本研究發展一能夠預測學習者閱讀英語文章時之「個人化閱讀焦慮預測模型」，此預測模型係以資料探勘技術為基礎，透過資料探勘技術於個人閱讀歷程及標註行為中進行閱讀焦慮預測規則的建立，並將預測結果與判定規則回傳給教師，以提供教師掌握造成學習者閱讀焦慮之關鍵因素，並提供適當閱讀輔助策略，藉此減緩學習者閱讀焦慮程度，進而提升其閱讀學習成效。 為了驗證本研究所發展「個人化閱讀焦慮預測模型」的可用性，以及探討本研究所設計不同學習機制對閱讀焦慮減緩策略的有效性，本研究以準實驗法設計三種不同閱讀學習機制並分別實施於控制組、實驗組A與實驗組B，接著以臺北市立萬芳國中一年級學生作為實驗對象，進行本研究實驗資料的收集，以作為驗證「個人化閱讀焦慮預測模型」可用性的資料來源及三種學習機制間降低閱讀焦慮與提昇閱讀學習成效的有效性驗證資料。 研究結果發現，「個人化閱讀焦慮預測模型」能有效預測學習者閱讀焦慮程度，為一個可靠的閱讀焦慮程度判別工具。此外，本研究發現低焦慮學習者在閱讀標註互動上較高焦慮學習者使用頻率高，顯示高低焦慮程度學習者在閱讀標註互動行為上有較明顯的差異，而本研究在實驗組A所實施的合作式閱讀機制能有一定程度能降低中焦慮組學習者閱讀焦慮現象；在實驗組B所提供的線上教師閱讀輔助策略亦能有助於學習者閱讀焦慮減緩。除此之外，本研究所設計三種不同學習機制皆能有效提昇學習者閱讀學習成效，顯示本研究所發展合作式閱讀標註系統有助於提昇學習者閱讀學習成效。   最後，將研究結果進行整理同時輔以文獻驗證，並歸納研究者在研究過程中觀察發現，提出個人化閱讀焦慮預測模型修正、合作式閱讀標註學習社群與電子書閱讀輔助應用等未來研究議題的初步架構，供後續研究者參考以進行更深入的探討。 / To effectively reduce reading anxiety while reading English articles, this study employs C4.5 decision tree, which is a widely used data mining technique, to develop a Personalized Reading Anxiety Level Prediction Model (PRALPM) for learners based on individual learners’ reading annotation behavior on a digital reading annotation system. The proposed PRALPM can explore the key factors that cause reading anxiety based on the fired prediction rules determined by decision tree. Through understanding these key factors that cause reading anxiety, instructor can support appropriate reading strategies to reduce learner’s reading anxiety level and promote their reading performance. To assess whether the proposed PRALPM can effectively assist instructor to reduce reading anxiety, this study adopted the quasi-experimental method to compare the learning performances of three learning groups, which are respectively supported by a digital reading annotation system with different learning mechanisms for reducing reading learning. Among the three learning groups, the control group, experimental group A and experimental group B conducted the same English reading learning activity, but were respectively distributed a digital reading annotation system with individual annotation, cooperative annotation and cooperative annotation with instructor’s support based on the proposed PRALPM for reducing reading anxiety. The experiment were executed on Taipei Municipal Wan-fang High School 7-grade student, and collected experimental data for verified the model availability and the effectiveness of different learning mechanism in lower learner’s reading anxiety level. The results found that PRALPM can predict learner’s reading anxiety level efficacious, and it’s also a reliable tool for identify reading anxiety. In addition, the study found that low level anxiety learners has more reading interactive than high level learners, it also mean different anxiety level learners have Significant differences in reading interaction activities. And the Collaborative reading mechanism can help middle-anxiety-level learner reduce their anxiety efficacious in experimental group A. The online teacher reading assisted strategy can also help learners to slow their read anxiety in experimental group B. Furthermore, three type of learning mechanism all have the positive Effect to enhance learner’s reading performance, it shows that this collaborative reading annotation system can help learner Have better learning outcomes. At last, the study summarized the researchers observed and bring forward some future research issues such as PRALPM modify, cooperative learning community and the application of e-book reader-assisted subject.

No description available.

本研究旨在分析探討運用英文報紙作為台灣國中生英文閱讀輔助教材之可 行性，並分析報紙中各種不同的主題內容對於增進閱讀能力之實際影響，期能對 於國中英語教師在選擇課外英語讀物及培養學生英文閱讀能力具有啟示作用。 參與本閱讀實驗的為37位台北市文山區一所國中的三年級學生。所有學生 在學期初以全民英檢初級考題之閱讀能力測驗結果區分為高、中、低三種程度， 繼而接受為期四個月的英文報紙閱讀訓練。實驗過程中每一單元後均以簡單的讀 後測驗來引導並檢視學生之閱讀理解力。在學期近結束前再以另一份英檢初級試 題作為本實驗的後測。 本實驗採用質與量的分析方法。質的分析涵蓋：(一)實驗對象的英文學習背 景；(二)學生對於英文閱讀上困難之分析；(三)學生對於不同類型選文的看法。 量的分析則以SPSS統計法來研究：(一)前後測統計數值的差異；(二)不同類型 選文在英文閱讀理解與後測的成效關係。 本研究結果發現：在經過以英文報紙選文的閱讀測驗訓練後，高、中、低三 種程度的學生均有明顯進步，其中又以中等程度的學生進步最大，低程度學生次 之。最後，本研究提出一些英語閱讀教學上之建議：(一)選擇與日常生活相關且 實用的短文；(二) 選擇學生已熟知或關心的新聞事件、氣象報導、廣告為主題； (三)適切的運用選文從事句型及文法教學。最後，希望本研究能提供現行台灣國 中教師及學生閱讀教學上一些啟示及方向。 / The study aims chiefly at the practicality of using English newspapers as supplementary reading materials for junior high students. It also discusses how different newspaper articles can help improve the students’ reading comprehension with a view to offering junior high school teachers an alternative in choosing the extra-curricular reading materials and cultivating students’ reading skills. Thirty-seven ninth graders were involved in this research. All the subjects were given the elementary level reading test of GEPT (General English Proficiency Test) as a pretest in the beginning of the first semester of the 2002 school year. The subjects were then divided into three proficiency levels—high, middle, and low according to the scores of the test result. A four-month English newspaper reading program was then introduced to the subjects. Throughout the program, an after-reading test was given to examine and evaluate the students’ comprehension of each unit. At the end of the semester, another elementary level reading test of GEPT was given to the subjects as a posttest. This study adopts both qualitative and quantitative analyses. The qualitative analysis consists of (1) the subjects’ English learning background, (2) difficulties encountered by the subjects in English reading comprehension, and (3) the opinions expressed by the students on different selections of the text. By executing SPSS program, the quantitative analysis includes (1) the difference of statistical values between the pretest and the posttest, (2) the correlation among text types, reading comprehension gained after the posttest. To sum up, this study offers pedagogical implications for junior high school English teachers who seek up-to-date reading materials and effective teaching.

本研究旨在探討連接詞對台灣高職生英文閱讀理解的影響，分別從以下兩方面來探討：一、連接詞是否對閱讀理解有幫助？二、那些類的連接詞較簡單？哪些類較困難？ 總共有七十五位高職生參與本實驗研究，他們共接受了「有」、「無」連接詞兩種版本的閱讀測驗，以及一個克漏字測驗，所收集的資料更進一步分為高低程度來探討，並加以統計的方式分析。 結果顯示連接詞在英文閱讀理解上的確有正面的影響，然而，高程度組在整篇文章的文意的理解上受益較大，相反地，低程度組則在細節的了解上所獲得的幫助較多，此發現說明了高程度的學生所採取的閱讀方式為「由上往下」，而低程度的學生則採取「由下往上」的方式。本研究也發現了在連接詞本身的理解上，由簡單到困難的順序為：遞增類(additive)、時間類(temporal)、轉折類(adversative)、 因果類(causal)，此順序沒有高低程度的不同，表示語言本身句型結構的難易與相對的認知困難度才是決定此順序的關鍵。同時，越簡單的連接詞，如：遞增類，高低程度學生的表現差異越大，而最困難的連接詞：因果類，高低程度學生的表現並無不同。最後，錯誤分析發現了高程度的學生對自己選擇的答案較有自信，而低程度的學生則傾向用遞增類來取代其他類的連接詞。 / This present study aims to investigate the influence of logical conjunctions on Taiwanese vocational high school students’ English reading comprehension. It mainly discusses whether logical conjunctions play a facilitating role as well as determines what types of logical relations are more challenging and what types are easier. This study adopted an experimental design. A total of 75 EFL students participated in the experiment. They received two versions of reading comprehension tests: texts with / without logical conjunctions first and then a cloze test. The data collected from the high and low groups were compared and analyzed statistically. The results confirm the effects of conjunctions and the sequence of comprehension difficulty among the four types of relations. Logical conjunctions are facilitating in EFL students’ reading comprehension. They are beneficial to the high group in overall comprehension of the texts while they are more helpful to the low group in the understanding of detailed information. This finding suggests that higher achievers adopt a more top-down approach in reading whereas lower achievers adopt a more bottom-up approach. As for the sequence of comprehension difficulty, the results revealed an ascending difficulty order: additive, temporal, adversative, and causal conjunctions. The fact that no different order was found between the high and low groups suggests that linguistic complexity and cognitive processing difficulty are more likely the causes of this order instead of language proficiency. Also, it is found that the gap between the two groups is becoming widened as the difficulty level is decreasing. For example, the high group performed much better than the low group in additive conjunctions, but it performed as poorly as the low group did in causal ones. Finally, error analysis also discovered that higher achievers are more confident and capable in choosing their own answers while lower achievers tend to substitute additive conjunctions for the other ones.

近來，教育體制的改革對英文教師的教學信念造成或多或少的影響，教師的實際教學是否因此改變值得探討。高中英文以培養讀寫能力為主，而閱讀能力又重於寫作能力，由學測、指考英文試題可見一斑。 為探究高中英文教師之閱讀教學信念及實際教學之相關性，本研究採用多重的研究方法，包含問卷、訪談及課堂觀察。研究分為兩階段，第一階段邀十七位高中英文教師填寫問卷，並依問卷結果選出兩位為研究對象，分別代表支持讀者為中心(reader-based)及雙向式(interactive)信念的老師。第二階段訪談這兩位教師並分別進行三堂及九堂課堂觀察；訪談內容分析後進行分類。課堂觀察則依觀察表記錄並分類，以比較教師信念和教學之相關性。 第一階段的問卷與第二階段的訪談及課堂觀察結果顯示：教師信念及實際教學呈現不一致。問卷顯示兩位教師的信念分別為讀者為中心(reader-based)及雙向式(interactive)，訪談的結果也證實如此。然而，課堂觀察結果顯示兩位教師的實際教學傾向以文本為中心(text-based)。本研究進而探討可能造成信念及實際教學不一致之因素，從課後訪談中發現主要原因有：學生素質、教材內容、授課進度、學校考試及教師本身，並於文末提出在教學信念與實際教學間取得平衡的建議。

基於閱讀的價值性、重要性及影響性等特質，促使閱讀能力的培養持續受到各界關注，而家庭更是影響孩童閱讀習慣養成的重要環境之一，因此本研究旨在探究性別及家庭社經地位對家庭閱讀活動的影響，並且探討家庭閱讀活動的活躍程度與學童閱讀行為及閱讀態度養成間的關係。 本研究採問卷調查法，以台北市某八所公立小學二年級學童共計317人作為研究樣本，研究結果顯示：女性及中、高社經地位學童在家庭閱讀活動、閱讀行為及閱讀態度的表現上皆較佳，而家庭閱讀活動與閱讀行為及閱讀態度彼此間都呈現顯著正相關情形。由上述結果可推論，家長可能由於對子女性別的刻板印象而投入較多的心力在與女兒從事閱讀活動，且社經地位較高的家長，除了較有能力提供豐富閱讀資源外，也多半較重視閱讀能力的培養，因而顯示其家庭閱讀活動較為活躍；而家庭閱讀活動越活躍的學童，其閱讀行為與閱讀態度也同樣呈現積極的情形，且豐富的閱讀行為亦能帶動正向的閱讀態度。 基於以上研究發現，本研究建議家長應在家庭閱讀活動中扮演更為主動的角色，例如嘗試建立固定家庭閱讀時段，盡可能投注均等的時間陪伴子女從事閱讀；且學童本身亦可與同儕建立讀物分享的團體，並充分利用各界圖書資源；而政府則是可以考量推動內政單位與教育單位合作的可能性，藉由社會力量協助以改善低社經者的家庭閱讀活動不足的情形。 / Based on the value, importance and impact of reading, building reading ability continued to be concerned. And the family is one of the important environment where affect the children to make a rule of reading habits. So, the purpose of this study is to explore how sex and family socio-economic status affect the family reading activities, and what relations of the level of family reading activities, children reading behavior and reading attitudes. This study used questionnaires to sampling a total of 317 second grade children in 8 public schools of Taipei. And the research results showed that: girls and children of middle-high socio-economic status whose family reading activities, reading behavior and reading attitude is all better. In addition, family reading activities, reading behavior and reading attitude showed a significant positive correlation. Results can be deduced from the above, parents of their children may be due to gender stereotypes and to invest more heavily in the effort to engage in reading activities with daughter, and higher socio-economic status of parents, in addition to is not having a better position to provide a rich resource of reading, but also identify importance of reading ability, which family activity of reading is better. And family reading activities is more lively, their children’s reading behavior and reading attitude is better. And at the same time, a wealth of reading behavior can lead to read positive attitude. Based on the above findings, this study suggests that parents should play a more active role to reading with children, such as creating a fixed period of family reading time, to accompany their children in reading equal bets as far as possible. And children also can establish reading groups with their peers to share all kinds of books. On the other side, try to make full use of library resources from living surroundings. While the Government is considering to advance cooperation of the educational unit and internal affairs unit , depend on social forces to help to improve the low socio-economic families reading activities.

本研究主要探討教室閱讀環境、教師閱讀態度與幼兒閱讀態度之關係，主要研究對象為台北縣市公私幼稚園教師及該班五足歲幼兒。首先了解教室閱讀環境、教師閱讀態度及幼兒閱讀態度之現況，並進一步分析教師個人變項在教師閱讀態度及幼兒背景變項在幼兒閱讀態度得分上之差異情形；而後分別探討教室閱讀環境、教師閱讀態度與幼兒閱讀態度間的相關性，並分析教室閱讀環境及其構面與教師閱讀態度對幼兒閱讀態度之交互作用的情形。 研究依據文獻探討之結果自編「幼稚園教室閱讀環境問卷」與改編「教師閱讀態度問卷」，並以Saracho所發展之「幼兒閱讀態度量表」做為研究工具，並利用問卷調查法來收集資料。問卷回收後，使用SPSS12.0統計軟體進行描述性統計、信度分析、因素分析、獨立樣本t考驗、單因子變異數分析、Scheffe法事後比較、Tamhane’s T2檢定法事後比較、皮爾森積差相關、二因子變異數分析來分析，研究結果如下: 壹、 幼稚園之幼兒有良好的閱讀態度，女童閱讀態度較男童閱讀態度來的正向。 貳、 幼稚園教師普遍較有正向的閱讀態度，有閱讀習慣的教師較沒有閱讀習慣的教師有正向的閱讀態度。 參、 教室閱讀環境普遍良好，構面中「閱讀互動」的得分最高。 肆、 教室閱讀環境及其構面「閱讀空間及資源」、「閱讀課程與活動」與幼兒閱讀態度負相關。推測可能原因在於教師知覺與幼兒感受上的落差，使得教師認為已經提供了良好的閱讀環境，但孩子本身沒有從中獲得協助或樂趣，因此產生教室閱讀環境良好，但幼兒閱讀態度卻不佳的情況。 伍、 教師閱讀態度與幼兒閱讀態度沒有相關。 陸、 「教師閱讀態度」與「閱讀空間及資源」對幼兒閱讀態度有交互作用，當教師的閱讀態度較負向，閱讀課程與活動越好時，幼兒閱讀態度會越負向。 研究針對統計結果進行分析與討論，並對幼稚園教師及未來相關研究提供建議，期待能對幼兒閱讀態度在學校中的培養有所助益。 / The main purposes of this study was to (1) understanding the kindergarten classroom reading environments, teachers reading attitudes and young children reading attitudes；(2)explore the data of teachers reading attitudes between influencing factors and of young children reading attitudes between different backgrounds；(3)analyze the relationship between the kindergarten classroom reading environments and young children reading attitudes；(4)the relationship between teachers reading attitudes and young children reading attitudes (5)explore the total scores and sub-scores of the kindergarten classroom reading environments × teacher reading attitudes interaction. A total of 72 teachers and 292 five-year-old young children from kindergartens (both public and private schools) participated in this study in Taipei. To accomplish purposes of this study, the methods adopted were a questionnaire and measured the scales by the constructs：“The Kindergarten Classroom Reading Environments Scale”, “The Teacher Reading Attitudes Scale”, and “The Preschool Children Reading Attitudes Scale”. The data were analyzed by descriptive statistics. Cronbach α coefficient analysis, explorative factor analyses, T-test, one way ANOVA, Scheffe posteriority, Tamhane’s T2 posteriority Pearson’s correlation analysis and two way ANOVA through the use of SPSS12.0 for windows. The results were summarized as follows: 1. Young children in kindergartens had positive reading attitudes. Girls possessed statistically significantly more positive attitudes toward reading than did boys. 2. The teachers in kindergartens had positive reading attitudes. The teachers who had reading habits possessed statistically significantly more positive attitudes toward reading than did those didn’t have reading habits. 3. The kindergarten classroom reading environments are good, and especially in the aspect of reading interaction. 4. The kindergarten classroom reading environments and young children reading attitudes were statistically significantly negative relationship. 5. The teachers reading attitudes and young children reading attitudes won’t statistically significantly relationship. 6. The results showed significant outcomes for reading curriculum and activities × teacher reading attitudes interaction.

2014 年2月OCLC WebJunction 發表，美國博物館與圖書館協會(Institute of Museum and Library Service，簡稱IMLS) 贊助，發表圖書資訊專業領域能力索引 (Competency Index for the Library Field) 的更新版本，原本版本於2009年發表，圖書資訊專業領域能力索引可協助館員辨識與獲得專業領域相關的知識、技能，2014 年2月所出版的版本著重21世紀所需要的技能(21st Century Skills)、對圖書館資料與評估的當責(Accountability)及社區貢獻度 (Community Engagement)。索引的內容可區分為5大項目，36 個次項目，我們可從此看出圖書資訊專業所需技能與規劃館員繼續教育之課程方向與內容。 / MOOCs are Massive Open Online Courses that enroll anyone wishing to attend for free. Early MOOCs, which emerged out of the OER movement, are known as Connectivist MOOCs [aka cMOOCs] and emphasize both active student learning and knowledge creation using a wide range of tools that are (1) shared with fellow students and (2) openly licensed for use and adaption [i.e. community-generated OERs]. The more widely known MOOCs, xMOOCs, rely on video lectures by professors, some student interaction, and online educational tools. These register students in the tens of thousands and some have numbered as many as 160,000 in a class – making it impossible to provide professorial support. None provide access to institutional library collections. They are very expensive to produce and funded by investors or major institutions. Despite their name, xMOOCs are not open educational resources / 20. 一般民眾與老年人服務 (Core Technology Competencies) 20-1 推廣 (Outreach)：包括設計與執行符合社區需求的圖書館服務；定義與執行圖書館社區推廣服務，提高圖書館使用率，將服務觸及到未曾接觸之民眾；使用線上工具與所服務的民眾溝通。 20-2一般民眾推廣服務 (Adult Programming) ：設計、執行與贊助圖書館推廣服務並提供民眾獲取資訊，娛樂與終身學習。 20-3老年人服務與推廣 (Older Adult Services and Programming) ：設計與執行符合社區老年人需求的服務與活動、定義與執行圖書館老年人推廣服務，提高圖書館服務的使用率，並將服務觸及到未能服務到的族群，設計、執行與贊助圖書館推廣服務，並提供老年人或取資訊，娛樂與終身學習。 20-4讀者利用指導 (Readers’ Advisory) ：指引使用者選擇常用及休閒性閱讀及書評。發展良好的讀者使用指引策略與資訊源。 20-5參考服務 (Reference) ：發展與維護參考資源已達成讀者對其之需求，優化讀者進行參考晤談之過程，協助讀者達成資訊尋求。

本文主要討論以青銅器銘文與《尚書》對讀的成果。 第一章說明研究動機、目的、範圍與方法，以及簡述前人研究成果。第二章討論利用金文校釋《尚書》中的字，包括錯譌字、通假字及用字習慣。第三章討論利用金文校釋《尚書》中的詞句，包括辨析詞義與訂正句讀。第四章討論《尚書》對金文釋讀的幫助，包括為字形考釋、詞句考釋提供線索。第五章討論字詞對讀中應該注意的問題。第六章討論利用金文內容辨析《尚書》中所載史事。第七章為概述二至六章之研究成果並說明結論。

目前的出版市場中，一種科普書流行的現象儼然成形。科普書是普及科學的管道之一，但科普書流行是否表示科學普及了！本研究從科學傳播的角度，試圖了解讀者如何閱讀、購買科普書，以及對於科普書的看法。另外，由於形塑這個科普書現象的環節還有科學專家以及出版社，本研究也針對這兩種身份進行研究。本研究是國內科學傳播中第一次探討科普書的研究，將有助於未來科學普及工作。 本研究採用多重方法進行研究。多重方法的優點在於避兔單一方法所帶來的單一立場、觀點，以了解同一現象的不同立場。本研究分成兩個階段，第一階段進行讀者問卷調查，調查時間從民國87年6月24日至7月20日，有效樣本共135份。第二階段則是以深度訪談獲取資料，深度訪談分為三部分，其中讀者深度訪談從民國87年7月28日至9月4日進行，科學專家深度訪談從民國87年10月21日至11月5日進行，而出版社深度訪談從民國87年10月12日至11月2日進行。 至於資料分析方面，在讀者問卷資料上，主要是了解各項資料的分配情形，以及了解各變項間的關聯性，而讀者、專家與出版社的深度訪談資料分析，則根據紮根理論中的登錄方式進行分析並詮釋之。 研究結果發現，科普書讀者以男性居多，年齡以二十一歲到三十歲的學生為主，而這些人真正是科學專長的仍是少數。另外，也從收入、開銷以及自認為的社會階層中．，發現大多數的受訪者都是社經地位較高者。至於科普書讀者的閱讀與購買科普書的習慣並不固定，大多數的讀者只對主題有興趣，或是經由親友推薦才會去閱讀購買。讀者閱讀與購買科普書的原因多是為了增加新知、滿足好奇心等等。至於閱讀與購買的種類，則以軟性科普書為主，而較少閱讀、購買硬性科普書。 另外，具有科學背景與不具有科學背景的讀者也有所差別。科學背景的讀者對科學知識比較有興趣，因而傾向閱讀硬科普書，也比較容易理解科普書中的科學知識。反觀非科學背景的讀者（人文背景）則因不易理解科普書中的科學知識，所以對科普書中的非科學部分較感興趣，因而閱讀軟性科普書。 針對目前的科普書市場，在與出版社深度訪談中發現，不同時期創立的科普出版社有相當迥異的看法與出版作法。普遍來說，早期的科普出版杜比較注重傳播科普書中的科學知識，而近期的科普出版社則認為科普書可以多元化的發展。不過，出版社多是以推廣科學，或是看到現行教育體制的缺失，因此興起出版科普書的念頭。 在專家的訪談中發現，專家普遍抱持樂觀的態度面對現今的科普書出版市場，而對於目前科普書的看法，專家認為應注重翻譯科普書所產生的問題，例如正確性、文字通順等等。另外，專家也針對科普出版環境、推廣科學環境以及寫作等面向，提出不同的看法。至於對普及科學的作法，專家認為基本上並沒有適合所有人的同一種方法。如果真要找出一種可以放諸四海的方法，就是內容儘量要與讀者相關否則就是根據不同學科的特性而用不同的方式普及給大眾。 讀者、專家與出版杜也提出對未來科普書以及科學普及工作的幾點建議。首先，出版社應培養特色，避兔炒作，多出版一些講述科學精神與科學方法的書籍或是注重內容簡單明瞭、容易理解，尤其應注意一本書應只介紹一個重點，避免過多的重點而變得複雜。另外，由於現在出版市場中大多為翻譯科普書，應注意翻譯中的正確性、文字問題。從翻譯引伸出應重視本土性科普創作，培養本土科學寫作人才，對本土科學教育才會有幫助。至於寫作上，應注意寫作方式與生活結合，避兔過於理論。除了以上幾點外，有讀者特別表示，應在內容中呈現研究結果。 至於專家特別著重在科普書應培養新的科學觀念、政府或民間應自發地成立科普協會等面向上。另外針對讀者的部分，專家也提供讀者在閱讀科普書時一些建議，譬如讀者應該常做功課，比較不同科普書的內容，才能了解書中傳達的科學知識的正確性。 除了上述研究的結果外，筆者認為，現今整個科普書出版市場還是有盲點存在，而非讀者、出版商以及科學專家所稱科普書只要改進了某些要素，就能讓讀者接受，甚至達到科學普及的目標。從問卷調查申發現，讀者大致能接受現在出版的科普書，但從讀者訪談中發現，讀者仍未能徹底理解科普書中的科學知識，更難以何況從中體驗並應用科學精神與科學方法。現今科普出版社似乎忽略了這個問題，也不認為科普書應該達到怎樣的科學普及，反而相當看好台灣科學普及的前景。推究出版商這樣的出版方向，可能又與專家之間的共生關係有關。因為許多科學專家在整個出版市場中，扮演審定者的角色，因此，他們的看法將會影響出版社的方針，如果有特用獨斷的專家掌控出版社，則會主導整個出版市場，而嚴重影響讀者獲取科學知識。這是現今專家與出版社共生關係中，尤其應該注意的。