自我分數對照方式，深入瞭解每位受訪者的改變。在「家庭關係和諧」方面：先生非常支持太太上課學習，並願意建立有效夫妻溝通模式，此也影響新移民女性跟夫家和娘家的互動關係。 最後，針對新移民女性及家庭的需求對實務工作、服務體系及未來研究等三方面提出相關建議，作為未來實務工作、政策制定以及研究之參考。 / Abstract The research discusses the change of self-recognition, parent-child relationship, and family relationship after new immigrant mothers join in the parent-child reading group. This qualitative research, deep interview and observation, is assisted with quantitative method, pre- and post- test parent-child reading questionnaire to understand the score changing of new immigrant mothers. 9 respondents were selected from judgment and snowball sampling. The main results are as follows: In the aspect of “the influence of original family on the new immigrant female when raising child”: new immigrant female is the main care taker of the child, not full time house chores doer. Also, the living situation of the new immigrant female with their husband, in-laws, and original family is affected by the interaction between their parents from the original family and the in-laws and the original family of last generation. In the aspect of “the changing of self-recognition”: new immigrant female long for recognition from the husband’s family or the society. Therefore, they are hard on themselves in raising or disciplining the child. The achievement of the child is their life success. When they face the leader, the co-leader, and other group members with sincere, trust, and open attitude, they can have more positive social support and feeling. We explain the aspect of “increasing parent-child relationship” qualitatively and quantitatively. In qualitatively, when the communication and interaction between the parent and child of the new immigrant is better, the raising and teaching will be smoother. In quantitatively, the research contrast personal scores and deeply understand the changing of each respondent. In the aspect of “family harmony”: the husband supports the wife to learn and is willing to build effectively couple communication model, which has also influence the interaction of the new immigrant female with the in-laws and the original family. Finally, we propose related suggestions on the need of the new immigrant female and the family in the aspects of practical works, service system, and future research as the reference for future practical work, policy stipulation, and research.

公共圖書館是兒童主要獲取資訊及知識的場所，對於兒童而言，圖書館兒童閱讀空間閱讀氛圍的營造與空間規劃設計又為影響到兒童對於圖書館使用意願的關鍵。理想的兒童閱讀空間應該不論在閱讀空間設計、家具及設備安排、分齡分眾功能劃分上，都應該能呼應兒童及家長等使用者的需求，以吸引他們到圖書館來親近使用，並幫助兒童在利用圖書館的過程中培養閱讀的樂趣。本研究旨在建構適合公共圖書館兒童閱讀空間的原則及構面指標，以作為國內公共圖書館未來規劃及建置兒童閱讀空間時的參考。 　　本研究研究目的有四點：（一）以兒童需求中心探討圖書館兒童閱讀空間設計原則；（二）探討兒童與父母對圖書館兒童閱讀空間設計原則的認知；（三）探討兒童與父母對圖書館兒童閱讀空間的使用與滿意度；（四）探討影響兒童與父母對圖書館兒童閱讀空間滿意度的影響因素，以作為公共圖書館未來在兒童閱讀空間上的規劃參考。 　　為獲得研究結果，本研究首先分析國內外有關公共圖書館兒童閱讀空間規劃案例，並透過文獻分析法與訪談法具體建構出三構面19項指標，以及「公共圖書館兒童閱讀空間需求及滿意度調查問卷」作為研究工具。研究問卷並針對臺北市立圖書館總館及所屬分館的兒童閱讀空間進行發放，獲得以下結論：（一）兒童閱讀空間經過空間改善後多能滿足使用者期待；（二）兒童對圖書館服務需求多元，並非僅限閱讀；（三）安全性、共讀空間、閱讀氛圍營造會影響兒童使用意願；（四）安全性、家具樣式及哺集乳室的設置最受使用者滿意；（五）使用者認為圖書館應關注不同年齡的兒童及家長需求，增加團體討論室，區隔討論區與閱讀區。 / A public library is a major place where children can have access to information and knowledge. For children, the creation of a reading atmosphere and the spatial planning and design in the children's reading space at the library are the key to their willingness to use libraries. An ideal children’s reading space should be able to respond to the needs of children and parents and other users, whether in reading space design, furniture and equipment arrangement, or facilities for different age groups, so as to attract them to the library and encourage them to read for pleasure in the process of using the library. This study aims to establish the principles and dimension indicators for the children's reading space at the public library, which can serve as a reference for future planning and construction of children's reading spaces at public libraries in Taiwan. 　　The purposes of this study are to explore (1) the design principles behind the children's reading space at the library from the perspective of children's needs; (2) children's and parents’ perceptions of the design principles behind the children's reading space at the library; (3) children’s and parents’ use of and satisfaction with the children's reading space at the library, and (4) factors in children’s and parents’ satisfaction with the children's reading space at the library, in order to provide a reference for future planning of children's reading spaces at public libraries. 　　In order to obtain research results, this study first analyzed the cases of children's reading space planning at public libraries at home and abroad, and developed three dimensions and 19 indicators through literature review and interviews, as well as used as a research tool the Public Library Children's Reading Space Requirements and Satisfaction Questionnaire. The questionnaire was also distributed to the children’s reading spaces at Taipei Main Public Library and its branches, thereby reaching the following conclusions: (1) most of children's reading spaces can meet users’ expectations after the improvement of space; (2) children's demand for library services is diversified and not limited to reading; (3) safety, the family reading area, and the reading atmosphere have influence on children's willingness to use; (4) most users are satisfied with safety, the furniture style, and the establishment of a lactation room, and (5) users believe that the library should focus on the needs of children and parents of different ages, and increase group discussion rooms, and separate discussion areas from reading areas.

在自媒體時代下，每個人都可簡單創立一個自媒體，使讀者在旅行的過程中得以參與照片的產製，共同塑造一地的城市意象。本研究將觀察場域設定為以照片為主的社群平台Instagram，研究標的為－上海。藉由Kevin Lynch的城市意象理論、Fakeye & Crompton的原始意象、誘發意象、複合意象理論，探討讀者抵達上海前後的差異與如何藉由照片形成複合意象，進而探討一座城市的意象如何經由照片被形塑以及讀者眼中的城市意象的構成元素與自媒體時代的關係。 研究發現，讀者的原始意象多來自朋友間主觀性的評論。抵達上海前的原始意象多指向繁華、中西合併的國際化都市，抵達後的意象較多元而衝突，特別對於人民的文化素養有所描述。在自媒體時代下，Kevin Lynch的五大要素除邊界外，其他皆仍存在自媒體上，新增人物、食物、建築空間等三大新要素。 從讀者所提供的照片歸納出以人物、標誌物兩種要素佔比最高，根據深度訪談分析讀者上傳照片的原因，如：特別、值得紀念、實現夢想、覺得自己美、心情美好、感到優越。進而從照片中發現，在自媒體時代下「我」的主體性被凸顯，使照片中充分展現自媒體時代的特色。 / In an owned media era, people can create owned media easily. They can always share photos during their travel time and shape urban images together with other readers. With the experiences of the author and consider the suitability of samples, this research will be based on Instagram, a social media platform focusing on photographs, and targeted on Shanghai. With “The Image of the City” of Kevin Lynch, “Original Image”, “Induced Image”, and “Complex Image” of Fakeye & Crompton, this research will be analyzing the difference between interviewees’ image towards Shanghai before and after visiting, and how they shape their urban image through their uploaded photographs. Through the research, the author wish to discuss the relationship between the constitute elements of urban image by different readers and the aspects of owned media era. After the research, the author found out that readers’ original images come from subjective comments of their friends. Most original images include seeing Shanghai as a prosperous, diverse and an international city. Images after visiting start to diverse and conflict, especially on cultural literacy of the people in Shanghai. In own media era, four of the five elements, except for Edges, of Kevin Lynch are still applicable. In addition, the author established another important elements, people, foods, and spaces. The photos provided by readers can be classified into people and landmarks. Through analyzing interviews, the reasons of uploading pictures are mostly things that are special, things or events that are memorable, dreams come true, photogenic, in a good mood and feeling superior. The author concludes that under owned media era, the subjectivity of “I” has been highlighted from the uploaded pictures and that also brings out the aspect of owned media era.

閱讀是吸收知識的途徑，不同的閱讀模式所帶來的閱讀成效也會不同。如何透過機器學習的方式，從凝視點找出閱讀行為的關聯性，將是本研究的目標。實驗選擇低成本眼動儀紀錄讀者閱讀過程中的眼動資料，採用dispersion-based演算法找出凝視點，以計算凝視點特徵，包含凝視時間、凝視距離、凝視位置以及凝視方向。 本研究將閱讀模式分成五種類別，包含快讀、慢讀、精讀、跳讀與關鍵字識別，透過不同文章的呈現，引導30位測試者遵循其內容進行閱讀，藉此收集不同行為模式的眼動資料。實驗流程中所有的眼動資料會隨機被分成為兩份，依序建立不同維度的訓練資料，由交叉驗證的分類結果找出理想之特徵與維度。以每次挑選6位測試者的眼動數據為測試資料進行5次分類驗證，其平均正確率為78.24%、74.19%、93.75%、87.96%以及96.20%，均達到不錯的分類結果。 / Reading is one of the paths to acquire knowledge. The efficiency is different when different reading patterns are involved. It is the objective of this research to classify reading patterns from fixation data using machine learning techniques. In our experiment, a low-cost eye tracker is employed to record the eye movements during the reading process. A dispersion-based algorithm is implemented to identify fixation from the recorded data. Features pertaining to fixation including duration, path length, landing position and fixation direction are extracted for classification purposes. Five categories of reading pattern are defined and investigated in this study, namely, speed reading, slow reading, in-depth reading, skim-and-skip, and keyword spotting. We have recruited thirty subjects to participate in our experiment. The participants are instructed to read different articles using specific styles designated by the experimenter in order to assign label to the collected data. Feature selection is achieved by analyzing the predictive results of cross-validation from the training data obtained from all subjects. The average classification accuracies in five-fold cross-validation are 78.24%, 74.19%, 93.75%, 87.96% and 96.20% using the eye movements of the six randomly selected subjects as test data.

本研究旨在探討英文童謠教學對台灣國小英語學習低成就學童對英語的音素覺識、認字、拼字能力、以及英語學習態度的影響。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，先行測試選用的英語童謠是否適切、教學活動是否可行，以及低成就學童在音素覺識與學習態度是否因此改善等等，並根據初探結果規劃正式實驗。第二階段的正式實驗，除音素覺識與學習態度外，更進一步探討英文童謠教學對認字及拼字能力的影響。 在正式實驗中，實驗對象為桃園市某國小36名四年級的學習低成就學童(學業表現為後百分之十)。研究者將此36名學童隨機平均分配為兩組；實驗組及對照組兩組，各18名學生。對實驗組施以平衡閱讀「由整體到細部」(whole-to-parts)架構設計的英文童謠教學，將音素覺識及字母拼讀法(phonics)等技巧訓練自然地融入有趣的英文童謠情境中；而對照組則單獨採用字母拼讀教學，循序教授字母與音的對應關係。實驗組及對照組每週均有兩節英語補救教學，每節課40分鐘，持續十二週。兩組學生在教學前後各施以前測及後測，內容包括音素覺識測驗、認字測驗、拼字測驗，以及英語學習態度問卷調查，以評量受試者在早期讀寫技巧上的發展，及學習態度上的改變情形。 同組組內前後測比較結果顯示，在十二週實驗教學後，實驗組及對照組二組學生在音素覺識、認字及拼字能力三方面，均有顯著的進步。然而，只有實驗組學生對英語學習的態度有顯著的正向改變，對照組學生則無。此外，兩組組間比較結果發現，雖然在實驗前，兩組學生英語拼讀能力相當，對英語的看法也類似，但經實驗教學後，兩組的後測成績有非常明顯的差異，實驗組學生在音素覺識、認字、拼字能力的進步幅度，以及學習態度各方面，均顯著優於對照組。 以上研究結果顯示，運用英文童謠進行補救教學確實極為有效，不但能增進台灣英語低成就學童的早期讀寫技巧，且能改善其學習英語的態度。本研究之結果及教學建議，可供未來國小補救教學相關研究之參考。 / The purpose of this study was to explore the effects of nursery rhyme instruction on Taiwanese elementary school EFL underachievers with regard to their development on phonemic awareness, word recognition and spelling abilities, and their attitudinal changes toward learning English. The present study was conducted in two stages. A small-scale pilot study was first carried out as a preparation for the formal study. The feasibility of nursery rhyme instruction and the effects of this instruction on phonemic awareness and learning attitudes were tested on seven EFL underachievers preliminary to the formal study. In the second stage, a formal study which followed closely the design of the pilot study, further explored the effects of nursery rhyme instruction on word recognition and spelling abilities. In the formal study, thirty-six fourth grade underachievers (whose academic performances were at the bottom 10 percent) with deficient phonemic awareness were screened for this study. The experimental group and the control group were evenly matched with eighteen students each. The experimental group received nursery rhyme instruction using the “whole-to-parts” framework of balanced reading within which training in skills including phonemic awareness and phonics is embedded into the context of children’s literature. The eighteen subjects in the matched control group received explicit phonics instruction wherein the isolated sound-letter correspondences were sequenced and taught explicitly and systematically. To assess their development in early literacy skills, all subjects took the pretests and posttests of phonemic awareness, word recognition and spelling. Moreover, to measure their attitudinal changes toward learning English, they were administered the attitude questionnaires before and after the remedial instruction. Data was collected from early-September until early-December, 2006, covering twenty four 40-minute class periods for each group. Comparison of within-group performance indicated that both the experimental group and the control group made significant post- over pretest improvements in phonemic awareness, word recognition and spelling abilities. However, only the experimental group had a significant positive change on their attitudes toward English. In addition, at the onset of the study, both groups started with equivalent early literacy skills, and held similar attitudes toward English learning. However, posttest scores revealed that the experimental group significantly outperformed the control group in phonemic awareness skills, word recognition and spelling abilities. Significant differences can also be found in their attitudes towards learning English. The findings from this study indicate that a remedial instruction utilizing nursery rhymes can effectively help Taiwanese EFL underachievers improve their early literacy skills, and more significantly, their learning attitudes towards English. Based on the findings, pedagogical implications and suggestions for further studies are provided.

本研究之目的在於比較蒙特梭利語文教育與全語言教育對不同年齡幼兒閱讀能力影響之差異。研究對象為接受蒙特梭利教育與全語言教育的中班與大班學前幼兒。研究者選取兩所位於台北市且實施蒙特梭利與全語言教育之幼稚園，依照這些受試者的年齡、家庭社經地位、在園時間、入園時間及畢保德圖畫詞彙測驗分數等條件後，進行配對選取，最後選取的總受試幼兒共58名。本研究中之幼兒閱讀能力指幼兒聲韻覺識能力、認字量與閱讀理解能力。研究工具在聲韻覺識測驗上採用侯淑柔、林佩蓉（2007）所編製之聲韻覺識測驗中之得分，認字與閱讀理解力採用楊怡婷（1995）改編之故事及自編之理解能力測驗，幼兒閱讀能力之資料皆至幼稚園對幼兒施測而得。 研究結果顯示，幼兒閱讀能力，有「年齡」的差異，大班生優於中班生；幼兒閱讀能力有「教學法」的差異，接受蒙特梭利教學的幼兒在閱讀能力的表現上優於全語言教育的幼兒；在「年齡」與「教學法」的交互作用上並無顯著之差異。而單獨進行大班幼兒閱讀能力的差異檢定發現，大班幼兒在聲韻覺識上的表現呈現顯著差異，接受蒙特梭利教學的幼兒在閱讀能力的表現上優於全語言教育的幼兒，而在認字和閱讀理解上則無顯著差異；在中班幼兒閱讀能力的差異檢定結果，中班幼兒閱讀能力表現無論在聲韻覺識、認字量和閱讀理解上皆無顯著差異。此外，針對所有閱讀能力測驗結果進行相關分析後，發現聲韻覺識、認字量和閱讀理解兩兩之間皆具有顯著之相關，而在控制聲韻覺識變項之後，認字和閱讀理解呈現顯著的高度相關，而控制認字變項之後，聲韻覺識和閱讀理解之間的關係便消失了，足見認字在幼兒閱讀能力中所佔之重要角色。 / The purpose of this study was to compare the literacy of young children who attended Montessori or Whole Language education program. Their literacy which includes word recognition, reading comprehension, and phonological awareness. The sample (n=58) consisted of the pre-kindergarten (age 4-5, n=26) and kindergarten (age 5-6, n=32). Schools were selected base on grossly similar school profiles on Taipei city. To control and match age, socioeconomic status (SES), the score of the Peabody Picture Vocabulary Test-Revised of the children whose attended different programs. Results of the study showed significant difference on “age” and “education program” : The children in the kindergarten whose literacy was better than the children in the pre- kindergarten；the children attended Montessori education program whose literacy was better than the children attended Whole Language education program. Significant different on “phonological awareness” : The children in the kindergarten of the Montessori education program whose phonological awareness was higher than the children in the pre- kindergarten of the Whole Language education program, but no significant difference on “word recognition” and “reading comprehension”. The children in the pre-kindergarten between Montessori education program and Whole Language education program showed no significant difference on “word recognition” and “reading comprehension” and “phonological awareness”.

本研究在合作式數位閱讀環境中發展了一套「知識標註學習系統」，可以支援多人同時針對一篇數位文本進行閱讀標註與互動討論，以提升讀者閱讀的深度與廣度。此外，本研究更進一步地以專家評估法設計「知識萃取機制」，用於判斷讀者閱讀標註的重要度。 「知識萃取機制」是基於讀者閱讀標註中所蘊含的閱讀理解策略與閱讀技巧，以及合作式閱讀社群中產生的標註共識，考量了「標註範圍長度」、「標註範圍詞性」、「標註範圍位置」、「標註策略類型」、「標註範圍共識」與「標註喜愛共識」等六項因素，以專家評估法制定的標註重要度模糊隸屬函數來評定各因素的重要度並量化為「標註因素分數」指標，最後將六項因素以模糊綜合評判進行推論，再將推論結果解模糊化而成為代表標註重要度的量化指標「標註分數」。基於「知識萃取機制」所計算代表標註重要度的「標註分數」，可作為讀者進行閱讀標註是否不佳的判斷，並據此提供標註技巧建議與優質標註內容推薦的「標註建議」，以幫助讀者提昇閱讀理解能力。 為了驗證「知識萃取機制」計算「標註分數」的有效性，以及探討未來改善「知識萃取機制」和可加入的考量因素與適性化設計的可能方向，本研究以單組後測設計規劃實驗，並以國立政治大學圖書資訊數位碩士在職專班19位學生作為實驗對象，進行一份數位學習論文的合作式閱讀標註學習，並於實驗後評估實驗對象閱讀文章之後的閱讀理解能力，作為評鑑「知識萃取機制」計算方式是否有效的指標。最後再以問卷蒐集實驗對象對於「知識萃取機制」的意見，歸納成為未來研究改善的參考依據。 研究結果發現，本研究所提出「知識萃取機制」中計算標註重要度的「標註分數」與實驗對象的閱讀理解能力呈現低度正相關，一定程度地證實了「知識萃取機制」計算方式的有效性。而「知識萃取機制」六項考量因素中，「標註範圍長度」與「標註喜愛共識」為分辨實驗對象閱讀理解能力的關鍵因素；「標註策略類型」與「標註範圍詞性」的標註重要度模糊隸屬函數有待修正；「標註範圍共識」與「標註範圍位置」為無效因素，但這可能是受到計算方式錯誤與閱讀文章類型的影響，未來仍有待進一步評估。在未來發展方面，系統操作標註行為頻率越高，實驗對象的閱讀理解能力也有較高的跡象，未來可以將其納入「知識萃取機制」作為考量因素之一；而閱讀理解能力較差的實驗對象，呈現出比較不願意回應「標註建議」與較常使用社群互動的現象。本研究歸納可能原因為實驗對象自身的閱讀素養不成熟，以至於無法判斷「標註建議」的正確性，而需要參考他人閱讀標註。 未來研究可針對本研究的實驗對象與閱讀標註資料進行更深入的分析，並且將改良後的「知識萃取機制」擴大至探討其他類型的數位文本閱讀標註與實驗對象。也可以搭配認知策略教學法建構閱讀教學鷹架，或是將「知識標註學習系統」用於支援數位典藏與數位圖書館閱讀學習，以激發更多不同領域的應用研究。 / Based on the concept of cooperative reading learning, the study presented a cooperative reading annotation system termed as "Knowledge-based Annotation Learning System (KALS)", which can support cooperative reading annotation while reading a common text-based digital material, to accumulate reading knowledge and to promote readers’ reading comprehension abilities. Through KALS, readers could freely increase annotation for any text words on a text-based digital material with HTML format. Readers can also share and discuss the contributed annotation with other readers via interaction interface in KALS. Furthermore, this study also developed an intelligent Knowledge Extraction Mechanism (KEM), which can mine the quality annotation knowledge and annotation skills based on a large amount of readers’ annotation archived on KALS, to further promote reading comprehension of readers via on-line recommending high quality annotation knowledge and good annotation skills to readers. KEM employed fuzzy synthetic decision approach to quantify each reader’s annotation as a numeric index termed as "Annotation Score" under simultaneously considering two annotation consensuses including anchor consensus and favorite consensus, and four annotation features including anchor length, part of speech of anchor word, anchor location and annotation strategy. In a manner, "Annotation Score" can represent the importance of reader's annotation. Thus, KEN uses "Annotation Score" to determine which annotation needs the suggestion of annotation skill tips, and which high-quality annotation can be recommended to readers. At the same time, readers are encouraged to reflect their annotation behavior based on the suggestion of annotation skill tips and high-quality annotation recommended by KEN, and are asked to respond the feedback from KEM. To evaluate the effectiveness of the proposed KALS with KEM, the study designed an experiment to collect readers' annotation behavior after readers read an assigned text-based digital material, and then assessed readers’ reading comprehension ability. Reading comprehension ability was used to verify the effectiveness of "Annotation Score" inferred by KEM and to explore the potential factors that can improve KEM. In the designed experiment, participants were 19 graduate students of E-learning Master Program of Library and Information Studies of National Chengchi University who took the course of Integrating Information Technology into Teaching. All participants were asked to read an academic paper related E-Learning issue based on the support of KALS with KEM during two weeks. Moreover, they had to finish a reading report and accept a test of reading comprehension after finishing reading learning activity. The report and test were served as the measurement of participants' reading comprehension. The experimental results show that there is a low positive correlation between "Annotation Score" and participants' reading comprehension score, thus confirming the effectiveness of the proposed KEM. Furthermore, KEM could be improved by adjusting the annotation importance calculation approach of part of speech anchor word and annotation strategy. This study also confirmed that the considered factors of KEM should eliminate two factors including anchor consensus and anchor location. Additionally, future study should consider adopting frequency of annotation behavior as considered factors of KEM. Moreover, the experimental results also show that participants with low level of reading comprehension ability have higher need of community interaction than participants with high level of reading comprehension ability while using KALS for reading learning, and they are difficult to confirm whether the recommending tips of annotation from KEM is correct or not. Obviously, exploring the difference of participants’ annotation behavior between different levels of reading comprehension abilities provides benefits to develop adaptive functionalities of KEM in the future.

近年來數位閱讀逐漸受到重視，許多閱讀標註系統被發展出來輔助提升數位閱讀成效，然而至今卻尚未出現具遊戲化激勵機制的閱讀標註系統。過去許多研究指出，遊戲化學習不但有助於提升學生的學習動機，並且透過遊戲競爭有助於激勵學習。因此本研究在「雲端高互動合作式閱讀標註系統」上發展遊戲化激勵機制，以探討採用有無遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，對於標註行為、閱讀理解成效、社會網絡互動及沉浸經驗的影響差異。此外，也探討不同性別與學習風格的學習者在有無遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，其標註行為、閱讀理解成效、社會網絡互動及沉浸經驗彼此之間是否具有顯著差異。 研究結果發現：（1）採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的學習者；（2）男性與女性學習者以及主動型、反思型與感覺型學習者採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（3）直覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（4）感覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在詮釋理解的表現上顯著優於採用不具遊戲化激勵機制的系統；（5）採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在程度中心度、接近中心度與中介中心度上均顯著優於採用不具遊戲化激勵機制的學習者；（6）男性與女性以及主動型、反思型、感覺型與直覺型的學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在程度中心度與接近中心度上均顯著優於採用不具遊戲化激勵機制的系統；（7）採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在第一階段(投入)與整體沉浸經驗上均顯著優於採用不具有遊戲化激勵機制的學習者；（8）感覺型的學習者採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在第一階段(投入)的沉浸經驗上顯著優於採用不具有遊戲化激勵機制的系統；（9）學習者透過具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習後，對於系統的滿意度極高。 最後，基於研究結果，本研究亦提出對教師、閱讀推廣單位的建議，也提出幾個未來的研究方向。 / The emphasis on digital reading has various reading annotation systems being developed for enhancing digital reading achievement. However, there has not been a reading annotation system with gamification motivate mechanism. Past research indicated that gamification learning could enhance students’ learning motivation and motivate learning willingness through game-based competition. Accordingly, the Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism is developed in this study to compare its effects on annotation behavior, reading comprehension achievement, social network interaction, and immersion experience with those without gamification motivate mechanism. Under the Cloud-based High-Interaction Cooperative Reading Annotation System with/ without gamification motivate mechanism, the differences among learners with distinct gender and learning styles in the annotation behavior, reading comprehension achievement, social network interaction, and immersion experience are also investigated. The research findings are summarized as following. (1) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (2) Male, female, active, reflective, and sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (3) Intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, and annotation ability. (4) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on reading achievement for interpreting, integrating, and evaluating processes.(5) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on degree centrality, closeness centrality, and betweenness centrality. (6) Male, female, active, reflective, sensing, and intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading outperform those without gamification motivate mechanism on degree centrality and closeness centrality. (7) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on the first stage (engagement) and overall immersion experience. (8) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on immersion experience at the first stage (engagement). (9) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading present extremely high system satisfaction. Based on the research results, suggestions for teachers and reading promotion units as well as for future research are proposed.

本論文所使用之研究方法為質化訪談和實況觀察。從而分析公共圖書 館面對弱勢族群之角色定位和策略以及舉辦讀書會需求。 圖書館也可以證明自身的價值，幫助弱勢族群充分使用資源提升 閱讀風氣。以下為本研究目的 : 1.瞭解視障者參與讀書會的動機。 2.瞭解視覺障礙者進行讀書會的方式。 3.瞭解圖書館協助視障者經營讀會的規劃與瓶頸，提升對於相 關弱勢族群的服務。 / The research methods used in this paper are qualitative interviews and observational Method. It analyzed the role and strategies of public library in the face of the underprivileged groups as well as the needs of disadvantaged groups organized the book club. The library can also prove its value. Helping the disadvantaged groups make full use of the library, which provide a friendly, and safe reading atmosphere. The following is the purpose of this study: 1. To understand the reading motivations of visually impaired. 2. To understand the reading patterns of visually impaired. 3. Understanding the library's business planning and bottlenecks in helping the visually impaired, and also, to enhance the library for the visually impaired related vulnerable groups of services.