教育是傳遞文化的工作，學校則是教育的主要場域。學校產生的校史檔案蘊涵了社會文化的活動歷程，若能善加典藏、整理，必能從中發掘許多歷史瑰寶，讓過去的經驗得以傳承。 本研究採用「訪談法」(case study method)做為資料蒐集工具，針對台灣光復以前成立之五十九所中等學校分區進行抽樣調查，訪談對象共計十一所。期盼能藉此瞭解高中校史檔案管理與運用之現況，並且歸納整理其所面臨之問題，試圖提出解決方案，以供校史工作者參考。 研究結果包括：一、校史檔案工作少有專責人員，常被視為額外的工作負擔；二、校史檔案管理缺乏制度化規章；三、校史檔案多運用在展覽、編研與實施校史教育；四、校史檔案管理專業知能不足；五、校史館功能尚待擴充。 最後針對以上研究結果提出七項建議：一、設置高中校史檔案管理專責人員；二、確立校史檔案管理制度化，訂定計畫與工作目標，使管理人員交接時能清楚工作內涵與目標；三、制訂校史館館藏發展政策，提升校史館藏內涵，也能避免過度典藏；四、制訂館藏內容描述之Metadata；五、強化專業人力與管理；六、活化校史室功能；七、積極與外界交流。 / Education is a work of culture transmission and the school is a major place of education. History archives contain the course of social and cultural activities. If school archives can be appropriately kept and organized, we will find more historical treasures, passing down the experiences. “Case study method” is used in the research. There are eleven high schools in different districts which are conducted by a sample survey from fifty-nine high schools established before 1945. This research is done with hope to understand management and application of these archives at these schools, to sum up the faced problems and to propose resolutions for school archives workers. Based on the results of the research, the conclusions are as follows: 1. School archives jobs do not have professional staffs, often regarded as extra work load. 2. School lack institutionalized rules of school archives management. 3. School archives are mostly used for exhibit, research and conducting school history education. 4. School archives management is lack of professional ability. 5. School archives rooms are not fully functional in all schools Finally, with regard to the above mentioned results, seven recommendations are proposed: 1. Set a professional staff responsible for school archives 2. Form a school archives and control system, set a schedule and a goal, and let staff know the contents and objects of the work when taking over from the other staff 3. Form school archives room’s develop policy, enrich contents and avoid excessive collection 4. Form metadata of collection’s description 5. Strengthen professional manpower and management 6. Activate function of school archives room 7. Communicate with outside school positively

本研究旨在探討高中職社區化與學校效能之間的關係。除探討高中職社區化、高中職學校效能之內涵及現況，瞭解教育人員及家長之人口變項及學校背景變項在高中職社區化及學校效能得分的差異情形外，亦分析高中職社區化與學校效能之相關程度，並探討高中職社區化對學校效能的預測情形。 本研究係以竹苗區公私立高中職教育人員及家長為研究對象，以「竹苗區高中職社區化與學校效能之相關研究意見調查問卷」為工具進行研究，內含基本資料，竹苗區高中職社區化意見調查表，高中職學校效能量表三部份。研究工具之信度、效度良好。正式施測有效樣本646位，分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析，並得到以下數項結論： 一、不同性別的教育人員及家長在高中職社區化的整體認知上，並無顯著差異。就各向度而言，亦不存在顯著差異。 二、「51歲以上」的教育人員及家長在高中職社區化的整體認知上高於其他年齡層。 三、「26年以上」服務年資的教育人員在高中職社區化的整體認知上高於其他年資。 四、「家長會長或代表」在高中職社區化的整體認知上高於其他職務者。 五、不同學校類別不會造成教育人員及家長在高中職社區化整體認知上有差異。 六、「私立學校」的教育人員及家長在高中職社區化整體認知上高於公立學校。 七、不同學校所在地不會造成教育人員及家長在高中職社區化整體認知上有差異。 八、「24班以下」及「51班以上」之學校規模的教育人員及家長在高中職社區化整體認知上高於「25-50班」。 九、男性教育人員或家長對整體學校效能的認知高於女性。 十、「41歲以上」的教育人員或家長對整體學校效能的認知高於「40歲以下」。 十一、「26年以上」服務年資的教育人員在整體學校效能認知上高於其他年資者。 十二、「校長」在整體學校效能的認知上高於其他職務或身份者。 十三、「高中」之教育人員及家長對整體學校效能的認知高於「高職」及「綜合高中」。 十四、「私立學校」之教育人員及家長對整體學校效能的認知高於「公立學校」。 十五、不同學校所在地不會影響教育人員及家長對整體學校效能的認知。 十六、「51班以上」之規模的教育人員及家長對整體學校效能的認知高於「50班以下」。 十七、教育人員與家長在高中職社區化各向度及整體的態度愈佳，則學校效能愈高。 十八、高中職社區化之「資源共享」與「參與支持」二向度對學校效能各向度具有預測力。 十九、高中職社區化之「資源共享」與「參與支持」二向度對整體學校效能具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、高中職教育人員及未來相關研究之參考。 / The purpose of the study is to explore the relationships between Community Senior High School and School Effectiveness. The study aims at four dimensions. The first one is to explore the reality for Community Senior High School and Senior High School Effectiveness. Secondly, the researcher also investigated the differences of school staff and householder’s demographic variables and school’s background variables among Community Senior High School and School Effectiveness. Thirdly, the study analyzes the relationships among Community Senior High School and School Effectiveness. Finally, the study explores the predicative power of Community Senior High School and School Effectiveness. This study employed questionnaires as the method of study. The subjects were 646 educational staff randomly sampled from Senior High Schools and householders in HsinChu and Miaoli area. Data were analyzed using the method of descriptive and inferential statistics, including Frequencies, t-test, ANOVA, Correlation analysis and Multiple stepwise regression analysis. The major findings are as follows: 1. There is no significant difference in overall cognition of Community Senior High School among teachers and parents of different genders. There is also no significant difference among all dimensions. 2. Teachers and parents aged above 51 have better conception of Community Senior High School than other age groups. 3. Teachers who have served for more than 26 years have better understanding of Community Senior High School than those of less than 26 years of service. 4. President and Representative of parent committee have better cognition of Community Senior High School than other school-position groups. 5. There is no significant difference in overall viewpoint of Community Senior High School and Vocational School among teachers and parents at different kinds of schools. 6. Teachers and parents of private high schools have better understanding of Community Senior High School than those of public schools. 7. The location of schools makes no significant difference in the conception of Community Senior High School among teachers and parents. 8. Teachers and parents of the schools having less than 24 classes and more than 51 classes have a better picture of Community Senior High School than those of the schools with 24 to 50 classes. 9. Male teachers and parent have better sense of School Effectiveness than female ones. 10. Teachers and parents aged above 41 have better conception of School Effectiveness than those under 40. 11. Teachers who have served for more than 26 years have better understanding of School Effectiveness than those less than 26 years. 12. The school principal has better cognition of School Effectiveness than the ones of different positions in school. 13. Teachers and parents of senior high schools have better conception of School Effectiveness than those of vocational high schools and of comprehensive high schools. 14. Teachers and parents of private high schools have better understanding of School Effectiveness than those of public schools. 15. The location of schools makes no significant difference in teachers’ and parents’ conception of School Effectiveness. 16. Teachers and parents of the schools with more than 51 classes have a better picture of School Effectiveness than those of the schools with less than 50 classes. 17. The better the attitudes of teachers and parents towards the dimensions of Community Senior High School, the higher the School Effectiveness. 18. The two dimensions, “Resource Sharing” and “Participation and Support,” of Community Senior High School have predicative efficacy for each dimensions of School Effectiveness. 19. The two dimensions, “Resource Sharing” and “Participation and Support,” of Community Senior High School have predicative efficacy for School Effectiveness Based on the result of this study, some suggestions are made for educational administration, the Senior High School and Vocational School staffs and future study.

本研究旨在探討，桃園縣高中職學校行銷制度及現況、學校教育人員對行銷策略認知與運作情形、執行學校行銷之困境。有效樣本數445人，回收率為75.4％，利用問卷調查法，透過統計分析，得出本研究結果如下： 一、桃園縣高中職教育人員，對校行銷單位編制不甚瞭解，且各校大都未設置負責行銷工作之專責單位。 二、推動學校行銷的最理想方式傾向於設置專責之行銷業務單位。 三、推展學校行銷的最主要內容為營造良好的學習環境及教學設施特色。 四、學校行銷主要推廣主要對象為，本校家長會及學生家長級及本縣國民中學成員。 五、學校行銷首要功能在於有利籌募校務發展基金或經費，拓展學生來源並招收到優秀學生，提升學校整體知名度及形象。 六、學校辦理有關行銷活動中，以建置網頁公告訊息與特色，赴各國中演講和宣傳，發行刊物宣傳教學成果與活動最有成效。 七、學校教育人員普遍肯定學校行銷策略的重要性。 八、學校行銷策略層面的重要性認知與實際運作看法之間有明顯的落差，其中以產品策略落差最大。 九、不同背景變項在整體學校行銷策略重要性與學校實際運作認知程度的差異情形。 （一）男性教育人員，對學校行銷策略重要性認知得分顯著大於女性。 （二）對學校整體行銷策略認知重要性與實際運作，參加過行銷研習之教育人員的態度較未參加者積極。 （三）對學校整體行銷策略略認知重要性與實際運作，私立學校得分顯著大於公立學校，顯示私立學校比公立學校重視學校行銷工作。 （四）擔任或曾任行政工作年資「16年以上」的教育人員，對學校行銷策略重要性認知得分顯著高於行政年資「5年以下」、「6-10年」、「11至15年」的教育人員。 （五）教師兼行政工作者，對學校整體行銷策略實際運作，得分上顯著高於擔任「導師」職務的教育人員。 十、執行行銷策略上，遭遇的主要困境為缺乏專責單位的運作機制或專業的行銷人員，行政人員業務繁雜無暇兼顧策劃推動行銷活動，缺乏推展學校行銷之經費。 / The major purpose of this study is to examine the marketing system and current conditions in senior and vocational high schools in Taoyuan County, the importance of the marketing strategies and its actual operation, and the schools’ difficulties in putting the marketing strategies into practice. Testing was conducted with the sampling of 445 subjects, and 75.4％ of the questionnaires were returned. With the questionnaire as the research method, the data were subsequently analyzed with statistical means, and the conclusions were as follows: 1.The education personnel in senior and vocational high schools in Taoyuan County do not understand very well about the organization of the marketing department, so almost every school has not set up a marketing department. 2.To promote a school, the idealist way lies in the tendency to establish a new marketing department. 3.The major content of promoting school marketing is to build a satisfactory learning environment with satisfying teaching facilities. 4.The major targets of school promotion and marketing are: parents and parents association, and all of the junior high school students in Taoyuan County. 5.The major functions of the school marketing are to help raise school funds, to increase the source of new members of the students, to recruit outstanding students in this county, and to promote the image and the satisfaction regarding the school identification. 6.The most effective items in the schools’ marketing activities are establishing a school website as a communication platform, giving a promotion address in junior high schools, and issuing a publication to promote effective teaching activities. 7.The education personnel generally understand and recognize the importance of the school marketing strategies. 8.There is a distinct difference between the understanding of the importance of the school marketing strategies and the actual operation, especially in “product strategy.” 9.Different backgrounds create differences in understanding the importance of the overall school marketing strategies and in the actual operation. (1)The scores of the male education personnel are higher than those of the female education personnel in understanding the importance of school marketing strategy. / (2)Concerning the overall school marketing strategy and the actual operation, the education administers who have participated in marketing seminars are more positive than those who haven’t. (3)Concerning the overall school marketing strategy and the actual operation, the scores of the private schools are significantly higher than those of the public schools, showing private schools put more emphasis on school marketing than public schools. (4)In understanding the importance of school marketing, the senior education personnel with “more than 16 years’ history” of having participated in the administration department obtain higher scores than those having participated in the administration department but with the history of “less than 5 years”, “more than 6 years but less than 10 years”, and “more than 11 years but less than 15 years”. (5)Concerning the overall school marketing strategy and the actual operation, the teachers working as administrators at the same time obtain obviously higher scores than the ones working as homeroom teachers. 10.The major difficulties in executing the marketing strategies are : “the schools lack professional marketing department or marketing personnel to take charge of the marketing affairs,” “teachers working in the administration department are occupied with their own school business and don’t have enough time to participate in promoting the school marketing activities,” and “the schools lack the budget to promote school marketing.” Keywords: senior and vocational high schools, marketing, school marketing, school marketing strategy

一、本論文共一冊，約五萬字，分五章十九節。 二、本研究主要目的有六：（一）探討高中男女生在電腦態度和電腦成就上的差異情 形。（二）探討過去的學習電腦經驗與現在的電腦態度、電腦成就的關係； 並進一 步探討以數學成就和電腦態度來預測電腦成就的情形。（四）探討高中生家庭電腦設 備的情形，以了解電腦學習教材和設備對電腦態度和電腦成訧的影響。（五）探討父 母對學習電腦的態度與學生的電腦態度、電成就的關係。（六）根據研究結果，提出 建議，以為改進電腦教學及家庭教育的參考，並引起國人進一步深入的研究。 本研究採用問卷研究法，收集高中生對電腦的態度和電腦成績等相關資料，君以分析 、統計和討論，並根據研究發現，提出具體建議。

道德教育自古即為我國施教的首要目的，其地位重要，自不待言。在今日，德育更 冠五育之首，為完成教育目的之一。但事實上，我國學生在這種重視道德教育環境 下，其「道德觀念」如何？其「道德行為」又如何？二者是否能「知行一致」？此 則為本文所欲探索主題之一。 本研究大約四萬餘字，共一冊。分為五章。 第一章為諸論－計分四節敘述研究動機、目的、問題敘述、假設及有關名詞的操作 定義。 第二章為有關文獻探討－主要在於探討性別、道德判斷、情境變項三者與誠實行為 的有關研究。 第三章為研究方法－其中可分五節：（一）受試者（二）研究設計（三）測量工具 （四）實施程序（五）資料處理。 第四章為結果－主要為呈現有關變異數分析之結果。 第五章為討論與建議分別說明之。 #2810797

雖然從一九六Ο年代中期開始，英作文教學法已有不同程度的發展，如Maxine Hairston 所指稱的「作文教學法的革命」，但多數第二外語的英作文仍沿用作品成果取向(product-oriented)而非過程取向(process-oriented)。 在本研究□，運用目前「過程取向」中的創意策略教學來探討它在第二外語寫作教學上的成效。研究的目的在於回答下列問題： (一) 創意策略教學是否能幫助學生在寫作上有創意、有構思、有想像？(二) 創意策略教學是否會減弱學生在字彙、語言使用及標點符號的能力？(三) 創意策略教學是否能增強學生在作文組織結構方面的能力？(四) 創意策略教學是否能增進第二外語學生的整體寫作能力。 本研究從二ΟΟ二年九月開始至二ΟΟ四年六月結束，而共有七十二位社會組高中同學參與作文教學課程。前測及後測作品各有九十一篇。評分準則分成下列五項：內容、結構、字彙、語文使用和標點符號。 研究結果簡略歸納如下：(一) 學生因創意策略運用，更能有效構思取材而激發想像力；(二) 創意策略教學不會減弱學生在字彙、語言使用及標點符號的能力；(三) 創意策略教學未必能增強學生在作文組織結構方面的能力；(四) 創意策略教學確能有效提昇學生整體的英文寫作能力。 從研究中發現，應用創意策略教學確能增進學生的英作文寫作能力。 / In the mid-1960s, the pedagogy of composition has had a different progress, which Maxine Hairston (1982) labeled it as the revolution of the teaching of writing, yet most of the EFL composition writings are still product-oriented rather than process-oriented. In this study the current process approach writing, that is, the use of invention strategies is used to examine and compare its effects on EFL high school English writing. The aim of the study is to explore and answer the following questions: (1) Can invention strategies be used to help student-writers generate ideas, gather information and ignite imagination in their writing? (2) Will student-writers' abilities in the use of vocabulary, language use and mechanics be lessened by the use of invention strategies? (3) Can invention strategies be used to help student-writers strengthen the organization of their writing? (4) Will EFL students' overall writing performances improve through the instruction of invention skills? The study was conducted from Sept, 2002 to June, 2004, and a total of 72 11-grade senior high school students from social science program participated in the research. There were 182 pieces of students composition writings paired and graded. The criteria of scoring were categorized into five parts: content, organization, vocabulary, language use and mechanics. The results are summarized as follows：(1) Invention strategies can help student-writers generate ideas, gather information and ignite imagination in their writing. (2) Student-writers' abilities in the use of vocabulary, language use and mechanics will not be lessened by the use of invention strategies. (3) Invention strategies cannot necessarily help student-writers improve the organization of their writing? (4) Overall, invention strategies can significantly improve the EFL students’writing performances. Besides, EFL student-writers also got the highest average grades in content part. In other words, the students-writers will enrich the content of their compositions through the use of instruction of invention strategies. Judging from the findings, student-writers as well as the writing teachers will gain benefits from the use of invention strategies.

本研究之主要研究目的在於探討我國綜合高中之課程規劃與實施之現況、相關問題及具體改進建議，包含綜合高中教育基本理念之相關問題、課程規劃之相關問題以及課程實施之相關問題三個部分。為達成上述研究目的，研究者採用文獻分析法以及問卷調查法；首先探討課程規劃與實施的理論基礎與相關研究； 接著探討我國辦理綜合高中的相關理論基礎與研究；之後分析美國、英國與我國綜合高中的沿革與發展現況；最後編制『我國綜合高中課程規劃與實施現況問題之分析研究問卷』，針對2003學年度接受教育部綜合高中輔導訪視150所學校進行調查研究；然後依問卷回收後分析之結果，建議我國綜合高中課程規劃與實施可行之改進途徑，以提供相關單位決策及後續之研究。 本研究之問卷調查對象以學程主任、學科召集人、承辦綜合高中業務之組長或教務主任以及輔導人員為母群體。首先在學校部分進行普查，而學校相關教師樣本之取得則採取隨機抽樣而來，共抽取150所學校，900位教師，回收有效樣本為530份，問卷資料處理採用SPSS10.0版進行統計分析。 據此，研究者係將本研究之調查結果發現與文獻探討發現作成結論如下： 一、綜合高中教育基本理念未能落實 (一)就編班方面來說：學校未能落實高一不分流及依意願分類編班。 (二)就開始教授專業科目的時間來說：有部分的學校未能在「高二上」實行，高一未進行性向試探及輔導，即開始教授專業科目。 (三)就規劃綜合高中課程的主體來說：部分學校未能透過「該科老師於教學研究會時參與討論」之後，經由「課發會」進行協調，再由校務會議通過後實行。 (四)就各類課程及各學程課程之規劃經何種會議討論通過方面來說：仍有學校相關人員對此議題不甚清楚。 (五)就一年級職業試探課程之實施方式方面來說：仍有學校「未開設」或直接教授專業科目。 (六)就『高一不分流』、『提供多元課程』、『學生適性選課』這幾方面來說：各校由於理念不清，學校在各面向均自覺已符合綜合高中相關精神。 (七)就二、三年級學生選課之方式來說：仍有學校抱持選學程不能選課的觀念。 二、綜合高中課程規劃之意見調查分析 (一)就校訂必修科目數為多少學分數來說：仍有學校理念不清，將校訂必修學分數視為學程概念或「不清楚」，甚而無校訂必修科目。 (二)課程規劃以升學導向為主：課程規劃仍有考試領導課程規劃的情形。 (三)就學校在修訂或調整綜合高中課程時的決定主體方面來說：仍有學校決定主體未能落實綜合高中相關理念。 (四)就課程發展委員會之成員方面來說：學校課程發展委員會的家長代表及學者代表比例仍低。 (五)就生涯規劃課程由誰擔任方面來說：學校仍有配課的情形產生，未能給予學生專業的輔導。 (六)就規劃空白課程之單位以及學生遇空白課程時，負責到班或活動地點的負責老師方面而言：學校多數以「教務處」為主。 三、綜合高中課程實施之意見調查分析 (一)就學生空白課程節數方面而言：學校對綜合高中的理念並不清楚，因此大部分學校並無空白課程的實施。 (二)就學生改選科目方面的主要程序方面而言：學校輔導機制並未落實。 (三)就學生課表中之科目包含哪些類而言：課程的實施仍受限於升學導向的限制。 (四)就一年級學生說明有關綜合高中理念與具體做法之方式而言：學校便宜行事，使效果不彰。 本研究根據文獻探討、調查研究發現與結論作成以下建議： 一、強化綜合高中教育基本理念 (一)宣導綜合高中理念 (二)正確瞭解空白課程及職業試探的意義 二、綜合高中課程規劃之意見調查分析 (一)課程之規劃本著學校本位課程之精神，除教師積極參與之外，宜增加學者專家、社區及家長之意見 (二)課程規劃時，增加學生課程選修空間 (三)輔導人員需加強瞭解課程之規劃，以利輔導 (四)規劃空白課程及職業試探課程 (五)除升學及檢定科目之外，宜兼重人文素養之科目 三、綜合高中課程實施之意見調查分析 (一)豐富空白課程之內容及職業試探的廣度 (二)處室之間密切合作 (三)接受教育改革挑戰，行政上不宜方便行事 / The main purpose of this study was to explore the current situation, related issues and concrete suggestions of the curriculum planning and the curriculum implementation of Comprehensive High Schools in Taiwan. This study had three parts: the related issues of basic educational ideals of Comprehensive High Schools, the curriculum planning and the curriculum implementation. To achieve above-mentioned goal, the researcher adopted literature review and questionnaire survey as research methods. First, the theories and related researches of the curriculum planning and implementation were reviewed, and then the development and current situation of Comprehensive High Schools in America, England and Taiwan were discussed. Finally the researcher made “Current Problems Analysis of the Curriculum Planning and Implementation of Comprehensive High Schools in Taiwan Questionnaire” and took 150 schools interviewed and guided by the Ministry of Education in 2003 as samples to conduct the survey. According to the result of analyzing these questionnaires, suggestions of the improvement about Comprehensive High Schools in Taiwan were offered for related authorities' execution and the following researches. The investigation took heads of programs, heads of subjects, the section chiefs or directors of academic affairs who are responsible for the affairs of the Comprehensive High School and the counselors. 900 teachers in 150 schools were randomly chosen as research samples and 530 valid copies were retrieved. The questionnaires were analyzed by conducting SPSS10.0 statistic software. The conclusion according to the result of this survey and findings of literature review are as follows, 1.The Incomplete Implementation of Educational Ideals of Comprehensive High Schools (1)Class Assignment：The implementation of integrating the academic and vocational programs for the first-grade students was incomplete and students were not grouped according their willing. (2)The Beginning Time to Teach the Professional Subjects：Students didn’t learn the professional subjects in the first semester of their second-grade years but during their first-grade yeas without accepting the aptitude tests. (3)The Subjectivity to Planning the Curriculum of Comprehensive High Schools：The implementation of the Curriculum didn’t follow the procedures of subject teachers’ discussion in the teaching committee, negotiation in the curriculum development committee and approval in the school affair conference. (4)The Conferences to Discuss and Approve the Curriculum of Different Programs：Some school staff didn't realize it clearly. (5)The Implementation of the Occupation Exploration Curriculum for the First-grade Students：Some schools didn’t provide it or taught students the subjects directly. (6)The Academic and Vocational Programs Integration during Students’ first year in High School, the Multiple Curriculum Offering and Adaptive Course Election：Schools had vague ideal and didn’t correspond to the spirits of the Comprehensive High School. (7)Curriculum Election for the Second and Third-Grade Students：Students couldn’t elect courses but programs. 2.The Analysis of the Survey about the Curriculum Planning of the Comprehensive High School (1)The Credits of the School Required Subjects：Some schools regarded the credits of school required subjects as the level of programs, ill-defined or not established. (2)The Exam-oriented Curriculum Planning：The curriculum planning relied on the exams. (3)The Subjectivity Deciding the Revision and Adjustment of the Curriculum of the Comprehensive High School：Some couldn’t put the ideal of Comprehensive High School into practice. (4)The Members of the Curriculum Development Committee：The participation rate of the representatives of parents and scholars in the curriculum development committee was low. (5)The Teachers Responsible for the Career Planning Curriculum：The career planning curricula were taught by teachers of different subjects and students didn't accept the professional counseling and guidance. (6)The Responsible Administration and Teachers of the Alternative Learning Period：The offices of academic affairs in schools were assigned. 3.The Analysis of the Survey about the Curriculum Implementation of the Comprehensive High School (1)The Number of Students' Alternative Learning Periods：Most school didn’t provide the null learning periods. (2)The Main Procedures of Students’ changing elective subjects：The counseling and guidance mechanism were not put into practice. (3)The Dimensions of the Subjects：The implementation of the curriculum was confined to the exam-orientation. (4)The Announcement to the First-grade students about the Ideal and Concrete Methods of the Comprehensive High School：The schools acted in haste and it turned out inefficiency. Suggestions according to the literature review, findings of the survey and the conclusion are as follows, 1.Strengthening the ideals of the Comprehensive High School (1) announcement of the ideal of the Comprehensive High School (2) to realize the meanings of the alternative learning periods and the occupation exploration curriculum 2.The Analysis of the survey of the Curriculum Planning of the Comprehensive High School (1)the curriculum planning according to the spirit of the school-based curriculum, teachers’ active participation and scholars, communities and parents’ suggestions adopted (2)flexibility of students’ selecting the elective courses (3)counselors’ deeper realization about the curriculum planning. (4)planning the alternative learning periods and the occupation exploration curriculum (5)emphasizing the subjects for the entrance examination, skill tests and humanities cultivation at the same time 3.The Analysis of the survey of the Curriculum Implementation of the Comprehensive High School (1)enriching the content of the alternative learning periods and broadening the occupation exploration (2)the close cooperation among offices in school (3)taking the challenges of educational reform

本研究旨在探討台灣綜合高中學生學習字彙時所運用的字彙學習策略，研究問題主要探討：學術學程及職業學程的學生在學習字彙時是否運用不同的字彙學習策略並找出其較常和較少使用之字彙學習策略，以及字彙學習高成就者和低成就者字彙學習策略之差異。藉此俾能提供英文老師幫助不同學程、成就的學生運用字彙學習策略，以期達到更佳的字彙學習成效。 本研究抽樣台北縣、市8所綜合高中共648位高三學生為調查對象，研究工具為字彙學習策略問卷與字彙能力測驗。分析方法主要採量化分析，包括獨立樣本t檢定、描述性統計、斯皮爾曼等級相關，本研究結果發現如下： 一、學術學程及職業學程的學生之字彙學習策略使用頻率具有顯著差異，學術學程的學生比職業學程的學生運用較多決定策略及記憶策略。 二、學術學程及職業學程的學生之字彙學習策略使用頻率排序相同，在發現字義部份依序為決定策略、社會策略；在鞏固字義部份依序為認知策略、記憶策略、後設認知策略、社會策略。 三、字彙學習高成就者和低成就者之字彙學習策略使用頻率具有顯著差異，高成就者比低成就者運用較多字彙學習策略。 最後，本文依據研究結果，提出老師英語教學上之應用及未來研究之建議。 / The purpose of this study was to investigate the vocabulary learning strategies used by comprehensive high school students in Taiwan. There were three questions focusing on the differences of use frequency of vocabulary learning strategies between academic-oriented and vocational-oriented students, the strategy use rank between these two groups of students, as well as the relation between vocabulary achievement and vocabulary learning strategy use frequency. A total of 648 students in Taipei City and Taipei County participated in the study. A vocabulary learning strategy questionnaire and a vocabulary achievement test were applied as instruments to obtain the data needed. Data from the students’ responses were computed and analyzed by means of independent-sample t-tests, descriptive statistics, and Spearman’s rank correlation. The findings of this study were summarized as follows. 1.There was a significant difference in vocabulary learning strategy use frequency between academic-oriented students and vocational-oriented students. The former applied more determination strategies to discover the meaning of a new word, and more memory strategies to consolidate the words encountered. 2.The ranking order of use frequency in vocabulary learning strategies by academic-oriented and vocational-oriented students was identical. In Part 1 (discovering the meaning of a new word), determination strategies were used most frequently, then followed by social strategies. In part 2 (consolidating the words encountered), cognitive strategies were used most frequently, followed by memory strategies, metacognitive strategies, and the last, social strategies. 3.There was a significant difference between good learners and poor learners in vocabulary learning strategy use frequency. Good learners applied more vocabulary learning strategies than poor learners to know an English word’s meaning. Based on the above results, some pedagogical implications for English teachers were developed and suggestions for future research were provided at the end of the study.

學校建築佔用最大宗的教育經費與投資，故實施學校建築用後評估，至為重要。台北市尚未有高中對學校建築進行全面用後評估，因此本研究選擇以南湖高中學校建築用後評估為主題。 本研究之目的包含:探討學校建築整體規劃與用後評估之理念與範疇;探究臺北市立南湖高中學校建築整體規劃的理念與過程；研析其學校建築新建完成後的使用情形與使用者的滿意程度；最後提出用後評估的建議，以作為日後改進之參考依據。 本研究使用的研究方法包括文件分析、訪談、調查、觀察等四種方法。以文件分析明瞭南湖高中學校建築之規劃理念。觀察校園內7處定點，訪談南湖高中校長、秘書、主任、教師等7人，以明瞭學校建築使用的情況。問卷調查學生113人，以描述統計、t考驗、F考驗等方法，比較學生在不同性別與不同年級間對學校建築滿意度的差異。 所得研究結論如下:南湖高中學校建築整體規劃的理念以整體性、教育性、舒適性與前瞻性為主。各項設施空間使用情形良好，符合規劃機能與預期效果。教師對壯觀的造型、齊備的教學空間與設施、多樣的活動空間與動靜分明的區分、流暢的動線等項目，尤感滿意。學生對教學空間的大小與使用滿意度最高，性別之間滿意度差異小，各項空間的使用滿意度一、二年級分別高於三年級。師生對使用現況的建議多屬修繕維護與使用行為事項。 本研究依據研究結論，提出建議如下:應推動學校建築用後評估；重視規劃之整體性、教育性、舒適性、與前瞻性；加強部分設施的管理與維護；發展圖書館為教學資源中心；鼓勵教師更充分使用優良的教學設施。以及對後續研究的建議等。 / The purpose of this research is to explore the notions of the total school building planning and the Post-occupancy Evaluation. Illustrated by Taipei Municipal Nanhu High school, the research has inquired into Nanhu High School’s concepts of total school building planning, the space usage condition and user satisfactory. The goal is to propose suggestions for the future use and the improvement. This research is conducted through document analysis, focus interviews, student questionnaire, and campus observation. The conclusions this research has reached and suggestions provided are as follows: (1) ‘The wholeness’, ‘educational’, ‘the comfortableness’ and ‘the foresightedness’ are the main concepts of the total school building planning of Nanhu High School. (2) Each facility and space are well-utilized, conforming to the purpose of design and reaching the planned efficiency. (3) The teachers are significantly satisfied by the spectacular exterior, all-ready teaching spaces plus facilities, various activity spaces, the clear division of mobility and immobility, and the efficient routes. (4) The students are the most satisfied by the size and the usage of the learning space. There is little difference in the satisfactory by gender. The freshmen and the juniors (Year Ten and Year Eleven) reach higher satisfactory of the space usage than the seniors (Year Twelve) in every item. (5) Most of the suggestions from the teachers and the students are about the maintenance and user behaviors. Ultimately, this research, based on the findings and conclusions of the study, proposes following suggestions: (1) It is advised and encouraged to apply Post-occupancy Evaluation. (2) The school building planning should value the wholeness, the educational-ness, the comfortableness and the foresightedness. (3) School should enhance the management and maintenance of certain facilities. (4) School library should develop into the teaching and learning resource centre. (5) Teachers are encouraged to proficiently utilize school’s high quality facilities.

本研究旨在探討高中生實施聽力策略教學的成效。受試者為兩班高中三年級 學生，分成兩個階段，第一階段分析現階段高中生使用聽力策略的現況，第二階 段是針對受試者不常用的聽力策略，選擇四個進行聽力策略教學，探討其聽力成 績進步情形，聽力策略使用進步情況，及聽力自主改進情況。 本研究歷時23 週，受試者分成實驗組，對照組各一班，對照組只做聽力練 習，而實驗組除了相同的聽力練習之外，又同時給與聽力策略教學。資料收集包 括了前後測的中級英檢聽力成績，聽力策略問卷，聽力自主學習問卷與訪談。資 料分析結果如下： 1. 受試者聽力策略運用有達中等標準，顯示高中生在進行聽力測驗時，運用 一些聽力策略，而且認知策略最多，情意策略最少。 2. 在教完聽力策略後，聽力成績雖未達顯著差異，但實驗組明顯地進步多於 對照組，顯示聽力策略教學能提升高中生的聽力。 3. 在教完聽力策略後，四個所教的聽力策略在不同的解釋上都有顯著差異， 而且，實驗組在認知策略與情意策略都有顯著進步。 4. 在教完聽力策略後，受試者不管在動機，自信心，或自動學習上都有顯著 進步。 5. 大多數受試者在問卷或訪談中，對聽力策略教學都持肯定的態度。 本研究證明聽力策略教學能融入高中英語課堂活動中，且成功地改善了學生 的聽力，聽力策略，與聽力自主學習，希望對台灣的聽力教學有所貢獻。 / The present study is aimed at investigating the effects of listening strategy instruction. Two classes of 12th-grade senior high school students participated in this study as the experimental and control groups. There are two stages in this study. In the first stage, the participants’ use of listening strategies was analyzed. In the second stage, the participants were taught the four least frequently used listening strategies and then the effects of listening strategy instruction were discussed in three ways: listening proficiency progress, listening strategy improvement and the betterment of listening autonomy. This study lasted for 23 weeks. The students in the control group had the listening activities in the textbook as usual. However, besides the same listening materials and activities, students in the experimental group received explicit listening strategy instruction. The data collected in this study include the grades in the intermediate GEPT listening tests, listening strategy and autonomy questionnaires. Based on the data, the major findings are as follows. First, the participants in this study used listening strategies with medium frequency, meaning senior high school students did employ some listening strategies while listening. They used cognitive strategies most frequently and affective strategies the least. Second, after the listening strategy instruction, they did not make significant progress in their listening test scores. However, the students in the experimental group made more progress than those in the control group, showing the strategy instruction did help promote their listening proficiency. Third, the four listening strategies chosen to be taught all improved significantly in different ways. Among the three categories, cognitive and affective strategies use increased and reached significant levels. Fourth, after the instruction, participants made significant progress in motivation, self-confidence and independent activities. Fifth, the majority of the participants had positive attitudes towards listening strategy instruction based on the results in the questionnaire and interview. This study demonstrated that listening strategy instruction could be integrated into the classroom activities and successfully improved senior high school students’ listening proficiency, listening strategies and autonomy. It is hoped that this study will contribute to the listening instruction in Taiwan.