在這個新世代，人類在閱讀上已顛覆以往的習慣，電子書閱讀器市場潛力與行銷發展也形成巨大的空間及無限的商機，是新世紀的商業新潮流，由於Kindle 電子書閱讀器的熱賣，電子書閱讀器市場，似乎又邁入另一個高峰。也因此造就了電子紙應用市場也跟著快速成長；台灣廠商繼Notebook後, 似乎找到另一個新藍海產業。本研究針對電子書閱讀器其起源、發展、市場及行銷策略上作一探討及研究 其中最關鍵元件－電子紙模組之供應商即為”元太科技工業股份有限公司”，它占了電子紙90％的市場，為電子紙的全球最大供應商，因此本研究以”元太”為主要研究對象，來探討其供應鏈、經營策略、經營績效等，藉此了解電子書閱讀器的市場、應用面及未來創新發展。 本研究將配合波特的五力分析、SWOT分析加上政府政策、電子書閱讀器產業技術、市場及競爭等面向進行探討，並採用個案分析法，進行次級資料分析及人物訪談，藉此分析出該產業各作用力強弱組合，並進一步瞭解所欲進入該產業之廠商將面臨之挑戰。接著探討電子書閱讀器產業內的參與者及其相互關係，以台灣目前電子紙領導廠商「元太科技」為例做說明。得知電子書閱讀器確能確實滿足人類的根本需要，符合現階段的社會要求。架構出電子書閱讀器產業的關鍵成功因素以及電子書閱讀器的未來應用及商機潛力，以作為國內發展電子書閱讀器紙廠商之參考。透過分析，本研究發現電子書閱讀器產業關鍵成功因素在於技術突破及創造新市場應用，如此才能推動電子書閱讀器的產業變革，使其多元應用、商機無限，讓真正的無紙化時代來臨。 / In the new generation of human, reading has been the habit of subversion in the past. It is a new business trend of another century that the market potential and marketing development of e-book reader have developed a huge space and unlimited business opportunities. As a result of the best selling of e-book reader Kindle, the market of e-book reader seems to be advanced into another level. Therefore, it has also achieved the rapid growth of the application market of electronic paper. It seems that the manufactures in Taiwan explore another new industry of Blue-Sea following the Notebook. In this study, it has been taken a deep investigation and research from the origin, development, market and marketing strategy of the e-book reader. The PVI Industrial Co., Ltd, a supplier of the module of electronic paper which is one of the most critical element, accounts for 90% of the market of electronic paper and is the largest supplier in the world of the electronic paper. Therefore, PVI is applied as the main object in this study to explore its supply chain, marketing strategy, business performance, etc., in order to learn about the market, the application of innovation and future development of e-book reader. In this study, it is to explore by using Porter's five strength analyses, SWOT analysis, government policy, the industry technology of e-book reader, market and competition, etc. and also adopt the case analysis, the secondary data analysis and interviews. Therefore, it is to learn more about the challenge to face for which wants to enter this industry by using this analysis of the industrial strength mix of every effort. Then, it is to explore the participants and their mutual relations within the industry of the e-book reader. Based on the leading manufacturer of electronic paper in Taiwan "PVI" as an example of illustration. It is learned that E-book reader that can really meet with the basic needs of human beings, in accordance with the social requirements at this stage. It is to show the structure of the e-book reader industry that the key success factors as well as e-book reader applications in the future and potential opportunities to develop e-book reader as a domestic manufacturer of paper for reference. In this study through analysis, it is found that the key success factors of e-book reader industry is the creation of new technological breakthroughs and market applications, therefore, in order to promote the changes of e-book reader industry, so that to make multiple applications, business opportunities and the real paperless era .

某些字彙可預告句子間的關係及文章架構。這些特殊的預測性字彙包含了連接詞及一部份的名詞、動詞、形容詞及副詞。本研究的目的是探討學習這類預測性字彙在提昇學生閱讀能力的成效。 研究對象是桃園縣某所高中104位三年級學生。研究主要工具包括一份評估學生閱讀能力的全民英檢考題；兩份問卷用來調查學生對於預測性字彙及文章架構的認知；及最後進行的訪談以了解教學成效。研究過程分為三個步驟: (1)前測--- 閱讀能力測驗及問卷。以測驗成績將分數高於平均的學生分至A組而分數低於平均的學生分至B組，來調查不同程度的學生對此教學的回應有無任何差異。而問卷則是調查學生對所要教授的預測性字彙及文章架構有無任何背景知識 (2)教學實驗---為期四個月的預測性字彙與文章結構教學 (3)後測--- 問卷及個別訪談，以瞭解學生在學過預測性字彙與文章結構後，在提昇閱讀能力方面有無任何成效。 研究結果發現，此教學實驗對學生的英文閱讀能力有正面影響。學生回應在閱讀時的速度及在興趣和信心這兩方面都比在接受教學之前提升。A組的學生在有關篇章結構的閱讀測驗題目中表現較B組學生好。同時A組的學生也比較知道如何使用預測性字彙來解析文章結構。至於學生常用的字彙為連接詞。 / Certain lexical items are strongly associated with identifiable clause and textual patterns. In other words, they represent the organization of discourse. These words include connectives and a set of open-system vocabulary with similar properties like connectives. The purpose of the study is to investigate how the instruction in lexical signals and pattern may facilitate reading comprehension. The researcher also examines what kind of predictive words are used most frequently in the process. One hundred and four students, from a senior high school in Taoyuan, were the participants of the study. The reading comprehension test of GEPT, intermediate level (LTTC, 2002), was used to classify the subjects into two sub-groups before the instruction. Group A was the one with the scores above the mean of the test scores. Group B was the one with the scores below the mean. The researcher classified the two groups so as to examine if the subjects in the two groups had any different feedback or response to the instruction. A questionnaire was applied to investigate if the subjects had any idea about the use of signals and patterns before the instruction. Then, a four-month signal and pattern instruction was conducted on all the participants in the study. After the instruction, the second questionnaire was applied to the subjects to gather their feedbacks and responses to the instruction. Furthermore, 30 subjects were randomly selected for interview to get in-depth information for qualitative analysis. The results show the instruction had a positive effect on the subjects when they read English texts. Their reading speed, interests and confidence increased after the teaching of organizing signals and text patterns. And they were confident in using signals to spell out clause patterns. However, some of the subjects had problems of identifying textual patterns, which usually involve several clause patterns combined together to form a text. The signals they used most frequently were connectives, the most overt signals in texts. And the subjects in Group A performed better than those in Group B when making use of predictive signals to spell out patterns. The result shows a strong relationship between the subjects’ English proficiency level and their manipulation of discourse-organizing words and textual patterns.

探討閱讀時視覺與語言因素之研究指出眼球移動位置的決定主要受到低階視覺特徵的影響。有些研究也認為此一涉及計算眼跳目標的決策發生在執行眼球移動之前。為了檢視中文詞彙內的視覺複雜度分佈是否影響眼跳目標決定機制 、我們提出了視覺複雜度分佈指標 (visual complexity distribution index, VCD index) 來代表中文雙字詞內的複雜度分佈情形。依據視覺複雜度分佈指標 、本研究挑選出三組不同視覺複雜度分佈的詞彙 (左偏移、右偏移以及無偏移) 、並將這些詞彙箝入於句子中。紀錄中文讀者閱讀這些句子的眼球運動軌跡 、以比較三組實驗情境下的初次觸接凝視時間 (first-pass duration) 、落點位置 (landing position) 以及眼跳機率指標 (probability measures) 差異。使用線性混合模型 (Linear mixed model, LMM) 估計實驗組別效果 、以探討視覺複雜度分佈指標如何影響決定停留時間與眼跳位置的機制。結果發現右偏移組落點位置都落在其他兩組的右側 、而兩組偏移組的凝視時間都較不偏移組短。進一步分析顯示上述結果需在眼跳目標為中文詞彙才可觀察到。這指出由視覺複雜度分佈指標所反映出的中文雙字詞明視度型態 (luminance pattern) 、會在該詞彙被凝視之前影響眼跳位置的決定 、並依落點位置差異而調節了該詞彙被凝視時的處理。 / Previous studies about the visual and linguistic factors that influence the decision about where to move the eyes next in reading suggest a strong influence from low-level features; some studies also assume that this decision involves the computation of a saccade target before the oculomotor program is executed. In order to test whether the distribution of visual components within Chinese words influence the saccade targeting mechanism, we devised a new parameter that reflects the distribution of visual information along 2-character words’ area: the Visual Complexity Distribution (VCD) index. Three groups of words with a marked VCD index (i.e. Left-Bias, Right-Bias and Non-Bias) were identified and embedded in natural sentences; the eye movement of Chinese native speakers was recorded while they read this material in order to contrast first-pass duration, landing position and probability eye movement measures between conditions. The experimental effects were estimated through contrast between conditions using Linear Mixed Models, thus providing evidence about the VCD index’s influence on both, the decision about the when and where to move the eyes next. The analyses on initial fixation position indicate a rightwards shift when sending the eyes towards words with Right-Bias in comparison to the other conditions and shorter fixation durations when biased words are fixated in comparison to the Non-Bias words. Further analyses demonstrated that the results above can only be observed when specifying saccade targets from Chinese words. These results indicate that the luminance patterns within 2-character Chinese words, as reflected by the VCD index, can influence the specification of a saccade target when those words are about to be fixated as well as modulate the fovea load when those words are currently fixated.

伴隨多元文化洪流之推演，臺灣社會人口結構正產生改變，新住民已成為臺灣第五大族群，是公共圖書館重要服務對象。推動閱讀素為公共圖書館之專業與職志，如何運用並宣傳閱讀活動，培養新住民及其下一代之閱讀能力與習慣，是公共圖書館應兼負之重要任務與挑戰。 本研究運用深度訪談方式，調查越南籍、印尼籍新住民以及國內大型公共圖書館新住民服務，蒐集新住民實際閱讀現況與對於圖書館之看法，歸納公共圖書館推廣、辦理方式與特色，提出我國推廣新住民閱讀活動之策略與建議。 越南籍、印尼籍新住民閱讀時偏好休閒、新聞、親子、課業輔導、家庭關係等主題；越南籍、印尼籍新住民在閱讀偏好上有所差異，印尼籍新住民較偏好閱讀臺菜食譜，而越南籍新住民則有閱讀佛學類資源的需求；除閱讀中文認知困難外，尚存在無法與下一代共同閱讀、閱讀非主要休閒活動等阻礙。 目前我國大型公共圖書館新住民閱讀活動，讀者國籍以越南、印尼籍配偶或移工為主，且分布受地緣關係影響；活動以親子閱讀、圖書館利用、主題書展、文化講座、專題展覽、電影欣賞、讀書會形式呈現，包含異國文化、美食、傳統藝術、童書、旅行等主題，其中親子閱讀活動最受新住民青睞、書展最為常見、圖書館利用活動則有其必要性；特色則有運用獎勵機制鼓勵借閱、開放護照或居留證借閱館藏、聘請專業師資進行原生國家母語專書導讀、出借多元文化書箱或專櫃，將資源遍及各鄉鎮、運用雲端裝置與通訊軟體打造雲端閱讀。 歸納新住民與公共圖書館看法，建議未來國內公共圖書館推廣主題應推陳出新且融合原生國家元素；推廣方式應主動至新住民聚集區域宣傳；推廣對象應廣及新住民家庭成員；推廣管道宜運用紙本、社群媒體等雙重途徑；並建立合作機制，使服務更臻完善。 / Population structure is changing by the multicultural communities in Taiwan. New immigrants have become the fifth largest ethnic group, and an important target that public libraries serve to. Reading promotion is the professional and aspiration of public libraries, how to apply and promote reading activities, to develop the reading ability and habits of the new immigrants and their next generation, is important task and challenge of public libraries. The study conducted in-depth interviews to investigated Vietnamese and Indonesian new immigrants current reading situation, and point of view toward public libraries, organize the way and characteristic on large public libraries multicultural service department, to discuss the development of reading promotion to new immigrants in Taiwan. The study found that Vietnamese and Indonesian new immigrants prefer the topic of leisure, news, parenting, tutoring, and family relationships when reading. Indonesian new immigrants prefer to read the Taiwanese cuisine recipes; Vietnamese new immigrants prefer to read the resources related to Buddhism. Generally, new immigrants have difficulties with cognitive when reading Chinese; unable to guide the next generation to read; and have reading barriers such as low motivation. In Taiwan, reading promotion to new immigrants in public libraries have some common circumstances, Vietnamese and Indonesian spouses or workers are the major public library readers, distributed by the geopolitical relations. The common types of activities are parent-child reading, library use, topic book fair, culture lecture, thematic exhibition, screening of films, book club meeting, and other forms of presentation. The topics of activities include the exotic culture, cuisine, traditional art, children's books, travel. New immigrants’ favorite activity is parent-child reading, topic book fair is the most frequent type, library use is indeed a need; and the features of reading promotion are incentives like encouraging readers to borrow books by giving gift, simplifying application procedures of library card by using passport or residence permit, hiring professional teachers to held book reviews by native country’s language, lending multicultural book or counter to every corner throughout the township, applying cloud devices and communication application to create cloud reading. Generalize new immigrants’ experience of participate and the actual promotion situation of public libraries, there are some recommendations to domestic public libraries: The theme of the reading promotion should innovate and integrate native country elements, The approaching of the reading promotion should take the initiative to where new immigrants gathered area, The target audience of the reading promotion should be expanded to new immigrant family members, The channel of the reading promotion should adopt composite ways, such as social media and paper declared, Reading promotion should cooperate with the new immigrant organizations, enabling the service perfect.

《金瓶梅》續書包括《續金瓶梅》、《隔簾花影》、《三續金瓶梅》以及《金屋夢》四部小說，它們雖是依據續衍對象而被收編於同一續書群體之內，但卻各有其回應原著、前作以及時代的姿態，呈現出殊異的面貌，可說是各以不同角度在閱讀、傳播與書寫過程中展開對創作、批評的思辯。而本文即是針對此批橫跨有清一代的《金瓶梅》續書群進行個別的書寫現象考察，指出小說續書因立足於原著以及其他續書之上，在回應原著之餘，也與先前的續書有所聯繫，閱讀前作所可能產生的競爭／遊戲心態，使小說的字裡行間除了反映其時的審美效應之外，亦不時地顯露出高度自覺的創作、思考痕跡，具有「後設」的況味，而此正是本文聚焦之所在。 在章節安排上，第二章是以清初丁耀亢的《續金瓶梅》為對象，由於其體例特殊，又具鮮明的易代色彩，故此章由丁耀亢的創作意識及文類意識切入，從創作者的多重身分與視角、情節正文與邊緣文字，乃至於結合當時的社會、歷史背景以觀，以一種主、客體間交互作用的觀照來詮解《續金瓶梅》的書寫現象，把握其文本特質與後設思維。第三章則以傳播、接受的角度切入，分析據《續金瓶梅》增刪而成的兩部續書——《隔簾花影》及《金屋夢》，由增刪的內容來尋索在清初以及清末民初這兩個截然不同時空下，刪改本對原著和之前續書的接受，探求隱藏在增刪背後的意味，及其與原著、之前續書間糾葛牽纏的關係。 第四章主要是探討清中葉的《三續金瓶梅》，以此書的別名《小補奇酸誌》所透露的「小補」、「奇酸」作為思索進路，首先是在續衍的脈絡下檢視作者「如何補」《金瓶梅》，亦即如何將其對前作的理解轉化為續衍的策略，造就一種與之既相關又相悖的微妙狀態；其次是從閱讀與接受版本看《三續金瓶梅》的思想涵化；最後則是在前述的基礎上，釐清文中的互文、解構……等現象。第五章為結論，總述以上幾部《金瓶梅》續書的書寫現象，並提出本論文的觀察：《金瓶梅》續書的後設思維表現為若干相似但卻又不盡相同的書寫現象，「後設」並非意味這批續書具有的單一的、本質性的定義，而是揭示它們總是朝向無限的可能性展開，無法自我封閉，但是又具有彼此關涉、連繫的特質。 / Although all the four sequels to Jin Ping Mei, including Xu Jin Ping Mei, Ge Lian Hua Ying, San Xu Jin Ping Mei, and Jin Wu Meng, are based on the same original, Jin Ping Mei, and belong to the same category, each has its different concerns in the aspects of echoing the original, echoing the previous works and echoing its time. In other words, the four sequels start distinct arguments on creating and criticizing through reading, disseminating, and the process of writing. This thesis observes individually the writing phenomenon of sequels to Jin Ping Mei, which flourished in Qing Dynasty, and argues that the sequels standing beyond the original and other sequels not only echo the original, but also connect other previous sequels. Thus, the competing/playing response might be caused by reading the previous works makes the lines respond the sense of beauty of its time, and simultaneously appears the highly consciousness of writing and thinking. The meta-discourse it contains in the process is what this thesis focuses on. Chapter 2 discusses Ding Yao Kang’s Xu Jin Ping Mei due to its special format and its obvious color of dynastic changeover. From Ding Yao Kang’s consciousness of writing and genre, this chapter interprets this writing phenomenon of meta-discourse with the subject/object relationship from the writer’s multi-identity, from the text and the preface and postscript to the social context and historical background. Chapter 3 analyzes other two sequels, Ge Lian Hua Ying and Jin Wu Meng, based on and with additions and deletions of Xu Jin Ping Mei, from the perspectives of dissemination and reception. The additions and deletions shows the different receptions in early Qing dynasty and in the end of Qing, and also, the interwoven relationship implied in the additions and deletions, the original, and the previous sequels can be found. Chapter 4 first observes San Xu Jin Ping Mei in mid-Qing dynasty from its alias Xiao Bu Qi Suan Zh. Its “Xiao Bu” and “Qi Suan” offers to examine how the writer mends Jin Ping Mei through the way of making sequels, that is, it offers to examine how to transfer the understanding of previous works into a policy of sequels, and it achieves a contradictious state of being relevant and being opposite. Second, how San Xu Jin Ping Mei is influenced by reading and reception would be observed. Finally, the intercontextuality and deconstruction would be indicated based on the aforementioned arguments. Chapter 5 concludes that the meta-discourses presented in the writing phenomena of the four sequels of Jin Ping Mei presented are equivalent but not exactly the same. The meta-discourse does not confine the definition to be unitary and essential; rather, it illuminates their unlimited possibility of extension, which is not completely independent but interweaves to one another.

電子書興起，改變了讀者的閱讀方式，紙本書不再是唯一的選擇。電子書的供應鏈由上而下可分為：作者、出版社、DRM業者、網路通路平台、電信業者、硬體載具製造商。隨著科技創新，新的供應鏈創造了參與者新的競合模式，各參與者的商業模式也隨之創新，相較於過去的紙本書市場出版商擁有較大的議價能力之情況，在新的競合模式中，掌握客源的網路平台通路商對於上游的出版商之議價能力大幅提升。另一方面，越來越多作者跳過出版社，直接將電子書的版權賣給網路平台通路商，導致出版商原有的掌握版權之優勢減弱，長期下可能會致使出版社在電子書供應鏈中的議價能力進一步降低。未來隨著科技進步，彩色電子書閱器與結合其他功能的設備將是發展趨勢，但光靠硬體端難以建立他人無法輕易突破的進入障礙，而許多參與者在供應鏈上並非具單一角色，像是Amazon與Apple兼具網路平台通路商與硬體載具供應商之角色，亦即「平台+硬體載具」的雙重獲利模式，而這兩間公司皆掌握了主要的「客源」，是其重要優勢。而Amazon更是透過支援的應用程式，讓非自家載具之消費者也能至自己的電子書店下載電子書，像是iPad、iPhone、藍莓機等等。因此以未來電子書成長後議價能力與賺取現金流之能力的消長預期來看，相較於其他參與者，Amazon與Apple會是較佳的長期投資標的。 / The emergence of e-books changes the reading habit, and the paper-book is not the only one medium of reading anymore. The supply chain of e-books comprises diversified industries, including authors, publishers, DRM providers, online retailers who operate digital bookstores and manage accounts of customers, telecommunications, technology-side players. When technology advances, the new supply chain creates new co-competition model, the business models of players begins to innovate. Compared to paper-book market in which the publishers have stronger bargaining power, in new co-competition models, the online retailers have a huge customer base and therefore have stronger bargaining power over publishers. Furthermore, there are more and more authors who skip publishers and sell the digital right to online retailers directly. That is, the content resources controlled by publishers reduce, and the bargaining power of publishers deteriorates. In the future, producing colorful e-readers will not be a difficulty anymore, but the technology-side players will have difficulty in establishing entrance barrier. However, some participants play various roles across the supply chain, such as Amazon and Apple. Both of two companies play the roles of online retailers and technology-side players, and have double sales resources from plate form and hardware. Beside, both of these companies have large customer base, and it is the critical competitive advantage of Amazon and Apple. Especially, Amazon supports some hardware tools like iPad, iPhone, and Blackberry. As long as the customers download the application programs, the customers can purchase e-books on Amazon.com. From the aspects of potential of growing bargaining power and future discounted cashflows, Amazon and Apple would be better choices for long-term investors.

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

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

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

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