本文試圖釐清總督府圖書館建立之歷史脈絡，同時以「閱覽者」為問題中心而出發，透過統計與史料呈現，試圖勾陳出閱覽者的身分，以及閱覽者如何與為何使用圖書館，進一步讓該館閱覽者使用圖書館的歷史，得以呈現。 　　經由本文，發現下列五點，茲陳列如下。首先，該館藏書與閱覽者使用藏書方向，出現些微差異。該館藏書以和漢書為主。觀察和漢書的歷年度藏書部分，主要以「總類」、「文學、語學」等類為主；然而，依照歷年閱覽借閱累計總量排序，最受館內成人閱覽者愛好之分類，依次為「文學、語學」、「總類」等類。可發現，藏書方向與閱覽者使用方向，呈現不一致的結果。 其次，館內閱覽者以內地男性學生為大宗，館外閱覽者則量上最高者為本島男性。閱覽者職業表現方面，館內閱覽者中，以學生占絕對多數，館外閱覽者則未見資料。 　　再者，閱覽者實際使用表現中，「準備考試」是館內閱覽者使用該館的主要行為，可以看到許多內地男學生以預備考試為目的，來使用圖書館硬體和館藏中的參考書籍。館外閱覽者則暫時未得見普遍動機。 　　還有，在硬體部分，在圖書館初期，閱覽者使用圖書館時，常得面臨到座位不足的問題。同時，在圖書館營運後期逐漸嚴重的藏書區不足之問題，乃至該館缺乏餐廳和休息室，加上採光和通風不良，及缺乏防火設備等，都是閱覽者使用時所面臨到的困難。特別是營運後期進館人次屢創高峰，當閱覽者湧入時，人聲、木屐、鞋子所造成的聲響，產生整體圖書館整體閱讀環境水準不良的情況。 　　最後，自本文研究中，總督府圖書館閱覽者在該館營運期間，由於「閱讀」的行為，因而與圖書館產生了相應的互動結果。對大部分的圖書館閱覽者而言，欲使用的只是圖書館的設備，以幫助自己通過考試，而圖書館館藏或者活動，是其自身動機獲得滿足後，空閒時才考慮是否使用。也就是說，閱覽者在其總督府圖書館的使用歷程中，擁有一定的主動空間，可以選擇使用該館的方式，而非服膺圖書館自社會教育出發，必然存在教化功能的命題，或純然而無條件接受社會教育之教化。在此，歷史行動者的主體性似乎隱約得見。 / This study aims to uncover the history of the readers in the library of Office of the Taiwan Governor-General during Japanese colonial period. We want to investigate the readers in this library would be consisted of whom and what reason. By analyzing the tones of statistics data and historical material from the library, we find out the readers’ occupations and motivations eventually. With this reach, there are five points need to be mentioned. First, collection of books which stored by the library are indirect to readers’ favorite categories. Observing the data, we exposed the library had collected the category “General” most, and then is “literature and language”. In contrast, the most favorite books in this library are “literature and language”. It would be known that there is different between collection in library and readers’ favorite books. Second, in this library, most readers are Japanese male students. Comparing to this, most outside readers who use the circle service（巡迴書庫） were Taiwanese male, and it is pity that we don’t know the exactly occupation of these outside reader because of data locking. Furthermore, what were the real activities when readers were in the library？It is very interesting that preparing examinations were the main behavior. Most of Japanese male students used the equipment and the books to prepare the subjects for examinations. Unfortunately, the circle service readers’ purpose had not been discovered yet. Fourth, this building of library did not build as a library’ standard in the beginning. Therefore, readers faced the problem that they would not find enough seats inner the library. As time pass by, problem got worse. The library had been confronted with more locking problems as storage for collection, restaurants, restrooms and fire-avoiding equipment. In addition, the library was not well-ventilated and without plenty of light. Based on these conditions, readers had experienced the uncomfortable environment when they entered the library. Especially in the busy day, there were a lot of noises from human voices and stepping sounds. In the end of all, the behavior of the readers in this library did not follow the rules designed by the library officers specifically. However, to most readers, they used the equipment and books in order to pass examination they faced. After their purposes were fulfilled, they would consider using the services and other books in their second choices. The exactly readers were not a lot, it made a space that readers in this library not just purely obeying the intention which was from the library officers or the government policy. On the whole of our analyzing result, readers owned their subjective to complete their personal objective, in this view of part, we would have one more peek of the readers as the real subjective in history.

第一章 緒論本章說明研究動機與目的，理論架構以及研究假設。 第二章 研究方法本章說明研究程序、問卷設計、訪問方式、分析技術和研究限制。 第三章 尋志讀者之特性本章分析各類雜志讀者在人口統計、社會經濟、心理等變數 上的特性和差異。 第四章 雜志讀者之閱讀行為本章分析各類雜志讀者之閱讀時間、閱讀地點、閱讀動 機、閱讀方式、訂閱方式、考慮因素以及對廣告的態度等。 第五章 雜志讀者之消費行為本章分析各類雜志讀者在家電用品上的消費行為，包括 接受新產品的程度，付款行為、情報來源、購買地點及考慮因素等。 第六章 雜志讀者之區別分析本章應用區別分析之多變量統計技術，區隔各類雜志讀 者。 第七章 結論本章總結本研究之主要發現，並提出對進一步研究的建議。

本研究旨在探討閱讀環境、玩興、父母創意教養與國小中、高年級學童科技創造力之關係。研究參與者來自台北市的國小中、高年級，有效樣本計374人。本研究所採用的研究工具包括「科技創造力測驗」、「家庭閱讀環境量表」、「班級閱讀環境量表」、「兒童玩興量表」及「父母創意教養量表」。資料分析所用之統計方法包括描述統計、單因子多變量變異數分析及線性結構模式分析。 本研究主要發現如下： 1.不同性別的三、五年級學童對家庭閱讀環境、班級閱讀環境、玩興的知覺皆無差異，但在父母創意教養的知覺上和科技創造力的表現上卻有差異。三、五年級女童對於父母創意教養的感知程度皆些微地優於男童；而三、五年級男童在整體創造力測驗上皆優於女童，且五年級男童比女童有更好的「視覺造型」表現。 2.不同年級的三、五年級學童在家庭閱讀環境、班級閱讀環境、玩興、父母創意教養的知覺程度上和科技創造力的表現上有顯著差異。五年級學童除了在科技創造力的表現上有高於三年級學童的傾向外，在閱讀環境、玩興、父母創意教養的知覺程度上皆有低於三年級學童的傾向。 3.三、五年級學童的家庭閱讀環境對其整體科技創造力表現分別有些微和明顯的正效果，而五年級學童在「精進力」指標的表現尤其顯著。 4.三年級學童的班級閱讀環境對其整體科技創造力表現有正效果，反之，五年級則無。而三年級學童在「視覺造型」指標的表現尤其顯著。 5.三、五年級學童的玩興對其整體科技創造力表現皆有正效果。三年級學童在「精進力」、「視覺造型」指標的表現較顯著，五年級則在「流暢力」、「精進力」上較顯著。 6.五年級學童的父母創意教養對其整體科技創造力表現有正效果，但三年級學童只對「視覺造型」指標之表現有正效果。而五年級學童在「精進力」指標之表現尤其顯著。 7.家庭閱讀環境、班級閱讀環境、玩興、父母創意教養似乎對三年級學童的「視覺造型」指標較有預測效果，而對五年級學童則是在「精進力」指標較有效果。 8.三、五年級學童皆透過閱讀環境、父母創意教養，先對玩興產生直接或間接效果，然後才對學童科技創造力產生間接的影響效果。 最後，本研究依據上述的研究結果進行討論，並提出相關建議，以供教育、心輔等相關人員在課程、教學與輔導上之參考。 / The main purpose of this study was to explore the relationships among reading environment, playfulness, creative parenting, and technological creativity of the third and fifth graders. The participants included 374 pupils from the elementary schools in Taipei City. The employed instruments in this study were the Test of Technological Creativity, the Inventory of Reading Environment in Family, the Inventory of Reading Environment in the Classroom, the Inventory of Playfulness, the Inventory of Creative Parenting. The employed analysis methods included Descriptives, One-Way Multiple Analysis of Variance, and Structural Equation Modeling. The main findings of this study were as follows: 1.While the girls of the third and fifth graders perceived higher degree of creative parenting than did the boys, the boys outperformed the girls in technological creativity, especially in the “visual design”. No gender differences in reading environment and playfulness were found, however. 2.There were significant grade differences in reading environment, playfulness, creative parenting, and technological creativity. More specifically, the fifth graders outperformed the third graders in technological creativity, but perceived lower degree of reading environment, playfulness, and creative parenting than did the third graders. 3.The third graders’ reading environment in family had a little positive effect on their performance of technological creativity. One the contrary, the fifth graders’ reading environment in family had a great positive effect on their performance of technological creativity, especially on that of “elaboration”. 4.The reading environment in the classroom had a positive effect on the third graders’ performance of technological creativity, especially on that of “visual design”. Such an effect, however, was not found among the fifth graders. 5.Playfulness had significant effects on both the third and fifth graders’ performance of technological creativity. More specifically, playfulness had positive effects on the scores of “elaboration” and “visual design” among the third graders and had positive effects on those of “fluency” and “elaboration” among the fifth graders. 6.Creative parenting had a positive effect on the fifth graders’ overall performance of technological creativity as well as on the score of “elaboration”. However, the positive effect of creative parenting was only found on score of “visual design” in the third grade. 7.While reading environment, playfulness, and creative parenting were effective predictors of the third graders’ performance in “visual design”, they were effective predictors of the fifth graders’ performance in “elaboration”. 8.The findings in this study suggest that the third and fifth graders’ personal trait of playfulness directly influence their development of technological creativity; meanwhile, their reading environment and creative parenting may influence their development of technological creativity directly or indirectly via playfulness. Finally, the researcher proposed some suggestions for educational instructions and future studies.

過去二十多年來，多元智能理論在教育界受到極大的重視與推崇，該理論對於外語課程與教學亦有所啟發。本研究旨在調查國小高年級學生的多元智能與英語閱讀能力之關係，主要探討和英語閱讀能力相關的多元智能，並比較英語閱讀高低成就者與不同性別學生在多元智能與英語閱讀成績方面之差異，以供英語閱讀課程設計及教學作參考。 本研究之對象為台北縣257名國小六年級學生，以「多元智能評量表」及「英語閱讀能力測驗」為研究工具，進行量化調查研究，以描述統計、多元迴歸、獨立樣本T考驗等統計方法分析結果。 本研究之主要結果如下： 一、以國小學生之多元智能分佈而言，其人際智能、空間智能、內省智能以及 肢體運動智能較強，然其自然智能、語言智能以及音樂智能較弱。 二、以國小學生之英語閱讀能力而言，其英語對話能力差異較大，然其單字部 分差異則較小。 三、國小學生的英語閱讀能力與多元智能有顯著相關，亦即英語閱讀能力與邏 輯數理智能、音樂智能達顯著正相關，與自然觀察智能達顯著負相關。 四、英語閱讀高低成就者在多元智能分佈上有顯著差異。亦即高成就者每一項 多元智能皆顯著高於低成就者，且以邏輯數理智能、音樂智能、及語文智 能差異最大。 五、英語閱讀高低成就者在英語閱讀能力方面有顯著差異。亦即高成就者之英 語閱讀能力，在單字、句子、對話的等方面，皆顯著高於低成就者之英語 閱讀能力。 六、不同性別的學生在多元智能分佈有顯著差異。亦即女生的音樂、人際、語 文、內省等智能皆顯著高於男生。 七、不同性別的學生在英語閱讀能力上有顯著差異。亦即女生在閱讀英語單 字、句子的表現方面，皆顯著高於男生。 八、不同性別的學生主要和英語閱讀能力相關的多元智能並無差異，亦即男女 生之邏輯數理智能皆與英語閱讀能力達顯著正相關，且女生的人際智能和 英語閱讀能力達顯著負相關。 最後，研究者根據上述之研究結果，對英語教師與教材編輯者提出建言，期能藉由瞭解國小生多元智能與英語閱讀能力之相關性，增進對於英語閱讀能力的理解，進而提升英語閱讀課程設計與教學之效能。 / The Multiple Intelligences theory, having received great attention of educators over the past two decades, has made great contributions to language education by casting light on curriculum development and pedagogy. Accordingly, the purpose of this study was to explore the correlation between elementary school students’ multiple intelligences and English reading proficiency. In addition, the study compared the differences between students’ English reading proficiency and multiple intelligences in terms of proficiency level and gender. The participants were 257 sixth graders from two urban and two rural elementary schools in Taipei County. The MI Inventory and English reading proficiency test were adopted in the study. The data were analyzed through descriptive statistics, multiple regression, and T-test. The major findings of this study were as follows: 1. Elementary school students were stronger interpersonal, spatial-visual, intrapersonal, and bodily- kinesthetic intelligences, yet weaker in naturalist, linguistic, and musical intelligences. 2. As far as elementary school students’ English reading proficiency was concerned, the greatest gap existed in their dialogue ability, yet the smallest gap existed in their vocabulary ability. 3. Elementary school students’ multiple intelligences were significantly correlated with English reading proficiency. Their English reading proficiency was positively correlated with logical-mathematical and musical intelligences, but negatively correlated with naturalist intelligence. 4. There were significant differences in the distribution of multiple intelligences between high and low achievers in English reading proficiency. High achievers were stronger in all of the eight multiple intelligences than their counterparts, particularly in logical-mathematical, musical, and linguistic intelligences. 5. There were significant differences in English reading proficiency between high and low achievers. Compared with low achievers, high achievers performed better in the vocabulary, sentence, and dialogue sections of the English reading proficiency test. 6. There were significant differences in the distributions of multiple intelligences between different genders. Namely, girls’ musical, interpersonal, linguistic, and intrapersonal intelligences were significantly stronger than those of boys’. 7. There were significant differences in English reading proficiency between different genders. More specifically, girls performed better than boys in the vocabulary and sentence sections of the English reading proficiency test. 8. Boys and girls had the same dominant intelligence of English reading proficiency, i.e. logical-mathematical intelligence. In addition, girls’ interpersonal intelligence was negatively correlated with English reading proficiency. Based on the findings of the correlation between multiple intelligences and English reading proficiency, the researcher provided English teachers and material designers with constructive suggestions to improve the curriculum development and pedagogy for English reading.

本研究旨在討論台灣國中師生認知風格與學生英文學習表現的關係。此研究目的是要探討(1)不同認知風格的學生在英文學習表現上是否有顯著性的相關，(2)不同認知風格的老師在教學成效方面是否有顯著性的相關，(3)師生認知風格相符合的學生群和不相符合的學生群在英文學習表現方面是否有顯著性的相關。 研究樣本以新竹一所國中242位學生及4位老師為研究對象。藏圖測驗用來區分研究對象之認知風格是否為場地獨立型或場地依賴型之學習者。此242位學生皆參與全民英檢之聽、讀、寫測驗;此外，研究者亦對師生進行個別訪談以獲得更進一步的解釋。 本研究採描述統計及Pearson積差相關進行資料分析。研究結果顯示(1)場地獨立型學生在聽、讀、寫的學習表現上較場地依賴型學生佳，並有顯著性相關；(2)場地獨立型老師所教的學生在聽、讀、寫的學習表現上雖較場地依賴型老師所教的學生佳，卻無顯著性相關；然而當男女學生分開進行檢測時，場地獨立型老師所教的女學生在聽力的學習表現方面較場地依賴型老師所教的女學生佳，並有顯著性相關；(3)師生認知風格不相符合的學生群在聽、讀、寫的學習表現上雖較師生認知風格相符合的學生群佳，卻無顯著性相關；而當進行更進一步的數據檢測時，師生場地依賴型風格不相符合的學生群在聽力及寫作的學習表現方面較師生場地依賴型風格相符合的學生群佳，並有顯著性相關；此外，其老師為場地依賴型的場地獨立型學生在閱讀的學習表現上較師生場地依頼型風格相符合的學生群佳，並有顯著性相關。訪談的結果發現，師生場地獨立型風格相符合的學生群能受惠於教師的教學，而師生場地依賴型風格相符合的學生群能夠在與教師的人際互動中受益。 最後，研究者根據研究發現提出數點建議。首先，對於師生認知風格的確認在教學上有其必要性。其次，教師的教學應力求多樣化，並且對於不同認知風格的學生能施予不同的教學法。再者，師資培育者應提供相關的教學訓練，幫助英語教師在教學上能依據學生不同的認知風格予以不同的教法。最後，本研究建議未來能有更多的研究探討場地獨立型或場地依賴型的師生在英語教學或學習中所扮演的角色，並提供更多更有建設性的貢獻。 / The present study aimed to investigate the relationship between student-teacher field-independence-dependence cognitive styles and students’ English performance in a Taiwanese junior high school. The purpose of this study was to explore: (a) different language tasks achieved successfully by students with different cognitive styles, (b) the teaching effectiveness of teachers with different cognitive styles, and (c) language performance under matching cognitive styles between students and teachers. Two hundred forty-two student participants and four teacher participants from a junior high school in Hsin-chu city were chosen in this study. The Hidden Figures Test (HFT) was conducted to measure the participants’ cognitive styles to be field independence (FI) or field dependence (FD). These 242 students took the General English Proficiency Tests (GEPT) with regard to listening, reading and writing. Interview was also given to both the student and teacher participants. The collected data were analyzed by descriptive statistics and Pearson product-moment correlations. The results show: (a) FI students performed better than FD students in the listening, reading and writing test, and there was a significant correlation between FI students and students’ English performance in the listening, reading and writing test; (b) students with FI teachers outperformed students with FD teachers in the listening, reading and writing test, but there was no significant correlation between teachers’ cognitive styles and students’ performance in the listening, reading and writing test; but when the data were re-tested between female groups and male groups, female students with FI teachers were found to perform better than those with FD teachers in the listening test, and there was a significant correlation between female with FI teachers and students’ performance in the listening test; (c) student-teacher FI/FD mismatch groups performed better than student-teacher FI/FD match groups in the listening, reading and writing test, but there was no significant correlation between student-teacher FI/FD mismatch groups and students English performance in the listening, reading and writing test; however, the further examination indicated that FD mismatch groups performed better than FD match groups in the listening and writing test, and there was a significant correlation between FD mismatch groups and students’ performance in the listening and writing test; and the further examination also revealed that FI students with FD teachers outperformed FD students with FD teachers in the reading test, and there was a significant correlation between FI students with FD teachers and students’ English performance in the reading test. The result of the interview revealed that FI match groups benefited from the teacher instruction while FD match groups benefited from the interpersonal aspect of the teachers. Pedagogically, the findings of the study suggested the necessity of the awareness of students’ and teachers’ cognitive styles; in addition, teachers were suggested to be cognitive-flexible, and teacher education programs were also advised to offer related language training to assist teachers in achieving cognitive flexibility. Further research should be conducted to understand to what extent field independence/dependence plays a role in how students learn and how teachers teach, hence providing more constructive insights for English language education.

本研究旨在探討高職生於作答理性選擇型克漏字測驗(mu1tiple-choice rational cloze)時，所運用閱讀策略程度與其作答表現之關係，以及藉由改善閱讀策略知識與運用而提昇其克漏字測驗作答表現之可行性。 克漏字測驗發展半世紀以來，對於是否能做為閱讀理解的適當測驗工具以及改善閱讀理解的教學技巧，國內外文獻迭有正反兩方論辯，贊成者稱克漏字可測出句間文意整體理解(intersentential sensitivity)，反對者謂只能測出句內的局部句法理解(syntactic informaton)。 近年來認知策略(cognitive strategies)與後設認知策略(metacognitive strategieS)成為閱讀相關研究重要課題，閱讀策略改善訓練(Strategic reading intevention)被認為可提升學生之閱讀理解，本研究著眼於觀察高職生接受閱讀策略改善訓練後，可否藉由克漏字表現提昇彰顯其閱讀理解之提昇，亦進而驗證理性選擇型克漏字測驗可以做為閱讀理解的適當工具。 本研究採用學者巴克曼(L.F.Bachman)論點，將克漏字題型由四類分為局部理解試題(local items)及整體理解試題(global items)兩大類型，認為克漏字測驗可做為閱讀理解的適當測驗工具，並假設可以經由改善受測者後設認知閱讀策略的知識與技巧，提昇其克漏字測驗作答表現。並且運用推論策略(Drawing Inferences)以及戴維(B.Davey)所提出之「五步驟教師出聲思考模仿法」(Five-step Teacher's Think-aloud Modeling)訓練高職生綜合運用認知策略及後設認知閱讀策略的能力，並且加強其利用文章凝結結構的推論策略(Inferencing)，以加強其採用由上而下(Top-down Model)的閱讀模式，建立較佳之整體文意理解。 受試者為中壢高級商業職業學校高三學生，測驗工具取自大學聯考（民國八十二至九十年）以及大學推甄學科能力測驗（民國八十三至九十年）英文科試題之克漏字測驗及閱讀測驗，混合編製而成，並根據局部理解(local items)及整體理解(global items)將試題分類，實驗組於前測後施以兩個月之閱讀策略訓練，提昇其綜合運用認知與後設認知閱讀策略的知識及能力，期滿實施後測，觀察其在克漏字及閱讀測驗作答之表現是否提昇。並且於後測隨機抽樣學生實施口頭訪談，以了解其閱讀行為是否產生改變。 經由閱讀策略問卷調查及前後測實施結果分析，發現受試者運用在克漏字測驗作答的閱讀策略偏向局部理解策略，而改善閱讀策略知識與運用技巧可提升其克漏字測驗之作答表現。實驗組與控制組前測作答表現之平均數差異檢定未達顯著差異(t=.048,p=.962)，後測作答表現平均數則達到顯著差異(t=5.791,p=.000)，且實驗組低分群、中分群、高分群學生之前後測成績皆有顯著進步。 其次，本研究發現高職生之克漏字測驗與閱讀測驗作答表現呈現正相關。 本研究結論發現：若經過適當設計，克漏字測驗可以做為適當的閱讀理解測驗工具，也可以做為提昇閱讀理解的教學技巧，改善高職學生後設認知閱讀策略的知識及運用技巧。 / The purpose of this study is to probe the correlation between the vocational high school students' strategy use and their performance of Multiple-choice rational doze test, and the feasibility of improving their doze performance through a strategic reading training program. The Cloze test, taking on various forms, has caused intense debates in the past decades on whether it can serve as a proper measurement tool of reading comprehension and a teaching skill of improving reading comprehension. Some scholars agree that doze tests can tap intersentential sensitivity------global comprehension of the text, while others contend that it can only measure intrasentential sensitivity------local comprehension such as vocabulary and syntactic information. This study adopts Bachman's argument that doze tests can tap readingcomprehension and brings out the hypothesis that students can improve their cloze test performance through the strategic reading training. A training program is run on vocational high school subjects using the strategy drawing inferences and Davey's Teacher's Think-alouds Modeling approach. The Experiment group receives the strategic reading training that lasts two months after the pre-test. After the program ends, the post-test is taken to examine the performance differences. An oral interview is done to nine subjects randomly selected from the Experiment group to observe to what extent the subjects have changed their reading behavior. The results show that the subjects depend heavily on lower-level reading strategies in taking cloze tests, and the strategic training program can help enhance the Experiment group's reading comprehension and in turn improve their doze performance. In addition, the results confirm that the doze performance correlates positively with the reading comprehension performance. The major findings are that doze tests can serve as a proper measurement tool of reading comprehension and as a teaching skill of improving reading comprehension and that strategic reading training helps improve vocational high school students' cloze performance.

讀書會(study circles)為一種志願團體，若立案為社團法人者，為非營利組織，回顧台灣讀書會自民國七十四年台北「媽媽充電會」及高雄「揚帆主婦社」成立發軔至今，隨著解嚴、社區主義及女性主義的抬頭，已有長足進展，依據民國九十年十月第五屆全國讀書會博覽會之統計，目前全國有案可稽之讀書會有1,912個。 表面數字雖值得欣慰，但這其中卻不乏中途倒會、進入冬眠或目標變質者，因此，讀書會泡沫式的現象非常值得觀察研究。大致說來，讀書會發展有四階段，即籌組期、發展期、倦怠期和成熟期，在發展過程中，如果無法渡過倦怠期危機，很容易就倒會，名存實亡。國內雖有讀書會暴起暴落，然而成立超過十年，成員超過五十人者（甚至超過二百人），也大有所在。因此，讀書會的領導與管理，攸關讀書會之成敗，是值得探討之主題。 借鏡於國外案例，美國的讀書會發展，據一九九七年統計，已有五十萬個讀書會；瑞典的讀書會據一九九六年統計，有三十五萬個讀書會在運作。以目前台灣約兩千三百萬人，約有兩千個讀書會，相較於美國及瑞典，台灣民眾參與讀書會比例，顯然偏低，值此全民學習、終身學習的時代，讀書會尚有極大發展空間，值得政府及民問來共同推廣。 有鑑於此，本論文期經由文獻探討、深度訪談、比較研究及焦點團體座談，從讀書會不同發展階段、Yuk1的有效領導管理行為、易經啟示理念等不同理論，來建立不同面向之讀書會領導功能模型，並針對讀書會召集人領導功能、讀書會未來發展方向提出結論及建議，供讀書會及各相關單住參考。 本論文結論重點為：一、讀書會是否成立為法人、繳費多寡，和讀書會經營成敗無關，最重要是讀書會能給會員什麼收穫。二、不同發展階段有不同領導功能特色及重點，領導功能可概分為決策、影響力、建立關係、取給資訊和權變等五種面向，其中權變領導為核心。三、領導功能有智慧面及知識面，二者相輔相成，相互為用。四、讀書會可參與社區議題和公共政策，促進社群意識，建立公民社會。 建議重點為：一、讀書會會員應以「自我導向學習」(self-direction learning)來參加讀書會，達成終身學習、豐裕心靈。二、讀書會召集人日久可能有倦怠現象，應培養接班人，使讀書會能薪火相傳，永續發展。三、讀書會應尋求市場區隔，結合社會資源，配合社會發展，尋找讀書會定位及舞台。四、讀書會可辦理新生訓練、發行出版品、辦理各種活動等方式，提昇會員社會化程度及組織凝聚力。五、召集人應加強領導管理智能及人文素養，有如領航人，帶領讀書會邁向新世代。六、轉換型領導、服務型領導是較適於讀書會召集人運用的領導類型。七、政府輔導讀書會政策應有一貫性，不要人去政息。入、政府應協助成立讀書會資源中心，整合各種資源經驗，促進讀書會發展。 關鍵詞：讀書會、召集人、自我導向學習、轉換型領導、服務型領導。 / Study Circles are voluntary groups until registered formally in which case they are called non-profit organizations. Taking a view backward, the development of study circles in Taiwan was triggered by“Mama chong diann hwei”in Taipei and“Yang farn juu fuh sheh”in Kaohsiung. Since the remoal the Martial law and the promotion of cormnunitarialism and feminism in Taiwan, study circles have progressed steadily until today. According to statistics printed by the 5th National Study Circles Fair in October 2001, the number of Study Circles in Taiwan has reached 1,912. Though the number is encouraging, we found that a great deal of study circles have disbanded, stopped activities or replaced their original goals. Though the bubble-phenomenon regarding study circles is worthy of research and observation, generally speaking, the development of study circles has typically followed 4 stages: preparation, development, fatigue and maturation. During the development process, if particular study circles can't pass through the fatigue stage, they will usually dissolve very soon, normally not lasting for longer than half year. Though some study circles are like bubbles, there are also a lot of study circles that have existed more than 10 years, have more than 50 members (some more than 200 members), and continue to be more stable and reputable. It seems that the leadership and management of study circles' conveners is directly related to the success of the organizations. This tendency has become the theme to be further researched by this study. In USA, there were 500,000 study circles in 1997. In Sweden, there were 350,000 study circles In 1996. Presently, there are 1,912 study circles in Taiwan with about 23 million population Compared to the USA and Sweden, the participation rate is quite low. During this“life-long” learning age, there is quite a bit of latitude in regards to the development of study circles. This thesis used "documentary-type methods" ,"in depth interviews" , "comparative study" and "focus group" styles to try to establish various leadership models such as "different development stage leadership model", "Yuki's valid leadership behavior model" and "Yin-and promote their respective study circles. The conclusion is 1.The member fees and official registration of study circles do not determine the success of a study circle versus what the study circle can give to the members. 2.Different stages need different leadership, leadership includes decision making, influence, relations, information and contingency. Contingency leadership is the center of all leadership. 3.Leadership has the dual dimensions of wisdom and knowledge , those two help and engender each other. 4.Study circles can participate in community issues and public policies to help establish a more civil society. The suggestions are 1.The members of the study circles should base themselves on "self-directional learning" to participate and target "life long" learning. 2. The conveners of the study circles have the phenomenon of exhaustion, the study circles should cultivate suitable members to take over the role of leaders to progress the study circles. 3.The study circles should choose their market segment, follow the development of the society, and find their own performing stage. 4.The study circles can organize new member training programs, publishing books and another activities to upgrade the cohesion of study circles. 5. The conveners of the study circles should improve their leadership and knowledge to lead the organization to walk into the new age. 6.Transformational leadership and servant leadership are more appropriate style for study circles' conveners. 7.The government's policy of sponsoring the study circles should be maintained to help develop the study circles. S.The government should help to establish a study circle resource center to promote the progress of the study circles on a national front. Key words: study circles; conveners; self-direction learning;transformational leadership; servant leadership.

現在有許多對於眼動軌跡與人在認知方面的研究，包括理解狀態以及感興趣的程度；其中，閱讀文章時的眼動軌跡是最常被討論及研究的題材。而本研究的目的就是希望探討讀者在閱讀時的眼動軌跡，與其感興趣程度之間是否存在關係。 / 本研究的特色在於，我們不用一般分析眼動時關心每個AOI（area of interest）上的眼動資料，而是希望將眼動資料以序列的方式分析，並且運用資料探勘的方法，找出眼動序列中區分感興趣程度的眼動軌跡特徵的片段。 / 透過對於眼動軌跡的分析，我們希望研究的結果，在未來可以運用在資訊檢索的領域上，成為一種有效的「隱含式回饋（implicit feedback）」的方式，以改善現有資訊檢索效能。 / Much research has been performed on the relationship between eye movements and human cognition, including comprehension and interesting degree. The purpose of our research is to find out if there are relationships between eye movements of reading and interesting degree. / Instead of analyzing the eye movements on each area of interest, the characteristic of our research is to transform eye movements to sequence data, and to determine the eye movement patterns which discriminate whether user is interesting or not by using the method of data mining. / Through the analysis of the eye movements, our research result can be used as one way of implicit feedback of information retrieval to improve the effectiveness of the search engine.

字彙學習是語文能力重要的一環，許多教學也都是以提升孩童單字量之目的設計的，其中，故事閱讀活動就被推崇為是能以提供豐富情境的方式來增進孩童語文能力的有效策略。本研究主旨在探討繪本共讀對EFL國小學童字彙學習的影響，主要的研究方向有：(1) 圖文標指與引導問答教學對學童運用繪本學習字彙的影響; (2)不同教學引導方式對學生字彙保留量的影響; (3)不同教學引導方式對不同程度學生所產生的影響。 受試者為五十四位台北縣五年級國小學童，其字彙測驗成績則為資料分析來源。本研究主要發現有下列幾點。第一，圖文標指和引導問答教學對國小學童運用繪本學習字彙皆有助益。第二，圖文標指和引導問答教學對學童字彙保留量都有正面的影響。第三，英語學習高成就學生在運用繪本學習字彙上收穫比低成就學生多，其中，圖文標指教學對高成就以及低成就學生皆有助益；此外，總括來說，引導問答教學對高成就學生的字彙學習幫助最大。 最後，本文提供了教學者以及日後研究者相關建議，並期盼研究結果能帶給台灣英語老師一些字彙教學上的參考。 / Vocabulary plays an important role in children’s emergent literacy. Many instructions were developed to build children’s word knowledge. Among them, storybook reading is promoted to be an effective strategy that enhances children’s literacy by providing rich contexts. The purpose of the present study aims to examine the effects of the techniques of labeling (L) and labeling plus questioning (L+Q) for vocabulary teaching with storybook reading in EFL elementary school. The study is mainly concerned with three aspects: (1) the effects of L and L+Q on student’s vocabulary learning during shared storybook reading; (2) student’s retention of learned vocabulary affected by the two techniques; (3) the influence of the two techniques on students with diverse English proficiency. Participants were 54 fifth-grade elementary school students in Taipei County, and the data analysis was based on their performance of the Picture Vocabulary Test (PVT). The findings of the study are as follows. First, L and L+Q techniques were both beneficial for student’s receptive vocabulary learning during shared storybook reading. Second, both L and L+Q techniques were effective in retaining student’s word knowledge. Third, overall performance of students with high English proficiency (HEP) in PVT improved more significantly than that of students with low English proficiency (LEP). Besides, L technique was helpful for HEP and LEP’s receptive vocabulary learning, but not for HEP’s word retention. Moreover, HEP were most influenced by L+Q technique in vocabulary learning during shared storybook reading. Based on the findings of the present study, pedagogical implications and suggestions for future study were provided at the end of the thesis.

本論文以「賽伯格閱讀」的方式在台灣當代小說中「讀取」三種賽伯格主體，並且展望賽伯格閱讀批判當代科技社會的可能性。賽伯格閱讀意指將文本中的人事物讀出賽伯格的意味。也就是說，賽伯格閱讀所分析的文本不必然、也不需要是容易讓人直接聯想到賽伯格理論的科幻文本，而能是更寬泛的、各種形式的文本──包括不是科幻小說的文本。重點不在於有沒有，而在於如何；不在於文本「本身」有沒有賽伯格主體的再現，而在於如何以賽伯格閱讀去讀取文本當中的賽伯格主體，並且探討該賽伯格主體如何構成，終而批判科技和特定權力位階的共謀。本論文盡量選擇科幻小說以外的文本作為分析對象，藉此挑戰「賽伯格理論通常連結到科幻文本」的刻板印象。此外，本論文也以「拼裝」這個詞彙思考混雜各種異質元素的賽伯格主體構成。本論文所提出的「義肢人」、「遊戲人」、「動物人」這三種賽伯格主體，是受哈洛威（Donna Haraway）的〈賽伯格宣言〉中「三種關鍵的界線破裂」之說所啟發。三種賽伯格主體各自對應、補充三種界線的不穩固──義肢人體現了「有機體和無機物的混淆」、遊戲人呼應「物質和非物質的曖昧不明」、動物人則為「人類和動物的難以區別」。本研究聚焦於1990年代以後的非科幻文本，並在分析其中賽伯格主體及處境時，納入身心障礙研究和生態女性主義的批判方法。本研究並非藉著後人類和賽伯格鼓吹單純地擁抱科技、宣稱人類已非人類，而是要藉著後人類和賽伯格來再次警惕科技的利弊、鼓勵各界在不同脈絡中「重新發明人類」──意即，重建一種更不具排斥性、更為寬廣的對於人的想像。 / The current study suggests that the reinvention of the human stands as a potential field for future Taiwanese literature. This thesis attempts to conceptualize the subjectivities of the posthuman even beyond the field of science fiction. This thesis labels the literary practices outside science fiction as “non-science fiction.” The focus lies on non-science fiction for two reasons. One, this study attempts to challenge the assumption in Taiwanese literature that associates the concept of the posthuman only with science fiction. Second, this study finds that the presupposed literary category of science fiction limits the imagination of cyborg- or posthuman-related subjects in Taiwanese literature. Inspired by the work of well-known cyborg theorist Donna Haraway, this study notes that non-science fiction texts present three kinds of posthuman existence. According to Haraway’s “Cyborg Manifesto,” “three crucial boundary breakdowns” make the cyborg possible. The three kinds of posthuman in this thesis correspond to Haraway’s three boundary breakdowns. The man of prosthesis corresponds to the blurred boundary between organism and non-organism, the man of video games to the physics and non-physics, and the man of animal to the humans and animals. This analysis focuses on Taiwanese non-science fiction texts from the 1990s onwards and applies concepts from disable studies and ecofeminist criticism, in addition to posthuman and cyborg theories. Situated within posthuman/cyborg studies, this thesis does not celebrate the breakdown of boundaries but points to the redefinition of the human which reduces and deconstructs hierarchal oppressions.