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.

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.

本研究透過網路通訊平台Skype經營線上讀書會，讓偏遠地區學童與來自不同區域的學童進行閱讀討論活動，藉此觀察研究對象之間的互動討論情形與討論的對話內容層次，以探究偏遠地區學童與來自不同城鄉區域的學童組成線上讀書會，對於閱讀成效的影響。本研究之實驗對象共分為三組，實驗組一為偏鄉地區與都會地區國小六年級學童各2名，合計4名之國小六年級學童；實驗組二為偏鄉地區不同國小六年級學童各2名，合計4名之國小六年級學童；對照組為偏鄉地區相同國小共4名之國小六年級學童。本研究在實驗前後實施閱讀理解測驗，並針對各組線上讀書會的討論對話進行內容分析，實驗結束後再針對研究對象進行半結構式訪談。研究結果歸納如下： 一、基於文學圈經營線上讀書會為一可行之線上合作學習模式 二、偏遠地區學童與都會地區學童的線上讀書會成員的異質組合，有助於提升偏遠地區學童的閱讀理解成效 三、偏遠地區學童與都會地區學童的線上讀書會成員組合，有助於激發高層次之討論對話 四、同為偏遠地區但不同學校的線上讀書會成員組合，有助於營造愉快的討論氣氛 五、在討論對話中，偏遠地區學童發表高層次思考型問答以及使用推理用語的次數越多，其閱讀理解成效越好 本研究之研究結果可作為教師基於同步討論經營有效線上讀書會的實施模式參考，也對於有興趣於線上讀書會的研究者提供許多值得探究的研究方向。 / In order to explore the possibility of using information and communication technology to help the children in rural areas and the effects of rural-urban disparity on collaboration learning, this study organizes three online reading groups with different compositions of group members by implementing Literature Circles, a student-led and structured book club. The members of experiment group1 are 2 sixth graders from a rural school and 2 sixth graders from an urban school. The members of experiment group2 are 4 sixth graders. All of them are from rural schools but half of them are from a different school. The members of the control group were 4 sixth graders. All of them are classmates in a rural school. The results of reading comprehension tests and the dialogues of three groups are analyzed to collect quantitative data. A semi-structured interview is conducted to collect qualitative data. The research outcomes shows that the heterogeneous group of rural-urban students could best improve the reading comprehension of rural students and produce high level thinking dialogues. In addition, the group of rural students from different schools could conduct the dialogues in the most delightful atmosphere among all three groups. Based on the research outcomes, relevant applications or in-depth researches could be further preceded in the future.

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.

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。

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。