摘要

本研究旨在發展適合台灣國民中學（下稱國中）學生使用的全球化覺知量表並進行模式驗證。量表發展第一階段以高雄市250位七、八年級學生為預試樣本，進行項目分析、探索性因素分析和內部一致性考驗；第二階段以高雄市670位七至九年級學生為正式施測樣本，進行驗證性因素分析、信效度考驗、複核效化分析及多群組分析檢定測量恆等性。量表共計10題，包含「全球關聯性」（6題）和「世界公民責任」（4題）兩個分量表。驗證性因素分析顯示，修正模式的一階驗證性因素模型與觀察資料間有良好的一致性，適配度理想。此外，量表的信效度檢驗達可接受水準。本研究亦證明量表具有穩定性，可推論至相同母群的不同樣本，對不同性別、年級的國中生具有跨群體的測量恆等性。

關鍵詞：全球化覺知；探索性因素分析；驗證性因素分析；複核效化；多群組分析

Abstract

This study aimed to develop a global awareness scale for junior high school students in Taiwan and to validate the scale by performing exploratory factor analysis, confirmatory factor analysis, and multi-group invariance. The preliminary scale was developed based on the relevant literature. In the first phase, 250 valid samples collected by purposive sampling were used to perform item analysis, exploratory factor analysis, and internal consistency reliability analysis. In the second sample, consisting of 670 junior high school students, confirmatory factor analysis was applied to check for model fitness and cross-validation. Finally, the different levels of multi-group invariance were examined. The results showed that the scale, containing 10 items with two factors, exhibited a good model fit after model modification and had proper composite reliability, convergent validity, and discriminant validity. Measurement invariance was confirmed for junior high school students across genders and grades.

Keywords: global awareness; exploratory factor analysis; confirmatory factor analysis; cross-validation analysis; multi-group invariance

摘要

本研究以在台陸生（在台灣交流的中國大陸學生）和在陸台生（在中國大陸交流的台灣學生）為研究對象，運用問卷調查比較分析其社會支持、兩岸認知和生活適應情況，並建構兩岸交流生的生活適應影響因素模型。結果如下：（1）交流生的社會支持認同度與生活適應皆為中上程度；（2）在陸台生與在台陸生交流前後的兩岸認知皆存在顯著差異，交流後的認知顯著高於交流前；（3）不同背景的交流生，其生活適應間呈顯著差異，其中在台陸生、男生、研究生及認知愈正向者生活適應愈好。（4）交流生的認知類型和地區（中國大陸地區和台灣地區）交互影響其生活適應；無論是兩岸認知提高組或降低組，陸生的生活適應度皆高於台生。（5）交流生的背景因素經由社會支持和兩岸認知對生活適應產生影響，社會支持與兩岸認知起到中介效應。

關鍵詞：生活適應；社會支持；兩岸交流生；兩岸認知

Abstract

This study made use of questionnaires to investigate the current situation of social support, cross-strait cognition and life adaptation of university students who were exchanged from Taiwan to the Chinese mainland and vice versa. Path analysis was also performed to establish a relation model between life adaptation and its influencing factors. Results showed that: (1) the perception levels of all exchange students in social support and life adaptation were above average; (2) significant difference was found in cross-strait cognition before and after the exchange, with post-exchange cognition significantly higher than pre-exchange one; (3) significant differences were found among different demographic variables for life adaptation of exchange students from Taiwan to the Chinese mainland; (4) there were interactive influences of cognition types and the region that exchange students come from on life adaptation, with the life adaptation of the Chinese mainland students in Taiwan better that Taiwan students in the Chinese mainland both in “cognition-enhanced” and “cognition-decreased” groups; (5) the demographic variables of exchange students influenced their life adaptation through the mediating effects of their perception of social support and cross-strait cognition.

Keywords: life adaptation; social support; exchange students from Taiwan and the Chinese mainland; cross-strait cognition

摘要

本研究旨在運用學習理論，探討組織學習與學生學習間的跨層次模式，並了解學生學習方法與學習成效間的關係。過去組織學習和學生學習的相關研究指出，學習是持續的能力建構過程，會隨着環境的變化，適時進行調適、整合並重新配置內外部知能與資源，以維持良好的組織績效與學習成效。然而，很少研究從跨層次觀點探討學校層次的組織學習與個人層次的學生學習間知識傳遞的效果，以提供校務研究者或學校主管建構組織學習氛圍的方向與建議。因此，本研究針對16所台灣高等教育機構進行抽樣調查，收集584份教師問卷和2,342份學生問卷，藉由線性階層模式分析、階層迴歸分析及結構方程模式來分析資料。研究結果發現：（1）組織學習能強化學生在探索型學習和應用型學習的知識獲取；（2）探索型及應用型學習與學生學習成效間呈現U型曲線關係；（3）學習雙面兼具情境的加入，有助於結合兩種不同的學習活動，並增強學生的學習效果；和（4）「應用型→探索型→認知獲益」與「應用型→探索型→非認知獲益」具有較佳的總路徑效果。據此，本研究針對高等教育機構和學生學習提出具體建議及未來研究方向，以供相關研究者參考。

關鍵詞：高等教育；組織學習；學生學習成效；雙元學習

Abstract

Based on learning theory, this study explored cross-level model between organizational learning and student learning to understand the relationship between students’ learning approaches and their outcomes. Previous literatures on organizational and/or student learning have emphasized that learning refers to constant process of capability construction in appropriately adapting, integrating and reconfiguring various knowledge and resources to match changing environments, in order to maintain superior organizational performance and/or learning outcomes. However, few studies adopted a cross-level perspective to explore effects of knowledge transfer between college-level organizational learning and individual-level student learning, and to provide meaningful directions and suggestions of constructions of organizational learning climate for institutional researchers or administrators. Therefore, this study aimed to analyze a sample of 584 professors and 2,342 students from 16 Taiwanese higher education institutions by hierarchical linear modeling, hierarchical regression, and structural equation modeling. Results showed that: (a) organizational learning could increase knowledge acquisition in explorative and exploitative learning; (b) the relationship between explorative learning, exploitative learning and student learning outcomes represented U-shaped curves; (c) ambidextrous learning was helpful to facilitate combination of explorative and exploitative learning activities and to enhance student learning outcomes; and (d) “exploitative → explorative → cognitive gains” and “exploitative → explorative → non-cognitive gains” have higher total path effects. Based on the results, specific directions and implications for higher education institutions and student learning as well as future research were suggested.

Keywords: higher education; organizational learning; student learning outcomes; dual learning

摘要

台灣近年來經歷少子化對學校經營的衝擊，為了挽救部分學校面臨關閉的困境，教育部推動中、小學發展學校特色的政策，藉以化危機為轉機。校長身為學校首席領導人，自然成為推動特色學校的主要舵手。本研究試圖從微觀政治領導矩陣的理論架構，分析校長在推動特色學校的過程中，利害關係人知覺其領導效能為何。研究發現，威權領導容易令行政人員知覺校長專斷獨裁，但在教育改革浪潮下，有時卻是不得不然的領導方式；校長採行敵對領導，傾向任用偏好或想法接近的成員擔任行政主管，容易造成教師疏離甚至對立；催化領導是說服教師推動特色學校常用的領導取向；而民主授權領導既尊重教師意見亦能提升同僚能力，又給人關懷並重視弱勢學習，堪稱最佳的領導取向。

關鍵詞：特色學校；微觀政治；微觀政治領導矩陣；學校領導

Abstract

Recently, due to the low birth rate, a few schools are facing the situation of being “shut down.” In order to solve this crisis, Taiwan’s Ministry of Education has implemented the policy of “featured school.” The school principal is undoubtedly the key leader in carrying out this policy. This study attempted to analyze how the principal carried out this policy of featured school under the perspective of the theoretical framework of micropolitical leadership matrix. Research findings illustrated four aspects: (a) authoritative leadership would make school administrators perceive that the principal was dominant and autocratic; however, sometimes the principal had no choice but to adopt such a leadership style for implementing the new policy required by the education authorities; (b) adversarial leadership would show the principal’s favoritism toward those administrators appointed by him or her; this leadership style caused conflict or alienation among some colleagues; (c) facilitative leadership was a popular leadership style used by the principal to persuade teachers to implement the policy of featured school; (d) democratic/empowering leadership could be the best leadership style which respect teachers’ opinions and capabilities, and put emphasis on the learning of disadvantaged students.

Keywords: featured school; micropolitics; micropolitical leadership matrix; school leadership

摘要

本研究旨在發展台灣國民中學（下稱國中）顧客關係管理的基本層面與內涵，以期建構適用於國中的顧客關係管理模式；先以德懷術為研究方法，採用自編國中顧客關係管理模式建構專家諮詢問卷，並由15位實務工作與專家學者組成德懷術小組，進行三回合調查研究，了解各層面的適切性與重要性，再透過焦點團體座談，以確認適切性與應用價值。研究結論如下：（1）本研究發展的模式主要包含六項層面，兼具學理基礎及實徵支持，可作不同階段學校推動的參考依據；（2）本研究發展模式的各層面內涵，對於國中教育現場具有「適切性與重要性」；（3）「顧客互動倫理」是最兼具「適切性」與「重要性」的層面，屬於學校應用顧客關係管理的核心層面。根據上述結論，本研究針對教育行政機關與國中提出相關建議。

關鍵詞：國民中學；顧客關係管理；模式建構

Abstract

This study aimed to investigate the essential aspects and contents of customer relationship management (CRM) with the purpose of constructing a CRM model for the use of junior high schools in Taiwan. The study was conducted by using Delphi method; there were 15 practitioners and academics comprising an expert group for evaluating the appropriateness and importance of this CRM model. The questionnaire was conducted with the expert group for 3 times, and a focus group interview was later conducted with 5 group members to ensure the appropriateness and application of this model. The findings include: (a) this CRM model is composed of six aspects with the support of theory and empirical study, and it can be used for schools to put into practice; (b) the aspects and contents of this CRM model constructed and defined by this study are both “appropriate and important” for junior high schools; (c) “customer relationship ethics” is the most appropriate and important aspect defined by this model, which is also the core aspect when applying this CRM model. Some suggestions are also given for the reference of educational administration units and junior high schools.

Keywords: junior high schools; customer relationship management (CRM); model construction

Abstract

The interactive functions and personalized services provided by cloud technologies have created new opportunities for students and teachers in learning. As the frequency of communication between teachers and students, among teachers, and among students themselves in the cloud has significantly increased, “interpersonal relationship” emerged as a new topic in the field of e-learning. This study uses a free cloud-based collaborative learning platform of word processing software in the learning process in a computer classroom. The purpose of this study is to discuss and explore the influences of learning motivation and performance when learning in the cloud and in an offline environment. Online word processing software was used to teach a group of fifth graders in a computer class in Taoyuan County, Taiwan. This study found that students taught in a cloud-based learning environment (CLE) performed significantly better than those taught in an offline environment. It is worth mentioning that interpersonal relationships did not affect students’ learning motivation in a CLE, but students with better interpersonal relationships showed significantly better learning performance. This study concludes that CLE is an alternative environment for education, in which the immediate and interactive functions benefited students’ learning motivation and performance, while interpersonal relationships affected their learning performance. Hence, giving consideration to students’ interpersonal relationships within a curriculum will create higher motivation and better learning performance.

Keywords: cloud-based learning environment (CLE); offline learning environment; interpersonal relationship in the cloud; learning motivation; learning performance

摘要

雲端科技的互動功能與個人化服務開啟了學習的新契機，使得教師與學生、教師與教師、學生與學生在雲端上溝通互動的情形愈來愈頻繁，網路人際關係因而成為數位學習的新興議題。本研究以免費雲端合作學習平台中的文書處理軟體進行電腦科教學，探討台灣桃園市某國小五年級學童經過雲端學習環境與單機學習環境的教學後，學習動機與學習成效上的差異，更進一步探討雲端學習環境中不同網路人際關係的學童在學習動機與學習成效上的差異。研究結果發現，實驗組的學童經過雲端學習環境學習後，學習動機與學習成效均顯著優於單機學習環境的學童；然而，實驗組雲端學習環境中，網路人際關係的高低對學習動機沒有影響，但是網路人際關係高分組學童的學習成效顯著優於網路人際關係低分組的學童。因此，本研究建議，教師在教學時，若能將學生網路人際關係的高、低一併納入思考，基於適性發展的原則，會使學生在學習上有更強的學習動機，進而得到更佳的學習成效。

關鍵詞：雲端學習環境；單機學習環境；網路人際關係；學習動機；學習成效

Abstract

This study examines changes in the school-based Chinese vis-à-vis English test papers in two content-area science subjects (i.e., integrated science and computer and information technology) in a secondary school in Hong Kong during the implementation of the new medium-of-instruction (MOI) initiative, in that schools were shifting to adopting content-based English-medium instruction (EMI) teaching at the junior secondary level. The analysis of the assessments was via two main stages. First, a descriptive approach was adopted to investigate any observable changes in the assessment designs and formats. Second, all the test items in the test papers were evaluated in the dimensions of cognitive and knowledge categories using the revised Bloom’s taxonomy as the analytical framework. The findings reveal that there was a reallocation of question types and pedagogical foci as well as a decrease in score proportions and varieties of questions assessing higher-level cognitive processes and knowledge in the revised test papers. This article concludes by highlighting the possible effects brought about by the revised school-based assessment and the need to continue to investigate the influence of the new policy.

Keywords: assessment; content-based teaching; medium of instruction; fine-tuning policy; revised Bloom’s taxonomy; Hong Kong

摘要

本研究以一所中學為例，探討香港微調教學語言政策於實施前後，初中校本科學學科（即綜合科學科和電腦與資訊科技科）試卷的轉變。由於該校初中班別部分學術科目從母語教學轉為以英語授課，相關校本試卷亦轉以英語提問和作答。試卷的分析主要分為兩個階段：首先，研究集中描述試卷在設計和格式上的變化；其次，試卷中所有題目以修訂版布盧姆教育目標分類學來分析其認知和知識兩個範疇。研究結果顯示，新政策下試卷的問題類型、考核內容及得分比例均作重新分布，其中認知和知識範疇較高層次的題目比例相對減少。本文最後總結該初中校本試卷變化可能帶來的影響，並指出新教學語言政策的影響仍有需要繼續研究。

關鍵詞：評估；學科內容語言教學；教學語言；微調政策；布盧姆教育目標分類學的修訂版；香港

摘要

2016年2月29日，教育局在網上發布了《全港性系統評估檢討報告》（下稱《檢討報告》）。縱觀這份報告，都找不到任何政策檢討及評鑑研究應有的關於政策效果及／或後果的實徵分析及論證；然而報告卻能斷定可以「肯定系統評估的設立原意及價值」，並建議只要對實施細節稍作調整，就可以繼續「於2017年在全港實施」。本文正是要從公共政策檢討及評鑑的視域及方法出發，從三方面對《檢討報告》加以批判。第一，對《檢討報告》「肯定系統評估的設立原意及價值」是「回饋學與教」的立論加以質疑與批判。第二，從實徵角度論證實施了十年的系統評估根本就沒有實現《檢討報告》聲稱的「回饋學與教」的一種「進展性評估」應有的政策效果，即為未達標的學生提供「補底」的教學支援，相反卻對全港學校、教師、學生及家長造成巨大的應試操練壓力這種政策後果。最後，本文對《檢討報告》的主要政策建議更不表贊同，並認為根本沒有必要繼續每年強迫全港小三、小六及中三近十萬名學生參加這個評估。若單從系統性評估的角度，一個隨機抽樣的小樣本學校評估就可達到目的。

關鍵詞：全港性系統評估；進展性評估；總結性評估；質素保證機器；政策評鑑研究

Abstract

On 29 February 2016, the Report on Review of the Territory-wide System Assessment (TSA) was released on the official website of the Education Bureau of the HKSAR government. In this report, we cannot find any empirical analysis or justification on the effects and consequences of the policy in point, as we would expect of any formal policy-review study; yet we are told to accept its conclusion that the intent and value of the TSA is worth to be “reaffirmed” and what is needed is some tinkering on the implementation procedures. As a result, we are also told to accept the fact that the “improved” TSA will be launched in 2017 for “territory-wide implementation.” In this article, the Report will be examined and critiqued from the perspective of policy-evaluation research. First, the article will query and critique the basic premise assumed by the Report, that is, “the intent and value of the establishment of TSA” is “to provide feedback to learning and teaching.” Second, it will argue empirically that for the last ten years, the TSA policy has failed to serve as an effective formative-assessment instrument to provide relevant feedbacks and supports to learning and teaching of students, especially those who are lagging behind in the Basic Competence Assessment. On the contrary, the article will argue that the TSA policy has espoused a policy consequence of unleashing a wave of pressure of teaching for testing, which has been permeating widely among schools, especially primary schools in recent years. Finally, the article will take issue with the primary policy recommendation of the Report. It will argue that it is totally unnecessary to continue a “territory-wide” TSA to mandate all students of Primary 3, Primary 6 and Secondary 3 to sit for the assessment annually. The article will suggest that the coverage of the TSA can be scaled down to a randomly selected sample of schools, and argue that such a scaled-down TSA could still provide reliable and valid evidence for the school performance at system level.

Keywords: Territory-wide System Assessment; formative assessment; summative assessment; quality-assurance mechanism; policy-evaluation research