人類的政治與日常生活內容存在於公共領域和私領域中，隨著社會的自由化與民主化，公私領域也對教育產生影響。本研究把公共領域視為政治生活的空間，人們在其中通過彼此的共同經驗來討論各種議題。私領域則是涉及自身關係與親密關係等內容，其發展與公共領域有密不可分的關係。本研究重新描述了Dewey教育理論中的經驗與民主等概念，且針對其中的不足之處，企圖以公私領域的概念加以充實之。研究者主要從四個部分的分析來重構Dewey的理論：一、增加生活經驗的多樣性；二、社會化與個性化的兼顧；三、公共與私人的民主生活；四、民主教育的自主與團結。根據上面的分析，最後研究者對Dewey的教育理論提出了四點建議：第一，把公私領域的概念融入Dewey的經驗理論中，使人們注意到在經驗的連續性及交互作用中，存在那些公共與私人生活的複雜關係；第二，重申個性化和社會化必須兼顧的重要性；第三，瞭解各種團體的互動關係能使共同生活更為完善；第四，把各種公共與私人的關係納入考量中，將有助於彰顯出完整的人類生活面貌。 / The politics and daily life of human lay both in the public and the private sphere, along with the liberalization and democratization in the society, the public and the private sphere also bring about influence on education. The study treats public sphere as the realm of political life. In the realm, people discuss various subjects with their associated experiences. The private sphere involves self and intimacy relations, their development have inseparable relevance to public sphere. The study redescribes the concepts of experience and democracy in the Dewey’s educational theory, and attempts to enrich his shortage with the concept of the public and the private sphere. The Author reconstructs Dewey’s educational theory by four points: Adding the variation of life experiences, giving equal attention to socialization and individualization, public and private democratic life, autonomy and solidarity of the democratic education. Accordingly, the author proposes four suggests to Dewey's educational theory: Firstly, if people want to understand the complexity of the public and the private life, they need to integrate the public sphere and the private sphere into Dewey’s experience theory. Secondly, reiterating the importance of the individualization and the socialization must be given equal attention. Thirdly, understanding the interactive relationships in various associations could cause to a better associated living. Fourthly, it will be helpful to show a complete human life by taking all kinds of the public and the private relation into account.

本研究旨在透過人類領域性理論，探討教師領域性相關內涵，以理解教師領域性心理與行為，進而探討國小教師領域性與協同教學意願的關係。本研究重點主要包括：（1）人類領域性與教師領域性的相關概念、（2）協同教學相關概念、（3）國小教師領域性與協同教學意願的關係、（4）對國小協同教學實施的建議。 本研究採用文獻分析法以及問卷調查法進行，以自編之「國民小學教師領域性與協同教學意願調查問卷」，針對台北市五所有班群教室設計與協同教學的國小及五所一般國小，合計十所國小全體教師實施問卷調查。合計發出502份問卷，有效問卷共計247份，有效問卷比例約49.2%。使用的統計方法除描述性統計外，還包括信度分析、T考驗、單因子變異數分析、相關分析、因素分析及潛在變項分析。 本研究主要結果如下： 一、國小教師確實會以領域相關概念處理教學相關事項，亦即，教師對教學相關事項的處理，確實存在領域性。 二、國小教師對教學相關事項的處理，偏向於初級領域概念。保守言之，其教師領域概念介於初級領域與次級領域之間，且略偏向初級領域。 三、整體而言，國小教師具有中等以上程度的教學相關領域性。 四、在五種教學相關領域事項中，國小教師最期望獲取的是時間與空間，最尊重不侵擾的是時間與學生群體。相對上，「教學時間」最能代表國小教師領域性。 五、經實證調查分析，八項有意義的領域性影響因素為：人際身分因素、領域特質因素、情境因素、性格/經驗因素、人際異同喜惡因素、資源因素、自我概念因素、程序因素。 六、整體而言，國小教師協同教學意願維持在中等程度，並傾向認為學校教師彼此間應該像是「親密的一家人」。 七、國小教師似乎偏好某些類型的協同教學。 八、國小教師若越傾向以初級領域概念處理教學空間、教學資源、教學時間、學生群體、及個人對教學的想法或做法，就越傾向不願意實施協同教學。 九、不同人口變項的國小教師其教師領域性與協同教學意願高低有顯著差異。 十、國小教師的教學相關領域性與其他場域領域性的特性有差異。 最後，依據上述研究結果，本研究分別提出對國小學課程與教學、學校或教育行政機關及未來研究的建議。 / This study aimed to investigate the content of territoriality of teachers through the theory of human territoriality, for realizing the psychological and behavioral significance of territoriality of teachers, and then studying the relationships between the concept of territoriality of teachers and the willingness of team teaching of elementary school teachers. The main pointes of this study includes: (1) the concepts about human territoriality and territoriality of teachers, (2) the concepts of team teaching, (3) the relationships between the concept of territoriality of teachers and the willingness of team teaching of elementary school teachers, and (4) the suggestions on the implementation of team teaching in the elementary schools. In this study, literature review and questionnaire survey were adopted; and the questionnaire “A Survey on the Relationships Between the Concept of Territoriality of Teachers and the Willingness of Team Teaching of Elementary School Teachers” was designed. The questionnaire survey was conducted on 502 elementary school teachers, from five clustered-classroom and team-teaching public elementary schools and five other general public elementary schools in Taipei city. At last, 247 questionnaires （49.2%） were valid and analyzed. Besides descriptive statistics, reliability analysis, t-test, one-way ANOVA, correlation analysis, factor analysis and SEM were used to analyze the data from the questionnaire survey. Some of significant findings of this study are as follows: 1. Most elementary school teachers treat related teaching affairs with territory concepts. That’s to say, the concept of territoriality of teachers can be found in the treatment of teaching affairs by most elementary school teachers. 2. Most elementary school teachers tend to treat teaching affairs with the concept of primary territory. In terms of conservative analysis, the inclination falls on the border between the primary and secondary territory, but towards the primary territory. 3. In general, most elementary school teachers possess above-average level of related territoriality of teaching. 4. Among five related territoriality of teaching affairs, most elementary school teachers desire to have time and space—value time and “space” most—and extremely respect time and students, which cannot be bothered. In other words, “Teaching time” is the most representative of territoriality of teachers. 5. After the analysis of the empirical study, eight significant Influential factors of territoriality are: (1) inter-personal relationship and status, (2) territorial characteristics, (3) situation, (4) personality/experience, (5) inter-personal preference, (6) resources, (7) self-concept, and (8) procedure. 6. On the whole, most elementary school teachers’ willingness to team teaching are moderate, and tend to regard each other as intimate family members. 7. Most elementary school teachers tend to prefer some kinds of team teaching. 8. The more elementary school teachers tend to treat—with the concept of primary territory—teaching space, teaching resources, teaching time, students, and their thinking and doing about teaching, the less they are willing to practice team teaching. 9. For the elementary school teachers of different demographical variables, the relationships between their territoriality of teachers and willingness of team teaching are significantly different. 10. The characteristics of territoriality of teaching are different from those of other fields. Finally, based on the findings of the questionnaire survey and related literature review, the researcher works out some suggestions on the elementary school curriculum and instruction, schools and educational administrative organizations and future researchers.

「公共領域」（public sphere）的概念，源自西方學界，哈貝馬斯（Jürgen　Habermas）、漢娜‧鄂蘭（Hannah Arendt）等學者提出相關的論述。雖然他們的論述以西方為其研究與關切的中心位置，在東亞思想的研究方面也具有深遠的影響力，現今為止，日本等東亞地區的公共哲學是繼承了關於公共理論的知識遺產。本文以哈貝馬斯為重要的理論泉源，討論主要藉助西方的資源，但將東亞國家的觀點納入考量，希望它也能有助於澄清「地域－世界」(Glocal)的問題。

近年兩岸主要受雙邊政策開放影響，各自企業皆積極發展對岸投資策略，以回應其衝擊。臺灣政府雖鼓勵陸資來臺挖掘商務資源，惟因來臺投資之稅務相關法令散雜，無形中減低了投資念頭。因此本研究欲對陸資來臺投資之相關稅務進行探討。 本研究先整理出陸資來臺投資之法源、租稅協定相關概念及境外投資組織形式之文獻資料，再從現有租稅框架出發，以公司、股東及個人的角度去探討；緊接著預期未來可能政策所帶來之稅務影響，作為後續個案之重要基礎。研究方法採個案研究法與文獻分析法為主，以青島啤酒股份有限公司和中國銀行分別作為製造業與銀行業之研究對象，除了融入前述稅法，更以個別產業適用之法令來分析個案在設立及發展過程，其租稅上之規定及適用之減免情形。最後相信未來陸資投資前，勢必於租稅領域能有所依循，評估就稅務面對自身有利與否。

本研究旨在了解國中社會領域教師教學現況，調查工具為研究者自編國中社會領域教師教學現況問卷。以93學年度台北縣國中為研究對象，採取全面普調各校教務主任及社會領域教師。共計回收學校數67校，佔所有母群施測學校90.54％；有效樣本「教師版」問卷541份，回收率58.61％；「行政人員版」問卷59份，回收率79.73％。並舉辦二次專家教師焦點座談。問卷所得資料，利用統計套裝軟體SPSS10.0版本進行統計分析，獲得以下結論： 一、 在教學現場有將近一成教師為代課浮動編制，且有教師證之公民師資人數百分比明顯偏低。 二、行政人員與社會領域教師對社會領域教學實施現況看法存在差距；行政人員看法較樂觀及寬鬆，社會領域教師在教學自我要求較嚴謹。 三、教師參加領域學分研習進修人數百分比呈現正成長。但教師參加社會領域學分研習對教學行為並無顯著影響。且資深教師參加意願不高。 四、比較83年課程標準與九年一貫新課程，社會領域均為基本學力測驗考科，教學目標不變，教材未見減少，學生學習時數大幅減少，且北縣各國中校際與年級間學生學習時數差距多達240節。使學校教師教學難以發揮，教師新陳代謝停頓，師資結構難更改，呈現教學困境之際。 五、71.2％教師授課方式採取分科教學。一年級採合科教學之比例最高（25.8％）；三年級採分科教學之比例最高（70.6％）。學校決定授課方式多透過會議決，但在決定授課方式受到學校位置、學校規模及教育政策影響。 六、提供專科教室作社會領域教師教學使用的學校數不到四成，設備、教材內容、授課時數等因素影響教師使用專科教室□率。 七、學校提供電化設備的比例達九成六三，超過七成的行政認為提供電化設備的數量足供教師使用，近六成認為教師會獨立操作。但教師因電化設備、教材內容、授課時數影響教師使用頻率。 八、學校提供圖儀設備的比例達九成七；五成的行政認為提供圖儀設備的數量及種類足供教師使用；八成二行政對認為教師使用情形尚可，教師教學使用頻率因圖儀設備與教材內容的相關度、行政管理借用方便及教師用心規劃課程而影響。 九、47.9％行政及79.8％教師認為多元化教學「尚待加強」。54.2％行政已訂定相關配套措施。另教師因教學時間及設備因素影響多元化教學實施。 十、國民中學社會領域「教師教學行為」的總平均分數3.71落在「符合」與「非常符合」之間，表示教師教學專業行為居於中上。 十一、整體教師得分最高的是「增進有效溝通」，教師教學最優強項為「教學時，能以和善親切的語氣與學生互動。」；得分最低的是「活用教學策略」，教師教學最弱項為「教學時，能依據教學需要應用各種電化設備。」 最後依據研究結論，提出建議。 / The purpose of this study is to understand the current status of teaching implementation on the teachers of social learning field in junior high schools, the investigation tool is a questionnaire self-prepared by the author, which is to aim at the current status on the teaching activities of the teachers on social learning field in junior high schools. The study was to aim at junior high schools of Taipei County in 2004 academic year as the study object and adopted an overall general investigation on prefect of studies and the teachers in social learning field of each school. Totaling 67 schools of returning rate which occupied 90.54% of sampling school, 58.61% of returning rate in total 541 copies of valid sample questionnaire of “Teacher Version”, the returning rate in which was 58.61%, and 59 copies of questionnaire of “Administrative Personnel Version”, the returning rate in which was 79.73%. Except the mentioned above, we also have held twice focus seminars participated by expert teacher. The data obtained from questionnaire that has further made use of SPSS 10.0 Version of statistics package software to proceed statistical analysis, the conclusions from which are as follows: 1. Approximately 10% teachers on the teaching spot are belonged to the acting teacher of floating system, the number of civil education teacher bearing teacher certificate is apparently low . 2. It exists difference of viewpoint on the implementation status of social field teaching between administrative personnel and teacher for social filed teaching. The viewpoint of administrative personnel is more optimistic and loosening, however, the teacher for social field teaching is more strict on self-discipline. 3. The number of teacher participated in the field credit study has appeared positive growth, however, there is no significant influence on the teaching behavior of the teachers participated in the field credit study, moreover, the participation willing of senior teacher is not so high. 4. Compares to the course standard of 1994 with the new course of 1-9 integrated curriculum, social field is same as the examination course in basic learning ability, its teaching target has no change, the teaching material has not been decreased, but the learning hours is largely decreased, meanwhile, the difference of learning hours among the junior high schools and grades in Taipei County has reached 240 periods, it has caused the teachers in school are difficult to fulfill in teaching, the metabolism of teacher is stopped, the structure of teacher is difficult to change, it has appeared the hardship on teaching. 5. 71.2% of teaching method by teachers that has adopted courses classified teaching. The rate of 1st Grade adopted courses combined teaching is highest (25.8%), the rate of 3rd Grade adopted course classified teaching is highest (70.6%). The decision on lecturing method made by school, more are through resolved by meeting, however, the decision on the lecturing method is subject to the influence on the location of school, scale of school, and the education policy. 6. It is less than 40% of schools to provide specialty classroom to the teacher in the social field, the factors such as equipment, contents of teaching material, lecturing hours will affect to the using frequency on specialty classroom. 7. The rate of school providing electrified equipment has reached 96.3%, exceeding 70% of administrative personnel deem that the quantity of electrified equipment provided that is sufficient to be used by teacher. Approximately 60% deem that teacher can operate independently. However, due to electrified equipment, contents of teaching material, and the lecturing hours that will influence on the using frequency by teacher. 8. The rate of school providing drawing & instrument equipment that has reached 97%, exceeding 50% of administrative personnel deem that the quantity of drawing & instrument equipment provided that is sufficient to be used by teacher. The using frequency on teaching by teacher that is influenced by the relevance between drawing & instrument equipment and contents of teaching material, convenience on borrowing from administration and course well planned by teacher. 9. 47.9% of administrative personnel and 79.8% of teachers deem that the pluralized teaching is still pending to strengthen. 54.2% of administrative personnel have already established responding measures. However, because of the teaching hours and the equipment factor that will influence on the implementation of pluralized teaching. 10. The total average score 3.71 of “Teachers’ Teaching Behavior” in social field in junior high school is fallen behind and between “Consistent” and “Very Consistent”, which means that the teaching professional behavior of teachers is over middle level. 11. The highest of scoring by integrated teachers is “Promoting Effective Communication”, the excellent item shown by teachers in teaching is “ Be able to interact with students by amicable and kind tone while teaching”, the minimum scoring is “Vitalizing Teaching Strategy”, the weakest item shown by teachers in teaching is “Be able to according to the teaching need to utilize each kind of electrified equipment”. Finally, in accordance with the conclusion on study, we do hereby propose the suggestion. Keyword: social field, 1-9 integrated curriculum, field teaching.

九年一貫課程的實施意味著學校本位課程發展理念的實現，學校一時間從受命單位，成為需做關鍵決定的主動者，在變動的情境中，學校做了哪些課程決定、以怎樣的方式做決定、決定受到哪些因素影響、決定過程中遭遇到那些困難，又以哪些策略解決，這些問題的答案對研究者來說具有相當的價值。本研究首先從課程決定的歷程、層級、影響因素等角度去理解文獻中課程決定的概念，進而分別從課程四大要素的角度去探究青水中學自然領域的課程決定樣貌，並發現（1）課程內容的決定在學校層級中最受重視（2）教師忽略了單元目標的決定（3）學校層級的課程決定是一個動態的歷程（4）青水中學的課程決定方式是由校長擬定大方向、教師依據方向擬定實施步驟（5）影響課程決定的因素來自學校內、外部以及決定者本身（6）決定過程中主要的困難是教師能力不足以及傳統校園文化的充斥；具體的解決策略則包括規劃進修課程、強化教師心理、建立互動系統等三個方面。研究者以前述六項發現為基礎，提出兩個討論問題：（1）由校長主導學校層級的課程決定不符合學校本位課程發展的精神嗎？（2）課程決定者的的教育信念應內隱或外顯？最後研究者提出五點建議：（1）強化學校長期課程發展成果的檢核（2）開展課程決定者間進行課程對話的機會與深度（3）加速教師專業培育系統的更新（4）鼓勵校內、外的課程決定者建立起高效率的合作機制（5）加強教師運用能力指標的能力。

自原住民族基本法2005年2月5日公布施行以來，原住民族傳統領域土地一直為國內各界熱衷討論及研究之議題，其中包含應用PPGIS技術整合原住民集體記憶轉繪為部落地圖，以及從共管面向探討原住民地區內自然資源管理模式等多方論述；而政府在面臨原住民族訴求土地權利返還主張之時，也總是以由上而下式的思考模式框限原住民族土地之發展空間，形成政策制度與原住民社會期待間之落差，近日司馬庫斯風倒櫸木事件適為此現象之最佳例證。 本文爰以多元文化主義、自然主權及生物多樣性為論述基礎，參酌加拿大處理原住民族主張土地權利之長久且成效豐碩經驗，釐清未來原住民族傳統領域制度建立時所遭遇基本內涵、形成步驟、產權型態及衝突解決途徑等四面向問題徵點。研究結果顯示，應以部落為主體及土地使用關係作為傳統領域之劃設準據，並採用協商合作方式作為調查處理的基本制度模式，而傳統領域產權制度則以部落共有制為核心基礎，至於關於傳統領域問題如何解決，需成立中立爭議調處機構衡平協調處理。 / The indigenous tradition territory has been a hot subject of discussion and research all over the country since the Indigenous Fundamental Law was promulgated and enforced On February 5, 2005; the study orientation includes that using the PPGIS technology to integrate the indigenous collective memory extends the tribe map, as well as based on the condominium spirit discusses the natural resource management pattern in the original resident area. However, when dealing with the request made by the indigenous of returning land right, government uses a top-down thinking mode to limit the indigenous land development, which causes the gap between the policy institution and the indigenous society expectation; a perfect example is the recently incident regarding stealing trees blew down by typhoon in Marcus. This article takes the multicultural principle, the natural sovereignty and the biodiversity as the elaboration foundation, and also refers to the Canadian long-term and great experiences of dealing with the issue concerning the indigenous land right, in order to clarify four questions, basic connotation, the step of formation, the type of property right and the solution of conflict, encountered when the indigenous tradition territory establishes domain system in the future. The findings showed that we should consider the tribe a main body, delimit the traditional domain based on the land use relation, and select a consultative cooperation method as the basic system mode of investigation. Moreover, the traditional domain property right system takes the tribe co-owned institution as the core foundation. As to solutions of indigenous traditional domain, we should set up a neutral organization to mediate those disputes objectivity.

本論文以近年來兩岸開放交流下，台灣民航業者經營大陸民航市場之策略進行探討，焦點鎖定在當前的機隊規劃、投資領域、整合型態、兩岸業者SWOT分析，以及未來的前景。首先運用文獻回顧法，回顧兩岸民航業發展與兩岸民航交流歷程，進一步探討當代台灣民航業者對大陸市場之佈局，以及兩岸包機對台灣業者營運之影響。從中我們發現台灣民航業者有佈局大陸市場之急迫性，台灣市場的推力與大陸市場的拉力是關鍵。另一個重點是運用SWOT分析法探討台灣民航業面對大陸同業的優勢、劣勢、機會與挑戰，推導出台灣業者未來經營策略最重要的一點是有效整合外部資源，與大陸、其它國家以及台灣業者彼此之整合，台灣業者才能在大陸市場站穩一席之地。 / The Taiwanese civil aviation businesses’strategy of managing the market of mainland China following the open of cross-strait interaction in the recent years is researched for this paper. The research focuses on the schemes of planes groups, the fields of investments, the forms of intergrations of aviation businesses, the SWOT analysis of cross-strait businesses and the promises in the future. Firstly, I use the research method of reviewing the documents to review the development and interactive history of cross-strait civil aviation businesses, and to research the layout in mainland China and the impact of charter flights of them. It is found that Taiwanese businesses are urgent because of Taiwanese pull and Chinese push. Another key point is the research of Taiwanese businesses' strengths, weaknesses, opportunities and threats when confronting the Chinese businesses which points that Taiwanese must integrate outer resources effectively, cooperate with Chinese, international and Taiwanese businesses with each other. By this way, Taiwanese just own an appropriate market space in mainland China.

This thesis sheds light on how the nonprofit sector developed in Taiwan, from under an authoritarian regime (1950s to 1980s) to the democracy today. It does so by asking two fundamental questions: First, why and how did Taiwan’s nonprofit sector emerge? Second, what are the forces that are shaping its development? In this study I advance four arguments. First, I argue that the nonprofit sector has passed through several distinct phases since democratization in the early 1980s. We will see that its transformation mirrors changing economic, social, and political developments in Taiwan. However, I also make three other related arguments about the nonprofit sector in Taiwan. My second argument is that the state and its institutions have profoundly shaped the nonprofit sector’s pattern of development. The state matters because political institutions and regulatory frameworks directly and indirectly structure the development of civil society, which is the organized non-state, non-market sphere in which nonprofits operate. To support this argument, I show how, in the 1980s and 1990s, the nonprofit sector was shaped by social movements, electoral competition, and privatization of social welfare. My third, or “third-party government,” argument—a concept first advanced by Lester Salamon—contends that, since the late 1990s, the nonprofit sector and state have become interdependent to make up for their corresponding institutional strengths and weaknesses. My fourth argument is that the current combination of economic downturn, social welfare devolution, and competition with for-profit enterprises has pushed nonprofits towards commercialization and marketization—a trend that offers significant benefits as well as pitfalls for the nonprofit sector.

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