本研究針對寫真集現象所披露的身體性別政治作討論，基於現象社會學的立場，認為媒體事實與閱聽人主觀真實乃不可分割，因此從剪報資料與寫真集讀者的訪談交相參照，來分析討論寫真影像本身於身體、性別兩錯綜交媾的層次間，所遂行的性別化身體定義，及其間的性別差異；另外，我們也從訪談資料來了解性別化的寫真集讀者於閱讀過程中，藉由其肉身與寫真身體影像的對話折衝而進行的性別認同和實踐，以及其間所展現的身體性別政治。 研究發現，寫真集藉助影像，實踐了吾人對於兩性身體的性別化想像，也同時反映出兩性在身體展演上所受的規訓權力差異，寫真女體所受的規訓差異，尤其遠多於寫真男體。 在讀者方面，男性讀者一方面於閱讀寫真女體的意淫幻境中證成自身乃為具有男子氣概的身體，另一方面，其身體卻因過度耽溺於閱讀規訓、鏡像的寫真女體意淫幻境，同時又無能面對自身性生理並與自己疏離，而成為肉身空洞化、僅剩陽具與眼睛獨大的主體；女性讀者儘管面臨包括寫真女體在內的整體社會美體風潮和壓力，其反倒可以從與自己身體的緊密關係出發，而能以實際的肉身經驗作為閱讀寫真女體的基礎，成為抵抗反省美體洪流的力量。

兒童的電視暴力行為模仿是存在的，常人由個人經驗和媒體的顯著個案報導對此現象建立表象的印證；而學者透過研究也證實電視暴力具有不良示範作用，和閱聽人─尤其是兒童─日常生活的攻擊行為脫離不了關係。但學界卻忽視了兒童的認知節目能力與電視暴力訊息的互動關係：兒童看過有暴力訊息的節目後，電視暴力訊息在兒童腦海裡會留下什麼印象；並進一步告訴常人如何扼止這些印象可能引起的不當後果。 　　本研究企圖應用故事基模理論於電視暴力訊息的研究，探討電視暴力訊息如何透過故事基模的運作，在兒童腦海中留下何種的印象。研究方法為場地實驗法配合問卷調查及深度訪談等多重方法設計。 　　研究發現，兒童的電視故事基模具有層級效果，愈上層回憶愈抽象。電視暴力訊息的高低和呈現方式，對兒童組織故事的方式沒有顯著的影響；但視覺呈現的高暴力訊息會使兒童對故事產生較多的推論；如果故事一開始就出現大量的高暴力畫面，則能強化兒童對故事開始情節的記憶。年齡和先備知識是有力的解釋變項。年長的、先備知識豐富的兒童電視故事基模較強，回憶數多、理解高、偏差少、推論多，顯見故事基模的形成一方面是自然的成熟因素，同時也受環境經驗因素的作用。 　　然而年幼兒童對於最易產生暴力訊息的反應和企圖事件的回憶數及詳細層次，與年長兒童無顯著差異，但對行為後果（施暴下場）記憶較簡略，可能因此產生施暴並無不可的解禁心理。此外，父母教育程度高、社會成績好、電視知識豐富的兒童故事基模亦較佳，尤其是男生可能因興趣使然，對本研究的故事記憶更好，且詳細記得反應和企圖事件。 　　根據研究發現，本研究建議未來電視暴力研究觀察互動情形、加強實驗設計、進行特定對象研究、進行長期研究；並對電視節目製作者提出加強故事張力減少暴力情節、不得不保留的暴力情節應淡化處理、發展電視識讀材料等實質建議。 / This study applied story schema theory to understand how children decoded the violent messages in television cartoon by a multi-method design. in-depth interviews were conducts with 60 subjects immediated after watching a TV cartoon with different violent level and media presented in a experiment. The same interviews were conducts again after one week. 　　The study demonstrate the 'effect level'in childern's TV story schema and find the top recall level is more abstract. No significant relationship between story schema and violence decoding were found, but visual-presented high violence may increase inferene and enhance memory on the beginning episode. These results correlated closely with age and story-relevant previous knowledge. Finally, the author make some suggestions to TV program producedr.

在昔日資訊缺乏的年代裡，政令宣導刊物曾經是民眾獲得有關政府訊息的 重要管道。但隨著時代的演進及傳播媒介的多樣化，閱聽眾獲得資訊的管 道及種類亦隨之增加。以往以消息來源為主、採單向傳播、未能確實了解 閱聽眾需求及掌握閱聽眾特性的政令宣導刊物，面對重視行銷策略的的各 型雜誌，因應之道即是找出目標閱聽眾，然後根據其需要重新加以設計訊 息內容，並形成獨特的風格。本研究以高雄市政府新聞處發行之「高雄畫 刊」主動索閱者為研究對象，以郵寄問卷的方式收集資料，然後以單因子 變異數分析、T 考驗、相關等統計方法，分析主動索閱者的人口變項、接 觸「高雄畫刊」行為、親身傳播行為及政治心理取向的不同是否對閱讀 「高雄畫刊」的動機與閱讀後的滿意程度有顯著差異。

書是社會文明的載體，是人類進步的階梯。電腦、網路的飛速發展，使得電子書引發了新一輪的書籍革命。隨著智慧型手機的出現，用手機閱讀電子書以前方便靈活，充分利用零散時間，因此受到年輕人的追捧。但是，電子書本身也存在各樣的問題，諸如不符合人們的閱讀習慣，以及產業鏈的不成熟等。因此，調查使用者的行為模式和對於電子書的喜好，以瞭解使用者對電子書的看法及接受度是本文研究的重點，本研究透過UTAUT模式探討績效期望、付出期望、社會影響、輔助條件等自變數對於使用意圖與使用行為的影響力和預測力。本研究採取問卷調查的方式，在多個網路論壇上發放，共收回問卷352份，其中剔除無效問卷後得到有效樣本計232份，有效的樣本回收率達65.9%。究結果顯示，受試者大多擁有智慧型手機（77%），使用時多以娛樂為目的（55%），僅以工作為目的者最少（4%），大多偶爾閱讀（47%），多數人未曾花錢下載付費電子書（86%）。在電子書使用經驗方面，多數受試者使用電子書不到1年（42%），在使用智慧型手機方面，同樣是使用不到1年時間者居多（60%），而使用智慧型手機閱讀電子書方面，同樣是不足1年最多（68%）。 受試者使用智慧型手機閱讀電子書之績效期望、輔助條件、付出期望等各構面對使用意圖及使用行為的預測達到顯著水準，而社會影響構面與使用經驗干擾變數則影響力未達顯著。 / Books are the vehicle for social civilization and the ladder of human progress. Due to the rapid development of computers and the Internet, electronic books (ebooks) have triggered a new round of the book revolution. With the emergence of smartphones, using mobile phones to read ebooks has become convenient, flexible, and a way to make full use of scattered bits of time. Therefore, the use of smartphones for such purposes has been pursued by young people. However, ebooks present various problems of their own, such as incompatibility with individual reading habits and the immaturity of the industrial chain. Thus, the focus of this study was to survey user behavioral models and affinity for ebooks to understand users views on and degree of acceptance of ebooks. This study used the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate the influence and predictive power of the following independent variables on usage intention and usage behavior: performance expectancy, effort expectancy, social influence, and facilitating conditions. Research results showed that a majority of respondents had smartphones (77 %). Respondents who used their phones mostly for entertainment purposes composed the largest category (55 %), while those who used their phones only for work purposes formed the smallest category (4 %). A large percentage occasionally read ebooks (47 %), but most respondents had never spent money on downloading payable ebooks (86 %). Regarding experience using ebooks, most respondents had used ebooks for under one year (42 %). Regarding experience using smart phones, the group that had used smart phones for less than one year was also the largest (60 %); a high percentage of users (68 %) had been using smart phones to read ebooks for less than one year. The predictive power of performance expectancy, facilitating conditions and effort expectancy on usage intention and usage behavior with regard to using smartphones to read ebooks achieved a level of significance. As for social influence and moderator experience, the predictive power didn’t reach a level of significance.

本論文以優選理論探討上海話之入聲變調，試圖將文獻中所認為表現不規律之入聲變調納入與舒聲變調相容之分析中。本研究認為入聲變調與舒聲變調皆受制於ANCHOR-L(tσ1, Hd)，因此其首音節之基底聲調在輸出值中皆出現於重讀音節。以此觀之，則入聲變調與舒聲變調的差異主要在於節律重音的位置：在舒聲變調中首音節重讀；在入聲變調中重音則後移──在陰入變調中係移至第二音節，在陽入變調中則移至末音節。 本論文提出兩點假設：上海話中舒聲音節為重量音節，入聲音節為輕量音節；節律結構基本上為一位於左端之雙音節音步。據此，本研究提出COINCIDE (LightHd, FT-final)，認為陰入變調中重音所以後移至第二音節是因為重讀之輕量音節傾向於由音步末音節核可(licensing)。另一方面，由於陽入的單字調為曲拱調，與陰入的水平調有別，是以本研究另外提出COINCIDE(Contour, PrWd-final)，此制約顯示陽入變調中重音的遠距移位是為了遵行「曲拱調須由末音節核可」之普遍現象。 綜述之，本論文提供了一個重量音節、節律重音、曲拱調以及邊際位置等韻律顯著位置間彼此對映的實例。此外，本研究亦顯示上海話的連讀變調涉及聲調與重音的互動，是以所提出之分析或許對相關類型之研究亦有所貢獻。 / This thesis offers an Optimality-theory approach to the tone sandhi of checked tones (TSC) in Shanghai, in an attempt to regulate its surface patterns which have long been considered anomaly as opposed to the tone sandhi of smooth tones (TSS). With a reanalysis in the present study, TSC and TSS arguably have in common that their process of tone mapping is both subject to ANCHOR-L(tσ1, Hd), by which the un- derlying tone of the initial syllable ends up at the stressed syllable in the output. It follows that TSC is different from TSS in the way that metrical head is assigned: all domains undergoing TSS are stressed on their initial syllable; only in domains of TSC does the stress move rightwards, either to the second place in the tone sandhi of Yinru (TSYI), or to the final syllable in the tone sandhi of Yangru (TSYA). Given the assumption that checked syllables and smooth syllables in Shanghai are light and heavy, respectively, in terms of moraicity, and that foot-parsing is binary and left-aligned in general, the one-syllable shift of stress in TSYI can be accounted for by positing COINCIDE(LightHd, FT-final), which sets up the preference for light stress- bearing syllables to be licensed foot-finally. On the other hand, given that Yangru in the citation forms represents a rising contour, different from the level tone of Yinru, a licensing constraint, namely COINCIDE(Contour, PrWd-final), is further posited so that the long-distance movement of metrical head observed in TSYA emerges to satisfy the requirement for the retained rising contour to be licensed word-finally. Taken together, this thesis instantiates a remarkable case of the mapping among multiple prominent positions, including heavy syllables, metrical head, contour tones, and edge positions. Also, the present analysis demonstrates that Shanghai tone sandhi involves an interaction between tone and stress, thus a contribution to the general OT tone-prominence typology literature (cf. Zhang 2001, Barnes 2002, De Lacy 2002).

本研究旨在探討運用點讀筆是否具有提升國中生之英語學習動機、英語朗讀流暢度及學習滿意度效益。此外，本研究亦探討場地獨立型與場地依賴型不同認知風格學生應用點讀筆進行英語學習，在提升英語學習動機、英語朗讀流暢度上是否具有差異。 本研究以桃園縣某公立國中兩班共62位七年級學生為研究對象，分為實驗組與控制組，實驗組以教師搭配點讀筆進行英語教學，控制組則以教師施予傳統教學方式進行。量化資料分析來自一分鐘口語流暢度之前後測、學習動機與滿意度問卷。所得資料以描述性統計、t考驗、單因子共變數分析與Pearson積差相關進行資料分析與研究結果歸納，質化資料分析包含學生訪談問卷之開放問題與教師教學省思。 本研究之主要發現如下： 1.相較於施予傳統英語教學的控制組，教師應用點讀筆輔助英語教學的實驗組，整體學習動機明顯優於控制組； 2.無論是施予傳統英語教學的控制組或是教師應用點讀筆輔助英語教學的實驗組，兩組的英語朗讀流暢度表現無顯著差異，但在口語朗讀字數進步幅度上實驗組明顯優於控制組；3. 教師應用點讀筆輔助英語教學能顯著提升不同認知風格的學生之英語學習動機； 4.教師應用點讀筆輔助英語教學對不同認知風格的學生英語朗讀流暢度表現無顯著差異，但能顯著提升不同認知風格的學生的口語朗讀字數進步幅度，研究結果顯示實驗組場地獨立與場地依賴學生的英語朗讀字數進步幅度明顯優於控制組； 5.實驗組學生使用點讀筆的次數與口語流暢度具有顯著正相關；6.實驗組學生的學習滿意度顯著優於控制組，實驗組學生自覺應用點讀筆輔以英語教學使他們更勇於開口朗讀英文、會注意發音與語調，對英語學習更有自信、上課更專心，也更積極參與課堂活動。 總結而論，本研究結果顯示教師應用點讀筆輔助英語教學，為一種有助於提升國中學生的英語學習動機、學習滿意度及英語朗讀能力的有效教學模式。國中英語教師可參考此結果，善加運用多元的數位資源融合於英語學習的教學活動之中，以觸發更有效的英語學習效果。最後，根據研究結果，本研究亦提出教師應用點讀筆輔助英語教學在教學、教材設計及教育行政單位配合之建議，希望能作為國中英語教學設計與實務教學上的參考。 / The purpose of this study is to investigate the effects of the intelligent pen on EFL junior high school students’ oral reading fluency, learning motivation and learning satisfaction. It also attempts to compare the performance among students of different congnitive style on learning motivation and oral reading fluency. The pretest-posttest nonequivalent group design was adopted. The subjects were two groups of the junior high school students, one as the experimental group instructed by the application of intelligent pen and the other, as the control group, instructed by the traditional lecture method. At first, a pretest was conducted to measure the students’ English oral reading fluency and learning motivation. At last, English oral reading fluency, English learning motivation and satisfaction were also measured as parts of posttests. The data were analyzed with descriptive statistics, t-test, ANCOVA,and Pearson’s correlation coefficient. As for the data collected from the students’ responses to the questionnaires, they are analyzed both quantitatively and qualitatively. The following were the main findings of this study. 1. The experimental group’s posttest learning motivation score was higher than the control group’s. Compared the experimental group’s pretest and posttest learning motivation scores, the posttest levels were significantly higher than the pretest ones. For the control group, there was no significant difference between the pretest and posttest scores. 2. The experimental group’s posttest English oral reading fluency score was not significantly higher than the control group’s. However, the experimental group made progress more significantly than the control group. For the experimental group and the control group, there were significant difference between their own pretest and posttest scores, because the control group was still offered more chances to read English aloud than before. 3.Not only field-independent (FI) students but also field-dependent (FD) ones were superior in the learning motivation. 4.Both the Field-independent (FI) and field-dependent (FD) students of the experimental group made progress in a gain of WCPM more significantly than the control group. 5. A student’s oral reading fluency score was positive correlation with the frequency of using the intelligent pen. 6. The experimental group’s posttest learning satisfaction scores were significantly higher than the control group’s.The findings suggest that the students of the experimental group’s learning satisfaction toward English had improved significantly after the proposed instruction. Most students reported that not only their pronunciation and intonation had become better but also they had become more concentrative in class and more active in participating in the classroom learning owing to the intelligent pen. In conclusion, compared with the traditional lecture method, applying intelligent pen to English teaching had significantly positive effect on promoting junior high school students’ English oral reading proficiency, learning motivation, and learning satisfaction. Furthermore, the students held positive attitudes towards the proposed instruction. Designing teaching curriculum, the English teachers in junior high schools may take the effects and differences into consideration.Meanwhile, the teachers can apply the digital resource in the English teaching activities to achieve more effective learning results. Hence, pedagogical implications and suggestions for future research are provided in the end.

新聞記者因為報導重大創傷事件或社會悲劇，常常需要暴露在充滿創傷的環境如災難現場、事故現場；接觸身心受創傷的人及採訪敘述他人的創傷記憶。這些對創傷的接觸都使新聞記者不斷目睹他人的傷痛並感到身心俱疲，甚至在採訪傷痛經驗後同樣感到「受傷」。 近年國外一些媒體組織和大學新聞系所已開始發展與創傷識讀有關的訓練，幫助記者認識創傷是什麼、受害人在經歷悲慘事件後的創傷反應、採訪創傷新聞可能會帶給記者本身什麼影響、怎麼處理不同類型的創傷新聞及如何調適採訪悲劇後的情緒衝擊，但在台灣這樣的訓練並未成型。 本研究協助於2010年底在台東舉辦一個關於創傷識讀的工作坊給當地記者，並透過深度訪談來討論：創傷識讀對參與的台東駐地記者的影響為何？記者在感知因採訪而得的創傷經驗上有沒有什麼改變？創傷識讀有沒有影響記者採訪創傷新聞的方式？ 為了確切討論記者在增加創傷識讀後的改變，本研究用Antonovsky提出的統合感 (Sense of Coherence)中的三大向度，周延理解性(Comprehensibility)、因應管理度(Manageability)及意義性(Meaningfulness)為框架發展訪談問題並分析訪談資料，討論記者參與創傷識讀工作坊後在這三方面的改變。 關鍵字：台東記者、創傷新聞、創傷察覺、創傷識讀、創傷訓練 / The nature of news is that journalists are often required to report traumatic events. As journalists are also the first responders to some trauma memories of people, they may see and be affected by other people's distress and grief. Trainings about trauma have emerged in media organizations or some journalism educational institutes. These trauma training stressed journalists should take more concerns about trauma on others and on self during covering traumatic events. Held a simple workshop about trauma to Taitung journalists and used in-depth interviews to analyze if raising journalists awareness about the possible trauma from covering tragedies, what has changed on their perceptions of their traumatic experience from covering trauma news? Also what has changed on their covering about trauma news when they get more awareness about trauma? The thesis used the concept of sense of coherence to discuss the change on journalists’ comprehensibility, manageability and meaningfulness about covering trauma news. Key words: Taitung journalists, Trauma news, Traumatic awareness, Trauma literacy, Trauma training

國內公共圖書館近年來致力充實館內電子資源，提供豐富的資料庫資源給予大眾閱讀分享與選擇。北市圖擁有豐富的中文繪本資料庫，但林老師說故事團隊鮮有使用電子繪本進行說故事活動。因此，本研究為探討電子繪本融入林老師說故事活動的可行性與實施方式，採用行動研究方法，進行二階段十場次的行動研究，兒童參與活動共有89人次，從行動研究的實施來評估電子繪本說故事活動是否提升兒童閱讀興趣、改善紙本說故事的限制，並提出活動實施程序，以利活動設計與實施。 為能讓行動方案的實施更符合說故事活動需求，本研究提出「電子繪本選擇的原則」，協助說故事人進行繪本的選擇，並發展「電子繪本說故事行動方案」從活動目的、活動資源取用、活動作業程序、活動方式與獎勵、活動實施注意事項等要點來說明行動方案，提供給林老師執行活動的參考，並邀請林老師實施活動，藉由訪談方式了解林老師對於活動實施的看法與建議。 研究結果歸納：(1)行動方案可以幫助林老師實施活動以及選擇電子繪本；(2)電子繪本的特性可以改善紙本說故事的限制；(3)兒童參加電子繪本說故事活動興趣提升；(4)非線性閱讀的選擇自由之特性適合中年級以上兒童；(5)電子繪本適合應用在林老師說故事活動並值得推廣；(6)電子繪本的優勢使得說故事活動更具豐富性。 最後，本研究提出研究建議，供相關單位參考：(1)增購中文繪本資料庫；(2)辦理電子繪本利用教育研習，招募林老師加入；(3)開放權限，協助林老師取用電子資源；(4)解決線上閱讀數位版權數問題；(5)增購電子白板設備以促進林老師說故事效益；(6)辦理電子繪本的說故事活動觀摩會；(7)善用資料庫介面特性以進行活動設計；(8)要了解電子繪本內容才能進行活動設計。 / Rapid developments in digital information technology and Internet communication have changed the ways to retrieve information, and increased the demand for information. For modern Digital Natives, the establishment of reading promotion for children in a library should adopt diverse methods to promote reading. Aside from printed books, public libraries in our nation have recently been devoted to enriching their electronic recourses to provide diverse reading databases for the public to choose from. In Taipei Public Library, there are rich databases of Chinese picture books; however, these books are rarely used by the storytelling team, Teacher Lin. The present study therefore aimed at exploring the feasibility and execution of the adoption of electronic picture books in Teacher Lin’s storytelling. The study adopted the action research to investigate whether electronic picture books storytelling would arouse children’s interests in reading and improve the limitations in printed books storytelling, and to offer advice for designs and procedures of electronic picture books storytelling. The present study provides criteria for selections of electronic picture books, and guidelines for electronic picture books storytelling, including objectives, available recourses, procedures, and ways of rewards of storytelling activities. Teacher Lin thus may follow these criteria and guidelines when carrying out storytelling activities. Feedback from Teacher Lin then was collected via interviews. The results of the study were addressed as follows. First, the action research was helpful in Teacher Lin’s storytelling and selections of electronic picture books. Second, features of electronic picture books could improve the limitations in printed books storytelling. Third, children’s motivation was enhanced in electronic picture books storytelling. Fourth, nonlinear reading was more suitable for children of intermediate grades. Fifth, it was worthwhile to promote electronic picture books storytelling in Teacher Lin’s storytelling activities. Sixth, in terms of storytelling, electronic picture books were more beneficial than hardcopy books. Lastly, the following were some suggestions. First, it is essential to purchase more databases of Chinese picture books. Second, workshops about the adoption of electronic picture books may be held, and members in Teacher Lin are recruited. Third, members in Teacher Lin should be allowed to access to these databases. Fourth, issues on intellectual property rights of online reading need to be solved. Fifth, purchases of electronic white boards can promote effectiveness of Teacher Lin’s storytelling. Sixth, demonstrations of electronic picture books storytelling need to be held. Seventh, features of interface of databases need to be well used to design activities. Eighth, understanding of content of electronic picture books is essential for activity design.

University of Macau / Faculty of Education

University of Macau / Faculty of Education