本研究旨在探討桃園縣國中體育教師組織承諾與工作滿意關係。以問卷調查方式收集資料，研究對象為桃園縣國中體育教師，因樣本數僅349位，故採60％調查的方式，共有312位國中體育教師。回收之資料以描述性統計、獨立樣本t檢定、單因子變異數分析、薛費法事後比較、皮爾森積差相關及多元迴歸分析等統計方法進行分析。研究結果如下： 一、桃園縣國中體育教師組織承諾以「組織認同」構面最高，依序為「努力意願」構面及「留職傾向」構面；工作滿意以「工作本身」構面最高，依序為「工作報酬」構面、「學校環境」構面、「行政領導」構面及「人際關係」構面。在組織承諾及工作滿意各構面均屬中上程度。 二、桃園縣國中體育教師之組織承諾，在「年齡」、「婚姻狀況」、「服務年資」、「學歷」、「職務」變項上有顯著差異。 三、桃園縣國中體育教師之工作滿意，在「性別」、「婚姻狀況」、「學歷」、「職務」變項上有顯著差異。 四、桃園縣國中體育教師組織承諾與工作滿意各構面呈正向顯著相關。 五、桃園縣國中體育教師工作滿意各構面與組織承諾各構面具有顯著相對預測力。

本論文共分為六章，十九節，茲分別列述如下：第一章，「導論」。設置四節，分別就研究緣起、研究範圍與限制、研究架構、名詞界定等四個方向進行說明。第二章，「中共體育政策的緣起與沿革」。設置三節，探討中共建政之前的體育推展觀點、中共政權下的體育推展工作、中共體育政策的領導與推展機構。本章設置的目的。在於嘗試以歷史敘述和宏觀角度交互運用，研究中共在體育政策的主要發展方向與演變，同時說明其體育行政組織的架構，俾使對於中共體育政策的開展規劃有所認識。第三章，「中共賦予體育事業的定位與任務」。設置三節，分別就體育和民族體質的提昇、體育的政治性功能（體育與統戰、體育與外交）、體育與「兩個文明建設」等三個方向，探究中共對於體育事業所下達指令和期望，同時也可以暸解體育在中共意識型態架構下所扮演的配合角色為何。第四章，「中共推展體育活動的成效」。設置四節，以群眾體育興辦、體育場管與設施、參與國際體競塞的成就、和亞運會的主辦以及奧運會的申辦等作為研究標的。本章希望探索中共體育政策的實際效應，檢證中共所宣揚的體育推廣成效是否屬實，同時論述體育事業的成就對中共所產生的正面功能意義。第五章，「中共體育政策發展面臨的難題」。設置三節，整體制度的失調、體育人才外流的嚴重、國際視聽對於中共的反制，將是本章所涉略的層面。中共雖然一直宣稱體育政策的成功推行，作是有待改進和苦思無解的課題，卻是林林總總，不勝枚舉。筆者擬於此章中舉述中共體育環境所遭遇的迫切窘況，反證中共推展體育的負面局勢。第六章，「結論」。設置兩節，首先是海峽兩岸體育交流的回顧與展望，其次是針對全文總結，表達筆者認為中共對於體育事業應有的正確認知。

本研究旨在探討新北市國民小學體育教師角色壓力與組織承諾之關係。研究目的有： 一、了解新北市國小體育教師角色壓力與組織承諾的現況。 二、探討不同背景變項新北市國小體育教師在角色壓力、組織承諾二者的知覺差異。 三、探究新北市國小體育教師角色壓力與組織承諾之間的關係。 四、根據以上的研究結果提出因應新北市國小體育教師角色壓力及強化組織承諾的具體建議，提供有關單位及作為進一步研究之參考。 研究採用問卷調查法為主，以新北市204所公立國民小學（含分校）的體育教師為對象，共抽取125所學校，575位體育教師為受試者進行調查，並以改編之「國民小學體育教師角色壓力量表」與「國民小學體育教師組織承諾量表」進行施測，共回收490份，有效問卷為474份，問卷回收率85％，可用率82％。資料以SPSS/PC 17.0統計套裝軟體進行描述性統計、t 考驗、單因子變異數、積差相關、多元逐步迴歸分析與討論，所得主要結論如下： 一、新北市國小體育教師知覺角色壓力程度偏低。 二、新北市國小體育教師具有較高的組織承諾。 三、新北市國小體育教師所覺知的角色壓力在年齡變項上，平均差異達顯著水準。 四、新北市國小體育教師知覺組織承諾在年齡變項上，平均差異達顯著水準。 五、國民小學體育教師角色壓力與組織承諾之間具有負相關。 六、國民小學體育教師角色壓力對教師組織承諾具有顯著預測力。 最後，根據研究結果與結論，提出具體建議，以供教育行政機關、學校、國民小學體育教師與未來研究之參考。 / A Study on PE Teachers’ Role Stress and Organization Commitment in Elementary Schools of New Taipei City Abstract The purpose of this study was to explore the relationships between PE teachers’ role stress and organization commitment in elementary schools of New Taipei City. The purpose of this study is as followed: 1. To understand the current status of PE teachers’ role stress and organization commitment in elementary schools of New Taipei City. 2. To explore the cognition difference between PE teachers’ role stress and organization commitment in elementary schools of New Taipei City based on the variances of their different backgrounds. 3. To discuss the relationships between PE teachers’ role stress and organization commitment in elementary schools of New Taipei City. 4. To provide a concrete suggestion to respond to PE teachers’ role stress and organization commitment to the related units for reference of future further study. This study adopted questionnaire survey aimed at PE teachers in 204 public elementary schools of New Taipei City, and the sampling taken from 125 schools and 575 PE teachers as interviewees, using modified questionnaires of “Evaluation Form of PE Teachers’ Role Stress in Elementary Schools” and “Evaluation Form of PE Teachers’ Organization Commitment in Elementary Schools” to conduct the survey. It issued 490 copies with 474 valid copies and the return rate was 85%with 82% useful rate. The data was analyzed by SPSS/PC17.0 package software to proceed descriptive statistics, and also adopted t-test, single factor variances, related accumulated difference, multiple stepwise regression analysis and discussions. The major conclusions are as followed: 1. Cognition on PE teachers’ role stress and organization commitment in elementary schools of New Taipei City is relatively lower. 2. On the variance of age, the PE teachers’ role stress in elementary schools in New Taipei City has achieved a significant level. 3. On the variance of age, the PE teachers’ organization commitment in elementary schools in New Taipei City has achieved a significant level. 4. It has negative relationship between PE teachers’ role stress and organization commitment in elementary schools. 5. PE teachers’ role stress in elementary schools has a significant prediction on organization commitment. Finally, based on the result of the study and its conclusion, some concrete suggestion is provided to education administrative institutes, schools and PE teachers in elementary schools for future study.

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Social Sciences / Department of Government and Public Administration

奧林匹克運動會經過1,500年的蟄伏，終在1896年的雅典重獲新生，而幕後的推手，就是被喻為「現代奧運之父」的皮耶．德．顧拜旦（Pierre de Coubertin, 1863-1937）。從1890年代起超過40年的時間，德．顧拜旦一面以具體行動組織奧運復興運動，一面以論述的方式替現代奧運描繪藍圖、進行辯護，此即奧林匹克主義（Olympism）。本文以德．顧拜旦的奧林匹克主義與其相關行動為研究核心，並從以下三條線索：一、德．顧拜旦個人的生命經驗；二、十九、二十世紀的社會脈動；三、現代奧運早期的發展歷程，闡明德．顧拜旦的奧運理念、思想資源，以及他在奧運復興運動中的歷史位置。第一章概略介紹德．顧拜旦身處的時代與生平梗概，大革命後法國動盪的局勢以及普法戰爭敗北的屈辱，都對出身貴族的他產生刺激，促使他萌生改革社會的念頭。第二章關注當時三股重要的文化潮流：現代運動、展示文化與復古運動，特別著重它們的社會功能與所彰顯的意義，這三項文化運動不僅是現代奧運賴以生長的基礎，它們背後所暗含的現代體育、藝術與歷史意義，更是奧林匹克主義的核心價值。因此，三到五章中，將以此為三大主軸，來分析德，顧拜旦的奧林匹克主義與其復興奧運的實際行為。本文指出，現代奧運與奧林匹克主義不應該被分開看待，因為兩者皆是德．顧拜旦復興奧運的具體作為，偏廢任何一方，就無法呈現奧運復興運動的全貌。而若要對德．顧拜旦、現代奧運，或者奧林匹克主義做公允的評斷，則還要將時空脈絡納入考慮。如此，我們也才能看出德．顧拜旦既是夢想家，又是實踐者；既是現代奧運的創建者，又是十九世紀奧運復興運動的繼承者等諸多不同的面向。 / Pierre de Coubertin (1863-1937) is recognized as the “Savior” of the Modern Olympic Games. His special contribution contains two major parts: first, he modernized and revived the games, and led the International Olympic Committee for almost 30 years; second, he designed the blueprint and vision of the games by promoting “Olympism”. Therefore, if we want to delve into the early history of the games, it is crucial to figure out what he did, what he said, and what influenced him. This study intends to portray a historical picture of Olympism, especially focusing on its founder and his milieu. First chapter covers the background which motivated his social revolution. Second chapter highlights on the movements of modern sport, exhibitionary culture and revivalism, which not only represented mainstream cultural trends of 19 century, but also laid the basis of the modern Olympic Games. The underlying meaning of modern physical education, art and its historical positioning served as the core value of Olympism. Chapter 3 to 5, therefore, analyze these three pivotal points with regard to Olympism and its implementation. This study argues that the Modern Olympic Games and Olympism cannot be separated. Concerning that both are the result of actions taken by de Coubertin to revive the Olympic Games, equally important are their role in the Olympic movement. Ignoring either of them can lead to missing the whole picture of the process through which the Modern Olympic Games was founded. In this way, we can also see some different roles de Coubertin played in promoting the Olympic Movement.

我國教育部於2002年10月24日公佈了「媒體素養教育政策白皮書」，成為亞洲第一個由政府教育主管機關主導媒體素養教育推動的國家。然而時至白皮書頒布即將屆滿四年的今天，真正落實到學校教育的作為卻十分有限。除了相關的研習訓練不足、學校行政人員與家長的質疑之外，有心嘗試媒體素養教學的教師遭遇到的最大困難，在於苦無容易上手的教材可以依循。 研究者以三年來擔任媒體素養研習講師，與參加研習的教師和尋求輔導的教學團隊互動的經驗中發現，不易在教學現場實踐媒體素養教育的原因，在於教師個人對於媒體的知識基模不足，以致於無法自行設計教學活動，而坊間雖有極少數的出版品指導媒體素養教學，但教學活動中往往需要用到大量媒體範例，必須靠教師自行蒐集，而且這些課程多採獨立教學，並非配合現有學科進行融入教學，所以會有教學時間的困難。 因此，本研究在形式上以與現有學科融入教學的方式進行媒體素養教學，翦除教學時間的疑慮，並以降低門檻為原則，發展媒體素養教育融入健康與體育學習領域第二學習階段之教學設計。更進一步藉由實驗教學的過程，觀察並分析學生在媒體素養融入健體領域的學習表現，以評估此套課程的合宜性，以及探討在國小實施媒體素養教育融入健體領域可能遭遇的困難。 根據研究結果提出以下結論： 一、健體領域的七個主題軸中，除了第三主題軸「運動技能」之外，其餘六個主題軸皆有能力指標或課文內容，能直接或間接與媒體素養的五大核心概念進行連結，兩者十分適合進行融入教學。 二、從學生的學習表現可知：切合生活經驗較能引起學生興趣、媒體素養也需要精熟學習、廣告議題是學生的最愛、缺乏實用性的內容學生反應冷淡、新聞議題最不受歡迎、學生樂於接受媒體素養教學、學生只要上課不要作業、一般學科的表現不盡然複製到實驗教學。 三、媒體素養教育融入健體領域教學的難處在於：實際進行有教學時間不足之虞、上課的視聽輔助教材仍需教學者花費心思準備、教學活動需要視聽設備協助教學、學生對健體課旣有的認知難改變、教案中部分能力指標引用牽強。 根據研究結果提出下列建議： 一、對於教育行政機關，建議：建構媒體素養之分段能力指標、以近中遠程計畫落實媒體素養教育之推動。 二、對於未來相關研究，建議：跨領域統整與重大議題連結、發展媒體近用課程、進行質量並重的教學效果研究。 / Our Ministry of Education announced “The Government’s Media Literacy White Paper” on October 24, 2002.Taiwan become the first one country who impetus the media literacy education by the government in Asian. Today, the white paper promulgates soon expires for four years, truly carries out in the school education extremely to be limited. Besides the related study training insufficiency, the school administrative personnel and guardian's question, the most major difficulty to the teacher who attempt the media literacy teaching, there is no easy seat of teaching material to be allowed to rely on. Researcher who held the post of the media literacy lecture for the past three years, discover through the interaction with the teacher who join the seminar or the teaching team who need the counseling, it’s not easily to implement media literacy in the school, lay in the teacher to be insufficient regarding the media elementary knowledge, causes to be unable independently to design the teaching activity, however in the market although had few publications to be allowed to instruct the media literacy teaching, but in the teaching activity often needed to use the massive media model, those had to collect by the teacher voluntarily, moreover most of these curricula taken the independent teaching, didn’t intergrade and coordinated with the existing curriculum, therefore could have the problem in the teaching time. Therefore, this research take the way which the curriculum intergrades with the media literacy teaching, eliminates the anxiety of teaching time, and take reduces the threshold as the principle, the development media literacy education intergrades into the second study stage design of the health and physical education. Further the affiliation by the experimental teaching process, observes and analyzes the student intergraded into health and physical education performance in the media literacy, appraised this set of curricula inappropriateness, as well as the discussion intergrades into health and physical education curriculum possible bitter experience difficulty in the elementary school implementation media literacy education. Proposes the following conclusion according to the research: 1. In the seven major subjects of the health and physical education, besides the third major subject "the movement skill", other six major subjects all has the competency standards or the text content, can be direct or indirectly carry on with the media literacy five big cores concept links, two extremely suitably carries on intergrades the study. 2. Knew from student's study performance: The case which suits the experience of life comparatively to be able to arouse the student interest, the media literacy also needs unceasingly to study, the advertisement subject is the student most loves, the deficient usable content student responded desolate, the news subject is most not welcome, the student to be glad accepts the media literacy teaching, the student so long as attend class does not want the homework, the general discipline performance not to be able completely to duplicate the experimental teaching. 3. The difficulty of media literacy education intergrades into health and physical education: Actual carried on the teaching time insufficiency, the teacher still need to take a lot effort to prepare the media supplementary teaching materials, the teaching activity needs the equipment of media assistance, the student the cognition which had regarding health and physical education is very difficult to change, some parts of the competency standards quote inappropriate. Proposes the following suggestions according to the research: 1. The suggestion of the educational administration institution: Constructs impetus partition competency standards, by the near medium and long-range plan realization media literacy education. 2. The suggestion of the relate research in the future: The cross domain conformity and the significant subject link, the development media nearly with the curriculum, carries on quality and quantity both given due importance the teaching effect research.

本研究旨在藉由中國大陸與台灣公眾外交策略、官方文獻、新聞稿、研究報告、著作之搜集，分析比較兩岸公眾外交的思維發展、制度沿革、文化交流、國際傳播、形象塑造等，主要的研究發現如下： 一、因應無國界挑戰環境，網路科技是公眾外交的利器：處於瞬息萬變的資訊化、全球化、民主化時代，公眾外交必須善加利用網路科技，方能因應無國界、無時差之挑戰。 二、支助非政府組織推動公眾外交：政府不被信任是常有的事情。非政府組織強調獨立、非營利與專業，活動形式靈活多樣，與民眾關係也較密切，較官方機關更受人們信任。因此，政府支助非政府組織推動公眾外交，將獲得更明顯的成效。 三、公眾外交傳遞之訊息，其包裝須符合目標國家需求：設計訊息時，要有一個清晰的主題。在傳遞訊息之前，要了解接受訊息一方的需要，以他們能明白的方式去發送訊息。為吸引目標對象的注意，訊息內容除了要符合對方的國情外，還要以創意或新奇的手法包裝。 四、研究機構及媒體最能塑造輿論，是公眾外交的重點目標對象：研究機構及媒體之意見受到很多人的重視，會直接影響社會菁英及大眾。政府經常與各國智庫、基金會及大學等研究機構建立合作關係，共同提倡某些議題或政策，並藉由媒體塑造有利於本國的輿論環境，推動外交關係的發展。 五、設計推動公眾外交的跨部門協調機制：公眾外交涵蓋資訊、文化、教育等領域，有賴不同機關協力合作，但不同機關基於本位思考，難免意見相左，因此有必要設計一個跨部門的協調機制。 六、突發事件中之公眾外交，在於盡快提供正確的資訊：當突發事件發生時，由於資訊不明，國內外民眾詮釋危機訊息時，經常各自表述，公眾外交必須盡快提供正確的資訊，積極掌控全盤。 七、體育外交係較為國際社會所能接受之公眾外交活動：體育被譽為「世界通用語言」，可以讓不同血統、背景、宗教信仰和經濟狀況的各國人民共聚一堂，互相學習、瞭解、欣賞不同文化。 八、國民素質、文化活動、消費產品及對國際社會之貢獻係塑造國家形象之關鍵：公眾外交重要的目標就是形塑良好的國家形象。從研究分析形塑國家形象經驗中，了解塑造國家形象關鍵在於注重國民素質之培養、善用文化活動、提高消費產品信譽，以及對國外民眾做出實質貢獻，建立休戚與共與互惠關係。 / The research is aimed at studying ideology, institution, cultural exchanges, international communication of public diplomacy in Mainland China and Taiwan. After analyzing the relevant policies, official literature, news releases, and publications, I come up with the following research findings: First, internet technology is an efficient instrument of public diplomacy to cope with boundless environment. In the face of ever-changing global and democratic environment equipped with information technology, a government should make the most of internet technology to deal with real-time challenges transcending national borders. Second, a government may sponsor non-governmental organizations to implement public diplomacy. Non-governmental organizations (NGOs) attach great importance on their independence, non-profit programs and expertise. Moreover, by means of various and lively activities, NGOs establish close relations with the public, and thus are more trusted by the public than governments. In this context, a government may sponsor NGOs to launch public diplomacy and will bring about lasting effects. Third, a message to be delivered should meet the needs of the target audience. A message should be clear to the receiver and framed from the receiver’s point of view. Besides, to attract the target audience’s attention, the message should be delivered in a novice manner. Most importantly, the message will be perceived by both the sender and the receiver in the same way. Fourth, public diplomacy targets research organizations and the media to construct public opinion. As the majority of the public pay attention to the suggestions and advice from research organizations and the media, research organizations and the media can exert deep influences on the social elite and the public. As a result, a government always teams up with such research organizations as think tanks, foundations and universities to advocate certain issues or policies. Meanwhile, favorable public opinion will be built through the assistance of the media to develop foreign relations. Fifth, an inter-agency coordinating mechanism should be designed. Related with various aspects like information, culture and education, public diplomacy depends on relevant agencies to work hand in hand. However, given that different agencies surely have conflicting opinions, it is necessary to design an inter-agency coordinating mechanism. Sixth, timely leading public opinion is a key to dealing with unexpected events. As unclear or confusing information is rampant in an unexpected event, people at home and abroad are likely to make their own interpretation. A government should release accurate information as soon as possible to dominate the whole situation. Seventh, sports diplomacy is the most well received activity of public diplomacy. Dubbed the world’s common language, sports can bring all kinds of peoples together regardless of race, background, religion, and economic status and learn from each other. Eighth, national overall quality, cultural activities, consumer products, and contributions to the international community play a vital role in building a national image. Successfully building a national image lies in improving the national overall quality, making the most of cultural activities, enhancing the credibility of consumer products, and establishing mutually beneficial relations with the people abroad.