本研究主要目的為探究知識翻新教學對學生知識共構歷程與想法概念理解的影響。以知識翻新原則（knowledge building principles）為教學理念（Scardamalia, 2002），輔以知識論壇(Knowledge Forum™)的教學設計，提供一個電腦支援協作學習的線上環境，幫助學生體驗與想法互動、想法共構與翻新想法的過程，並紀錄學生多元的想法。本研究採個案研究法，研究對象為某國立大學的學生（N=41），教學時程為一學期。資料來源與分析包含：(1)知識論壇平台活動情形--透過知識論壇分析工具與社會網絡分析法來瞭解學生在平台上的活動量與互動關係；(2)知識論壇中學生想法互動貼文--透過Dean, Hender, Rodgers與Santanenm（2006）建立的想法品質評估量表，以新穎性、可行性、關聯性與具體性四個面向進行學生想法的評分，另外也採用Garrison, Anderson與Archer（2001）提出的實用探索模式，將學生想法分為引發事件、探索、整合、決議四個探索層次進行分析；(3)想法概念開放式問卷前後測--由學生的回答進行開放式編碼，搭配Popper（1972）三個世界知識論（3-World epistemology）的理念框架進行分析。研究結果發現：(1)知識翻新與知識論壇輔助的教學設計，能幫助學生產生想法、進行想法互動，提升想法層次；(2)在知識翻新教學環境下，能提升學生對於想法概念的多元理解，並逐漸將想法視為可被交換與運用來解決真實問題的具體產物；(3)品質與數量並重的想法共構歷程，與學生對於想法概念的理解程度有相輔相成的可能性；(4)知識翻新學習環境，能促使學生提出多元化的想法，透過探索與整合進行知識共構。以上結果顯示，知識翻新環境提供了一個開放討論的空間，讓學生願意分享想法，使想法有改進的可能；此外，也讓學生在過程中，對於想法概念的理解更多元，也更認同想法是具體且共有的社會實體。 / The purpose of this research was to investigate the effects of knowledge building pedagogy on college students’ understanding of the concept of ‘ideas’. Knowledge building principles (Scardamalia, 2002) and Knowledge Forum (KF) technology were employed to support and record the process of idea generation, idea co-construction and idea elaboration. This study adopted a case study design. Participants were 41 undergraduates who engaged in a course titled “Introduction to Living Technology” for one semester. Data sources and analyses included: (1) students’ online activities in KF, which was assessed using Analytic Toolkit and social network analysis in order to understand the process of interaction among students; (2) students’ online discourse data, which were scored using idea evaluation scale (see Dean, Hender, Rodgers & Santanenm, 2006) including four dimensions--novelty, workability, relevance and specificity; moreover, students’ ideas were content-analyzed using practical inquiry model including four levels--triggering event, exploration, integration and resolution (Garrison, Anderson & Archer, 2001); (3) pre-post survey with five open-ended questions that assessed students’ understanding of the concept of ‘idea’ in several aspects (e.g., definition, purpose, and source); moreover, students’ answers were analyzed by open coding using Popper’s three-world epistemological framework. The findings were as follows: (1) knowledge building and technology was found helpful for students to generate ideas, facilitate idea interaction and improve ideas; (2) engaging students in knowledge building was likely to enhance students’ diverse perceptions about ideas, and students tended to see ideas as improvable objects of value for potential knowledge construction; (3) idea co-construction processes, emphasizing both the quality and quantity of ideas, were also likely to enhance students’ diversified perceptions about ‘ideas’; (4) knowledge building environment was beneficial for students to implement knowledge co-construction through exploration and integration. To conclude, knowledge building environment provided an open space for students to share ideas and made idea elaboration more easily; besides, via co-construction process, students’ understanding of the concept of ‘idea’ becomes more diverse, and tended to recognize ideas as tangible, social epistemic entities.

在知識急速進步與變動的時代，知識共享與共構是未來的新趨勢。傳統師資培育偏重理論與知識傳遞的教學方式，固然有其優點，但面對未來知識社會的挑戰，師培課程也需要不斷進行反思與改進。為了改善傳統偏重知識傳遞的教學模式，本研究嘗試運用知識翻新(knowledge-building)理論於師資培育課程，並使用知識論壇平台(Knowledge Forum©)作為本課程的線上輔助學習環境。研究目的在讓師培生於課堂中實際進行體驗教學，並利用教室與線上知識論壇的學習環境進行大量教學反思，以期能幫助師培生發展更多元創新的教學信念，並且實踐於教學活動中。 研究對象為修習國民小學自然科教材教法的28位師資培育生，以個案研究法進行資料的蒐集和分析，資料包括：(1)整學期師培生在知識論壇平台上的互動與對話--使用知識論壇分析工具(Analytic Toolkit, ATK)計算學生於知識論壇平台進行知識建構的互動次數，亦使用社會網絡分析軟體(social network analysis)分析閱讀與回文訊息的流通情況，最後透過知識論壇學生的實際貼文內容，呈現師培生在平台上的互動情形；(2)師培生試教結束後在知識論壇的教學回饋內容--透過對教學回饋品質與教學回饋信念的質性編碼和兩階段相依樣本t考驗進行分析；(3)期初與期末的自我檢核表問卷--以質性分析軟體Nvivo進行開放式編碼，依據師培生對於問題的陳述內容進行編碼和兩階段相依樣本t考驗；(4)期初與期末的教學本質問卷--以質性分析軟體Nvivo進行編碼，依據師培生對開放性問題的陳述內容進行編碼和兩階段相依樣本t考驗；(5)期末試教反思問卷--計算師培生在試教活動中，教師中心與學生中心活動所佔時間的百分比，進行兩階段相依樣本t考驗，並根據師培生在教學設計、教法、教材和評量的反思內容，以貼文為分析單位，進行編碼和描述性統計。 研究結果顯示：(1)使用知識論壇平台有助師培生進行線上知識分享與自我反思；(2)透過知識翻新學習可以幫助師培生改進教學的回饋品質；(3)經由知識翻新學習讓師培生進行自我反思，可以幫助教學實務知識的發展；(4)經由知識翻新學習可以幫助師培生建立主動學習的教學信念；(5)讓師培生經由實際體驗教學與省思後，需要有更長的時間進行信念的內化，才能有效幫助師培生教學信念的實踐。 根據本研究結果，提出以下幾點建議供未來師資教育之參考：(1)教師可善用數位學習平台（如知識論壇）以輔助教學，促進學生想法的分享和改進；(2)營造開放自主的師資培育環境，可以建構多元的教學信念；(3)師資培育課程應提供更多實際體驗教學的機會，讓師培生檢視自我如何將教學信念付諸實踐；(4)課程革新應進一步思考如何促進教師教學信念與課程理念間的聯結，以協助教師在教學現場有效的落實課程。 / We are entering into a knowledge age, during which knowledge changes rapidly; accordingly, sustained knowledge sharing and constructing is essential. Although the traditional teacher education--that tends to emphasize more of the learning of educational theory than practical knowledge--has its advantage, teacher educators still need to reflect on and improve teacher preparation approaches continuously in order to face the challenge in the knowledge society. To this end, this study employed knowledge-building theory and Knowledge Forum© technology in a teacher education course. The purpose of this study was to help teacher-education students develop more informed science teaching beliefs by guiding them to effectively practice their teaching in classes, and to discuss and reflect on their teaching both in class and online. Participants were 28 teacher-education students who took a course about science teaching. Data sources (and analysis) mainly came from: (1) Teacher-education students’ interaction and discourse on Knowledge Forum (KF) (using the Analytic Toolkit to calculate the students’ frequency of activities on the KF platform; then, social network analysis was used to analyze the betweenness centrality and network density. Finally, examples of teacher-education students’ notes was analyzed to understand the interaction of teacher-education students in the KF platform); (2) Teacher-education students’ teaching feedback posted in Knowledge Forum (based on students’ answers, quantitative analysis was performed by means of paired-sample t tests); (3) An open-ended questionnaire that surveyed teacher-education students’ practical knowledge at the beginning and the end of semester was coded using key concepts as unit of analysis (quantitative analysis was performed via paired-sample t test); (4) A questionnaire with 6 open-ended questions that surveyed teacher-education students’ teaching beliefs at the beginning and the end of the semester was coded (quantitative analysis was performed via paired-sample t tests); (5) A questionnaire that surveys teacher-education students’ reflection on teaching practices (analysis was done by calculating the percentage of time on teacher-centered and student-centered teaching/learning activities using paired-sample t tests; and in addition, students’ texted answers were analyzed qualitatively). The results showed that: (1) using Knowledge Forum was helpful for teacher-education students’ sharing of their knowledge and reflection on their teaching; (2) Engaging in knowledge building could help improve teacher-education students’ teaching feedback quality; (3) Engaging in knowledge building could help teacher-education students’ development of their practical knowledge; (4) After engaging in knowledge building for a semester, teacher-education students developed more constructivist-oriented learning beliefs; (5) It was time-consuming to help teacher-education students develop more informed teaching beliefs. Building on the results, this study made the following suggestions: (1) Teachers should make good use of online learning platforms (e.g., Knowledge Forum) to facilitate students’ idea sharing and improvement; (2) Teacher education programs should help foster an open learning environment, in order to foster the development of multiple teaching beliefs; (3) Teacher education programs should provide teacher education students with more opportunities for teaching practice and for reflection on their teaching beliefs; and (4) Curriculum reform should try to better relate curriculum development and teachers' beliefs development.

Au Mexique et plus spécifiquement dans l’Etat du Morelos, les sages-femmes traditionnelles constituent un groupe hétérogène quant à l’origine culturelle et ethnique, aux pratiques thérapeutiques, à la personnalité, à la formation reçue, aux honoraires perçus…. Personnages à la croisée des savoirs, les sages-femmes puisent leurs connaissances dans les traditions médicales náhuatl ; elles ont également reçu une formation académique de la part de la médecine occidentale.Elles pratiquent un panachage de techniques appartenant à des traditions médicales savantes ou populaires aux systèmes de référence a priori opposés. Elles démontrent des capacités d’intégration de connaissances issues de ces différentes traditions. Leur intérêt pour les thérapies dans la mouvance actuelle des médecines dites alternatives dénote aussi leur curiosité d’esprit et la souplesse de leurs pratiques. Au plan thérapeutique, les sages-femmes occupent un espace bien spécifique avec ses caractéristiques propres dans l’accompagnement de la femme au cours du processus de la maternité,de la conception à la période puerpérale. Les bains, les massages, l’alimentation et le remède végétal constituent une de leurs principales ressources thérapeutiques; l’importance de leur pharmacopée varie d’une dizaine à une centaine de plantes. Le système thérapeutique des sages-femmes est fondé sur un invariant : le concept du chaud et du froid. / In Mexico, more specifically in the state of Morelos, traditional midwives compose a heterogeneous group with regards to their cultural and ethnic origins, their therapeutic praxis, their individual personalities, their training, their fees, etc. At crossroads of knowledge sources, midwives draw their competence from Náhuatl medical traditions and benefited from an academic training from occidental medicine as well. They resort to a number of diverse techniques belonging to wise and popular medical traditions which often refer to a priori conflicting systems. Midwives from Morelos demonstrate their capacity to integrate the lore from those different traditions. Their interest towards the therapies relating to the sphere of the present so-called alternative medicines also indicates their openness and the flexibility of their praxis. From a therapeutic point of view, the midwives assume aspecific role with clear characteristics in accompanying women all along the maternity process, from conception to puerperal period. Baths, massage, nutrition and herbal remedies constitute their main therapeutical resources; the range of their pharmacopoeia varies from a dozen to about a hundredplants. The therapeutic system of the midwives is based on the invariant dichotomy of hot and cold.

No description available.

本研究旨在探究兩個不同電腦支援合作學習環境，知識論壇平台（Knowledge Forum, KF）與黑板數位學習平台（Blackboard, BB），在支援師培生學習教育理論、教師專業與教學實務等概念過程中之影響。BB的設計主要以一般的學習理論為基礎，KF的設計則是以知識建構（knowledge building）理論為中心。研究設計採混合研究法之橫斷取向策略，研究對象為某國立大學修習一師培必修課程「教育理念與實際之整合」之49位學生。於學期初將研究對象分成二組，其中BB組25人，KF組24人。課程目標主要希望學生在修課後能對自己即將投入之事業，以及對於教學理論、教師專業與教學實務間的關係，能有更深入的瞭解，並進一步反思自己在未來實習階段需要加強之處。 研究資料主要來自兩個數位學習平台上自動存取的紀錄(例如：建立文章次數、對他人文章回覆次數等)、以及學生於兩平台上所發表的文章內容。資料分析主要為推論統計之單因子變異數分析及質性的內容分析法。根據分析結果，本研究提出以下三點結論： 一、兩組學生在相同教師及相同課程設計下，在兩個學習平台上的活動量大致相同，但是於KF環境下學習的學生則表現出較多的成員互動。根據本研究結果推論，會產生此現象是因為BB的平台設計僅提供單一回文機制，供學生對他人的文章做回饋。而KF平台的設計則提供較多元的互動機制，除了可以對他人文章做回應(build-on)外，還可以對別人的文章做註解(annotation)、引用他人文章(reference)、以及統整文章(rise-above)等功能。 二、在學生於教育理論與教學實務間關係概念的理解上，首先，於低層次的理解面向上（主要包含教師要能「知道且理解教學理論」和「應用教學理論」）兩組學生沒有顯著差異。但是，在高層次的理解上（主要為教師要能「分析理論和實務上的關係」），KF組則比BB組表現好。根據本研究結果推論，KF的學習環境可以幫助學生發展更高層次的思考。 三、在學生對教師專業與教學實務間關係概念的理解上，首先，在低層次的理解面向上（主要包含教師要「理解並應用專業於實務」和「從實務中歸納專業為多面向的整合」），兩組學生沒有顯著差異。然而，在較高層次的理解上（主要包含教師要能「分析專業和實務上的關係」和「評鑑、反思自己在專業上的表現」），KF組的表現比BB組好。研究推論KF環境較能幫助提昇學生的概念學習至較成熟的理解層次。 根據上述結論，本研究提出下列四點建議：（1）電腦支援合作式學習環境應發展更多元的文章互動機制；（2）師培教育應更重視師培生對教學理論、教師專業與教學實務間關係的理解；（3）教師選擇使用電腦支援合作式學習環境時，應將是否能幫助學生產生深層理解做為其中考量；以及（4）教師應幫助學生發展知識創新概念。 / This study investigated the effects of two different computer-supported collaborative learning environments, Knowledge Forum (KF) and Blackboard (BB), on teacher-education students’ conceptual understanding of theories, expertise, and practices in teaching. Blackboard is designed generally based on conventional learning theories. In contrast, Knowledge Forum is designed particularly based on knowledge building theory and pedagogy. Participants were 49 students who took a course titled “Integrating Instructional Theory and Practice,” which was offered by a teacher-education program in a national university, Taiwan. The study employed a mixed-method design, with the participants being divided into a BB group (N=25) and a KF group (N=24), with the later serving as an experimental group. The main instructional goal was to help students deepen their understanding of the relationships between theories, expertise and practices in teaching and to become more reflective on their future teaching practice. Data primarily came from students’ online discourse posted in the form of notes and were recorded in the aforementioned two BB and KF databases. To analyze, one-way ANOVA was employed to describe students’ online activities (e.g., number of notes posted) and an open-coding procedure were adapted to content-analyze student notes. There were three main findings as follows: (1) It was found there was no significant difference observed between the two groups in terms of the number of notes posted online in each database. But in terms of interactivity, there were more note linking actives in the KF group than in the BB group. It is suggested that this might be due to the design mechanism of the BB environment being less supportive for discourse interaction among students. In contrast, the KF environment has more design features such as annotations, references, and rise-above to support student interactions. (2) In terms of students’ conceptual understanding of the relationships between theories and practices in teaching, it was found that there were no significant differences between the two groups at the two lower conceptual levels (including teachers should “know and understand most teaching theories” and “be able to put theories into practices”.) But in contrast, it was found that there was a significant difference between the two groups at a higher level of understanding (i.e., teachers should be able to “analyze the relationship between theory and practice”). The findings suggest that as compared with Blackboard, Knowledge Forum seemed to be a more supportive environment that tended to help students achieve a deeper conceptual understanding of the relationships between theories and practices in teaching. (3) In terms of students’ conceptual understanding of the relationships between expertise and practices in teaching, it was found that there were no significant differences between the two groups at the two lower levels (including teachers should “understand the practice and the application of teacher expertise” and be able to “integrate practice into the multifaceted teaching expertise.”) But in contrast, it was found that there was a significant difference between the two groups at a higher level (i.e., teachers should be able to “analyze the relationships between teacher expertise and teaching practice” and “evaluate, reflect on their own professional performance.”) The findings suggest that Knowledge Forum seemed to be a more supportive environment capable of helping students achieve a higher level of conceptual understanding of the relationships between teacher expertise and practices in teaching. Building on the above results, this study made the following four suggestions: (1) a good computer-supported collaborative learning environment should include necessary design features that support multiple interactive mechanisms; (2) teacher education program should help its students develop deeper conceptual understanding of educational theories, teacher expertise, and teaching practices; (3) teachers should be equipped with the necessary knowledge in order to choose a good computer-supported collaborative learning environment to support teaching; and (4) Teacher education program should help its students develop more knowledge building oriented concepts towards teaching and learning.

本研究的主要目的在幫助學生發展更主動與建構取向的科學本質觀。以42位修習「自然科學概論」通識課程的大學生為對象，採用「知識論壇」(Knowledge Forum, KF)的線上學習帄台，透過集體共構與分享知識讓學生學習自然科學，並在線上進行知識翻新（knowledge-building）。 研究資料主要來自(1)帄台上的貼文--以此分析學生知識建構與合作分享的情形；(2)「科學本質問卷」--以此分析學生在期初與期末對自然科學本質概念的轉變；(3)科學理論開放問卷--以此探討學生在期初與期末對科學理論概念的差異；以及(4)學生自我反思--藉此了解學生科學觀點轉變的過程。資料分析主要為推論統計之單因子變異數分析及質性的內容分析法。根據分析結果，本研究提出以下四點結論： 一、相較於傳統課堂，學生表現出比較多的同儕互動，特別是在知識論壇帄台中的活動。透過分享與想法的連結(每人帄均貼文14.5篇，貼文連結度達26.9％)，帄台中呈現出密切的知識建構與互動學習。而隨著時間的增長，同儕之間的互動密集度亦呈現逐步增加的趨勢(期初10.1％，期末16.6％)。此外，除了互動學習，學生也在課室中扮演科學史的探索者，透過自身與同儕資訊分享的力量，建構對科學理論發展的認知。根據研究結果，在知識論壇中的活動顯示出學生合作學習與互動頻繁，並能透過多元的學習模式進行知識翻新。 二、學生的科學本質觀產生轉變。在科學本質中的「暫時性」、「理論蘊涵」、「多元化」、「發明觀」、「想像力使用」、「科學知識檢證」與「主觀性」等陎向，期末呈現顯著的轉變，從比較實證的觀點轉變為比較建構的取向。此結果顯示出學生對於科學本質逐漸具備較多元的 看法，認為科學是多元發展的。 三、學生對科學理論的認識也漸趨「建構取向」。針對科學理論在「科學理論知識」、「科學理論探究方法」、「科學理論來源」、「科學理論與科學事業發展」以及「科學理論價值性」等五個陎向，期末時學生對於科學理論的認識逐漸呈現多元與建構的觀點。研究結果顯示，學生認為科學理論是可以從不同角度去進行探究，藉由不同觀點的研究方法或程序，它是可以被不斷翻新與修正的；每個人也都可以透過集體合作、討論、發想來形成新的科學理論概念。 四、從期末反思中發現學生的科學態度亦產生變化。學生了解到理論與想法的進步是需要經過不斷的修改與翻新。再者，學生也認知到理論與理論之間關係緊密，科學家、科學理論之間的不斷互動是促進科學理論演化的動力；最後，學生也瞭解到科學學習應秉持質疑、創新的態度，適時批判權威理論而不照單全收，並且應培養主動學習、勇敢懷疑的態度，以及應能提出自己的想法與他人激盪等，如此方能真正認識科學理論的本質，並有助於推動科學的進步。 本研究根據研究結果及發現，在科學教學與學習方陎提出下列六點建議：(1)擺脫記憶、背誦的科學學習方式；(2)儘量不給標準答案，強調學習者間腦力激盪；(3)建構式科學學習，融入科學史，讓學習者自我建構並認知科學知識；(4)創造互動與合作的知識建構環境；(5)教師應多引導想法的討論與激盪，刺激學生以多元觀點進行對話與知識翻新；(6)脫離制式、標準的教學程序，營建開放的學習環境並促進多元想法。 / The purpose of this study was to help college students develop more informed and sophisticated scientific epistemological beliefs. Forty-two undergraduates who took a college course titled ―Introduction to Natural Sciences‖ participated in the study. An online collaborative knowledge building environment, enabled by a software program called Knowledge Forum, was provided for students’ knowledge work. Data primarily came from (1) Students’ online discourse: which was posted in the form of notes, recorded in a Knowledge Forum database, and was used to analyze students’ collaborative learning and knowledge building. (2) A questionnaire—View on Science and Education Questionnaire (VOSE): which was originally designed and validated by Chen (2006) and it was used to analyze the differences of students’ view of nature of science between the beginning and the end of the course. (3) A open-ended survey with regard to the nature of scientific theory: which was employed to triangulate the findings derived from the VOSE and was administered in the beginning and at the end of the course. (4) Students’ self-reflection on what they learned from this course. To analyze, quantitative statistics (e.g., ANOVA) was employed to explore students’ online activities. Additionally, an open-coding procedure was adapted to content-analyze students’ notes. There were four main findings as follows: (1) Students shared ideas constantly, developed connections among ideas, and worked collaboratively and closely with knowledge in Knowledge Forum (with mean number of notes posted being 14.5 and percentage of notes linked being 26.9％). Furthermore, there was an gradual increase in students’ online discourse as reflected by the density of network interaction (10.1 % in the beginning of the course vs. 16.6% at the end of the course). In addition, students served as explorers by reconstructing stories of natural science history in Knowledge Forum, in order to develop a deeper understanding of the process of scientific theory development. The findings suggest that students worked closely together in collaborative learning and interaction, and were able to build knowledge using multiple methods in Knowledge Forum. (2) Students also changed their view of nature of science. It was found that there were significant pre-post change between their view in the beginning and that at the end of the course, in terms of the following seven dimensions: ―tentativeness‖, ―nature of observations‖, ―scientific methods‖, ―theories and laws‖, ―use of imagination‖, ―validation of scientific knowledge‖, and ―subjectivity and objectivity‖. Overall, students’ view shifted from more positivism-oriented to more constructivism-oriented. It was found that towards the end of the course, students started to possess more multiplistic view of nature of science. Students thought that science is advanced by means of multiplistic ways with no standardized methods. (3) In terms of students’ view of scientific theory, it became more ―constructivism-oriented‖ and more multiplistic towards the end of semester, in terms of the following five dimensions: ―knowledge about scientific theory-building‖, ―method of scientific theory-building‖, ―source of scientific theory‖, ―scientific theory and science as an enterprise‖ and ―value of scientific theory‖. It was found that student thought that scientific theory is developed through inquisition from many perspectives. Scientific theory is falsifiable, rather than fixed knowledge entity, and it should not be associated with pre-determined research procedure and standardized answers. Scientific theory can be improved by collaboration discussion and use of imagination. (4) In terms of students’ self-reflection on what they learned from this course, it was found that students demonstrated better understanding that theories are improvable, and that it is important to relate one theory to another for the purpose of creating new knowledge. Moreover, students also realized that it is important to possess critical and creative attitude towards studying science. Building on the above results, this study made the following six suggestions: (1) science learning must go beyond memorization and rote learning; (2) science learning should avoid the pursuit of standardized answers and encourage idea brainstorming; (3) science teachers should promote more constructive way of science learning, try to integrate history of science into science teaching, and help learners construct their own understanding of science; (4) it is important to cultivate a more creative and collaborative learning environment; (5) science teachers should also help students learn how to work with ideas, discuss together, and solve conflicting views; and (6) science teachers should help create an open environment to promote multiple scientific views.

Le décloisonnement des économies et l’accélération mondiale des échanges commerciaux ont, en une décennie à peine, transformés l’environnement concurrentiel des entreprises. La zone d’activités s’est élargie en ouvrant des nouveaux marchés à potentiels très attrayants. Ainsi en est-il des BRIC (Brésil, Russie, Inde et Chine). De ces quatre pays, impressionnants par la superficie, la population et le potentiel économique qu’ils représentent, la Chine est le moins accessible et le plus hermétique à notre compréhension de par un système linguistique distinct des langues indo-européennes d’une part et du fait d’une culture et d’un système de pensée aux antipodes de ceux de l’occident d’autre part. Pourtant, pour une entreprise de taille internationale, qui souhaite étendre son influence ou simplement conserver sa position sur son propre marché, il est aujourd’hui absolument indispensable d’être présent sur le marché chinois. Comment une entreprise occidentale aborde-t-elle un marché qui de par son altérité, apparaît tout d’abord comme complexe et foncièrement énigmatique ? Six années d’observation en Chine, nous ont permis de constater les écueils dans l’accès à l’information concernant le marché chinois. Comme sur de nombreux marchés extérieurs, nos entreprises sont soumises à des déstabilisations parfois inimaginables. L’incapacité à « lire » la Chine et à comprendre les enjeux qui s’y déroulent malgré des effets soutenus, les erreurs tactiques qui découlent d’une mauvaise appréciation du marché ou d’une compréhension biaisée des jeux d’acteurs nous ont incités à réfléchir à une méthodologie de décryptage plus fine de l’environnement d’affaire qui puisse offrir aux entreprises françaises une approche de la Chine en tant que marché. Les méthodes de l’Intelligence Economique (IE) se sont alors imposées comme étant les plus propices pour plusieurs raisons : le but de l’IE est de trouver l’action juste à mener, la spécificité du contexte dans lequel évolue l’organisation est prise en compte et l’analyse se fait en temps réel. Si une approche culturelle est faite d’interactions humaines et de subtilités, une approche « marché » est dorénavant possible par le traitement automatique de l’information et de la modélisation qui s’en suit. En effet, dans toute démarche d’Intelligence Economique accompagnant l’implantation d’une activité à l’étranger, une grande part de l’information à portée stratégique vient de l’analyse du jeu des acteurs opérants dans le même secteur d’activité. Une telle automatisation de la création de connaissance constitue, en sus de l’approche humaine « sur le terrain », une réelle valeur ajoutée pour la compréhension des interactions entre les acteurs car elle apporte un ensemble de connaissances qui, prenant en compte des entités plus larges, revêtent un caractère global, insaisissable par ailleurs. La Chine ayant fortement développé les technologies liées à l’économie de la connaissance, il est dorénavant possible d’explorer les sources d’information scientifiques et techniques chinoises. Nous sommes en outre convaincus que l’information chinoise prendra au fil du temps une importance de plus en plus cruciale. Il devient donc urgent pour les organisations de se doter de dispositifs permettant non seulement d’accéder à cette information mais également d’être en mesure de traiter les masses d’informations issues de ces sources. Notre travail consiste principalement à adapter les outils et méthodes issues de la recherche française à l’analyse de l’information chinoise en vue de la création de connaissances élaborées. L’outil MATHEO, apportera par des traitements bibliométriques une vision mondiale de la stratégie chinoise. TETRALOGIE, outil dédié au data-mining, sera adapté à l’environnement linguistique et structurel des bases de données scientifiques chinoises. En outre, nous participons au développement d’un outil d’information retreival (MEVA) qui intègre les données récentes des sciences cognitives et oeuvrons à son application dans la recherche de l’information chinoise, pertinente et adéquate. Cette thèse étant réalisée dans le cadre d’un contrat CIFRE avec le Groupe Limagrain, une application contextualisée de notre démarche sera mise en œuvre dans le domaine des biotechnologies agricoles et plus particulièrement autour des enjeux actuels de la recherche sur les techniques d’hybridation du blé. L’analyse de ce secteur de pointe, qui est à la fois une domaine de recherche fondamentale, expérimentale et appliquée donne actuellement lieu à des prises de brevets et à la mise sur le marché de produits commerciaux et représente donc une thématique très actuelle. La Chine est-elle réellement, comme nous le supposons, un nouveau territoire mondial de la recherche scientifique du 21e siècle ? Les méthodes de l’IE peuvent-elles s’adapter au marché chinois ? Après avoir fourni les éléments de réponses à ces questions dans es deux premières parties de notre étude, nous poserons en troisième partie, le contexte des biotechnologies agricoles et les enjeux mondiaux en terme de puissance économico-financière mais également géopolitique de la recherche sur l’hybridation du blé. Puis nous verrons en dernière partie comment mettre en œuvre une recherche d’information sur le marché chinois ainsi que l’intérêt majeur en terme de valeur ajoutée que représente l’analyse de l’information chinoise / The rise of globalization, including technological innovations and the dismantling of trade barriers, has spurred the steady acceleration of global trade and, in barely a decade, has transformed the competitive environment of enterprises. The area of activity has been expanded by the emergence of new markets with very attractive potential. So are the BRIC (Brazil, Russia, India and China). Among the four of them, all impressive by their size, population and economic potential they represent, China is the least accessible and the more closed to our understanding because of a linguistic system radically different from the Indo-European languages on the one hand and of the fact of a culture and a thought system at odds with those of Western countries. Yet for a company of international size, which wants to extend its influence or simply to maintain its market position, including its own market, it is now essential to be present on the Chinese market. How does a western company operate on a market that appears at first as inherently complex and enigmatic because of its otherness? During six years of observation in China, we have found out the pitfalls in access to information about the Chinese market. As on many markets, our companies are subject to some unimaginable destabilization. The inability to “read” China and understand the issues that take place in spite of sustained efforts, the tactical errors that arise from a misjudgement of the market or a biased understanding of the game players led us to consider a methodology that could provide French companies an approach to China as a market. The methodologies of Business Intelligence (BI) came out to be the most suitable for several reasons: the goal of BI is to find out the right action to realise, the specificity of the context in which the organization is evolving is taken into consideration and the analysis is done just in time. If a cultural approach is made of human interactions and subtleties, a market approach is now possible by the automatic processing of information and its modelling. In any process of economic intelligence accompanying the establishment of a foreign operation, a large part of the strategic information comes from analysis of the game players operating in the same sector of activity. Such an automation of knowledge creation is, in addition to the human approach on the field, a real high value added to help the understanding of the interactions between the players. It provides a set of knowledge, which taking into account more large entities, are more comprehensive. They are more elusive anywhere else. Because has highly developed technologies linked to the knowledge economy, it is now possible to explore the scientific and technological sources of information science in China. We are also convinced that Chinese sources of information will take a more and more crucial importance in any global watch. It is therefore an urgent need for organizations to get solutions that not only allow the access to this information but also are able to handle the masses of information from these sources. The aim of this thesis is mainly to adapt the tools and the methods invented by French university research to the analysis of Chinese information in order to create useful knowledge. Matheo software will provide some bibliometrical treatments that will give a global vision of the Chinese strategy. Tetralogy software, a tool dedicated to data-mining, will be tailored to the linguistic environment and to the structure of the Chinese scientific databases. In addition, we participate in the development of a method for the information retrieval (MEVA) which integrates the data of recent discoveries in cognitive science. We develop this method to the research of the relevant and appropriate information among the Chinese datas. As this thesis is conduced under a contract university /enterprise with Limagrain, an application of our approach will be implemented in the field of agricultural biotechnology and in particular around issues of research on techniques for hybridization of wheat. The analysis of this sector, which is an area of fundamental research, experimental and applied is a very current topic as it gives rise to the acquisition of patents and to the marketing of commercial products. Is China really, as we suppose to, a new territory Global Scientific Research of the 21st century? Can the methods of BI be adapted to the Chinese market? After providing some answers to these questions in the first two parts of our study, the third part will describe the global context of agricultural biotechnologies and its issues in terms of economic and financial power but also geopolitical. Then we will focus on the problematic of research on hybridization wheat. Then we will see in the fourth and last part how to implement a search for information on the Chinese market and the major interest in terms of added value of information analysis in China