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本文所要處理的問題為：「公共」的內容究竟為何？以及在福利國家的脈絡下公私之間如何互相滲透？本文採用Naomi Pfeffer與G. Majone的見解，將福利國家分為命令與控制型模式(command and control model)與規制型國家(regulatory state)。而這二種模式的差異可以由統治(government)和治理(governance)兩字得到說明，前者與命令與控制型相關，後者則與規制型相關。而所謂「治理」之概念，即一種國家權力向社會回歸的現象。本文以哈伯瑪斯《公共領域的結構轉型》為理論背景，探討現代國家職能由福利國家的興起與轉型之國家與社會關係與公私融合的過程。 / The main purposes of this thesis are: (1) discuss the transformation of the relationship of state and society under the process of “‘societalization’ of the state” and “‘stateification’ of society” through the rise and transformation of the welfare state; (2) examine the theories of “publicness”, “public/private distinction”, and the phenomena of “public-private mix” to study the mutual relation between the public and the private; (3) review and criticize the selected public policy. The public/private distinction has declined under the welfare state nowadays. On the topic of welfare state, this thesis applies the opinions of Naomi Pfeffer and G. Majone that divide the welfare state into the command and control model and the regulatory state. The words “government” and “governance” could interpret the difference of these two kinds of patterns: the former is relative to the command and control model, while the latter is relative to the regulatory state. In addition, the conception of “governance” indicates the process of authority returns from the state to the society. On the topic of public/private relation, this thesis adopts the theories of Jürgen Habermas in his book: The Structure Transformation of Public Sphere, through his ideas of public sphere and its relation among the intimate sphere and the state to explore the relation between the state and society. In practice, this thesis takes the case of turning the national university into the corporation (juridical person) in Taiwan, and introduces to the theories discussed above: see the university as a public sphere and its reform as the transformation of welfare state.

本研究依據體驗學習理論，建構一套適用於國小社會領域教學的體驗學習教學模式，包含前導活動、情境互動、經驗反思、應用、歷程反思。為探討以體驗學習教學法進行社會領域教學的實施效果，以北部某國小四年級的四個班級學生為研究對象，三個班級為實驗組進行體驗學習教學，一個班級為對照組進行講述問答教學，進行五週的教學實驗。研究對象在實驗課程結束一週後接受研究者自編之社會領域學習成就測驗，及填答研究者自編之社會領域學習態度量表，在實驗課程結束後六個月再次填答社會領域學習態度量表。另外，在各單元課程結束後，實驗組教師分別填寫一份教學記錄與反思，實驗組學生分別填寫一份學習意見調查表。在質性資料部分，研究者除了觀察各班的教學之外，在實驗課程結束後，對四個班級的師生進行個別訪談。 研究結果主要發現：1.體驗學習有助於學生社會領域學習成就，尤其是高層次認知方面。 2.體驗學習有助於學生社會領域學習態度，尤其是興趣方面。 3.體驗學習有助於學生社會領域長期學習態度，不論是興趣、價值或信心方面。 4.體驗學習最重要的成分為情境、互動、反思。 5.不同教學風格教師均適合使用體驗學習教學法。 6.參與體驗學習教學有助於教師專業成長。 根據研究發現對教學實務提出建議如下：1.不論教師風格為何，均可使用體驗學習教學法，以利於學生高層次認知、興趣和長期學習態度。 2.體驗學習課程設計應有高情境、高互動、高反思。 3.社會領域第二學習階段強調鄉土教育，宜使用體驗學習。 4.使用體驗學習進行社會領域鄉土教學，應善用社區和家長資源。 5.與其他學習領域設計整合體驗學習課程，可解決時間不足的問題。 6.教師參與平等、互信、互助、重反思、重專業的教學行動研究團隊，有助於教師專業成長。 / The main purpose of this study was to understand the effects of merging experiential learning into social studies in elementary schools. Through literature reviews, we constructed a teaching model of merging experiential learning into social studies, including directive activity, situated interaction, reflection of experience, application and reflection of process. Three classes accepted experiential learning were categorized as experimental groups, and one class accepted teacher’s lecture as contrast group. The courses lasted for five weeks in an elementary school in northern Taiwan. All students took social studies achievement test and social studies attitude questionnaire immediately following the courses, and filled up social studies attitude questionnaire again six months after the courses. We also observed the process of the courses, and interviewed teachers and students after the courses. The main findings of this study were as follows: 1.Experiential learning can help improve students’ achievement in social studies, especially in high level cognition. 2.Experiential learning can enhance students’ attitude toward social studies, especially in interest aspect. 3.Experiential learning can promote students’ long-term attitude on social studies, no matter in interest, value, or confidence aspect. 4.The most important elements of experiential learning are situation, interaction, and reflection. 5.Teachers with various types of teaching styles can adapt experiential learning method when teaching social studies. 6.The experience from the participation of the study helps teachers’ professional growth. Finally, some suggestions were proposed based on the conclusions for further studies.

科学研究費補助金 研究種目:基盤研究(C)(2) 課題番号:09650665 研究代表者:山下 哲郎 研究期間:)97-1998年度

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本研究旨在了解桃園縣國中藝術與人文教師資訊素養與教學效能的關係，主要探討不同背景變項、環境變項之桃園縣國中藝術與人文教師，在資訊素養與教學效能的差異情形。 本研究之研究對象，乃以桃園縣國中藝術與人文教師為主，抽樣34 所公立國民中學189 位教師，調查結果以平均數、標準差、t 考驗、單因子變異數分析、薛菲事後多重比較法、皮爾遜積差相關、多元迴歸等統計方法，進行資料處理分析，獲致下列結論： 一、藝術與人文教學資訊素養與教學效能整體是屬於「中高」程度的表現。 二、藝術與人文教師教學資訊素養因教師背景變項不同而有顯著差異。 三、藝術與人文教師教學效能因教師背景變項不同而有顯著差異。 四、教師教學資訊素養及教學效能各層面具有高度正相關。 五、教師教學資訊素養愈高，其教學效能愈佳。 六、藝術與人文教師教學資訊素養對教學效能整體與各層面具有高度的解釋 力。 七、 教師教學資訊素養對教學效能整體及各層面具有主要的預測作用。 關鍵字:藝術與人文領域，資訊素養，教學效能。 / This research explored the relationship of information literacy and teaching effectiveness, and analyzed the differences of information literacy and teaching effectiveness among the field of Arts and Humanities teachers in junior high schools in Taoyuan by different background and environment factors. The samples of this study are 189 teachers of 34 junior high schools locating in the Taoyuan city. The results are analyzed by means, standard deviations,frequency, t-test, one-way ANOVA, pearson’sproduct-moment correlation, Scheffé method , multiple stepwise egression analysis. The results are as follows: 1. The Arts and Humanities teachers have above average scores on information literacy and on teaching effectiveness. 2 The Arts and Humanities teachers’ teaching- information literacy is noticeable differentiated by the varied cause of teacher individual variables. 3. The Arts and Humanities teachers’ teaching effectiveness is noticeable differentiated by the varied cause of teacher individual variables. 4.There are high positive correlation between the whole and every dimension ofteachers’ teaching- information literacy and the ones of teaching ffectiveness. 5.The higher the teacher’ teaching- information literacy, the better the teaching effectiveness. 6. The Arts and Humanities teachers’ teaching- information literacy has higher explanation of the whole and every dimension of teaching efectiveness. 7.The teacher’ teaching information literacy can make prediction of the whole teaching effectiveness. Keywords: the field of Arts and Humanities, information literacy, teaching effectiveness.

媒體素養教育的發展在近十年已成為各國積極推動之重要教學內涵，由於媒體教育目的在啟發學生對於媒體的感知與思辨能力，一般而言，較沒有固定的教材與教學模式，故過去現場教師對於媒體教育一直存有實踐之困境，在九年一貫教育體制與教學方法的變革下，對於媒體教育而言，提供了更多的融入契機與教學空間，本論文主要之研究目的在發展媒體素養融入九年一貫社會學習領域七到九年級之能力指標與教案範例，藉以拉進學理論述與現場教師教學行動的距離，搭起理論與實踐的橋樑。 本研究之研究設計主要依循課程發展程序，首先採文獻調查與事實探究的方式，對英國、加拿大、澳洲與美國現有之媒體素養教育在社會領域能力指標的實際發展狀況進行瞭解，比較各國間的差異，並對照我國媒體素養之發展需求與社會學習領域現有之教科書內涵，結合相關理論背景，以及我國之社會與教育情境，思考可行的選擇，發展與建議我國媒體素養融入社會領域之能力指標與學習內涵。 經初步建立能力指標發展雛議後，依課程設計步驟將指標所欲達到之能力要求與媒體素養學習目標轉換為可行之教案範例，並經專家、學者評鑑後，修正教學目標、教學活動設計、與學習單建議等，最後完成十四個教案範例，教學內涵以教育部公告之媒體素養白皮書的五大核心為基礎，並結合各教科書社會領域之課程，在七到九年級的學習階段中，各年級均有二至三個教學主題，並配合公共電視所製作的教學媒體資源進行教學，希冀以此作為媒體教育現場教師教學應用之參考。 / The development of media literacy has been a focus of governments around the world in recent years. Since the goal of media literacy is to enlighten the students on sense of media and ability of critical thinking, there is no fixed material and teaching pattern for that. In the past, on-site teachers were stuck with the realization of media education. With the revolution of Grade 1-9 Curriculum system and teaching methods, it provides more opportunities and spaces for media literacy. The goal of this research is to integrate the media literacy into the competence indicators and sample teaching plan of Grade 7-9 of curriculum on social studies learning areas, in order to shorten the distance between theoretic statement and action of teaching and bridge the theory and practice. The design of this research is based on the curriculum development. First of all, we investigate the current situation of media literacy on competence indicators in social studies learning areas in Great Britain, Canada, Australia, and U.S. by literature review and fact exploration. The development plan and advices on the integration of media literacy into competence indicators and learning intension in social studies learning areas are proposed based on comparison of different country’s situation, development requirements and current teaching materials of our country, related theories, and current social and education conditions of our country. After the initial establishment of competence indicators, we try to convert the ability requirement and learning goal of media literacy appointed by the indicator into viable sample teaching plans according to the curriculum deign procedures. After the assessment by specialists and scholars, the teaching goal, schedule, and suggestions will be modified and 14 sample-teaching plans will be formed. The teaching intensions include the five core concept listed in the Literacy Education White Book published by the Department of Education in 2002. 2-3 teaching themes are set for the teaching of Grade 7-9, combining with curriculums of different textbooks. The teaching is implemented together with the public TV teaching programs. Hope our research is helpful for the on-site teacher of media education.

本研究主要目的在於了解藝術領域通識課程在高中與大學階段的銜接性狀況，以政治大學學生做為個案。採用質性研究的觀點，訪談修習過高中與大學階段之學生與此兩階段的開課教師，共計10名。訪談後將錄音資料轉為逐字稿，佐以文獻分析而獲得結論並提出建議。 　　根據研究結果，可發現無論是高中或是大學藝術領域之教師，在規畫課程上皆未考量銜接性因素，主要原因是難以掌握上一階段的學生學習狀況以及本於有教無類的思維。面對未考量銜接性的課程，教師改採取調整課程設計的方式以符合不同學習背景的學生所需。除此之外，教師也會採用多元課程內容與評量方式，活化課程並增進學生對於課程學習的興趣。大學校方也能提供適合藝術學習的場域，引導學生於生活環境中進行藝術學習。 　　學生若本身具備藝術學習的熱誠，則自然能於高中與大學階段持續修習藝術課程，並且主動於課餘時間攝取藝術知能，延續藝術學習。雖然此兩階段的藝術課程並未考量銜接性，然學生能經過學習後明確感受課程深度的差異，符合課程銜接性中順序性的考量。因此授課教師若能於課程進行前針對學生先備知識的詢問，了解學生學習背景，將更有助於藝術課程的銜接性。 / The purpose of this study was to understand the curriculum articulation status of general education on art subjects in National Chengchi University. The method of qualitative research was to interview college students and the teachers of the affiliated high school and university. The 10 members involved in the process were interviewed in depth. The interviews were recorded, transcribed, and then combined with document analyses. Finally, the conclusions and recommendations were drawn. According to the findings, teachers of the arts in either high schools or university do not consider the curriculum articulation in the course of lesson planning. The reason is mainly that it is difficult for teachers to grasp the students’ previous learning status and that teachers believe in the philosophy of teaching all comers without discrimination. Facing the curriculum without considering the articulation, the teachers adjust the course design so as to meet the students’ different learning backgrounds. In addition, teachers adopt diverse course contents and assessments, which helps activate the curriculum and enhance students' interest in learning. The university authority can also provide a proper field for learning arts, guiding students to learn arts in the school environment. Students who are enthusiastic about arts learning can naturally continue arts courses both in high school and in college and actively intake arts knowledge in their spare time, expanding arts learning. Although these arts courses during the two stages do not consider the articulation, students can still feel the differences in curriculum depth clearly, in line with the considerations of articulation in order. Therefore, if the teachers can know students' prior knowledge before class and understand the students’ learning backgrounds, it will further contribute to the articulation of the arts curriculum.

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