本研究旨在建構國民小學校園閒置空間永續發展評估指標及權重體系，作為推動校園閒置空間再利用之參考依據。研究以文獻分析為基礎，初擬校園閒置空間永續發展評估指標，採專家問卷、模糊德爾菲問卷和層級分析法問卷為研究工具進行調查。研究對象共22位專家學者，資料分析首先利用改良「雙三角模糊數」之模糊德爾菲整合專家對指標重要性之看法並篩選評估因子，最後運用Expert Choice 2000軟體進行統計分析以建立各項指標之權重，完成國民小學校園閒置空間永續發展評估指標。 本研究獲得主要結論如下：國民小學校園閒置空間永續發展評估指標，含3大層面、8大指標共30個評估因子，其整體權重高低排序如下： 一、三大層面依權重高低排序為：環境面（41.5％）、經濟面（30.8％）、 社會面（27.7％）。 二、八大指標依權重高低排序為：價值效益（17.4％）、生態保育（15.5％）、健康環境（14.4％）、綠色消費（13.4％）、永續經營（12.4％）、環境規劃（11.6％）、社會教育的功能（11.2％）、社區發展（4.1％）。 三、三十個評估因子依權重高低排序前五名為：校舍動靜分區配置（9.1％）、保水設施（5.6％）、基地開發之干擾及衝擊（5.4％）、生物多樣性（5.4％）、室內物理環境（5.3％）。 最後，本研究依據研究結果提出建議，提供未來行政單位檢視校園閒置空間再利用評估及結果的有效性的參考。 / A Study of Evaluation Indicators on Sustainable Development for Vacant School Space in Elementary Schools Abstract The purpose of this study is to construct the evaluation indicators and their associated priority weights on sustainable development for elementary vacant school space. The results of the study can be the reference for promoting the reuse of vacant school space. At first, the study is based on the analysis of documents to establish relevant evaluation indicators about vacant school space. And this study adopts three research methods: expert survey, Fuzzy Delphi and AHP to survey. The research invites 22 education-related experts to form a team as the study object. First, in order to select the applicable indicators, the individual answers of experts are analyzed by “double triangle fuzzy technique”. By using this technique, opinions about important indicators evaluated by experts are integrated; and meantime, the factors are screened. Finally, Expert Choice 2000 software is used to process statistic analysis to set up priority weights of various indicators. In this way, the evaluation indicators on sustainable development for elementary vacant school space are established. The main conclusion which this study obtained is as follows: The evaluation indicators of sustainable development for elementary vacant school space include three dimensions, eight indicators, and thirty evaluation factors. The priority weights of all evaluation indictors are described in order as follows: 1.The priority weights of three dimensions are environmental dimension（41.5％）, economical dimension（30.8％）, and social dimension（27.7％） 2.The priority weights of eight indicators are valuing benefit（17.4％）, ecological conservation（15.5％）, healthy environment（14.4％）, green consumption（13.4％）, sustainable development management（12.4％）, environmental planning（11.6％）, the function of social education（11.2％）, and community development （4.1％）。 3.The priority weights of thirty evaluation factors are the allocation of noisy and quiet areas of school（9.1％）, facilities of water content（5.6％）, the disturbance and impact of the development about vacant school space（5.4％）, ecological variety（5.4％）, and biological surroundings indoors（5.3％）. Finally, according to the research results, some suggestions are offered to educational administration to review the effects and evaluation results of reusing vacant school space in the future.

本研究旨在建構大學系所自我評鑑之後設評鑑指標－以JCSEE方案評鑑標準為基礎，並提出結論與建議，以供大學實施系所自我評鑑之參考。 研究方法上，先以文獻分析初擬出大學系所自我評鑑之後設評鑑指標，接著以專家問卷進行指標的刪修和確定，再利用模糊德菲術問卷整合專家學者對指標重要性之看法，最後以歸一化方式求得各指標的權重，完成我國大學系所自我評鑑之後設評鑑指標。根據研究之結果與分析，歸納主要結論如下： 一、本研究建構之大學系所自我評鑑之後設評鑑指標，計有五大類，三十個標準，六十項指標。 二、參考「JCSEE方案評鑑標準」建構大學系所自我評鑑之後設評鑑指標，其方法可行。 三、本研究建構之大學系所自我評鑑之後設評鑑五大類標準中，以「適切性標準」較為重要。 四、大學系所自我評鑑之後設評鑑各類別標準中，分別以「有意義的過程和結果」、「脈絡的可行性」、「回應與包容導向」、「可靠的資訊」、「評鑑檔案化」較重要。 最後，本研究根據研究結果，提出相關建議，俾供教育主管機關、大學系所以及後續研究之參考。 / The purpose of the study is to construct of meta-evaluation indicators of university departmental self-evaluation - based on the JCSEE program evaluation standards, in order to provide conclusions and suggestions for the university to implement the departmental self-evaluation. According to the research methods, first, through the analysis of literature review, it preliminarily develops the meta-evaluation indicators of university departmental self-evaluation. Second, the expert’s questionnaires modified the preliminary indicators. Third, by using the Fuzzy Delphi questionnaire about important indicators evaluated by experts are integrated. Final, normalization of fuzzy number’s total score determined the weight of each indicator, establishing the meta-evaluation indicators of university departmental self-evaluation. The main conclusions follow: 1. The meta-evaluation indicators of university departmental self-evaluation consist with five major categories, 30 standards, 60 indicators in total. 2. The method is feasible that constructing the meta-evaluation indicators of university departmental self-evaluation based on the JCSEE program evaluation standards. 3. The meta-evaluation indicators of university departmental self-evaluation consist of five major categories, the ‘propriety standards’ is the most important. 4. The meta-evaluation indicators of university departmental self-evaluation consists with 30 standards, ‘meaningful processes and products’ in utility standards, ‘contextual viability’ in feasibility standards, ‘responsive and inclusive orientation’ in propriety standards, ‘valid information’ in accuracy standards, and ‘evaluation documentation’ in evaluation accountability standards are the most important. In conclusion, the findings and results in the hope of providing suggestions for educational administrative institutions, university departments, and future studies.

本研究旨在建構地方教育行政機關知識管理成熟度指標，並藉以評估地方教 育行政機關知識管理品質。研究方法部分，先以文獻分析探究知識管理成熟度相關論述，再以專家問卷以及模糊德菲術問卷進行調查。專家問卷為十位教育學術與行政兼備專家，模糊德菲術問卷透過三角模糊數整合專家對指標重要性之看法並篩選指標項目，最後以歸一化之方式求得各構面以及各項指標權重，篩選出共三項構面及39項指標，完成地方教育行政機關知識管理成熟度指標指標體系，並以歸一化方式確立各構面及指標權重。各構面之主要權重為文化（33.3%）、流程（33.4%）、科技（33.3%）。根據研究之結果與分析，對地方教育行政機關與教育行政人員提出相關之建議，也對未來研究提出相關建議。

本研究旨在建立高級中等學校校務基金績效評鑑系統， 並以「模糊德菲法」蒐集政策利害關係人意見，共建立5項構面29項指標。 本研究結論如下： 一、本研究共建立五大構面， 以構面權重高低排序分別為： 「財務收支及財產管理績效」（21.28%）、 「基金運用、預算編製及執行績效」（20.52%）、 「學校經營目標及經營計畫」（19.72%）、 「基金管理及學校組織運作」（19.51%）、 「學習品質及滿意度」（18.96%）。 二、依照各構面內指標權重高低，依序如下： （一）「財務收支及財產管理績效」構面內最重要者為「教學研究及訓輔費 用占業務成本與費用比率」。 （二）「基金運用、預算編製及執行績效」構面內最重要者為「建立預算編 製與執行作業程序」。 （三）「學校經營目標及經營計畫」構面內最重要者為「學校校務發展定位 與特色」。 （四）「基金管理及學校組織運作」構面內最重要者為「內部審核執行成效」。 （五）「學習品質及滿意度」構面內最重要者為「建立歷年校務基金報表公 開專區」。 最後，依據研究結論分別給予教育主管機關、學校以及後續研究相關建議。 / The purpose of this study is to establish a system about the performance evaluation indicators for the school funds of high schools in Taiwan. By using the fuzzy delphi method with opinions of stakeholder, the study consists of 5 dimensions and 29 indicators in total. According to priority of 5 dimensions, the conclusions are as follows： 1.“performance of financial receipts, expenditures and property management”(accounts for 21.28%) 2.“performance of funds, budget planning and execute”(accounts for 20.52%) 3.“performance of school management goal and planning ”(accounts for 19.72%) 4.“performance of fund management and school organization operation ”(accounts for 19.51%) 5.“performance of learning quality and satisfaction degree”(accounts for 18.96%) According to priority of intra-dimension indicators ,the conclusions are as follows： 1.In the dimension “performance of financial receipts, expenditures and property management”, the indicator “the ratio for teaching, research ,discipline and counseling cost to operation cost ” accounts for the most part. 2.In the dimension “performance of funds, budget planning and execute”, the indicator “establishing standard of procedure for budget planning and execute” accounts for the most part. 3.In the dimension“performance of school management goal and planning ”, the indicator “status and feature for school development” accounts for the most part. 4.In the dimension “performance of fund management and school organization operation ”, the indicator “performance of internal auditing” accounts for the most part. 5.In the dimension“performance of learning quality and satisfaction degree”, the indicator “establishing school-fund statements website over the years” accounts for the most part. According the conclusions, some suggestions had been proposed: 1. suggestions for ministry of education 2. suggestions for school administrators 3. suggestions for further study

本研究旨在建構國民中學適性輔導評估指標，當前在十二年國民基本教育的推動之中，落實學校的適性輔導工作是重點任務。首先藉由文獻探討適性輔導相關論述為基礎，初擬指標架構，運用專家問卷以及模糊德菲術（fuzzy Delphi method），並以桃園縣政府教育局行政人員、桃園縣國民中學校長、教務主任、輔導主任、輔導與諮商中心專業人員及教師為研究對象，透過問卷蒐集政策利害關係人之意見，共發出10 份專家問卷及16 份正式問卷。根據正式問卷填答結果，計算各層面、項目及指標之三角模糊數（triangular fuzzy number），再將其反模糊化（defuzzification），求得各層面、項目及指標之效用總值，自訂門檻值為0.6，篩選出3層面、17項目及37個指標，並以歸一化之方式確立各層面、項目及指標權重。各層面之權重由高至低依序為課程規劃與教學活動（33.9%）、組織與行政運作（33.6%）以及生涯檔案建置與應用（32.5%）。最後根據此指標架構對教育行政機關、學校及未來研究提出建議。 / The study aims to construct a junior high school adaptive counseling evaluation indicators. The implementation of adaptive counseling in the school becomes the foremost important task when promoted by the current 12-Year Basic Education. The study first applies a literature review to discuss the adaptive counseling related discourses as the foundation, drafting the indicator framework, and using expert questionnaire and fuzzy Delphi method to conduct the questionnaire survey on the administrative personnel of Department of Education, Taoyuan County, junior high school principles, directors of teaching affairs, counseling directors, counseling and experts at the consultation center, thereby to collect the opinions of policy stakeholders through questionnaires. A total of 10 expert questionnaires and 16 official questionnaires were issued. The results of official questionnaire then underwent calculation of triangular fuzzy numbers for the different levels, items and indicators, followed by defuzzification to yield the total valid values of the different levels, items and indicators. The self-developed threshold value is 0.6 with 3 levels, 17 items and 37 indicators selected, which is applied with normalization to validate the different levels, items and indicator weights. The weights of different levels are sorted in descending order, namely course plan and teaching activity (33.9%), organization and administrative operation (33.6%) and the career file establishment and application (32.5%). Finally, the study proposes suggestions for educational administrative agencies, schools and future researchers based on this indicator framework.

本研究旨在導入總整課程概念於臺灣中小學師資職前教育，探討國外總整課程之內涵與功能，初步建構臺灣中小學師資職前教育之總整課程，並提出結論與建議，以供未來師資培育大學發展總整課程之參考。 研究方法上，先以文件分析出可行之臺灣中小學職前教育總整課程，接著以專家問卷進行課程的刪修，再利用模糊德菲法探究專家學者對課程具備整合、反思與銜接功能之看法，最後根據專家學者們之共識，完成我國中小學師資職前教育總整課程。根據研究之結果與分析，歸納主要結論如下： 一、中小學師資職前教育總整課程形式包含「實地教學經驗」、「研究計畫」、「專題討論」、「歷程檔案」、「綜合表現與評量」五大類。 二、以實地教學經驗，如「半年教育實習」、「分科／分領域教學實習」、「實踐史懷哲精神教育服務計畫」等，在中小學師資職前教育總整課程之各功能認同度最高。 三、臺灣中小學師資職前教育總整課程依據類型不同，具備總整性存在差異。 最後，本研究根據研究結果，提出相關建議，俾供各師資培育之大學以及後續研究之參考。 / The purpose of this study is to integrate the concept of capstone course to pre-service primary and secondary teacher education in Taiwan. This paper not only explores the connotation and function of the capstone course in pre-service teacher education, but also constructs the capstone course in pre-service teacher education for Taiwan. It also provides conclusions and suggestions for universities that offers teacher training programs to develop their capstone course in the future. The main conclusions follow: 1.The capstone courses of pre-service teacher education include five categories: "field experience", "research project", "seminar", "portfolio", "comprehensive performance and evaluation". 2.The field experience, such as " student teaching", " teaching practicum ", " Schweitzer program " and so on, has the highest capstone function in Taiwan’s pre-service primary and secondary teacher education. 3.The function of capstone course is much different in Taiwan according to varietal types of professional courses and activities of pre-service primary and secondary teacher education. In conclusion, the findings and results in the hope of providing suggestion for the universities that offers teacher training programs and more studies in the future.

自Zadeh(1965)提出模糊集合論，將集合論之二值邏輯擴充至多值邏輯後，使得集合論更為完善，能更精確地描述實際問題之特性。由於教師評鑑的規準建構與測量方法皆深具模糊性，因此有必要針對評鑑問題之模糊特性，選擇適當之模糊理論。本研究以模糊德菲法以整合專家意見以建構評鑑指標，續以模糊層級分析法計算各指標間的相對權重。教師評鑑除考量量化指標外，由於質化指標常以語意詞句(linguistic terms)表達，故採取Chen和Hwang (1992)所提之轉換法將模糊評語集轉換為明確得點值(crisp score)。並利用模糊綜合評估以從事實際教師評鑑之結果分析，其中涉及不同運算算子間的差異比較。 本研究結果發現：教師評鑑指標體系包括教師評鑑指標共可區分為九大類主指標四十一項次指標。其主指標分別為「專業知識」、「教學準備能力」、「教學策略與實施能力」、「教學評量能力」、「運用教學資源能力」、「班級經營能力」、「專業責任」、「校務參與及服務績效」與「人際溝通能力」等九類；「專業知識類」次指標包括「任教科目的專門知識（含提供完整的知識架構）」、「教學方法的專業知識（含清楚教導概念）」、「課程與教材方面的知識（包括清楚目前的學習內容與先前的學習內容及未來的學習內容之間的關連）」、「教學情境的專業知識」、「輔導方面的知識（包括了解學生的心理）」與「學習與發展方面的知識（包括精熟學生背景知識和經驗）」等六項，「教學準備能力類」次指標包括「訂定教學計畫，妥善準備教具」、「根據學生學習需求及課程標準，訂定適合的教學目標」等兩項，「教學策略與實施能力類」次指標包括「教導認知、情意及動作技能的學習與遷移」、「教材展示精確又清楚」、「運用適當教學方法的技巧」、「對教學內容的解釋、舉例之能力」、「教學內容組織能力」、「引起並維持學生的學習動機與注意力」、「教學表達能力」、「傾聽兒童說話的技巧」、「促使學生延展其思考」等九項，「教學評量能力類」次指標包括「評量兒童表現並提供回饋與指導」、「根據評量結果改進教學歷程」、「適時而正確地評估學生進步情形」等三項，「運用教學資源能力類」次指標包括「妥善佈置教學環境」、「運用多樣教學資源」等兩項，「班級經營能力類」包括「輔導學生的能力（包括輔導學生因學業及日常生活所產生的困擾）」、「指導學生遵守生活常規，養成良好行為習慣」、「教室管理的技巧（包括建立愉快的班級氣氛、建立教室常規和程序）」、「有效運用獎懲手段」、「訂定適切的班級規範」與「創造適當的學習環境」等六項，「專業責任類」次指標包括「關懷與瞭解學生」、「工作勤惰」、「教學認真」、「教育信念」、「研究進修」與「敬業精神」等六項，「校務參與及服務績效類」次指標包括「主動積極協助校務推展」、「配合學校行政詳建各項學生檔案」、「對學校活動積極參與」等三項，「人際溝通能力類」包括「同儕教師溝通交流分享互動之能力」、「和家長保持溝通互動以維持良好的親師關係」、「建立和維持師生關係」、「教師能公平、公正地對待全部學生」等四項，合計四十一項次指標。 / Since Zadeh(1965) proposed the fuzzy sets theorem and further developed the theorem from　two-value logic to continues multi-value logic, the assembly theorem had become more completed and was capable of depicting the characteristics of real problem more specifically. Because the standard structure and measuring method of teacher appraisal are both ambiguous, it is necessary to adopt an suitable fuzzy theorem for this ambiguous characteristic of teacher appraisal. The study incorporated the opinions of specialists into structural evaluation indicator based upon Fuzzy Delphi and further calculated the relative weights among each indicator by Fuzzy Analytic Hierarchy Process. The teacher appraisal not only need to quantify the indicator but also to qualify them using linguistic terms to express. Therefore, the study adopted the Chen-Hwang (1992) transfer method to transform the ambiguous evaluation terms into specific crisp scores and used the composite of fuzzy evaluation to engage the analysis of real teacher appraisal involving differentiated comparison among individual operants. The outcomes of the study demonstrated that the indicator system of teacher appraisal including teacher appraisal indicator consist of 9 major indicator and 41 minor indicator. The 9 major indicator were professional knowledge, capability of teaching preparation, teaching strategy and implementation ability, capability of teaching assessment , capability of employing teaching resource, capability of class management, professional duty, involvement of school managing and service achievement, and capability of interpersonal communication. The 6 sub-indicator in the professional knowledge category includes professional knowledge of the specific discipline with a comprehensive knowledge structure, professional knowledge of teaching methods included a lucid teaching concept, professional knowledge of class and teaching material included understanding of the connection between the current and future learning contents. professional knowledge of teaching situations, professional knowledge of consulting included understanding of student psychology and professional knowledge of learning and developing included awareness of student background knowledge and experiences. There were two sub-indicator in the capability of teaching preparation (making a teaching agenda and preparing teaching tools, and planing a proper teaching goal based upon student learning need and class standard. The 9 sub-indicator in the teaching strategy and implementation ability were, understanding of guidance and learning and transferring of mental and physical skills, demonstration of teaching material precisely and clearly, employment of proper teaching skills, the interpretation of teaching contents and exemplification faculty, ability to organize teaching contents, inspire and maintain learning motivation and attention of student, faculty of teaching expression, listening skills concerning the child talk, and stimulate the extension of student thinking. The 3 sub-indicator in capability of teaching evaluation were, evaluation of child perfor-mance in order to render guidance and feedback, rescheduling the teaching agenda according to the evaluation outcomes, and accurately and timely evaluating student progression . The capability of employing teaching resource category consisted of implementing teaching environment congruently and adopting diversified teaching resources. The 6 sub-indicator in capability of class management were faculty of student guidance (consulting the student problems causing by class-learning and everyday activities), lead students to fellow the normal rules and to keep righteous behavior habits, class room managing skills ( establish an amicable classroom atermosphere and the classroom guidelines and procedures), proper employing award/ punish system, making the proper classroom paradigm, and create suitable learning environment. The 6 subindicator in professional duty were concerning and understanding students, working habits, teaching sincerity, teaching believe, advancing research, reverence to occupation, The 3 subin-dicator in involvement of school administration and service achievement were, actively assisting the school administration to implement, cooperating the school administration to establish the student records, actively engaging the school activities. The capability of interpersonal communication category composed of 4 subindicator, capability of communicating and interacting with teaching colleagues, capability of communicating and interacting with student parents and maintain a good teacher-parent relationship, establishing and keeping the teacher-student relationship, treating all student with equality and fairness. The grand total of sub-indicator were 41.

本研究旨在建構國民小學教育空間品質評鑑指標。研究方法部分，先以文獻分析歸納出國民小學教育空間品質評鑑之初擬指標，再以專家問卷以及模糊德菲術問卷進行調查。模糊德菲術調查樣本為22位對國民小學的校園規劃、空間環境相當了解的校長、學者及教育行政機關主管為對象，透過三角模糊數整合專家對指標重要性之看法並篩選指標項目，最後以歸一化之方式求得各構面以及各項指標權重，完成國民小學教育空間品質評鑑指標體系。根據研究之結果與分析，歸納主要結論如下： 一、本研究建構之國民小學教育空間品質評鑑指標，含兩層指標，第一層指標有 6項，第二層指標有35項。 二、本研究建構之國民小學教育空間品質評鑑之第一層指標，依權重排序分別為「安全與管護」（18.41％）、「舒適與健康」（17.51％）、「特色與美感」（16.59％）、「節能與永續」（16.40%）、「充足與彈性」（16.28%）及「社交與休憩」（14.80%）。 三、本研究建構之國民小學教育空間品質評鑑之第二層指標依權重排序，在安全與管護方面，應特別重視校舍建築耐震防災、避難空間與動線的規劃，以及校園死角的監控管護；在舒適與健康方面，應特別重視校園環境的乾淨與整潔，且教室應有良好的照度以及通風；在特色與美感方面，應特別重視教育空間應富有寓教於境的教育情境、具有美感，以及能展現學校重要精神；在節能與永續方面，應特別重視教育空間能維持生態多樣性以及節水減碳的規畫與設計；在充足與彈性方面，應特別重視特殊需求的學生使用，並有足夠的各式教學與活動及多目的使用的空間；在社交與休憩方面，應特別重視學生交流互動、師生對話，以及與社區資源共享的空間。 最後，本研究依研究結果分別就對教育主管機關、對學校及對後續研究提出建議。 / The purpose of this study is to construct the evaluation indicators for quality of educational space in elementary schools. As for research methods, by means of literature review, and then 35 indicators within 6 main dimensions had been organized as a raw model of quality of educational space in elementary schools indicators based on which the Fuzzy Delphi questionnaire was developed and the survey was conducted with the sample size of 22 experts. Symmetric triangular fuzzy number then was used to analyze experts’ opinion on the importance of each indicator and to help indicator selection. At last stage, normalization of fuzzy number’s total score determined the weight of each dimensions and indicators; accordingly, the quality of educational space in elementary schools indicator system was constructed. The main conclusions are as follows： 1. The quality of educational space in elementary schools indicator system consists with 6 dimensions and 35 indicators in total. 2. The 6 dimensions are:safety and security（18.41％）, comfort and health（17.51％）, characteristics and aesthetic（16.59％）, energy efficiency and sustainability（16.40%）, adequate and flexible（16.28%）,social and leisure（14.80%）. 3. The second layer indactors for the quality of educational space in elementarty school are : in “safety and security”, should be the building seismic disaster, asylum space and the route planning, and monitoring of management and protection of the campus corner ; in the “comfort and health”, with special attention to the campus environment clean and tidy, and the classroom should have good illumination and ventilation; in the “characteristics and aesthetic” context, special attention should be full of educational space education through environmental education context, the aesthetic , as well as important to show school spirit; in “energy efficiency and sustainability”, and the particular importance of education to maintain the ecological diversity and space saving and carbon reduction planning and design; in “adequate and flexible” in regard, special attention to students with special needs, and there is enough variety of teaching and activities and multi-purpose use of space; in “social and leisure” aspects, special attention should be student interaction, teacher-student dialogue and resource sharing with the community space. According to the conclusions, some suggestions had been proposed : 1..suggestions for education administrators,2.suggestions for schools, and 3.suggestions for further study.