Approach to the Influencing Factors of Partnership in E-Marketplace Abstract In light of the inter-dependency between emerging technology and inter-organizational relationship, an initial research framework is built upon the spirit of Adaptive Structuration Theory. This research aims to explore the influencing factors of three-phased partnership in e-marketplace. As a result, through literature review and expert interview, the framework is verified and presented as the research model. An empirical study is conducted to verify the research model. Through literature review, expert depth interview and questionnaire survey, the viewpoints from practical experts, leading companies in IT industry, and management level are generalized. The forecast of prospective relationship style of partnership in e-marketplace is also constructed in this study. By means of the comparison among those surveyed groups, the common points are explored, as well as the differences. Key words¡GAdaptive struturation theory, E-marketplace, Partnership, Fuzzy Delphi method.

本研究在建立教師專業能力之指標，主要研究方法為文獻探討後採用模糊德菲術問卷調查法。藉由文獻探討分析主要來探討相關理論與研究成果，作為本研究的學理依據；再邀請專家對問卷指標逐一確認，以提升問卷效度，作為進一步模糊德菲術問卷的編製依據，分析專家群體意見之差異性，確認專家群體意見是否趨向一致。最後根據模糊德菲術調查問卷的最大值、最小值及最佳單一值化成雙三角模糊函數，進行量化的指標統計篩選。獲得之結論如下： 一、本研究所擬定之指標共計有：教學能力、班級經營與輔導、研究發展與進修、敬業精神與態度等四個層面；在每個層面並分別有三到四個的指標，計有十二個指標；每個指標下分別含有三到九個不等的檢核項目，共計有五十二個檢核項目。 二、本研究所建構之指標系統構面依權重高低依序前三名為教學方法（15.5％）、人際關係（11.1％）、輔導知能（7.9％）。 藉由分析討論獲得結論後，提出相關建議，敘述如下：辦理相關研習，提升專業知能；建立內省能力，提升專業形象；落實教師評鑑工作，作為了解教師績效與改進之參考；教師評鑑制度要與教師專業發展相結合；應視教育現況，建構適切之教師專業能力指標；應提供多元的課程滿足教育的專業化、多元化與國際化，並因應不同生涯發展階段的需求提供教師進修研習的課程。 / The research aimed to establish the indicators of teacher’s professional abilities. Fuzzy Delphi method was utilized for data collection after the discussion of the documents. The theoretical basis of this research was derived from analyzing the documents, discussing related theories and other research achievements. Furthermore, the research was conducted to collect experts’ opinions on the indicators in questionnaires to promote their validity, which was the main basis of compiling the Fuzzy Delphi Method questionnaires. From the questionnaires, the author could analyze the differences of experts’ opinions and confirm whether their opinions could come to agreement. Finally, based on the maximum, minimum and best single value, the author obtained the following conclusions: First, this research consists of four dimensions: teaching ability, class management and student counseling, research development and further education and professional spirits. Each dimension is composed of three to four indicators. There are twelve indicators in total. Each indicator also contains three to nine control items. There are fifty-two control items in total. Second, according to the established indicator system, the author obtains the top three indicators: teaching method (15.5%), interpersonal relationship (11.1%) and counseling competence (7.9%). After analyzing and discussion the data, the author brought up related suggestions described as follows: holding more workshops to promote teachers’ professional competence; improving teachers’ introspective ability to promote their professional images; reinforcing teachers’ evaluation as the reference for their improvements; combining teachers’ evaluation system and profession; according to the educational situation, establishing proper professional indicators for teachers; providing diverse courses and programs according to different stages of teachers’ life arrangement to reach the ideal of professional, diverse and international education.

合理科學的高級中學學校評鑑指標體系不僅是教育主管機關檢測學校辦學績效的需要，更是促進學校經營品質提高的指南。目前政府正在推動十二年國民基本教育政策，現有的高級中學學校評鑑指標體系尚存在不同教育主管機關之間的差異問題，因此，需要建構符合十二年國民基本教育實施後新的高級中學學校評鑑指標體系。 本研究的評鑑指標體系是在理性分析的基礎上，首先對指標體系構建的理論基礎、依據、原則進行分析，依據十二年國民基本教育子方案「高中校務評鑑實施方案」，並參考國際相關評鑑指標架構的經驗，確定本研究高級中學學校評鑑指標體系架構。據此擬訂高級中學學校評鑑指標適切性問卷初稿，蒐集焦點團體座談和專家問卷調查的改進建議，增刪、修正部分指標及其內涵說明。其次，依模糊德菲術問卷調查結果，以模糊權重值的高低評選高級中學評鑑指標，經歸一化處理確定權重從而建構本研究之評鑑指標體系，作為高級中學學校評鑑實施之參考。 本研究構建的評鑑指標體系分為「層面、指標及指標內涵說明」，第一級評鑑層面包括校長領導、行政管理、課程教學、學務輔導、環境設備、社群互動、績效表現七個層面。各層面所占權重分別為「課程教學」權重為20.04%、「學務輔導」權重為18.05%、「績效表現」權重為15.76%、「行政管理」權重為13.85%、「環境設備」權重為12.09%、「校長領導」權重為10.55%、「社群互動」權重為9.67%；第二級評鑑指標計50個，每個評鑑指標所占權重介於1.8%至2.2%之間。 / Reasonable and scientific senior high school evaluation indicator system not merely fulfills the need of education authorities to evaluate the performance of a school; it also guides a school in terms of enhancing the quality of school management. Currently the government has been implementing 12-year basic education, and there are disparities within the existing senior high school evaluation indicator systems employed by different education authorities. A new senior high school evaluation indicator system that will meet the need of 12-year basic education, therefore, needs to be set up. The evaluation indicator system of this study is based on rational analysis. In accordance with the “The Implementation Scheme of Senior High School Evaluation” of “12-Year Basic Education” and with reference to international evaluation indicators, this study, for one thing, analyzes the theoretical framework, bases, and principles of indicator system. A first draft of a questionnaire concerning the appropriateness of senior high school evaluation indicators is then drawn up. With the suggestions for revision deriving from the conferences of focus groups and experts’ survey, some indicators and their connotations have been added and revised. For the other thing, with the results of the survey using Fuzzy Delphi Method, the value of the fuzzy weight is normalized and used to select senior high school evaluation indicators. The evaluation indicator system of this study is thus established, which is intended to serve as a reference for the implementation of senior high school evaluation. The evaluation indicator system of this study comprises dimensions, indicators, and their connotations. The first-order evaluation dimension consists of seven dimensions, including principal’s leadership, administrative management, curriculum and teaching, guidance of student affairs, facilities, community interactions, and performance. The weight of each dimension is 0.11, 0.14, 0.20, 0.18, 0.10, 0.10, and 0.16 respectively. The second-order evaluation includes 50 indicators, and the weight of each indicator is between 1.8% and 2.2%.

本研究旨在探討新北市地區公立國民小學在少子化趨勢下，學校規模所產生的變化情形及規模類型為何，並探求新北市國小學校最適經營規模，最後整合教育利害關係人的需求與看法，歸納出學校適正化策略，另外也進一步模擬規劃新北市三重分區學校適正化具體做法。 本研究採文獻分析法、模糊德菲法，針對新北市公立國民小學學校規模及學校配置合宜性進行探究；於101年11月共發出130份問卷，共回收問卷105份，有效問卷共92份。 本研究主要研究發現為： ㄧ、新北市公立國民小學最適經營規模為「每年級至少5~8個班」，最適合的班級規模為「每個班級16~25人」，依此原則推估新北市公立國小學校最適規模之學生總數為480~1200人。 二、新北市通學距離應定義為都市地區1公里內、偏遠地區則為2公里內較為適宜；除此之外，小學生的通學時間應以30分鐘為限。 三、新北市公立國民小學總班級數與總學生數呈現逐年下降趨勢。 四、新北市各公立國小學校規模變化有所不同，具有多元規模類型。 五、學校適正化方針之具體作法包括:擬定整體階段性計畫、維持學校適正配置、整體評估校舍建築、設置新學校、重新設定學區範圍、推估學齡人口與就學需求、召開區域性政策公聽會等。 關鍵字:學校適正化、最適經營規模、模糊德菲法 / This study aimed to discuss the change and the typology of public elementary school scales in New Taipei City due to recent declining birthrate for exploring optimal operating scale. Strategies of optimal operating scale might be summed up by integrating needs and perspectives of education stakeholders. Furthermore, concrete ways could be come up to formulate optimal operating scale of public elementary schools in the district of Sanchong in New Taipei City. It was undergoing public elementary school scales in New Taipei City and the appropriateness of school allocation by literature review method plus fuzzy Delphi method. Total 130 copies of questionnaires were sent out in November 2012, 105 copies returned and out of them 92 copies valid. The major finding would be as followed: 1. Among public elementary schools in New Taipei City, it is concluded for the optimal operating scale containing “5 to 8 classes each grade”, the optimal class scale containing “16 to 25 persons each class”, and consequently , the optimal scale of student sum containing 480 to 1200 persons in estimation. 2. Commuting distances in New Taipei City should properly define as 1 kilometer within urban areas and as 2 kilometers in remote regions. Besides, time of pupils walking to school should be within 30 minutes. 3. Class sum and pupil total among public elementary schools in New Taipei City appear downward year by year. 4. It differs and bears multi-scales of typology concerning the change of public elementary school scales in New Taipei City. 5. Some concrete ways fulfill optimal operating scale: Making overall progressive plans, maintaining school allocation of optimal operating scale, assessing overall architectures, setting up new schools, resettling school district, estimating school-age population and schooling needs, holding regional policy public hearing, etc. Key words: Optimal Scale of Schools , Optimal Operating Scale , Fuzzy Delphi Method

本研究旨在建構公立大學國際化指標。研究方法部分，先以文獻分析歸納出公立大學國際化初擬指標，再以專家適切性評估問卷及模糊德菲法問卷進行調查。模糊德菲法調查樣本為14 位學者專家，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，最後以歸一化法求得各指標之權重，完成公立大學國際化指標。根據研究之結果與分析，歸納主要結論 如下： 一、本研究建構之公立大學國際化指標，一級指標有5 項，二級指標 有35 項。 二、本研究建構之公立大學國際化一級指標，依權重排序依序為「研 究與學術成果」(20.70%)、「行政與環境支援」(20.34%)、「學生與教 師國際流動」(20.12%)、「學術交流與聯盟」(20.08%)及「課程與教 學」(18.76%)。 三、本研究建構之公立大學國際化二級指標，在研究與學術成果方面，以 國際合作之研究計畫案件數及金額重要性最高；在行政與環境支援方 面，以國際化業務行政人員具備外語專長之比例重要性最高；在學生 與教師國際流動方面，以攻讀學位之境外學生人數重要性最高；在學 術交流與聯盟方面，以教師擔任國際學術團體職位之數量重要性最高； 在課程與教學方面，以外語授課之課程數量重要性最高。 最後，依據研究結果分別對教育主管機關、公立大學及後續研究提出 建議。 / The purpose of this study is to construct the indicators for internationalization of public universities in Taiwan. The study is conducted by means of literature review, developeing the indicators of internationalization of public universities preliminarily, investigating the suggestion of 12 experts by questionnaire for research methods. It used Fuzzy Delphi Method. Moreover, it choosed 14 experts to show the importance of the indicators by questionnaire and qualitified the experts’ opinions and analyze the symmetric triangular fuzzy number. In the final stage, normalization of fuzzy number’s total score determined the weight of each indicator. Accordingly, the indicators for internationalization of public universities in Taiwan was constructed.The conclusions are listed below: 1. The indicators for internationalization of public universities consists 5 first level indicators and 35 second level indicators. 2. The 5 first level indicators are: research and academic achievement (20.70%), administrative and environmental support (20.34%), student and teacher mobility (20.12%), academic exchanges and alliances (20.08%), curriculum and teaching (18.76%). 3. The second level indicators are: “the number of cases and the amount of international cooperation research project”is the most important indicator in “research and academic”; “the proportion of international business staff with expertise in foreign languages”is the most important indicator in “administrative and environmental support”;“the number of foreign students enrolled in degree”is the most important indicator in “student and teacher mobility”; “teacher as positions of international academic communities”is the most important indicator in “academic exchanges and alliances”; “the number of courses taught in foreign languages”is the most important indicator in “curriculum and teaching”. To sum up, the suggestions for educational administrative institutions, public universities and future study are based on the findings and results.

本研究主要目的在於臺北縣升格為準直轄市的背景下探討：(1) 分析臺北縣高中職實施公辦民營之內部、外部效益；(2)評估臺北縣公立高中職公辦民營之可行性；(3) 評估臺北縣公立高中職公辦民營之可行模式；(4) 建構臺北縣公立高中職公辦民營的推動策略;(5)探討民間參與學校公辦民營的動機；(6)分析臺北縣推動公立高中職公辦民營可行區域。希望政府藉由積極結合民間資源共同辦理公共事務，以公辦民營的手段，將民間的管理專業觀念、做法及資金，正面影響學校行政結構、學校經營模式，達成最佳的學校經營成效。 本研究法採文獻分析法、模糊德菲術，針對學校公辦民營的理論、模式、政策與實施四種向度進行探究。研究結果歸納如下： 1.臺北縣實施公立高中職公辦民營之效益為藉由鼓勵民間共同參與辦學，降低財政負擔，以及增加學校多角化經營空間，提供家長多樣化的教育選擇機會。 2.經營型態以特許學校、契約政體模式最為可行。 3.臺北縣於高中職實施的選擇上，以職業學校為優先。 4.臺北縣公辦民營學校之經費來源、財務審計規範、課程與教學、人事運作等應該擁有自主權。 5.臺北縣行政機關應加速研擬公立高中職公辦民營專屬法規。 6.臺北縣政府應建立相關的監督及輔導評鑑的制度，評鑑部分需含自我評鑑及行政機關評鑑，並將評鑑結果公佈。 7.臺北縣新莊市擁有推動公立高中職教育公辦民營的先行試辦優勢。 / On the background of the Taipei County elevating status to “Quasi-Direct-controlled municipality”, the purposes of the research are as follows: (1)Analyzing the internal and external efficiencies when putting private management of public high schools system into practice in Taipei County. (2) Evaluating the feasibility of putting private management of public schools into practice. (3) Evaluating the available models of private management of public high schools in Taipei County. (4)Constructing the strategies of putting private management of public high schools in Taipei County. (5)Inspecting the motors of private associations getting themselves into private management of public high schools in Taipei County.(6)analyzing the feasible regions of Taipei County when putting private management of public high schools system into practice. The government should positively guides private resources into the public affairs, hoping that the civil management concept, business administration conduct, and bankroll can positively affect the public school administrative structure and help the school achieve the best accountability. The research, by adopting methods of documentary analysis, and Fuzzy Delphi, probes into the four dimensions of theory, models, policy, and implementation of private management of public schools. The main conclusions are as follows： 1.The advantages of putting private management of public high schools system into practice were to combine private organizations to decrease government’s financial burden, as well as increasing diverse management space and providing parents various opportunities of educational choices. 2.“Charter school model” and “contract management model” are of the highest feasibility in terms of the implementation of private management of public school in elementary school level in Taipei County. 3.Priority over private management of public school option is new established schools. 4.Private management of public elementary school in Taipei County should possess decision-making power in some aspects including budget source, financial regulation, curriculum and teaching, personnel system . 5.The Taipei county government should accelerate to enact special laws about private management of public school. 6.the Taipei County government should establish relevant systems of control, management, guidance and evaluation. Evaluation system should include Self-Evaluation and Administration- Evaluation, and open the results to the public. 7.The Sinjhuang City of Taipei County has the best potential strengths of putting private management of public high schools system into practice

自1984年鐵路地下化以來，地下街漸成為國內普遍的都市設施，至今台北都會區亦已開發了八處地下街。而近年來有關地下街之研究多在強調經營管理面的重要性，將地下街視為重要都市商業空間的延伸，特別是在像台北這樣的商業密集型都市中，更認為經營地下街的目的在於創造巨大的商機，卻反而忽略了地下街規劃設計之原意及功能。鑑於地下街主要係銜接大眾運輸場站的通行空間，在交通功能外，兼具商業及防災等功能的複雜特殊場域。而如何有系統地診斷現況地下街規劃設計面之課題，乃為本文之研究重點。 基此，本研究首先回顧國內外有關人行空間、商業空間以及地下街之文獻研究，採以模糊德爾菲法（Fuzzy Delphi Method，FDM）進行評估因子篩選，整合多位專家學者建議與互動結果，建立包括交通順暢、防災保全與商業環境等三項層面之評估架構；再透過分析網路程序法(Analytic Network Process，ANP)，在考量各項評估因子間交互關係的前提下，彙整專家群體決策求取各項評估準則之權重值，完成「地下街空間規劃最適評估架構」之建立，其中發現專家群體首重「交通順暢」與「防災保全」兩層面，反視「商業環境」為地下街發展之附屬功能。 最後則以該評估架構為基礎，實地運用於現況地下街之檢討，針對台北市站前地下街與東區地下街進行實證分析，歸納出目前地下街所面臨之課題並提出相關具體建議。評估結果顯示，站前地下街於交通順暢與商業環境層面之表現皆不如東區地下街，得師法東區地下街之空間規劃設計進行加強；而在權重值較高的防災保全層面，此兩條地下街之因應手段皆有所不足，亟待相關單位進行改善。據此本研究除提出相關規劃、管理手段加以解決交通與商業環境面課題外，更強調透過疏散引導計畫研擬、防災管理系統整合、民眾防救災知識教育等手段改善現況防災保全之欠缺；進而建議相關單位得盡速建立一套專責法規範進行把關，藉以維護地下街建設之品質與安全。 / Since railway started to go underground in 1984, the underground streets have been emerging as popular city facilities in Taipei Megalopolis. Up to now, eight underground streets have been developed. In recent years, most researches about underground streets emphasize the importance of administration, and regard them as the extension of commercial space within cities, especially in the commerce-intensive cities such as Taipei. On the contrary, the underground streets’ original meaning and function of planning and design had been ignored. Owing to the complex and particular characteristics of these places, systematical diagnosis is needed to be discovered in spatial planning. For constructing an evaluation framework, this research reviews references related to pedestrian space, commercial space, and underground streets firstly. And, FDM (Fuzzy Delphi Method) method was utilized to extract proper impact criteria. To the evaluation framework, including three dimensions “traffic function”, “commercial environment”, and “disaster-prevention and security”, etc. Furthermore, ANP (Analytic Network Process) method was used to overcome the inter-correlation of each impact criteria for refining the evaluation framework and also generate the weight values. Both dimensions include “traffic function” and “disaster-prevention show high weight values as expected, contrarily regard “commercial environment” as accidental function of underground streets. Finally, based on this evaluation framework, user questionnaires were designed and surveyed in the Taipei Station Front Metro Mall and the East Metro Mall, for discovering the issues underground streets confront at present. Research results show that the planning of East Metro Mall is better than Taipei Station Front Metro Mall in the dimension of “traffic function” and“ commercial environment”. In the aspect of “disaster-prevention and security”, both these underground streets don’t have enough contingency ability, and should be improved immediately. According to the research findings, this study suggests some solutions for traffic function and commercial environment, and also emphasizes how to improve the planning of “disaster-prevention and security”. Moreover, related standards and guidelines for design and planning should be drawn up in related laws and regulations, in order to keep the quality and safety of underground streets’ space.

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.