本研究旨在建構並驗證私立高中職學校校長分布式領導、學校組織健康與學校效能之模式，並比較不同教師背景變項及學校背景變項的差異，依據研究所得結論，分別對教育主管行政機關、私立高中職董事會、私立高中職學校及後續研究者提出建議，以做為推展校長分布式領導，促進學校組織健康，及提升學校效能之參考。 本研究使用問卷調查法，以單因子變異數分析、皮爾森積差相關、多元迴歸、結構方程模式等統計方法，探討私立高中職學校校長分布式領導、學校組織健康與學校效能之關係及模式驗證。經由文獻的蒐集與探討，提出本研究的研究架構和路徑關係模式圖。研究對象為北北基私立高中職學校600位教師；研究工具為研究者自編之私立高中職學校校長分布式領導、學校組織健康與學校效能關係之調查問卷。 透過統計分析與討論，本研究獲得以下結論： 一、私立高中職學校教師覺知校長分布式領導、學校組織健康與學校效能之現況屬中高程度。 二、私立高中職學校部分教師在人員背景變項與學校背景變項對校長分布式領導、學校組織健康與學校效能的覺知具有顯著差異。 三、私立高中職學校校長分布式領導、學校組織健康與學校效能三者間具有正向關聯性。 四、私立高中職學校校長分布式領導、學校組織健康對學校效能均具有正向預測力。 五、本研究所建構之私立高中職學校校長分布式領導、學校組織健康與學校效能之結構方程模式具有良好適配度。 / The study aims to construct and examine the model of principals’ distributed leadership, school health, and effectiveness in private senior and vocational high schools, and compare differences in variances of teachers’ background and schools’ background. The outcomes and suggestions provide substantial references for educational authorities and administrations, the board of directors in private senior and vocational high schools, private senior and vocational high schools, and future researchers to promote principals’ distributed leadership, school health, and school effectiveness. This study adopted questionnaire survey and statistical methods such as one-way ANOVA, Pearson Product-Moment Correlations Coefficient, Multiple Regression Analysis, and Structural Equation Modeling (SEM) to explore the association and model of principals’ distributed leadership, school health, and school effectiveness in private senior and vocational high schools. The framework of research and the path analysis module diagram were constructed on the basis of literature reviews. The subjects of the study included 600 teachers teaching in private senior and vocational high schools in Taipei, New Taipei, and Keelung. The research tool of survey questionnaire was created by the researcher, containing constructs of distributed leadership, school health, and school effectiveness. Based on data analysis and discussions, the conclusions are as follows: 1. Participating teachers perceived that the principals’ distributed leadership, school health, and school effectiveness presented a middle to high level. 2. For some participating teachers, there are significant differences between the two variables of teachers’ background and schools’ background on the perceived principals’ distributed leadership, school health, and school effectiveness. 3. There is a positive correlation between the variables of principals’ distributed leadership, school health, and school effectiveness. 4. Both principals’ distributed leadership and school health show a positive prediction power to school effectiveness. 5. The SEM constructed for the principals’ distributed leadership, school health, and school effectiveness showed a goodness of fit.

本研究旨在探討台北巿高中圖書館的組織編制、困境，並了解圖書館負責人對轉型為「教學資源中心」的看法，以期提出國內學校圖書館轉型為「教學資源中心」的建議方案及事項。 為達研究目的，首先蒐集國內外文獻，分析學校圖書館與「教學資源中心」的相關資料；其次藉由個案研究國內具有正式「教學資源中心」組織的明道高中，以了解其組織結構及經營模式；最後，全面性調查台北巿公私立45所高中圖書館的組織與困境、視聽資源及電腦主管單位的組織編制、以及台北巿高中圖書館負責人對轉型為「教學資源中心」的看法。 研究結果發現，台北巿高中圖書館有十大困境：1.私立學校圖書館組織比公立學校圖書館來得不健全。2.公私立高中圖書館多仍未能分組辦事。3.圖書館負責人乃由教師或幹事兼任，多須兼任課堂教學工作。4.圖書館專業人員不足。5.工作人員數量太少及職位太低。6.設置工讀生的學校未達半數，且工讀生人數少。7.圖書館委員會對圖書館的助益有限。8.圖書館所提供的視聽資源的種類不夠多，未能具備提供教學媒體製作的服務。9.圖書館雖多已自動化，但採購、期刊、參考諮詢三方面卻多數尚未自動化。10.圖書館半數以上沒有光碟資料庫，且只能在圖書館或館內使用光碟資料庫。 本研究提出高中圖書館轉型為「教學資源中心」的建議方案為：以圖書館為主導，整合校內包含所有軟體的視聽及電腦資源於同一個「圖書館教學資源中心」單位之中，設置圖書館教學資源中心主任，編列正式的圖書館專業人員、媒體專業人員、電腦資訊人員，其下的分組則至少包括基本的圖書館、視聽教育、電腦資訊三方面相關的組別。最後，提出的五大層面的建議事項：（一）制度層面：1.修改相關法令，提昇圖書館的地位及健全組織；2.轉型的名稱以「圖書館教學資源中心」為佳。（二）功能層面：1.落實傳統圖書館的功能；2.發揮「教學資源中心」的功能。（三）人員層面：1.增加圖書館人員編制及提昇專業素質；2.增列圖書館的媒體人員、資訊人員；3.結合與善用校內教師與學生的人力。（四）資源層面：1.充實圖書館館藏、媒體、資訊等設備；2.加強資訊軟硬環境。（五）教育層面：1.推廣圖書館利用教育，加強師生對圖書館的認識與使用；2.適應國家整體高中教育政策，配合多元入學方案。

本研究旨在探討國立高中學校行政組織調整之需求性、剖析我國國立高中學校行政組織中，職務由教師兼任的概況、瞭解我國國立高中學校行政組織及運作之缺失、分析現行國立高中學校行政組織之改進途徑，提出有助於國立高中學校行政組織再造的架構，以提供學校及主管教育行政機關參考。採用的研究方法計有：問卷調查法、訪談法。 本研究係以高中教師及兼任行政人員、專職行政人員及主管教育行政機關之教育行政人員為研究對象。在問卷方面，以臺中縣市國立高中為研究抽樣母體，採分層隨機抽樣進行問卷調查，總計共發出問卷500份，回收411份，有效問卷411份，總回收率為82.2%。 本研究經過文獻探討及調查和訪談結果分析，得到如下的結論： 一、 現行國立高中學校行政組織架構，各校設立之組別大致相似。 二、 各校現行之學校行政組織中較迫切需要再造之處，頗符合現況需求。加強專業養成訓練；採勞務外包制；員額採總量管制。 三、 各校現行之學校行政組織架構較類似甲方案。較傾向於傳統之處室分組架構。 四、 國立高中學校行政組織，多數的填答者認為國立高中之規模區分維持現狀無須調整。 五、 國立高中學校行政組織，教學組、試務組以及訓育組較適合由教師兼任組長。 六、 現行國立高中學校行政組織及運作之缺失︰教師兼任行政工作意願不高；行政工作勞逸不均；行政組織結構缺乏彈性。 七、 現行國立高中學校行政組織改進途徑︰加強行政人員的專業養成訓練；改善各組行政工作勞逸不均；教職員採總量管制。 八、 國立高中學校行政組織再造，可透過將非屬核心業務外包或場所委外經營的方式來提升行政效率。 九、 進行國立高中學校行政組織再造，可以朝著裁併處室、裁併組別或歸併的方向調整。 十、 國立高中學校行政組織架構調整，以維持現狀的甲案最為填答者支持，反映出普遍冀求安定，但亦有近半數認同再造。 根據以上之結論，提出如下的建議，以供參考。 壹、教育行政機關方面 一、訂定組織再造計畫，因應未來實際需求。 二、行政組織法令鬆綁，賦予彈性自主運作。 三、從制度面根本解決教師兼任行政工作意願不高之學校行政組織運作的缺失，建議教師兼任的適合度較低的職務由專任行政人員擔任。　　 貳、對學校的建議 一、訂定工作流程的簡化措施，修訂學校的校務章則規程。 二、積極進行較迫切需要再造之處。 三、辦理勞務外包，減輕人員工作負擔，縮編員額節省人事經費。 四、非屬核心業務委外經營，開拓財源，減輕行政負擔，有利於組織再造；建議學校可以將餐廳、合作社、游泳池等場所委外經營。 五、加強行政人員專業養成訓練，鼓勵兼行政教師參與行政研習。 六、合理分工各組業務，避免工作勞逸不均。 七、簡化行政業務工作流程，活化學校行政運作機制。 八、 進行國立高中學校行政組織再造，建議裁併部分處室或組別。 / This study is researching the necessity of adjusting the administration organization in national senior school, and exhaustedly analyzing the condition that a teacher holds a concurrent administrative post. Meanwhile, we can understand the faults of the school administrative organization and its administrative operation, and then we can analyze the improving gateways used nowadays in national senior high schools. Furthermore, we can offer the skeleton of reengineering administration organization, and the references to schools and the managers of the educational administration institution. These researching methods which I used are including “questionnaire survey law” and “visiting discussion”. The object personnel that I researched were senior high school teachers, concurrent administrators, full-time administrators and some educational administration personnel in manager educational administration institution. As to the questionnaire survey, we took national senior high schools in Taichung City and Taichung County as the matrix of lamination random sampling. We sent out about 500 “asks-the-volumes” and returned 411 “asks-the-volumes”. The recall “asks-the-volumes” were all effective, so the total returns-ratio reached 82.2%. After literature discussion, investigation and visiting discussion, we come to the following conclusions: 1. The administrative organization skeletons of sections in national senior high schools nowadays are similar to one another. 2. The schools’ administrative organizations now needed urgently reengineering in national senior high schools are: strengthen the professional nurture training, the school services need adopting by “outside the service wraps”. And the specified number of personnel uses the total quantity control. These conform to the present situation demand. 3. The school administrative organization skeleton now traditionally tends to the way of “office room grouping”. 4. The majority of the answerers think that we needn’t adjust the present scale discrimination in high schools’ administrative organization and maintain the present situation. 5. The suitable concurrent posts for high school teachers are the Curriculum and Instruction Section, Examination Section and Extra-curriculum section in national senior high school administrative organization. 6. The demerits in high schools’ administrative organization and their operations nowadays are: teachers are not willing to be concurrent administrative personnel, the administrative affairs unbalance, and the administrative organization structures are lack of flexibility. 7. The ways of improving the schools’ administrative organization in national senior high schools are: strengthen the administrative personnel professional nurture training, balance the service work between sections, and teachers and administrators use the total quantity control. 8. As for the high schools’ re-engineering administrative organization, we may penetrate the outside agent to deal with the non- core business, or place request management in order to uplift the administration efficiency. 9. In proceeding the schools’ re-engineering administrative organization in national senior high schools, we can consolidate offices, or sections, etc., or combine some offices or sections. 10. In adjusting national senior high schools’ administrative organization skeletons, most answerers support to maintain the present situation. According to the above conclusions, my proposals are as following: --supply the reference 1. The proposals for the educational authorities: (a) To make the plans of re-engineering organization, be accordance to the future actual demand. (b) To loose the administrative constitutive law, afford the autonomous flexibility in operation. (c) To solve the demerits basically from the system surface that the teachers are unwilling to serve the part-time employment, suggest that some jobs unsuitable for teachers can be done by full-time administrative personnel. 2. The proposals for school authorities: (a) To make the brief measure of working flow, reedit the rules and regulations of school affairs. (b) To carry on what will be re-engineered positively and urgently. (c) To transact all labor services done by outside agent to reduce the burden of internal personnel, and incorporate personnel to save the personnel funds. (d) To afford the non-core business managed by outside agent, exploit the finance, lighten the administrative burden, will be advantageous of re-engineering organization. And proposal that school cafeteria, cooperative, and swimming pool can be managed by outside agent. (e) To strengthen administrative personnel’s professional nurture training, encourage concurrently administrative teachers to attend the administrative thorough study. (f) To divide each service labor rationally, avoid the unfair burden in assigning work. (g) To brief the administrative affairs work flow, activate the school administrative operation mechanism. (h) To be engaged in re-engineering administrative organization in national senior high schools, suggest consolidating some offices or sections.

臺灣的世界史教育自1949年以來已經走過一甲子，歷史課本的改革卻不會因為歲月匆匆而走到終點，課本只能不斷的被完善，方能教育出更好的下一代，以完成百年大計。本文除了第一章緒論與第五章結語之外，正文一共分為三章。第二章講述課綱與時代的互動，歐洲中心觀是如何在臺灣的世界史扎根，將討論臺灣政治氛圍與兩岸對峙的影響，以及冷戰與後冷戰時代，歷史學術思潮的變遷。第三章將進入課本文本，分析歐洲中心觀與課本論述方式，首先從十八世紀興起的大論述與輝格歷史學切入，討論兩者如何相輔相成，呈現在教科書內。再者討論戰後臺灣成為美國冷戰結構下一環，學習諸多美國的現代化理論，對課本的書寫產生了許多影響。以及臺灣內部的國族主義訴求，跨越了本國史進入世界史領域。第四章則討論課本細部的名詞翻譯與圖片使用，除了反應了歐洲中心觀，還可以追尋出臺灣課本強烈的英語中心觀，讓臺灣的世界史至今仍然籠罩在不列顛的影響之下。透過上述各章節，我們可以從課綱、課本、圖文等三個層次來檢視臺灣的世界史如何呈現歐洲中心觀，寄望能給予課本編審者作為參考 / Taiwan’s high school has taught Wolrd History in the course of history over sixty year since 1949. Nonethless, the need of revising the course would never come to an end: constant improvments should be implemented in order to provide better teaching for the next generations. The main part of the dissertation is divided into three chapters. Chapter Two starts with the curriculum guidelines and the background, illustrating how the base of Eurocentrism was built in Wold History courses. It relates the phenomenon to the context that Taiwan has been influenced by the political atmophere during the Cold War, and later scholarly trends in global Post-Cold War academe. In Carpter Three, the focus moves to textbooks, specifically on (1) the relation between the Grand Narrative and the Whigs History and their reflections in textbooks; (2) The adaption of Modernization theories from the US, in a context of Taiwan as an ally in Cold War that this is exacly the reason for the overwhelmingly presence of the States in Taiwanese history education; (3) The ideology of Nationalism, which results in a phenomenon that the narratives of World History in textbooks are often biased to meet the nationalist need. Last, in Chapter Four, it manifies the deatails in textboks, i.e. the choice of translational terms and the arrangement of maps. It contends that terms and maps in Taiwan World History textbooks reflect not just Eurocentricem but English-Centrism which still envelops nowadays Taiwan. In brief, the analyses of Eurocentrism in these chapters are arranged in theree levels: curriculum guidelines, textbooks, and finally terms and maps. Additionally, the dissertation provides some advice for textbook writers.

University of Macau / Faculty of Education

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 and Humanities / Department of Government and Public Administration

University of Macau / Faculty of Education