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Copyright of Journal of Prevention & Treatment For Stomatological Diseases is the property of Journal of Prevention & Treatment For Stomatological Diseases Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Chinese Language Teaching is the property of Clifford Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

尊重教育是近年來國際教育論述的重要理念與倡議，同時也是教育內容與課程 改革的核心要素。本文藉由國際組織中尊重教育的發展析論尊重概念的哲學內涵，試圖討論尊重教育對課程研究的可能意義。本文分為三部分，首先說明國際組織對於尊重教育的相關政策文本，其次析論尊重概念在哲學上的發展方向，最後指出尊重教育對於課程研究的啟示。 Respect education is an important concept and initiative of international education discourse in recent years, and it is also the core element of education content and curriculum reform. This paper attempts to discuss the possible significance of respect education to curriculum study by analyzing the philosophical connotation of respect concept through the development of respect education in international organizations. This paper is divided into three parts. First, it explains the relevant policy texts of international organizations on respect education. Second, it analyzes the philosophical development of the concept of respect. Finally, it points out the enlightenment of respect education for curriculum study.

《三件好事APP》源自於正向心理學中快樂五練習介入方案，被發現是其中最有效的練習，可以增加快樂並降低憂鬱持續6個月。然而，研究上實行方式多採用紙本或簡單紀錄，國外幾款相關之行動應用程式（mobile application，簡稱APP）亦皆有其限制。研究目的：開發臺灣第一套《三件好事APP》手機APP並探究使用者之使用歷程，達到結合趣味記錄與分析回饋之成效。研究方法：先採焦點團體蒐集開發《三件好事APP》前之建議，開發完成後，徵求修習通識課程之學生自願使用，取使用成效最高者11人進行半結構式訪談，將所得資料進行內容分析。結果發現：本研究確實開發出《三件好事APP》，依據訪談內容將使用歷程編碼成五個主類目，分別為：一、認知：沉澱自我；二、情意：關注正向；三、實踐：內化養成；四、操作：快速便利；五、介面：回饋分析。最後，提出具體建議作為未來推廣與研究之參考。 “Three Good Things” is a practice originating from the five “happiness exercises” programs of positive psychology ,which include a Gratitude Journal, Three Good Things, Acts of Kindness, Optimistic Thinking, and Emotional Expression. “Three Good Things” is regarded as one of the most effective exercises (Seligman, 2005). This practice can increase happiness and reduce feelings of depression over 6 months. Most researchers of this practice have relied on paper-based or other simple techniques, such as communication software and mail, for recording responses (ex. Alexios et al., 2021; Luo et al., 2019; Sexton et al., 2019). Several limitations remain in terms of the adaptability and engagement with modern digital practices. To address these limitations, this study developed a fully Chinese-language APP called “3 Blessings Exercise” to explore user experience on mobile devices in Taiwan. Although several non-Taiwanese mobile apps enable users to record “Three Good Things,” these apps have certain limitations. For example, many of these apps are not grounded in empirical research. In addition, they do not analyze user-provided data and do not promote habitual recording. These apps also do not remind users to make entries. Furthermore, the only app offering a Chinese interface is “Gratitude Journal,” which structurally differs from the app developed in the current study. In this study, to enhance user engagement and feedback analysis, we developed an app that addresses these limitations by integrating and analyzing users’ data. This APP employs the PERMA model (Seligman, 2011) for analysis, which covers Positive emotion, Engagement, positive Relationship, Meaning, and Accomplishment. This model enables users to recognize their sources of happiness and monitor their daily progress through graphical representations. To ensure that the app’s design met users’ requirements, insights were gathered from a focus group specializing in positive psychology. Upon completion, the app was rolled out to university students who had undertaken introductory courses on happiness and positive psychology who volunteered to try it. Semistructured interviews involving 11 participants were conducted to obtain feedback to enhance user experience. These participants were selected because they were the most engaged and reported the greatest benefits from the app. They had an average age of 19.9 years, with a standard deviation of 1.71 years. Data from the interviews were subjected to content analysis and categorized into five principal areas through process coding. As for the details of the focus group interviews which were conducted with current app users and experts in related fields before formal development. These interviews played a key role in identifying the following four major user requirements. First, the interface should be bright and clean, that is, designed to ensure simplicity and user-friendliness, with a gamified element involving plant cultivation to maintain user motivation. Second, text input should be the primary method for user recording. This enables users to make entries for the previous day, and it offers multiple reminders to ensure daily recordings. Some participants mentioned enjoying using different symbols to represent their daily moods while recording “Three Good Things” on paper. Therefore, we determined that adding mood icons could be useful. Third, although the main framework for record analysis is the PERMA model, general users may struggle with categorization based on this theoretical model. Thus, incorporating clear guidance or instructions is necessary. Fourth, the backend and output should be divided into two sections: student assignment requirements and researcher management requirements. Students can access their records through a web page to print their entries, whereas researchers can manage tasks in the backend through user accounts. We successfully transformed the core objective of the “Three Good Things” practice into a digital format that aligns with the preferences of modern users. We categorized the interview records obtained in this study into five main categories, with each representing a different aspect of user experience: 1. Cognitive (self-reflection and reshaping perspective): Emphasizing self-reflection and positive reinterpretation of daily events, the app encourages users to engage with personal experiences and obtain meaningful insights. By facilitating cognitive processing, the app helps users reshape their perceptions of everyday events and foster a more positive outlook on life. 2. Emotional (positive focus): The app’s design effectively directs users’ attention toward positive events, enabling them to not only record but also enhance their positive emotions. This functionality is essential for fostering an attitude of gratitude and appreciation for life and thereby improving emotional well-being. 3. Practice (internalization development): The app’s core philosophy is centered on internalization of positive practices, that is, transforming fleeting moments of happiness into habitual behaviors. This transition from occasional experiences to consistent behavioral patterns is crucial for integrating positive psychology principles into users’ daily routines, which enriches their life experiences. 4. Operation (quick and convenient): With an emphasis on user-friendliness, the app features a streamlined interface that simplifies the recording process. This focus on usability and accessibility ensures that users can easily incorporate the practice of logging their “Three Good Things” into their daily routines. 5. Interface (feedback analysis): The app’s interactive tree-planting feedback mechanism provides users with a tangible representation of their progress and achievement. Despite the aforementioned achievements, such apps have room for further development and improvement. For example, the app of the present study was used only by university students, which limits its generalizability. In addition, given the importance of human interaction, we suggest adding social features to such apps. We also recommend that feedback features applicable to research-oriented perspectives be expanded. Furthermore, given that research on this topic remains in its exploratory phase, the rigor of the research designs for studies in this area can be improved. In summary, the development of the “3 Blessings” app represents a major advancement in the application of positive psychology practices to the digital field. This app not only seamlessly integrates the “Three Good Things” practice into a mobile device but also meets contemporary requirements for accessible and engaging tools for improving mental health. Overall, this study highlights the potential of mobile technology to enhance the effectiveness of psychological interventions, offering a promising direction for the development of technical applications in related fields. Further research and feedback are required to enhance our app’s functionality and expand its effect on well-being and health in the evolving landscape of the digital age.

In recent years, artificial intelligence (AI), such as image recognition and fixed-point and digital scanning, has been increasingly applied in dental orthodontics. ChatGPT is an emerging artificial intelligence technology that has attracted a considerable amount of attention from people of all walks of life since its introduction. This paper discusses the application potential of ChatGPT in the field of orthodontics from two perspectives—education and clinical practice—and analyzes its limitations. Current reports show that ChatGPT can improve the efficiency of teaching in orthodontic education as well as assist users in completing medical mock exams training, writing papers and conducting academic research, etc. In the clinic, ChatGPT can be used to engage patients in medical dialog, simplify clinical procedures and improve diagnostic and treatment efficiency. However, because ChatGPT is still in the early stages of research and application, there are problems such as insufficient data, inaccurate answers, and poor academic ethics and privacy. In the future, additional studies, training and optimization are needed to ensure the safety, ethics and benefit of AI, laying the foundation for improving the use of AI in the field of orthodontics.

Since its inception by Dr. Kabat-Zinn, Mindfulness-Based Stress Reduction (MBSR) has led to various mindfulness interventions and gained positive feedback in many fields. This paper extracts the shared mindfulness mechanisms emphasized by Kabat-Zinn’s MBSR and the Buddhist “Four Foundations of Mindfulness,” assesses their applicability to mindfulness education, and compares their differences in objectives and skills, serving as a reference for the future development of mindfulness education in Taiwan. The study finds that mindfulness education in Taiwan mainly follows Kabat-Zinn’s guidance, focusing on basic practices of “body, feelings, and mind,” with less involvement in higher-level psychological insights. In the aspect of “dharmas,” Kabat-Zinn incorporated Zen concepts, a practice that has seen limited attention and utilization in Taiwan, which also rarely addresses goal-oriented elements. This paper suggests that mindfulness education in Taiwan should emphasize the guidance of “impermanence and non-self” and the systematic thinking of “dharmas,” striving to present these concepts in accessible language to mitigate concerns over religiosity. To enhance mindfulness education in Taiwan, two key areas should be addressed: first, the scope of mindfulness research and practice should expand to include “higher-level psychological qualities”; second, government authorities should consolidate resources to establish a mindfulness research and teacher training center, aiming to develop a comprehensive and practical pedagogical framework. Only with solid academic research and institutional support can mindfulness education in Taiwan be truly strengthened, thereby enhancing public well-being and promoting holistic development.

In the 1920s, the statistician Ronald Fisher introduced a statistical theory system based on probability calculations and evaluations. Fisher coined the term “p-value” to denote the probability of observing the obtained results, assuming that the independent variable is not influenced or manipulated. This calculation helps evaluate the likelihood of such results within the research context. Later, Neyman and Pearson proposed the concepts of null hypothesis and alternative hypothesis, advocating for the inclusion of both in the hypothesis testing. While the two approaches to testing statistical hypotheses were different, these approaches were later integrated into what is now known as null hypothesis significance testing, with the p-value as a standardized measure for statistical analysis. In recent years, however, the academic community has identified a concerning trend known as “p-hacking,” where researchers misuse or abuse data analysis to achieve misleading statistical significance. Then, researchers claim to have speciously successful experiments and publish the implausible research results in journals. This paper focuses on p-hacking within quantitative educational research, exploring its origins, definition, technique, impact, and how journals prevent the manipulation of p-hacking. Finally, this paper reinstates the correct perception of p-value with recommendations for preventing p-hacking, including providing evidence of practical significance while presenting statistical significance, ensuring replicability of research results, stating the structure and details of statistical analysis, and judicious selection of appropriate analytical techniques.

Copyright of Big Data Research (2096-0271) is the property of Beijing Xintong Media Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

為傾聽與理解學童的性教育學習需求，以發展適合小學生的性教育螺旋式課程，研究者跨越四所小學投入八年的行動研究。研究結果提出：青春期性教育提前從小一開始，由淺而深的螺旋式課程適切可行。內容包括不斷重複加深、加廣的實質內涵：性健康態度、生殖教育、法律、身體自主與界限、基本人權與尊重、身體意象的迷思、性別氣質、人我關係、媒體識讀、性別認同、性傾向認同、情感教育、性別平等教育與性別教養的反思與自處。對應十二年國民基本教育基本性別平等議題學習主題與實質內涵，小一起尚需加入原中學教育階段法律權益（J9），小三起即需融入身體意象迷思（J2）。教師應敏覺學童的生理發展與科技環境，更應視傾聽為性教育專業知能，並提升對學童的文化敏感度。 The study presented in this paper is an attempt to help attend to and comprehend the learning needs of school children during their sexuality education journey. Our eight-year action research had been conducted in four elementary schools in order to develop a spiral curriculum suitable for school pupils receiving puberty education. This research indicates that it is proper and viable for children to begin puberty programs from the very first grade in elementary school, alongside the courses of study with gradually spiraling complexity on sexuality education issues deep and broad. The substantial content of our courses concentrates mainly on the following: sexual health attitude, sex education, education on related laws, bodily integrity and body boundaries, the basic human rights and respect, the myth of ones body image, gender presentations, relationships with others, media literacy, gender identity, sexual identity, emotional education for personal relationships, reflection and self-management on gender equity education and gender cultivation. In this paper, we suggest that, in light of the gender equity learning framework for the present 12-year Basic Education Curriculum Guidelines, acquired knowledge of legal empowerment at the junior high education section (J9) be included in the course of the elementary first graders and higher, and the myth of the body image (J2) be incorporated into the course of the third and higher graders. It is also suggested that a teacher be made aware of childrens physical development as well as todays technological communications environment encompassing them, and his or her attentiveness to culture among children be a requisite for sexuality education expertise and skills.

現行公立大學教師之人事管理自1992年大法官會議釋字第308號解釋始明確界定公教分途原則，即公立學校教師不屬於《公務員服務法》所稱之公務員，惟兼任學校行政職務之教師，就其兼任之行政職務，則有《公務員服務法》之適用。然而本質上，教研工作較強調興利、創意與彈性，行政公務則較著重防弊、控管與安全，過度管制可能影響高等教育的全球競爭力，也可能影響教師兼任行政職務的意願。本研究聚焦於針對公立大學兼任行政職務教師的「校外兼職管理」進行評估。透過立意抽樣16所大學人事室實施半結構式問卷調查、深度訪談10位大學校長與一級主管，以分析兼任行政職務教師校外兼職問題評估，並分別透過批判系統啟發法的三個面向：範圍評斷、應然面與實然面加以分析，呈現有關問題與論辯。 本研究發現兼任行政職務教師較常出現爭議的兼職類型為「營利事業機構或團體」與「非營利事業機構或團體」，為提升國際化及競爭力，大學教師應藉專業和產業連結，善盡社會責任與貢獻國家。因此建議校外兼職應逐步授權學校建立規範與管理，且根據行政職務與兼職行為之相關性，亦應研議適度放寬管理規範。 At present, human resource management of public university teachers in Taiwan is mainly based on the University Act, the Teachers’ Act, and the Act of Governing the Appointment of Educators. Since 1992, interpretation No. 308 of the Grand Justices Council has clearly defined the “distinction between teachers and government employees,” that is, teachers who also work as administrators fall under the jurisdiction of the Civil Servant Work Act. However, teaching and research emphasize profitability, creativity, and flexibility, whereas administrative duties center on prevention, control, and safety. Overregulation of the legal system may affect the competitiveness of universities and the willingness of teachers to assume administrative positions. Furthermore, with regard to the concurrent administrative positions of teachers, one should question whether (1) the rights and obligations of teachers should differ from those of government employees, (2) whether these differences would be appropriate and fair, (3) whether the regulations would be uniformly applied, (4) whether standardization of practice should be applied, and (5) whether the public is concerned with any relevant issues. Unfortunately, related studies differentiating teachers and government employees have adopted a normative focus. This paper intends to further explore the diagnosis and evaluation of these practical problems mentioned above. To strengthen the development of science and technology in the country and promote cooperation between industry and academia, most studies have advocated for relaxing regulations to encourage university teachers to engage in off-campus part-time activities. Some mechanisms, such as the conflict-of-interest avoidance regulations and disclosure, achieve this without being restricted by the Act of Governing the Appointment of Educators and the Civil Servant Work Act. However, a review of existing laws and regulations that govern the rights and obligations of teachers who hold administrative positions under civil service regulations showed that these laws and regulations are strict for teachers who do not also hold administrative positions. If schools establish internal control mechanisms of self-regulation, further planning and consensus building on the specific regulations are required. This study assessed the regulations on off-campus part-time activities undertaken by teachers who hold a concurrent administrative position at a national university. Moreover, this study explored various perspectives to determine the necessity of adjusting legal regulations. Therefore, the critical systems heuristics model was adopted as the analytical framework. This study evaluated the management of off-campus part-time activities by teachers who hold a concurrent administrative position at a national university. Through sampling 16 university personnel office documents and interviewing 10 university presidents and first-level executives, this study analyzed the off-campus part-time activities by teachers holding a concurrent administrative position. The analysis focused on three aspects of the critical system-inspired approach: position judgements, value evaluation, and observation. The results of the survey indicated that teachers often hold an administrative position at a national university to engage in activities on the side. The percentage of comprehensive and technology-based universities where teachers worked at was significantly higher than that of professional schools. The most controversial among these part-time activities which teachers involved is working at for-profit and non-profit organizations and groups. The interviews indicated that the respondents had diverse opinions about the regulations of off-campus part-time activities. The three main positions expressed by the participants were (1) the regulations should be the same as those for government employees, (2) the regulations should be the same as those for non-administrative teachers, and (3) the regulations should depend on the nature of the administrative matters which teachers are in charge. Among them, position 1 had fewer supporters compared with positions 2 and 3.In conclusion, universities rely on teachers to become more global and competitive. Teachers do so by linking their theoretical and practical expertise, fulfilling their social responsibilities, and contributing to society. If teachers are restricted from having a part-time position because of their concurrent administrative position, it may decrease their intention to involve in administrative positions thus hinder the recruitment of exceptional administrative professionals and the development of the university. This paper proposes two recommendations for policy makers: (1) off-campus part-time activities should be gradually authorized in regulations and administration, and (2) the university should appropriately relax regulations based on the relationship between administrative duties and part-time activities.

本研究藉由文件分析法探討日本近來在推動能力主義之人事制度下，國立大學法人及相關機構將績效和薪資掛勾相關之改革策略與成效。本研究首先說明國內之人事和彈性薪資制度，其次探討日本國立大學法人，自2004年推動法人化制度後，每6年一期，2013年開始提出 人事薪資改革政策，2022年已進入第四期的人事改革階段。在論述其推動背景及歷程下，分析人事及薪資管理改革之重要內涵，包含整體「改革方向和重點」、「年薪制」、「績效薪資」和「交叉聘用制」之改革具體內容、改革成效和問題等，並和國內制度做比較探討。最後，提出研究結論包含：一、在改革定位上，此薪資制度改革為法人化整體系統化改革下的一環。二、改革乃為協助落實國立大學法人定位轉型而努力。三、績效評鑑與待遇的反應機制激發教師的積極性動機和努力成果。四、外部資金供作薪資和交叉聘用制的推動，確保「年輕教師就業」和「人才的多元性及流動性」。並於分析改革問題後，對國內提出人事及薪酬制度改革應在思考高等教育機構之定位下出發、推動績效主義的薪酬制度應有配套措施，及欲借鑑日本經驗需做進一步評估等相關建議。 Due to globalization, competition and exchanges between countries around the world have increased. The quality of higher education maintained a key role enhancing national competitiveness and accelerating social development. An robust system was an important foundation for governance, and without a strong institutional foundation, developing modern governance capabilities and establishing or supporting world-class universities and first-class disciplines for a long time were challenging. The governance of higher education institutions should a focus for empowering higher education institutions. Therefore, all countries were committed to reforming the governance of higher education institutions to ensure that higher education was of high quality. In Japan, because society has increasingly high expectations of universities, the requirements for universities have increased. To realize the basic mission of higher education institutions, national university corporations and institutions have strengthened education (teaching) and research capacity and implemented substantial governance reforms. Reaching consensus regarding the vision of each institution and the standards required for membership through dialogue was necessary; the importance of maintaining and enhancing the positive attitude of each faculty member should be emphasized. Therefore, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has systematically disclosed its intention to implement reforms in various documents and has continued to promote reforms in personnel and salary management. Regarding the personnel system and salaries in universities, the MEXT proposed “a new personnel system based on competency and performanceism [sic]” in the “Policies for the Structural Reform of Universities (National Universities)” in June 2001. Since then, the MEXT has focused on the personnel system as the main policy area to strengthen the enthusiasm and ability of the teaching staff, especially by implementing an attractive salary system, changing the age structure of teachers, and recruiting more young scholars, among others; these measures could help attract diverse and outstanding talents. The system was focused on improving the overall outcomes of Japanese university education and research. Subsequently, reforms in personnel and salary management in universities were intensely promoted in the “Basic Policy on Economic and Fiscal Management and Reform 2018,” “Future Investment Strategy 2018,” “Integrated Innovation Strategy,” and other decision-making documents released by the Cabinet Secretariat. In February 2019, the MEXT officially issued the “Guidelines for Reform Management of Personnel Affairs and Salaries for National University Corporations” to provide relevant guidelines for compensation management in national university corporations to improve their personnel management systems. Reforms in personnel and salary management include strengthening the evaluation system, reflecting the results of the regular appraisal of salaries, and improving the promotion and bonus systems for performance-based and differentiated treatment. The MEXT recommended that universities adjust the allocation ratio of “fixed salary” (basic salary) and “variable salary” (performance salary) in the salary structure, decrease the fixed salary, and increase the ratio of the variable salary per the new “annual salary system” measures. It made the performance evaluations twice a year were emphasized more strongly than before, and the evaluation results correspond to differences in the salaries of university teachers, thereby leading to a salary system that offers “different pay for different performance.” The MEXT has emphasized continuous reforms in personnel management to enable national university corporations to better satisfy societal expectations and fulfil their responsibilities and functions and to further strengthen their governance systems; the reforms included performance evaluations, the introduction of an annual salary system, cross appointments, a double-track contract system, and lifetime employment. According to a 2021 report by the Directorate General of Budget, Accounting and Statistics of the Executive Yuan, more than 60% of full-time teachers in higher education institutions in Taiwan were older than 50, and only 8.5% of teachers were younger than 39. The identity of the full-time teachers in Taiwan University was unclear, the rights and interests of the project teachers were different, the evaluation result of the flexible salary system was unclear, and the system of industry-academia cooperation was not sufficiently flexible. These problems how to solve should be addressed. With the increase in global competition, talent recruitment and retention were no longer local issues, and competition for talented individuals from other countries was common in the world. In 2010, the Ministry of Education and Ministry of Science and Technology of Taiwan announced “The Ministry of Education Recruits and Retains Special Talents from Colleges and Universities to Implement Flexible Salary Plans,” with the aim of improving the academic environment of colleges and universities and increasing the incentives for retaining and recruiting talents. In 2013, the Department of Higher Education attempted to relax the requirements of personnel management for higher education institutions through “Measures for Unwinding the Higher Education System,” including “releasing the teacher promotion system,” “relaxing the employment of university supervisors,” “relaxing the school affairs fund,” and “recruitment flexibility.” In the following year, the Department of Higher Education proposed the Taiwan Talent Promotion Program to emphasize the goals of “attracting international outstanding talents,” “building an international talent cooperation network,” and “strengthening international academic influence and visibility.” These reforms were different from the reform policies in Japan. This study explored the literature and documents on the strategies and effects of innovations aimed at promoting a meritocratic personnel and merit pay system in national university corporations in Japan. First, in this paper, the current personnel and merit pay system in Taiwan and the problems associated with it were described. The study analyzed the background and procedure of innovation in the personnel and pay system of national university corporations in Japan. The system of national university corporation has been implemented since 2004, with every six years considered a period. When entering the fourth period, a performance-linked pay system was emphasized. Next, in this paper, the goals and key points, situation, problems and resolutions, strategies, and effects of the innovations in the personnel system were discussed. The recent reforms in the personnel and pay systems were compared between Taiwan and Japan. The findings of this study could be summarized as follows: 1. Innovations in the personnel and merit pay system of national university corporations in Japan constituted a part of the reforms in the national university corporation. 2. Innovations in the personnel and merit pay system of the national university corporations have enabled them to transform their new positions and optimize their organizational structures. 3. The linkage between performance assessment and treatment has increased teachers’ dedication and their motivation to work hard. 4. The flow of external funds and the system of cross appointment has ensured the “employment of young teachers” and the “diversity and mobility of talents.” The suggestions of this study were as follows: 1. Innovations in the personnel and pay system in higher education institutions in Taiwan should be implemented based on the position of higher education institutions. 2. Related measures should be adopted after implementing a pay system based on performance. 3. It was needed to be estimated when taking Japan as an example.

雙語教育所欲培養的雙語能力常被認為是跨文化溝通的基礎，而教育部在其「中小學國際教育白皮書2.0」將雙語課程納入臺灣國際教育的架構中，著眼的正是基本語言溝通能力之養成。然而，本文的立論基礎在於雙語教育是否能協助學生培養跨文化素養所需之溝通能力，必須正視雙語教育處在哪個階段。因此，本文首先對臺灣雙語教育政策的發展進行梳理，並說明其在學校體系中推動時所面對的挑戰；其次剖析臺灣目前的雙語教育能量與培養跨文化溝通目標間的距離；文末提出 雙語教育的發展應奠基在現場的真實狀況，將腳步站穩並發展跨文化溝通能力之後，未來才有可能變成跨文化素養之助力。 The language proficiency fostered by the promotion of Bilingual education is often considered as the foundation of intercultural communication. In the White Paper on International Education in Primary and Junior High Schools 2.0, the bilingual curriculum is part of the structure of international education in Taiwan because language is essential for intercultural communication. However, the argument of this paper is on whether bilingual education is a pushing force to advance intercultural communication relying on the developmental stage that bilingual education is in. This paper starts by mapping out the context of bilingual education and the challenges it faces in the Taiwanese school system. Then, the gap between current bilingual education and intercultural competence is explicated. At the end of this paper, it is suggested that bilingual education has to be rooted in the Taiwanese school system well first to cultivate intercultural communication capacity so that it could be the foundation of intercultural competence.

本文旨在探究數位原住民之特質及課程教學的因應改革之道。首先就數位原住 民之特質進行分析，指出數位原住民的特質有：一、天然數位控；二、思維的空間跳躍；三、現實與超現實的視覺化；四、自我展演；五、知識的數位匯流；六、後真相化。而為了因應這些數位原住民的特質，課程與教學也要有所變革，本文提出兩點建議：一、課程邏輯宜從專業分科翻轉為跨域多元；二、教學方式則自專業權威翻轉為自主、探究與實作。 Through theoretical approach, this paper aims at analyzing the characters of digital natives and the curriculum reform for them. It points out that there are six characters of digital natives like: 1. Born to digital, 2. Space jump, 3. Hyper-real visuality, 4. Selfpresentation, 5. Digital convergence of knowledge, 6. Post-truth. And this paper has two suggestions for curriculum reform: 1. Providing inter-field & multi-perspective courses, 2. Flipping to self-learning & problem-based learning.

「以學生為中心且適性的教與學」已是現今數位時代中刻不容緩的事。為推動 適性課程與教學，首要步驟可謂是了解學生的學習風格。爰此，本研究旨在了解今日數位原住民大學生學習風格之分布狀態及強度，並為適性教學提出一些建議。本研究以臺北市某私立大學為研究場域，有效問卷回收率為63.88%。本研究結果顯示，整體而言，大學數位原住民在學習方式面向屬於中度的感覺型；學習感官面向偏向中度之視覺型；學習態度面向微偏反思型；學習思考模式面向微偏循序型。本研究亦發現，在性別、年級和領域（學院）上，學習風格分布狀態各有特色、複雜多元。最後，建議教師依據學習風格調整教學，適性地引導大學數位原住民進行有效學習。 “The learner-basis and adaptive teaching and learning” is of great urgency in the digital age. The fundamental of adaptive teaching and learning is to understand students learning styles. Thus this paper aims to explore the distributions and degrees of college students’ learning styles. The research surveyed college students coming from one private university in Taipei and received the return rate of 63.88%. This research found that, all of these digital natives in college tend to have moderate sensory perception and moderate visual learning but also attempt to have reflective learning attitude and sequential thinking slightly. The research also found that there are different distribution of learning styles in gender, age, and discipline (colleges). This paper implies that the more adaptive instruction can respond to individual learning styles, the better learning effectiveness of the college digital natives can be.

回顧性研究對公共政策與知識基礎之建立具有重要意義，但臺灣對於學校領導領域研究的回顧並不多見，故本研究以收錄於Scopus資料庫的期刊文章為範圍，以文獻計量方法進行近20年之研究回顧，探討的核心旨趣在於瞭解本土研究與全球學術的連結。經篩選後，計以95篇中、英文文章為分析對象。重要研究發現有三：一、在發表數量與期刊方面，臺灣於2001年方有學校領導的英文論文發表於國際期刊，而世界大學排名之強調及頂尖大學計畫之推動，雖使過往獨重中文發表的狀況產生改變，惟整體發表量仍偏少，且刊登於教育領導與管理核心期刊的比例亦不及兩成。二、以文獻被引用情形分析國際能見度，近20年臺灣學校領 導論文被引用數前十名的作者，平均論文篇數為3.5篇、平均被引用數則為45.2次，其中，平均被引用數與非洲地區教育領導研究之落差為3.33倍，與亞洲、非洲及拉丁美洲三個新興地區之落差為11.78倍。三、臺灣學者之研究主題能與國際學界相呼應，但仍有部分議題尚待開展。而共引用分析結果顯示，臺灣學校領導研究的智識結構可分為學習領導、分散形式的領導、領導行為及其影響，以及社會網絡等四個論述派別。上述結果指陳全球化下臺灣教育行政領域的發展，除可致力國際影響力的提升，亦應力求議題之多元。 1. Background Systematic reviews may inform public policies and contribute to the building of a knowledge base. However, reviews of school leadership research are relatively rare in Taiwan. This study conducted a bibliometric review to analyze journal papers by Taiwanese scholars in the Scopus database published in the previous 20 years. The focus was to examine the connection between Taiwanese and global research on school leadership. 2. Research questions On the basis of the research background, four research questions were proposed: (1) What is the volume and growth trajectory of Taiwanese school leadership research? (2) What is the international visibility of Taiwanese school leadership research as revealed through citation analysis? (3) What are the main topics covered by Taiwanese school leadership research and how do they correspond to the global trend? (4) What is the intellectual structure of Taiwanese school leadership research and how do it connect with the global literature? 3. Theoretical framework (1) Intellectual development of school leadership research The theory movement in the 1950s and 1960s highlighted the development of educational administration research. Griffiths (1959) categorized these theories into four groups: social system and role theory, leadership theory, decision theory, and organizational theory. In the 1970s, contingency theory, which emphasizes the influence of context on leadership, was proposed. With the growing interest in school effectiveness and school reform, the organizational perspective was applied to investigate school leadership. Instructional leadership was also emphasized from then on. In the 1990s, other leadership approaches such as transformational leadership, moral leadership, and distributed leadership became popular in school leadership research. With the power paradigm shifting from a heroic view of leaders to a more dispersed view of power, distributed leadership and teacher leadership were also highly recognized. In response to the international context, leadership for learning, which includes elements of instructional leadership, transformational leadership, and shared leadership, has gained global attention in the new millennium. (2) Retrospective view of school leadership research Systematic reviews did not appear in the field of educational administration until the 1980s. EPPI-Centre (2012) indicated the four key features of systematic reviews. First, a high quality systematic review is explicit and is conducted using transparent methods. Second, it follows a standard set of stages. Third, the review is accountable, replicable, and updateable. Fourth, users should be involved to ensure reports are relevant and useful. The elements of reviews include the central topics of interest, guiding questions, and goals; a conceptual perspective for guiding the review’s selection, evaluation, and interpretation of the studies; sources and types of data; data evaluation and analysis; and the major results of the review (Hallinger, 2014). However, according to Hallinger’s study in 2014, only eight reviews met these criteria. Of the eight studies, some used critical synthesis, some adopted meta-analysis, and some employed both. In recent years, network analysis, data mining, and bibliometric analysis are increasingly being applied in systematic reviews. In addition to a greater diversity in methods, the regions under review have expanded from the United States and United Kingdom to many other regions. This development can be attributed to Hallinger’s effort to initiate international collaboration to build the knowledge base of educational leadership in Asia. Because of the growing interest in the academic development in non-Western countries, he promoted the use of systematic reviews to examine studies in Asia, Africa, Saudi Arabia, and Central and South America, which resulted in more than 30 systematic reviews on educational leadership and management. A wide range of research topics is a prominent feature of educational leadership and management research. Five topics that have gained frequent attention are social justice, female leadership, school leadership preparation and development, trust, and instruction and instructional leadership. The following are the topics of frontier research in this field: principal, school leadership, and student achievement; distributed leadership, instructional leadership, teacher learning, accountability, school improvement, school reform, and leadership development; and race, justice, and urban education. In Taiwan, research reviews on educational leadership are scant. According to Lin’s (2000) review, only a few studies have focused on the impact of principals on students. Pan’s (2010) review indicated that of all the educational leadership studies in government-funded projects and journals, 70% of the topics were related to principals’ leadership styles and behaviors. The distribution of the research topics was not sufficiently diversified to reflect global academic development. 4. Research method This study used bibliometric analysis on the Scopus database to analyze Taiwanese school leadership research. The review process was based on the steps of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) developed by Moher et al. (2009). After the process of screening, identification, eligibility determination, and inclusion, 95 papers were included for analysis. Descriptive analysis, citation analysis, co-occurrence analysis of keywords, and co-citation analysis were conducted to address the research questions. 5. Research findings The study had the following three key findings: (1) Concerning the volume of publication in journals, the first English paper on Taiwanese school leadership research did not appear until 2001. Although the promotion of the world university rankings and the launch of the Top University Project have changed the trend of solely using Chinese for academic writing, the number of English studies on school leadership remains limited. Moreover, only 14.7% of papers are published in the core journals of education leadership and management. (2) A citation analysis revealed that the international visibility of Taiwanese school leadership research is low. The average number of papers of the 10 most cited Taiwanese scholars is 3.5, and they have been cited an average of 45.2 times. The number of citations of Taiwanese scholars is 3.33 times less than that of African educational leadership research and 11.78 times less than that of research on three emerging regions. (3) The research topics selected by Taiwanese scholars may highlight international academic development; however, some underdeveloped topics remain such as social justice leadership, organizational theory, institutional theory, and social capital. The current co-citation analysis revealed the four schools of thought of Taiwanese school leadership, namely leadership for learning, distributed forms of leadership, leadership behavior and its impact, and social network. 6. Contributions Systematic reviews on school leadership are scarce in Taiwan. The present study conducted a bibliometric analysis to examine the development and features of Taiwanese school leadership literature which is innovative in the research method. The connection between Taiwanese studies on school leadership research and global scholarship has seldom been addressed in relevant research. The current analysis presents the development of Taiwanese school leadership and its connection with global trends, providing critical insights and directions for future research on school leadership in Taiwan. 7. Implications The present findings indicate the future direction of Taiwanese academic development in the field of educational administration. First, publishing more research in English can help increase the international impact of Taiwanese scholars. Greater exposure in English publications can highlight the fruitful outcome of Taiwanese school leadership research internationally. Building the academic connections between Taiwan and other countries will also be beneficial. Second, the current study identified a gap between Taiwanese school leadership research and the global trend. Including more diversified topics may help broaden the scope of research. Some topics recommended for future study include social justice leadership, organizational theory, institutional theory, social capital theory, social justice theory, and critical racialism. Third, conducting periodic replication studies using bibliometric analysis may help track the development of Taiwanese school leadership research. In particular, this method allows for a comparison of the distinguishing features of research among different periods. Fourth, a bibliometric analysis on Taiwanese school leadership research published in Chinese would be of considerable value. Taiwan has several literature databases that collect domestic research. However, the data structure provides insufficient information for an effective bibliometric analysis. To maximize the usefulness of these databases, their data structure design merits special consideration.

In 2001, Hong Kong started an enormous, comprehensive, and highly impacted curriculum reform through introducing the "Learning to learn". This reform incorporated changes in subject structure, integration of knowledge and skill, four key tasks, learning and teaching strategies, learning assessment approaches and provision of additional teaching resources. It is regarded as the largest curriculum reform in scale in history of Hong Kong. In 2005, the Education Bureau further reformed the educational system and its curriculum structure, which aimed to transform student learning. These changes included multiple pathways for students, further education, broad and balanced curriculum, integration of academic knowledge and application, and shifting from examination orientation to multiple assessments. However, this reform faced challenges in its design and existed deficits in its implementation. It is being criticized that the curriculum implementation missed the essence of its design. This paper aims to discuss the Hong Kong curriculum reform since 2005. First, it highlights the curriculum reform initiatives and their rationales in New Senior Secondary (NSS) education. Second, it inquires into the implementation dip of the rationales and implementation of NSS reform. Finally, it discusses the unchanged essence of NSS reform. In precise, this article exhibits the significant changes in this new reform such as educational system, subject structure, and curriculum choices. However, it stresses that the reform has not yet changed some fundamental issues such as examination oriented culture and student diversity. [ABSTRACT FROM AUTHOR]

有鑑於國外學界對於大專校院教師兼任主管職務之見解雖多為正向，但於反芻我國現況時，乃初步發現對於同樣能夠達成「大學社會責任」核心目的之大專校院教師兼任學校各單位主管一事，政府在現行法制設計上，不僅基於司法院大法官釋字第308號解釋，針對研究量 能多較私立大專校院為高的國公立大專校院專任教師兼任主管職人員之行為規範，採行公務人員管理模式思維，在學校人事行政實務上亦是對於該當群體成員設有重重限制。緣此，本文採取以文件分析為主的質性研究法，擬自基於前述釋字第308號解釋所形成的公教分途觀 點，整理與探究政府於國立大專校院教師在兼任主管職務工作期間所建構之違失行為行政責任追究面向的管理規範內容，是否符合自教育法學觀點所建構出的高等教育行政圖像，並提出我國政府未來應依據以執行「最低必要程度之合目的性監督」原則為基礎的友善監督立場，對於前述面向之管理規範應調整、抑或需進一步研擬的具體策略。最後為求自根本處落實前述政府應善盡之友善監督立場，乃提出人民或可提出聲請釋字第308號解釋變更之憲法訴訟，以及國家最高立法機關應參酌日本《教育公務員特例法》的立法先例或是推動國立大學法人化之法制化工作，劃定國家公權力得涉入教育事項之範疇等相關呼籲，以促成我國高等教育行政體制之完善運作。 Universities are centers of teaching and research. Additionally, universities play an foundational role in social and economic development. In the United States, teachers are often regarded as social servants and are an indicator of their ability to implement curriculum. In Taiwan, article 1, paragraph 1 of the University Act states that the purpose of a university is “to research, nurture talent, enhance the culture, [provide] service to society and promote national development [...].” In addition, article 1, item 1 of the Junior College Act stipulates that “colleges and universities shall teach and promote applied science and technology, cultivate employability, and develop practical professionals.” Since 2017, Taiwan’s government has proposed and promoted projects such as the University Social Responsibility Practice Plan and the Higher Education Deepening Project, which focus on the implementation of university social responsibility (USR). USR encourages university teachers and students to improve their academic research and partake in social development activities. Therefore, Taiwan’s government should adopt a positive and supportive stance toward engagement with faculty members in off-campus professional activities and promoting USR. This paper thus analyzes university teacher behavior from the perspectives of laws and regulations and behavioral management as well as the role of the state. The focus is on teachers who are engaging in supervisory duties. Because this paper focuses on the analysis of academic theories and legal regulations, we adopted the qualitative research method of document analysis. The focal documents are mainly legal and regulatory documents, including Interpretation No. 308, administrative letters, court decisions, and impeachment cases of the Control Yuan. Additionally, we engage in a comparison of Taiwan’s relevant legal regime with those of other nations. Ultimately, we determined that Interpretation No. 308 is not only at odds with Taiwan’s constitution and jurisprudence protecting the academic freedom of university teachers and universities’ autonomy but also with the principles of higher education administration. The central education administration still relies only on Interpretation No. 308 to maintain that the Civil Service Law and the related laws and regulations derived from it must be applied to university teachers who hold supervisory positions; yet, this violates the Statutory Doctrine of Higher Education established in constitutional jurisprudence and other interpretations of the Judicial Yuan. Although this article does not abandon the logic of the legal system, it provides some suggestions for the central educational administration to implement the "minimum necessary degree of purposeful supervision.” However, two actions are necessary to do so. First, people may need to petition the Constitutional Court to reconsider or overrule Interpretation No. 308. This would be similar to urging the Justice Court to implement the Supplementary Interpretation that was mandated before the publication and implementation of the Constitutional Court Procedure Act. According to article 42, paragraph 2 of the Constitutional Court Procedure Act, which came into force in January 2019, if the people determine and judge that the legal norms that have been interpreted as constitutional by the Judicial Yuan or if significant changes in social circumstances occur, they may appeal to the Constitutional Court for review. If the academic community agrees that Interpretation No. 308 infringes on the autonomy of the university, the relevant parties should follow the provisions and procedures set forth in the same law to request the Constitutional Court to review whether Interpretation No. 308 remains appropriate. Second, to implement the Statutory Doctrine of Higher Education in the administration of higher education and clarify the supervisory authority of the central education administration, this paper argues that the highest legislature of Taiwan should reference the Japanese Educational Civil Service Law or the precedent of legalizing national universities. Moreover, the legislature should clearly define the areas in which the state can intervene in national basic education and higher education to protect teachers and their rights. Doing so would improve the operation of the Taiwanese higher education system.

本研究旨在探討2019年COVID-19疫情以及相關輿情對幼兒社會情緒發展研究趨勢的影響，以文獻計量學方式，分析出疫情期間幼兒社會情緒發展科學研究合作的主要作者、國家及地區、作者共同合作、領域共現、文獻共被引、文獻耦合及共詞網絡之網絡聚類，找出研究趨勢與社群。本研究從Web of Science資料庫中選取2020年至2022年間822筆相關文獻，透過BibExcel文獻計量工具，以Pajek與Excel繪製圖表分析出結果：最具影響力的主要作者為澳洲墨爾本大學的P. Eadie等六人；主要國家及地區為巴西；主要領域共現為教育及教育研究，主要的共被引文獻為Samuelsson等人（2020）的“The Coronavirus Pandemic and Lessons Learned in Preschools in Norway, Sweden and the United States: OMEP Policy Forum”，主要文獻耦合為Eadie等人（2022）的“Challenges and Supports for Educator Well-Being: Perspectives of Australian Early Childhood Educators during the COVID-19 Pandemic”，主要共詞為COVID-19。最後，本研究建議以不同文獻計量工具分析，作為後續相關研究之交叉驗證，有助於更深入地瞭解OVID-19疫情對相關研究以及未來趨勢的影響。 Research Purpose The critical importance of early childhood social-emotional development for learning, school performance, and future life outcomes is well established. Ren et al. (2016) emphasized that social-emotional competence predicts school readiness, academic achievement, and psychological well-being and thus influences academic success and life outcomes in adulthood. Given the adverse effects of the COVID-19 pandemic on humans— including social isolation, restrictions that like growing apart, school and office closures, and uncertainty on emotional words this study investigated how the pandemic affected social-emotional development in young children. Research Motivation 1. Diverse Research Landscape: The rapidly evolving field of early childhood development is added to with multiple studies each year. Thus, understanding key topics, trends, and interdisciplinary areas is crucial for researchers and policymakers. 2. Influence of COVID-19 on Research Trends: The COVID-19 pandemic substantially affected society, lifestyle and learning models. Analyzing how this global event influenced research regarding early childhood social-emotional development could provide crucial insights for academia and policy. 3. Enhancing Policy Relevance: Bridging the gap between academic research and policy implementation remains vital. Analyzing the dynamics of research regarding early childhood social-emotional development could deepen academic understanding and provide evidence to inform policy decisions that benefit society. Literature Review 1. Foundational Theories of Social-Emotional Development in Early Childhood: This section discusses foundational theories proposed by Erikson (1968) in “Identity: Youth and Crisis”; Bowlby (1969) in “Attachment and Loss: Attachment, Vol. 1”; Bandura (1977) in “Social Learning Theory”; and Vygotsky (1978) in “Mind in Society: The Development of Higher Psychological Processes.” 2. Key Research Trends and Relevant Studies Regarding Social-Emotional Development in Early Childhood: Following the logic of scientific literature growth stages introduced by De Solla Price (1965), this section delineates research trends across two periods, namely 1986-2009 and 2010-2022, to highlight research topics and significant studies published in these periods. (1) 1986-2009 This period covers research topics including (1) emotional regulation and behavioral problems in young children, (2) the influence of family environment on social-emotional development, (3) effects of peer relationships, (4) the development of self-identity, (5) emotional expression and cognitive development, and (6) the relationship between family interactions and children’s emotions. Notable studies are cited for each of these topics. (2) 2010-2022 This period covers research topics including (1) the development of emotional identification and expressive skills, (2) emotional regulation and self-control abilities, (3) emotional development and social relationships, and (4) emotional distress and mental health challenges. Notable studies are cited for each of these topics. 3. Systematic Literature Reviews: This section highlights key literature reviews conducted by Rouhollah et al. (2018), Blewitt et al. (2018) and Djamnezhad et al. (2021) to offer comprehensive insights into key trends in research regarding early childhood social-emotional development. Research Methods The present research methodology utilizes key search terms such as “early childhood,” “education,” “social-emotional development,” “COVID-19,” and related combinations of key words with Boolean logic operators. The document types considered were defined as “Article,” “Early Access,” and “Review Article.” In total, 822 documents were retrieved from the Web of Science database for 2020-2022. Using BibExcel and visualization tools such as Pajek and Excel, the present analysis identified primary authors, countries, collaborative patterns, co-occurrence of research domains, frequently cited documents, document co-citation, and word co-occurrence networks during the pandemic period, thereby determining trends and academic communities in research regarding early childhood social-emotional development. Research Results The research results are presented across the following seven sections: 1. Primary Authors The primary authors are six scholars from the University of Melbourne, Australia, led by Eadie, P. However, the analysis of the relationship between the COVID-19 pandemic and social-emotional development in early childhood identified nine primary authors who published related journal articles between 2020 and 2022, forming a basis for co-occurrence analysis and exploration of the COVID-19 pandemic’s effect on social-emotional development in early childhood. 2. Country and Region Among 27 countries, Brazil was identified as the most closely cooperating country and acted as a crucial mediator influencing information dissemination and exchange. This outcome indicated Brazil’s vital role in the flow of information and knowledge in scholarly collaboration on the academic social network. 3. Author Cooperation Scholars from the University of Melbourne— particularly P. Eadie, P. Levickis, L. Murray, J. Page, C. Elek, and A. Church— were central nodes with the highest absolute centrality score of 5, signifying direct connections. Another group, led by scholars from the University of Colorado Denver, exhibited a distinct centralization pattern. 4. Co-Occurrence Education and educational research held the most central position, closely followed by psychology and development and then psychology and education. The strongest network association was that between education and educational research and psychology and development, indicating that these domains were the primary co-occurring research domains. 5. Co-Citation “The Coronavirus Pandemic and Lessons Learned in Preschools in Norway, Sweden and the United States: OMEP Policy Forum,” which emphasized measures to protect the health of educators and children and to ensure continuity in learning and development, was the most frequently cited document (8 times). That report shared experiences from Sweden, Norway, and the United States related to early childhood education during the COVID-19 pandemic. 6. Document Coupling Articles #24 (“Challenges and Supports for Educator Well-Being: Perspectives of Australian Early Childhood Educators during the COVID-19 Pandemic”) and #15 (“Early Childhood Educators’ Well-being during the COVID-19 Pandemic”), which discuss the pandemic’s effects from the perspective of early childhood educators— covering mental health, workload, and occupational stress and addressing the needs of parents and children— had the highest document coupling count (15). 7. Co-Word Network The most frequently used words were “COVID-19” (35 occurrences), “Early Childhood Education” (20 occurrences), and then “Early Childhood” (7 occurrences). The overall word co-occurrence network had a relatively low density, namely 0.23822715, with strong relationships between COVID-19 and key terms including “Early Childhood Education,” “Teachers,” “Pandemic,” “Early Childhood Teachers,” “Early Childhood Education and Care” and “Distance Education.” Discussion and Suggestions Research regarding the effects of COVID-19 on the social-emotional development of young children has primarily focused on emerging topics such as teacher well-being and challenges in remote learning, along with corresponding solutions. During the pandemic period, safeguarding the rights of early childhood educators was essential to ensure ample educational resources. The analyzed studies address emerging themes that shed light on the status of and shifts in research concerning social-emotional development in early childhood. As the pandemic subsides, observing evolving research trends and comprehensively examining the theoretical and practical aspects of early childhood social-emotional development is crucial. This paper proposes the use of multiple bibliometric tools as a form of cross-validation for follow-up research to explore the influence of public opinion on the development of related research trends.

本研究旨在探討新冠疫情期間臺灣青少年學習適應與幸福感的現況與其相關。預試階段以便利取樣選取120位青少年填寫「臺灣中學生因應新冠疫情學習適應與幸福感問卷」，內容包含「基本資料」、「學習適應量表」及「幸福感量表」三部分。兩份量表─「學習適應量表」及「幸福感量表」，再以探索性因素分析和內部一致性信度檢驗兩份研究工具之信、效度後形成正式量表，其中，「學習適應量表」萃取出「到校上課」、「主動學習」、「遠距學習」等因素，共解釋57.86%變異量，總量表內部一致性信度為.88；「幸福感量表」萃取出「生活態度」、「生活滿意度」、「自我認同」等因素，共解釋60.19%變異量，總量表內部一致性信度為.95。正式施測階段以Google表單蒐集890位青少年資料並進行獨立樣本t檢驗、變異數分析，比較不同背景青少年在新冠疫情期間學習適應與幸福感之差異。最後再以結構方程模式檢驗各個潛在變數間之相關性及其預測力。資料分析結果發現，新冠疫情期間女學生、國中生和北部青少年分別比男學生、高中職學生及南部學生更期待返校實體上課。女生的自我認同感分數顯著高於男生，國中生的幸福感顯著高於高中職學生，居住南部青少年的生活滿意度顯著高於居住北部青少年。此外，結構方程模式分析發現「到校上課」能顯著正向預測臺灣青少年的「幸福感」。本研究結果可以作為未來相關研究及學校面臨重大疫情時規劃課程與教學之參考。 The COVID-19 pandemic led to considerable global morbidity and mortality between 2019 and 2022, prompting governments worldwide to close schools to prevent virus transmission. In early 2020, more than 180 countries suspended face-to-face classes in schools, disrupting the education of millions of students and leading to learning losses for children and adolescents. Investigations have revealed that some students lacked the necessary equipment for online learning and were therefore prevented from attending classes, while others intentionally skipped classes. I addition, surveys have indicated that the number of adolescents and young adults self-reporting mental health problems increased because of social isolation and a lack of face-to-face interaction with others. These findings suggest that during the COVID-19 pandemic period, poor learning performance and the mental health status of adolescents required close attention. In Taiwan, schools were closed twice from 2020 to 2022 to protect students from COVID-19. Learning adaptation refers to students’ learning skills, study plans, learning habits, learning interests and attitudes, learning environment, learning concepts, and physical and mental health. Researchers have suggested that learning adaptation is a dynamic process in which individuals adopt appropriate learning skills and strategies and use environmental resources to solve learning problems that they encounter. An individual’s well-being derives from their subjective perception of happiness rather than objective measures employed by others. The concept of subjective well-being (SWB) was originally proposed to encompass life satisfaction, positive mood, and negative mood. In 1989, Ryff redefined SWB and proposed the concept of psychological well-being (PWB), which covers six dimensions: self-acceptance, positive relationships with others, autonomy, environmental mastery, purpose in life, and personal growth. Researchers have since suggested that although PWB and SWB differ structurally, they correlate to varying degrees with factors including gender, age, educational status, emotion, self-awareness, and environment. In addition, related studies have found that well-being can elevate learning motivation and promote academic performance. The present study explored the differences and prediction in learning adaptation and well-being among Taiwanese adolescents during the COVID-19 pandemic period. The researchers constructed a research framework based on Bandura’s triadic theory of learning and related research findings. The following hypotheses were proposed: (1) The learning adaptation status of Taiwanese adolescents during the COVID-19 pandemic period differed on the basis of gender, educational status, and region of residence. (2) Each individual’s state of well-being during the COVID-19 pandemic varied depending on gender, educational status, and region of residence. (3) Taiwanese adolescents’ learning adaptation was positively correlated with their happiness levels during the COVID-19 pandemic. (4) The status of Taiwanese adolescents’ learning adaptation predicted their well-being during the COVID-19 pandemic. The researchers developed and validated two well-structured scales: the Learning Adaptation Scale and the Well-Being Scale. In the pilot stage of this study, 120 adolescents participated, and in the formal stage, 890 adolescents were recruited using Google Forms. Subsequently, the researchers performed exploratory factor analysis and internal consistency tests and conducted independent-samples t tests, an analysis of variance, and structural equation modeling to compare differences and relationships between adolescents’ learning adaptation and well-being in relation to multiple demographic variables during the COVID-19 pandemic. The Learning Adaptation Scale extracted three factors— namely going to school, active learning, and distance learning— which explained 57.859% of the variation. The scale’s overall internal consistency reliability was .878. The Well-Being Scale extracted three factors— namely life attitude, life satisfaction, and self-identity— which explained 60.187% of the variation. The scale’s overall internal consistency reliability was .950. The data analysis results revealed that during the suspension of in-person classes due to the COVID-19 pandemic, girls were more eager to return to school than were boys, junior high school students were more willing to return to school than were high school students, and adolescents living in northern Taiwan more eager to return to school than were those living in southern Taiwan. Girls had significantly higher self-identity scores than boys, and junior high school students scored significantly higher in self-efficacy than high school students did. Additionally, students living in southern Taiwan had significantly higher scores for life satisfaction than did those living in northern Taiwan. Finally, structural equation modeling revealed that “attending school” significantly and positively predicted the well-being of Taiwanese adolescents. This paper proposes the following suggestions for further research and application of the present findings in education: (1) Collect a higher quantity of samples using a random sampling selection method and conduct case studies or focus group interviews encompassing more regions of Taiwan to gain a clearer understanding of the current situation of adolescents’ learning adaptation and well-being throughout Taiwan. (2) Given that adolescents’ learning adaptation and well-being continuously change because of evolutions in environments and related factors, conducting a longitudinal study and establishing a large database to track such changes are highly recommended. Maintaining such a database could help identify problems early and could facilitate the formulation of effective strategies for improvement. Such a database could also provide references for education-related policy formulation and strategies. (3) The results of this study indicate that in Taiwan, an adolescent’s learning environment can effectively improve their well-being. Since online learning is regarded as another approach other than traditional learning. Schools at all levels should develop comprehensive support plans as soon as possible to address potential major and immediate changes in education. As developing and evaluating long-distance courses and teaching methods, creating a supportive learning atmosphere and encouraging communication and interaction between teachers and students should be considered crucial evaluation indicators given that these factors can consistently maintain high learning motivation among students. In summary, the results of this study could serve as a reference for the development of long-distance curricula, teaching plans, and related research that could be adopted during severe epidemic periods in the future.

自從 1990 年 Boyer 大聲疾呼教學的學術起，北美推展「教與學的學術」（Scholarship of Teaching and Learning, SoTL）迄今剛好滿 30 年。相對而言，臺灣推動教學實踐研究才剛起步，他山之石對我國發展 SoTL 校園文化頗具參考價值。本研究探討三個問題：一、SoTL 的本質為何？二、SoTL有哪些相關的論辯？三、我國 SoTL的推動與發展情形如何？文獻綜合指出，SoTL 的本質是教師從教學實務中找到問題意識，系統性地蒐集課程教學改進的資料，經學術 社群嚴格檢驗後，公開發表研究結果的探究活動。在推動 SoTL過程中，產生了 SoTL的目的、SoTL在教師升等機制中的定位、SoTL與教育研究的差別等論辯。本研究提出一個 SoTL校園發展狀況整合性分析框架，並對三所大學進行實徵研究。研究結果發現，各校園大部分的 SoTL文化發展處於教師微觀文化剛萌芽、機構支持建置成熟的階段，且在微觀－中觀－宏觀－巨觀等四層級的推動上有共通之處。最後針對發展 SoTL校園文化、推動教學實踐研究計畫等核 心議題提出評析與建議。 Since Boyer’s original call to recognize the scholarship of teaching, the scholarship of teaching and learning (SoTL) movement has been popular in North American higher education for the last 30 years. Taiwan’s promotion of research on teaching and learning practice is in its infancy. The lessons learned from North America are critical for the development of SoTL culture on university campuses in Taiwan. This article explored three questions: (1) What is the nature of SoTL? (2) What are the major issues in the development of SoTL? (3) How can SoTL be promoted and developed in Taiwan’s higher education? SoTL refers to systematic inquiry activities such as identifying problems in teaching practices, collecting data to evaluate the results of teaching interventions, and publishing the results after peer review. The process of establishing SoTL has attracted several heated debates concerning aspects such as the purpose of SoTL research, the positioning of SoTL in faculty reward mechanisms such as tenure extension and promotion, and the differences between SoTL research and educational research. To investigate the current development of SoTL in Taiwan, this paper first proposed an integrated framework for analyzing the SoTL campus culture, after which an empirical study was conducted at three Taiwanese universities. The results indicated that the development of SoTL culture in the sample university campuses is at the stage of emerging microcultures with well-established institutional support. Moreover, the three universities shared some commonalities in the promotion of SoTL culture at the micro, meso, macro, and mega levels. On the basis of the empirical findings, the paper comments on the current development of SoTL and offers suggestions for further promotion of teaching practice research projects in Taiwan’s higher education.

深度學習是以培養學生高階思維和問題解決能力為核心目標的教學設計理念，與發展學生核心素養的教育觀相吻合。深度學習教學改進研究遵循教學的整體觀，指向學生的核心素養，聚焦學科本質分析和理解學科核心內容。深度學習教學改進的基本要素，包括選擇挑戰性主題、確定指向核心素養的學習目標、設計深度探究的教學活動和持續性的評價。深度學習的實現需要教師創造性的實踐，本研究以小學數學中「小數除法」為例，闡述深度學習教學改進的具體設計與實施。 Deep learning could help achieve the educational goals of nurturing students’ core competencies including cultivating students’ higher-level thinking and problem-solving ability. This paper reports a research on designing primary arithmetic teaching conducive to deep learning. The teaching design takes into consideration of students’ holistic learning outcomes as well as the nature of the subject. It is developed through analysing learning theories on core competencies, the core subject knowledge structure and the key concepts of the subject. The basic elements of the teaching include selecting challenging topics, identifying learning objectives that point to core competencies, and designing inquiry learning activities and continuous evaluation. The realization of deep learning requires the creative practice of teachers. Using the topic of decimal fraction division as an example, this paper shows the concrete design and implementation of the teaching conducive to deep learning.

本論文探討私立學校校長領導作為的影響因素，並確認學校校長有效的領導作為與提升教師的學術專業和學生的學業成就間的關係。本研究採用質性研究法，透過訪談和觀察法蒐集資料，研究對象為馬來西亞吉隆坡五所私立中學的 15 位校長、副校長和學年主任。採訪和觀察所得的文本資料運用 NVivo 軟體進行有系統的分析。資料分析結果顯示，校長主要採用四種有效的領導作為以提升學校的辦學績效：一、規劃具有共識的願景、使命和目標；二、 組織專業發展專案計畫；三、促進創新、合作和團隊合作的文化；四、督導動態和主動的教與學環境。在這些領導作為中，校長應強調教師的學術專業發展和督導教學。這四個主題會在本文中更進一步探討。 This paper explored the factors influencing principals’ practices in private schools. Additionally, this study identified the effective leadership practices of school principals that contribute toward teachers’ academic excellence and students’ learning achievement. This study adopted a qualitative research design, wherein data were collected through interviews and observations using purposeful sampling. A total of 15 interviewees comprising principals, vice principals, and head teachers from five private secondary schools in Kuala Lumpur, Malaysia, were interviewed. Transcriptions of the interviews and field notes were made available immediately after each interview and observation, and NVivo software was used to manage the data more systemically. The data analysis identified the following four main effective practices of principals to enhance school outcomes: planning for shared vision, mission and goals; organising professional development programs; promoting the culture of innovation, collaboration and teamwork; and supervising a dynamic and proactive teaching and learning environment. Among these practices, principals should emphasize leadership functions, particularly teacher’s professional development and instructional supervision. The mentioned main themes are further discussed in this paper.

本文透過理論分析，旨在探討新型冠狀病毒在全球所引發的疫情及其影響，並聚焦於教育活動所宜有的對應之道。首先，針對2019年底到2020年中，新型冠狀病 毒成為全球緊急的公衛事件，以及其伴隨而來的防疫措施所產生的衝擊與挑戰進行闡釋；其次，思考該當如何因應及轉化當前疫情下的教育難題，使其成為積極正向 的教育力量。最後，本文提出四個疫情陰影籠罩下可以有的教育思考：一、數位素養的提升；二、科普素養的需要；三、說真話素養的重視；四、生命教育素養的強 調。 Through theoretical approach, this paper aims at analyzing the COVID-19 epidemic in the world and its impact, and thinking about the appropriate activities in education. First, it explores COVID-19 as a global public health emergency from the end of 2019 to the middle of 2020, its impact and challenges of education. Second, it thinks about how to respond to and transform the educational challenges of the current epidemic so that they become positive educational evolution. Finally, this paper proposes four important educational considerations under the shadow of the epidemic: 1. Digital competence; 2. Common scientifi c knowledge; 3. Fearless speech; 4. Life education.

教育部自2002年公布《媒體素養教育政策白皮書》以來，至今未再提出修正或新版的全國性媒體素養教育政策。然而，現今媒體環境已有相當大的改變，例如從社群媒體到自媒體，乃至新興的人工智慧科技，這些新科技的出現，意味著我們很難再用原有的框架去思考現今的媒體素養教育政策。因此，《媒體素養教育政策白皮書》實有必要修正及更新。本研究透過檢視媒體素養政策文獻和臺灣媒體素養政策回顧，對數位網路時代的媒體素養教育政策提出五個建議方向：一、重新思考「媒體素養」概念，解析新媒體環境生態；二、建立以「創用者」（prosumer）為主的媒體素養─符合現今數位脈絡，閱聽眾不只是被動的閱聽眾，已同時具備生產和接收的角色，因此在政策思維應朝此方向調整；三、建構數位網路時代的資訊判斷能力，以面對全球性的假新聞議題；四、人工智慧、演算法、大數據與傳播知能議題—同步培養防治面和積極面的相關媒體素養，避免再度落入保護主義式的媒體素養；五、建立一貫體系，培養完整師資與持續性的支持系統─政府各部門能通力合作，使媒體素養政策能更有效執行，同時從國家教育、高等教育和社會教育三方面著手，培育種子教師，以建立和培養強大的數位媒體素養教育網絡。 A white paper on media literacy policy emphasizing two focal points—liberation and empowerment—was released in Taiwan in 2002. These points appropriately reflected the media environment at that time and indicated the measures that the government should undertake to improve media literacy. However, due to the drastic changes in the digital environment, such as the dissemination of fake news and the use of artificial intelligence, this white paper policy should be modified to address this new environment. The aim of this study was to propose a future direction for media literacy policy. A literature review on media literacy policy demonstrated that the policy approach should include digital innovation. Subsequently, this study reviewed the nationwide media literacy policies implemented in Taiwan since 2002. The review results indicated that these policies gradually shifted focus towards the digital evolution of media but lacked the complete planning required to realize a coherent system. Consequently, this study suggested the following five feasible future directions: (1) shifting the focus of media literacy in policies and understanding the new media environment, (2) developing a concept of a media literacy-based prosumer, (3) developing information judgment literacy in the digital internet era, (4) focusing on the topics of artificial intelligence, algorithms, and big data, and (5) establishing a coherent system that cultivates qualified teachers and is sustainably supported. Finally, this study called for a new white paper to be urgently released.

The purpose of this paper is to form a more comprehensive view of rights based on Charles Taylor’s critiques of the modern conceptions of liberty and rights, and to re-envision our human rights education to help our students learn an appropriate view of rights. Three main views on liberty and rights Taylor proposed are as follows. First, The ultimate goal of liberty and rights is self-realization. Therefore, the exercise of rights should be evaluated by the individual's "reflective self-evaluation" to determine how the exercise of rights corresponds with the orientation of his self-realization. Second, Rights are not inherent to human beings, but given by society. The reason the society gives people rights is based on the importance of certain human abilities. The development of such abilities is regarded as rights so that people have the possibility to demonstrate these abilities. Finally, the exercise of rights is dependent on the society. When people enjoy rights, they are relatively obligated to society. They must defend the society and maintain its development so that all members of the society could enjoy the rights. Based on the viewpoints of Taylor, this paper suggests four principles as guidelines for the implementation of human rights education. This paper also analyzes how characteristics of the "rational critical debate" conform to these principles and suggests how the activity could be used in human rights education.

The need for school counselor intervention is crucial for victims of bullying. However, fews studies focus on guidance strategies used by school counselors. The present study aims to explore the frequency and perceived effectiveness of various guidance strategies from the perspective of school counselors. A total of 164 school counselors from northern, central, southern, and eastern Taiwan participated in the study by completing the paper surveys, while 53 school counselors completed online surveys. The results of multidimensional Rasch analysis identified: seven common and effective strategies, including learning to seek help, using body language, expressing thoughts and feelings, discussing problems, and recognizing and accepting emotions; five common yet ineffective strategies, including understanding the impact of bullying, practicing communication skills, maintaining physical boundaries, saying “no” to bullies, and focusing on the present; seven rare but effective strategies, including understanding definition and causes of bullying, empathic listening, staying calm, speaking assertively, recognizing behavioral pattern, and progressive muscle relaxation; six rare and ineffective strategies, such as identifying types of bullying, maintaining suitable posture, setting counseling goals, strategizng against bullying, exploring new approaches to handling bullying, and cognitive regulation. These results contribute to the evaluation of the effectiveness of different guidance strategies. For practical application, it is recommended that councelors remain conscious of their intentions and actions, tailoring their approach based on the needs of the victim. Counselors can refer to the results of this research to adapt and apply various strategies flexibly.

針對國民教育的教科書內涵及選用，強調素養導向的十二年國民基本教育核心理念已有調整，加上COVID-19疫情肆虐，教師選書模式的改變值得關注。本研究以國語教科書為例進行實證調查，探討疫情下教師選書之影響因素。研究以國小教師為對象進行問卷調查，獲得1,264份有效問卷。經分析發現，教師選書的主觀規範及選用規準的五種屬性對其決策皆有影響；教師選書主觀規範對發行屬性有正向影響、對內容屬性呈現更嚴格的檢核標準，顯見主觀規範影響愈大，對選書決策內容屬性要求愈高；另社群媒體平臺在發行屬性和選書決策間具有調節效果。依結果推論，傳統的選書程序因防疫而有新的變革，社群媒體平臺的使用可增加教師對教科書的瞭解、吸收教科書相關訊息，並提高選書決策信心。 Purpose Allowing teachers to select their own textbooks promotes the diversification, specialization, and democratization of education, encourages publishers to develop higher-quality materials, and enables teachers to select the materials that best meet their instructional needs. A policy of allowing instructors to choose their textbooks strengthens teachers’ professional growth and enhances the quality of education they provide. Numerous studies have identified the features that influence textbook selection, including policies and writing processes, evaluation criteria, visual design, content compilation, psychological factors, and disciplinary conceptual frameworks. However, the practices traditionally used to select standardized textbooks for national education have been subject to challenges and criticism owing to politically motivated changes in the content and selection of textbooks approved by Taiwan's Ministry of Education, the emphasis on a competency-oriented core in the compulsory 12-Year Basic Education, and the disruption caused by the COVID-19 pandemic. Physical book selection and public briefings have been replaced by the online interactive texts and noncontact instructional modes required by the pandemic. Research on the factors influencing teachers when selecting their textbooks is lacking. The present study sought to address this critical research gap by examining the textbook selection criteria of elementary school Mandarin Chinese teachers. Methodology This study adopted a quantitative survey method. First, a literature review examined textbook selection practices to clarify how textbooks have historically been selected in terms of policies, institutional practices, and criteria. Second, studies were reviewed, and items were selected to develop a survey instrument. Third, six experts and scholars in textbooks, education, questionnaire design, and educational administration were invited to review and revise the questionnaire’s content and wording, thus ensuring expert inter-rater validity. This evaluation process resulted in a preliminary questionnaire titled “Questionnaire on Factors Influencing the Selection of Mandarin Chinese Textbooks in Elementary Schools,” which consisted of items in nine dimensions: environmental factors, textbook selection factors, teaching factors, content factors, physical factors, distribution factors, skill factors, social media factors, and usage factors. Fourth, the preliminary questionnaire was distributed to 129 participants for pilot testing, and item analysis and construct validity were examined. This process resulted in a formal questionnaire comprising 48 items. Fifth, convenience sampling was used to invite Taiwanese elementary school Mandarin teachers to participate; 1,264 valid responses were obtained. Sixth, descriptive statistics were used to understand the sample characteristics and the influence of the research factors. Seventh, confirmatory factor analysis was conducted using structural equation modeling. Finally, hierarchical regression analysis was employed to test the research hypotheses. Findings The reliability and validity of the questionnaire were examined using the data collected from the formal survey. Confirmatory factor analysis was conducted to test each item’s standardized factor loading estimates, which were all greater than 0.500, indicating acceptable reliability. An assessment of convergent validity indicated the favorable convergent validity of the scale, and the results also confirmed the discriminant validity of the instrument through significant factor loadings. Subsequent regression analysis revealed that environmental factors significantly influenced five groups of factors in the textbook selection criteria: teaching, content, physical, distribution, and skill factors. These results indicated that the COVID-19 pandemic substantially affected teachers’ textbook selection criteria. Selection factors were positively associated with content factors and distribution factors. This result suggested that both content and availability strongly influenced selection factors. Regarding selection criteria, three types of factors— content, physical, and distribution factors—were positively associated with selection factors. This result indicated that content, availability in nonphysical editions, and distribution influenced the teachers’ textbook selection decisions. Additionally, social media factors were found to have a significant moderating effect between distribution factors and selection factors. This finding suggested that when distribution factors were favorably reviewed in social media factors, teachers were more confident in their selection decisions. The results of this study’s analysis revealed that the content factors of the 108 Curriculum heavily influenced teachers’ textbook selection decisions, whereas skill factors did not. One reason skill factors may not have influenced textbook selection is that teachers trust that the 108 Curriculum textbooks align with the standards mandated by Taiwan’s Ministry of Education and that these textbooks are composed by experts in their fields. However, environmental factors during the pandemic strongly affected selection factors. Teachers considered online information a vital tool in making selection decisions when the pandemic prevented them from traveling to bookshops. Moreover, environmental factors were positively associated with all five dimensions of the selection criteria. Physical factors and distribution factors were positively associated with selection factors, suggesting that teachers prioritized readability in layout, font size, correspondence between text and illustrations, color arrangement, glare-free paper quality, and binding quality. Additionally, teachers who relied on social media platforms felt more confident in the quality of the textbooks they selected, whether they were available online, as physical copies only, or both. Social media platforms, including Line and Facebook, significantly influenced textbook selection decisions during the COVID-19 pandemic beyond merely increasing teachers’ confidence in their choices. Originality/Value This study provides empirical research on the factors influencing textbook selection during the COVID-19 pandemic. The research sample consisted of elementary school teachers throughout Taiwan, ensuring the study’s objectivity and specificity. This study proposes textbook selection factors and decision-making patterns distinct from those found in marketing and procurement decision-making models in business contexts. The differences have arisen from the unique needs of Taiwan’s elementary school Mandarin Chinese teachers, which differ substantially from those of teachers in previous studies on textbook selection.

青銀世代對數位遊戲的使用動機具差異性，而數位遊戲的開發或設計往往無法為所有年齡層量身定做，例如長者對於規則太複雜、時間太緊湊的遊戲設計有負面的認知，但年輕人反而追求遊戲的效率。此外，過去探討不同世代數位遊戲設計及功能評估的研究，大多為受試者自陳、觀察和訪談方法蒐集主動意識層面的資料，較少透過語意聯想這類的結果探究。 據此，本研究欲以數位遊戲認知的語意聯想測驗（Word Association Test, WAT）蒐集多元的資料以探討世代間之異同。本研究以便利取樣招募178位不同年齡層的對象，包含年輕人組73位（女性占78%，年齡介於15-27歲）、中高齡者組50位（女性占80%，年齡介於46-64歲）和高齡者組55位（女性占65%，年齡介於65-92歲）。參與者被邀請以紙筆方式進行測驗，並須回答當提到數位遊戲時，他們會想到什麼詞彙，參與者最多可填答12個詞彙。研究結果共測得962個詞彙，年輕人組、中高齡者組以及高齡者組分別測得640、180以及142個詞彙，後以本研究建構之數位遊戲聯想編碼架構歸納資料。三組參與者的聯想詞彙在不同編碼類目中的分布各有異同，包含：在數位遊戲使用的負面動機中，年輕人組較傾向聯想與心理有害相關之內容，中高齡者與高齡者組則較會聯想到與生理有害相關的部分；在正面動機的部分，年輕人組與中高齡者組較傾向聯想到娛樂性，高齡者組則是聯想到有用性；三組樣本皆出現的重複詞彙有：「動腦」、「有趣」、「打發時間」與「沉迷」。本研究期能啟發數位遊戲相關學術與實務工作者，在未來重視不同世代對數位遊戲的認知異同，且積極扭轉各世代對於玩數位遊戲後所產生的負面印象。 Introduction Digital technologies have driven innovation and changes in information dissemination, consumption, entertainment, and social welfare. The ability to use this innovation is often based on age, with younger generations significantly more comfortable than are older generations. This “digital divide” poses a challenge to societies such as Taiwan’s, where the National Development Council estimated that 14% of the population was above the age of 65 years in 2018 and estimated that this number would reach 20% by 2025, making Taiwan a superaged society. In such superaged societies, scholars suggest, digital technologies can be used to promote social welfare and the mental and physical health of older individuals. Digital gaming, which has the potential to bridge the gap between users of different generations, is a helpful tool for promoting the well-being of young and old alike. The perception of digital games among users of different generations may influence their motivation for playing games and their overall attitude to digital gaming. To collect diverse data from various age groups, this study employed the Word Association Test (WAT) to determine participants’ underlying cognition and emotions. Thus, the aim of this study was to investigate differences in cognitive perceptions and approach-avoidance conflict of digital games among users of different generations. The stimulus word “digital games” was used in the WAT to investigate the cognitive perceptions of different age groups regarding digital games. The study began by considering the applications of digital gaming and then reflected on the differences in the perception of digital games between young-adult, middle-aged, and older groups. Subsequently, the intergroup similarities and differences in perceptions of digital gaming were evaluated.. Method Convenience sampling was employed to recruit participants from different generations and living in Taipei, Taiwan. The young-adult participants included college students, graduate students, nearby residents, and high school students from a certain campus. The older-adult participants were recruited from neighborhoods, community centers, and locations near the aforementioned college. After invalid samples (those without age information) were excluded, 178 valid samples remained. To capture inter-age-group differences in cognitive perceptions of digital games, the participants were divided into three groups: the young-adults group, middle-aged and older-adults group, and advanced age group. The age classifications for the two older groups followed the age categories of the Ministry of Labor in Taiwan: 45 years and above and 65 years and above, respectively. The young-adults group comprised 73 participants [22% male, age of 15-27 years, mean (SD) = 20.18 (2.24)], the middle-aged and older-adults group comprised 50 participants [20% male, age of 46-64 years, mean (SD) = 59.40 (4.45)], and the advanced age group comprised 55 participants [35% male, age of 65-92 years, mean (SD) = 70.69 (4.94)]. The primary research method employed in this study was content analysis of associations with digital game vocabulary. The objective was to systematically categorize and describe data in accordance with predetermined coding categories to obtain structured and quantifiable information about content. Through the literature review conducted for this study, three coding themes were identified in cognitive perceptions of digital games: (1) neutral, (2) positive, and (3) negative game perceptions. The study’s WAT was conducted in paper-and-pencil format, and the aim was not to measure how many words the participants could provide within a set time frame. Instead, the participants were encouraged to answer with as many words as possible. The WAT was concluded when the participants indicated they could not think of any more words or when they had provided 12 words. Finally, the participants’ responses were transcribed verbatim, and the number of words provided by each participant and the summarized themes were calculated. Results The distribution of vocabulary in the three participant groups for neutral, positive, and negative game perceptions revealed that the young-adults group and the middle-aged and older-adults group gave the highest number of responses that were coded as positive game perceptions, whereas the advanced age group gave the most responses coded as neutral game perceptions. This indicated that the younger individuals may have had more positive perceptions of digital games than the older individuals did. In the coding theme of neutral game perceptions, the types of words most commonly provided by the young-adults group were those relating to game types; the three most commonly used words were competitive, simulation, and interaction. The types of words most commonly provided by the middle-aged and older-adults group were those relating to game titles, with the three most widely used words being “Mahjong,” “Candy Crush,” and “Su doku”. The types of words most commonly provided by the advanced age group were also those relating to game titles; the three most often recurring words were “Happy Farm,” “Candy Crush,” and playing cards. Interestingly, “Candy Crush” was a common word for both the middle-aged and older-adults group and the advanced age group, suggesting that this digital game is commonly played by middle-aged and older individuals in Taiwan but not by young adults. No other words were shared by the three groups in this coding theme. In the coding theme of positive game perceptions, the types of words most commonly provided by the young-adults group were those relating to entertainment, with the three most commonly used words being stress relief, fun, and happiness. The middle-aged and older-adults group gave similar responses to the young-adults group; their two most frequently used terms were fun and stress relief. The types of words most commonly provided by advanced age group were coded as utility, with the most often used terms being brain exercise, passing time, preventing dementia, and learning. Three terms were common to the three groups: passing time, brain exercise, and fun, indicating that the different age groups had similar positive perceptions of playing digital games. In the coding theme of negative game perceptions, the types of words most commonly provided by the young-adults group were those relating to psychological harm, with the most common term being addiction. The types of words most commonly provided by the middle-aged and older-adults group and the advanced age group were related to physical harm, with the often used term being eye discomfort. Notably, addiction was common to all three groups, suggesting that individuals from all generations perceive digital games as addictive. However, the middle-aged and older-adults group appeared to worry more that digital games were harmful to their eyes than that they were addictive. Conclusion This study examined and coded responses regarding perceptions of digital gaming of individuals in three distinct age groups and discovered specific differences between the groups’ responses.

本研究透過一位國小教師的自我敘說，陳述個人在教學場域面對各種挑戰的故事，並以活動理論作為與故事情節對話的參考架構，探究教學故事中的社會文化脈絡，呈現教師擴展學習的歷程。研究目的是以活動理論為架構，理解教師教學活動的系統及運作；從教學故事探究因擾動而產生的情境變化，並從矛盾的觀點分析其影響；探究教師面對擾動及其產生的矛盾，將如何重新詮釋教學活動。研究結果如下：（1）教學是群體活動， 應從整體脈絡來理解教學。教師實踐教學理念時，中介歷程包含工具的創造與應用、與社群成員在分工與規則中互動。活動系統是在情境脈絡中運作，中介歷程受到文化歷史因素影響，呈現社會環境的價值。（2）正向接受矛盾挑戰，有助教師擴展教學專業。教師面對擾動會感到挫折、形成矛盾張力，雖然矛盾是教師壓力來源，但在面對矛盾張力、建構解決問題策略歷程中，教師將更加瞭解問題以及環境，並擴展個人的教學專業。（3） 面對擾動與矛盾，教師能反省慎思、理解自我，並建構未來教學行動的想像。 This paper presents the self-narration of an elementary school teacher to describe stories regarding various challenges at school. Activity theory is adopted as the reference framework of story plots and dialogues so as to analyze their sociocultural context and to present the expansive learning process of the teacher. The purpose of this paper is to examine the systems and operations related to teaching activities based on the framework of activity theory. Specifically, the teaching stories are explored to observe scenario changes engendered by related disturbances, and the effects of these changes from the perspective of conflict are analyzed, thus enabling a close examination of the teacher’s conflicts while experiencing these disturbances and discussing the teacher’s reinterpretation of teaching activities. The conclusions of the study are as follows. (1) Teaching is a group activity and should be examined through the overall context. While actualizing their teaching ideas, teacher undergo various mediating processes, including the creation and application of teaching tools and interaction with their peers to assign tasks and define related rules. An activity system is operated under a scenario context, and mediating processes are affected by cultural and historical factors so as to demonstrate the values of the social environment. (2) Facing challenges with a positive attitude helps facilitate the development of teachers’ teaching professionalism. When teachers face conflicts, they experience frustration and tension, but through the process of coping with tension and formulating problem-solving strategies, they can gain a greater understanding of related problems and the environment, helping them develop their teaching professionalism. (3) When faced with disturbances and conflicts, teachers should conduct introspection through selfunderstanding and formulate strategies for subsequent teaching activities.

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Published in 1886, "Handbook of the Swatow Vernacular"《汕頭話讀本》is of great significance to the study of the phonology and grammar of the Chaozhou dialect at that time. One of the neutral question markers recorded in this handbook, "mie"咩, is no longer used in the Chaozhou dialect today. This paper explores the distributions of two types of neutral question markers found in the handbook, namely negative auxiliary verbs and "mie", and the relationship between these two kinds of markers. The paper also makes a comparative study with the neutral questions of the Southern Min and Yue dialects. [ABSTRACT FROM AUTHOR]

在《十二年國民基本教育課程綱要總綱》的諸多變革之中，能力與素養的區別是各界關心的重要議題之一。新課綱之中，既有九年一貫課程綱要中所使用的概念，如「十大基本能力」與「分段能力指標」等詞均未再沿用，出現「核心素養」與「學習重點」等概念，而此一改變引發了諸多疑慮。本研究試圖從新、舊課綱的政策發展脈絡，參照核心素養論述理念，探究能力與素養兩個概念，以釐清兩者在概念與內涵的差異；繼之探討兩者在教育目標分類中的角色，以理解新課綱中有關核心素養的進步內涵。本研究主張，九年一貫課程綱要到十二年國民基本教育課程綱要不是一個斷裂式的跳躍，而是一個延續性的發展。根據本研究的分析，九年一貫課程綱要中能力概念的主要內涵，在新課綱的核心素養與學習重點中都得到延續。儘管如此，新課綱強調素養導向仍具意義。首先，從對中文與英文中能力與素養概念的分析可得知，「素養」強調廣義的能力概念，包括功能性知能與共通性知能兩個重要內涵。其次，三面九項核心素養承續聯合國教科文組織、經濟合作暨發展組織、歐盟等國際組織的核心素養論述，凸顯面對未來多樣而複雜的社會變遷，有必要培養年輕人具備各種跨領域的共通性能力，因此，更得以彰顯新課綱的未來導向。 The newly introduced curriculum guideline for the 12 year basic education by the Ministry of Education has brought many concerns as well as interests. One of these concern is about the clarifi cation and difference between skills, capability and competency. The concepts of key competencies and competence-indicators are both re-conceptualized in the new curriculum guideline. The main purpose of this paper was to investigate different views about these key terminologies and their underlying rationales. Relative issues around the debate of key competency w ere discussed. This paper argued that the curriculum reform from the current to the coming curriculum guideline is continuous rather than a sudden break. The main ideas underlying the concept of competence in the previous 1-9 year curriculum guideline is largely maintained in the new 1-12 year basic education curriculum. Also, the idea of competencies and key competencies are kept to addressed cognitive, effective and psychomotor objectives. In addition, in the new curriculum guideline, both functional literacy and transversal competencies are included. Furthermore, the progressive approach of the curriculum reform is highlighted.

本研究目的為評估預防計畫對老人跌倒相關傷害之成效，從 Cochrane Library、Medline、 PubMed、PsycARTICLES、PsycINFO、ERIC、AgeLine、CINAHL、Psychology、Behavioral Sciences Collection databases 等，蒐集所有相關的臨床隨機試驗研究，文獻年代範圍從 1996 年 至 2016 年間，並應用探索性統合分析，計算老人跌倒預防計畫之效果量。共計 33 篇期刊論 文納入分析（68,736 人），探索性統合分析結果顯示，跌倒預防計畫對因跌倒所造成的傷害 具顯著效果（OR＝0.86, 95% CI：0.75-0.97），但是對於骨折的預防效果則介於邊緣性顯著差 異（OR＝0.80, 95% CI：0.63-1.03）。此外，跌倒預防計畫若是不分男女、介入內容包含健康 照護專家、當參與者超過 20%具跌倒經驗、社區為介入場域、包含多元介入等，本研究發現 預防計畫對於預防跌倒相關傷害具有小卻顯著的效果，因此，未來規劃跌倒預防計畫時，政 策制定者及臨床工作者應考量不同特性的老人，並提出合適的介入計畫。 This study aimed to evaluate the effects of fall prevention programs on fall-related injuries, and the characteristics of these programs. The Cochrane Library, Medline, PubMed, PsycARTICLES, PsycINFO, ERIC, AgeLine, CINAHL, Psychology and Behavioral Sciences Collection databases were searched for randomized clinical trials on fall-related injuries among older adults from 1996 to 2016. A meta-analysis was performed to calculate the combined effects of fall prevention programs on fall-related injuries. A total of 33 research papers were included in the meta-analysis (68,736 participants). The meta-analysis found that fall prevention programs had a significant effect in preventing fall-related injuries (OR=0.86, 95% CI: 0.75-0.97), but a borderline-significant effect in preventing fractures (OR=0.80, 95% CI: 0.63-1.03). The fall prevention programs had a significant effect on fall-related injuries when both male and female participants were included in the study sample, interventions involved healthcare professionals, more than 20% of the patient population had a history of falling, interventions occurred in the community setting, and multiple interventions were used. Thus, fall prevention programs had a small but significant effect in preventing fall-related injuries but only a borderline effect in preventing fractures. When planning fall prevention programs, This study aimed to evaluate the effects of fall prevention programs on fall-related injuries, and the characteristics of these programs. The Cochrane Library, Medline, PubMed, PsycARTICLES, PsycINFO, ERIC, AgeLine, CINAHL, Psychology and Behavioral Sciences Collection databases were searched for randomized clinical trials on fall-related injuries among older adults from 1996 to 2016. A meta-analysis was performed to calculate the combined effects of fall prevention programs on fall-related injuries. A total of 33 research papers were included in the meta-analysis (68,736 participants). The meta-analysis found that fall prevention programs had a significant effect in preventing fall-related injuries (OR=0.86, 95% CI: 0.75-0.97), but a borderline-significant effect in preventing fractures (OR=0.80, 95% CI: 0.63-1.03). The fall prevention programs had a significant effect on fall-related injuries when both male and female participants were included in the study sample, interventions involved healthcare professionals, more than 20% of the patient population had a history of falling, interventions occurred in the community setting, and multiple interventions were used. Thus, fall prevention programs had a small but significant effect in preventing fall-related injuries but only a borderline effect in preventing fractures. When planning fall prevention programs, This study aimed to evaluate the effects of fall prevention programs on fall-related injuries, and the characteristics of these programs. The Cochrane Library, Medline, PubMed, PsycARTICLES, PsycINFO, ERIC, AgeLine, CINAHL, Psychology and Behavioral Sciences Collection databases were searched for randomized clinical trials on fall-related injuries among older adults from 1996 to 2016. A meta-analysis was performed to calculate the combined effects of fall prevention programs on fall-related injuries. A total of 33 research papers were included in the meta-analysis (68,736 participants). The meta-analysis found that fall prevention programs had a significant effect in preventing fall-related injuries (OR=0.86, 95% CI: 0.75-0.97), but a borderline-significant effect in preventing fractures (OR=0.80, 95% CI: 0.63-1.03). The fall prevention programs had a significant effect on fall-related injuries when both male and female participants were included in the study sample, interventions involved healthcare professionals, more than 20% of the patient population had a history of falling, interventions occurred in the community setting, and multiple interventions were used. Thus, fall prevention programs had a small but significant effect in preventing fall-related injuries but only a borderline effect in preventing fractures. When planning fall prevention programs, future policy makers and clinical workers should consider the different characteristics of older adults to propose appropriate intervention programs.

近年來各國教育界甚為重視發展學生自主學習的能力。東西方對自主學習的理解有所不同，中國大陸、臺灣和香港對此理念的實踐也有差異。香港有獨特的文化背景，嘗試結合中西理念，開創多元化的自主學習教學模式。本研究先回顧西方自主學習的理念，再分析中國大陸及臺灣自主學習的教學實踐情況。本研究透過一個案例，闡述香港一個校院協作的項目，於自主學習模式的課堂實踐經驗。個案中的課堂設計融合了西方的元認知策略和東方的預習模式，也用了不同的電子教學工具。研究發現，學生於自主學習的能力與態度上有所進步，教師對發展自主學習課堂的認識及信心皆有所提升。本研究能為探索融合東西方自主學習的理論及模式提供參考。 The development of students’ self-directed learning (SDL) competence has been a major concern of the education sector in recent years. The understanding of SDL varies not only among the places between the East and the West but also among the places within Asia like Mainland China, Taiwan, and Hong Kong. With its unique cultural background, Hong Kong attempts to incorporate both Eastern and Western ideas in developing a multifaceted SDL approach. This paper reviews the rationale of the Western concepts of SDL, and analyzes the SDL teaching practices in the Mainland and Taiwan. Through a case study, this paper expatiates on an enacted SDL classroom practical experience of a university-school partnership project. The instructional design of the case has integrated the Western metacognitive strategies, and the Eastern pre-lesson preparation learning mode, as well as adopting various e-learning tools to facilitate SDL. The fi ndings show that the self-learning attitudes and skills of the students have been improved coupled with the increase of teachers’ confidence in developing SDL lessons. This paper provides a reference for exploring the Eastern and Western theories and practices in SDL.

Education or curriculum scholars would agree that the more-than-one-hundred-years reform experiments implemented based on the children's psychological traits, such as interest, ability, and need are originated by J. Dewey's theory of the psychologizing of subject matter. The paper was aimed at analyzing the rationale of the theory, and reflecting the changes brought by selected curriculum experiments executed in the United States and Taiwan. It is found that some innovators were still willing to initiate new experiments even though history showed that the significant effects induced by some experiments could not easily be maintained and diffused. It is because those reformers would, in the loosely coupled school system, make contextually constrained choice in initiating new programs, although some subjective and objective factors would limit the effects of curriculum experiments. [ABSTRACT FROM AUTHOR]

本研究探討桌遊融入數學「加減法」單元學習扶助教學之實施歷程及學習成效，以國小二年級五位學生為研究對象，採行動研究法，設計「二位數的加減法」、「加減應用」、「加減兩步驟」三個單元課程，分別運用「撲克99」、「你加我減」、「數大為王」三款桌上遊戲，於109年11月至109年12月進行兩循環教學。透過課堂觀察、訪談、學習單、前後測試卷、省思札記等資料，進行綜合分析。本研究主要發現如下：一、依數學概念選擇適合的桌遊可協助學習扶助學生提升能力。二、需適度調整桌遊的難度及遊戲規則，讓學生維持學習的興趣。三、桌遊有助於學習扶助學生加減法數學概念的建立，並能提升基本運算能力。 This study explored the effectiveness of incorporating board games into the teaching of “Addition and Subtraction” unit in second-grade remedial mathematics instruction. Employing the action research method, five second-grade students were selected as the participants, and three unit courses were designed: “Addition and Subtraction of Two-Digit Numbers”, “Application of Addition and Subtraction”, and “Two Steps of Addition and Subtraction”. The teaching was conducted over two cycles from November 2019 to December 2019, using the board games “Poker 99”, “You Add and I Subtract”, and “The Biggest Number is the King” as instructional aids. Data were collected from classroom observations, interviews, worksheets, pre- and post-test papers, and reflection notes. The analysis results indicate that 1. Choosing an appropriate board game based on mathematical concepts enhances students' mathematics abilities; 2. Adjusting the difficulty and rules of board games helps maintaining students' motivation in learning; 3. Board games facilitate the establishment of mathematical concepts of addition and subtraction, and improve basic computation skills.

由於近年來行動裝置與教育應用軟體的快速發展，探討行動裝置輔助學習效果的實驗研 究大量增加。然而，目前尚缺乏以評估實驗研究品質為主題所進行的回顧性研究。因此，本 研究的目的即為廣泛蒐集 ERIC 和 SSCI 資料庫自 2003 年至 2013 年間，197 篇以行動裝置輔 助學習的實驗研究，並探討其在實驗設計嚴謹度、統計考驗之過程與結果的正確性，以及成 效評估工具的品質等議題。研究結果顯示，實驗設計以準實驗研究占最多數（61%），但有四 分之一的準實驗研究未考量實驗組與控制組之起點能力均等性問題。統計結果效度部分則發 現，半數以上研究未符合統計基本假設，七成研究所採用之樣本數偏低，使其統計考驗力低 落，效果值估計情形未臻精準。成效評估工具品質部分，則發現半數研究者未提供相關的測 驗信度與效度資訊。最後，本研究根據研究結果與討論，對未來研究者提出相關建議。 Because of the substantial development of mobile devices and educational software in recent years, the results of mobile learning–based interventions represent a popular research topic for investigation. Although experiment quality is the basis of empirical research, few studies have explored this issue. Thus, the present study investigated the shortfalls in existing experimental research designs related to mobile learning over the past decade and offers suggestions in this paper. The researchers collected data from all 197 experimental studies on mobile learning published in the Education Resources Information Center and Institute of Science Index from 2003 to 2013. The findings of the present study are described as follows: (1) Quasi-experimental designs represent the most frequently used design type (61%); however, among the quasi-experimental studies, 25% did not consider baseline equivalence. (2) Over half of the studies may not have met basic statistical assumptions, and approximately 70% used insufficient sample sizes, leading to low statistical power and imprecise effect size estimation. (3) Half of the studies did not provide information on test reliability and validity. Finally, this paper discusses the results and their implications for future research and practice.

The phrase neisheng waiwang [...] (a sage in the inner sphere, a king in the outer sphere) appears in the pre-Qin Daoist classic Zhuangzi. The term emerged as a panegyric in the Northern Song Dynasty, beginning with the Confucian philosopher Cheng Hao [...], who used it to comment on the accomplishments of his fellow philosopher Shao Yong [...] during their first meeting. This anecdote captured the attention of the literati, and soon the phrase became an exaggerated form of flattery in their circles. With the help of Confucian scholar-officials in the early Qing Dynasty, it became a term used exclusively for the emperor, especially the Manchu rulers Kangxi [...] and Qianlong [...], who strove to live up to the image of the sage-king without losing their tyrannical grip on their governance. This moralization of absolute power was a great political triumph for Confucian philosophers; ironically, it was to their detriment, for why would a world with a sage ruler need moral idealists, whose traditional role in the political arena had always been to counteract power with morality? Consequently, philosophy in the mid-Qing period lost its vitality and yielded its place to such studies as evidential research. A revival of the dictum in Confucian philosophical discourse occurred with the rise of the New Confucian Movement in modern times. Xiong Shili [...], its most influential founder, proclaimed that the Way of Confucius was precisely neisheng waiwang, and based on this premise, presented a distorted interpretation of the Confucian classics and their exegetical tradition. Despite the fact that Xiong’s opinionated views were rejected by many, he is nevertheless revered as an original thinker among New Confucian scholars, and his assertion that neisheng waiwang is a Confucian dictum is widely shared and given various interpretative extensions. In this way, the introduction of this term into Confucian studies had deleterious results for our understanding of Confucianism. It is against this background that this paper offers an analysis of the thrust of the ideas in Yu Ying-shih 􂃔􅑬􃞽’s study of Song Neo- Confucianism. Like Xiong Shili, Yu is strategically-minded. He unquestioningly accepts Xiong’s disputable assertion that neisheng waiwang was a Confucian dictum. But instead of using this assertion, as Xiong did, to blame Neo-Confucian philosophers for what they did not accomplish, he turns on New Confucian scholars, accusing them of lopsided scholarship. In Yu’s view, these scholars are preoccupied with Neo- Confucian thought, which belongs to the inner sphere, and overlook the fact that Confucians in history were always concerned with politics. The assumption that neisheng waiwang is a Confucian dictum turns out to be unfounded. Taking this false assumption as a premise, logically speaking nothing follows. Yu has drawn a variety of conclusions from this premise, but they amount to simply another distortion of Neo-Confucianism. The discussion in this paper focuses on two issues: the supposedly different status of lixue [...] and ruxue [...], and Yu’s new interpretation of daotong [...] and daoxue [...]. These demonstrate the extent to which basic Confucian ideas and the meaning of passages from texts and commentaries can be twisted to fit a particular theory. [ABSTRACT FROM AUTHOR]

The School of Practicing Both Daoism and Exorcism includes the Zhengyi School and the Third Matriarch School of Lu-shan. Its practioners serve as liturgical specialists only for the Chiao sacrifice, not for the salvation of the dead. Although scholars have focused on its origins and liturgy, there have been no comprehensive studies of the documents used in the rituals. In this paper, I discuss relevant Daoist ritual documents and analyze the Keelung Guangyuan Altar's seven-day chiao ceremony which was performed at Songshan Cihui Temple in 2005. In that particalar year, they integrated a traditional five-day chiao ritual into the liturgy. I then compare the documents from the 2005 performance with those from the five-day Chiao of the Inauguration List in the "Zhuanglin Xudaozang." Furthermore, I investigate the new version of the ritual documents used by the head priest, Li You-kun, in light of actual needs. This paper is divided into five sections. The introduction focuses on clarifying the meaning of relevant Daoist ritual documents. The second section discusses structure of the rituals and the relationship between the rituals and documents. The third section analyzes the form and function of petitions documents. The fourth section investigates pass permits (die…), talismans and announcing documents. The conclusion discusses the meaning of these Daoist ritual documents, their origins and their transformations. [ABSTRACT FROM AUTHOR]

臺灣學生近年來在國際大型測驗表現亮眼，但如進一步檢視學校所處地區，即可明顯看出臺灣存在巨大的城鄉差距問題：偏遠地區與大城市相比，不僅數學表現較差，且出現各校數學差距相對較大的情況。不足的教育經費可能是導致此差距的原因之一，本研究因此以成本函數法來估算偏遠與非偏遠地區學校達成預期學生學業成就所需的適足經費，並以國中基測數學基礎級、平均數、精熟級來作為適足分數，以估算不同程度所需的適足經費，結果發現，無論何種適足分數，偏遠地區所需的每生適足經費皆比非偏遠地區為高，且超過半數以上的偏遠學校未達適足經費水準。本研究亦根據研究結果，提出改進建議。 Although the mathematical ability of Taiwanese students is ranked high according to the Programme for International Student Assessment (PISA), Taiwan faces the problem of a gap in test scores between rural students and their non-rural counterparts, with the latter group scoring higher on average. Inadequate funding is a possible reason for this discrepancy. Therefore, this paper uses the cost function approach to compare adequate funding requirements between rural and non-rural schools. The adequate funding estimates are calculated based on the different levels of mathematics scores in the Basic Competence Test (basic, average, and proficient). The results showed that rural schools require more per student funding than do non-rural schools, irrespective of the use of score levels as references. A greater portion of rural schools were shown to operate under inadequate per student funding compared with non-rural schools. This paper provides further evidence of the urgency of increased investment in rural schools.

本研究旨在探討與評論J. Dewey 對於良師及如何以職前師培課程養成如此良師的看法。研究者進入有關文獻，理解其內涵、探討其意蘊，並評析其主張，藉以獲致啟示。在說明研究緣起、文獻回顧與研究問題後，本研究先由三方面解析其良師論，再據以說明其職前師培課程的理念與作法。隨後，研究者在評析Dewey 主張的特點與可資商榷之處後指出，時下良師除應教導學生運用思考方法解決各種問題之外，尚須引領學生妥予面對難以解決的人生困境；而執事者有鑑於過往職前師培課程內涵有偏重理論層面之虞，乃有轉而加強實務層面的趨勢，但應注意切勿矯枉過正，輕忽了確能適切引導實務改進的理論。 This paper critically analyzes J. Dewey’s thoughts on good teachers and preservice teacher education programs. The content, meanings, and theories of Dewey’s thoughts are reviewed from his writings and related literature to determine their implications. After explaining the background and primary research tasks, this paper explains Dewey’s thoughts on good teachers in three dimensions. Subsequently, his ideas and approaches concerning preservice teacher education programs are delineated. By describing the features and points of Dewey’s thoughts that require reconsideration, the findings show that, at present, good teachers should teach students not only how to perform problem solving, but also how to address challenges caused by unsolved predicaments. Furthermore, the author suggests that in preservice teacher education programs, teacher educators should not overemphasize practice and dismiss theories. Although theories have been overvalued in the past, they should still be used to guide teachers’ practices while teachers attempt to improve their teaching competence.

教育理論與實務的落差，是師資培育長久未解的問題。我國於1995 年施行《師資培育法》迄今，理論與實務間的連結，未見明顯改善。一項有15國參與的跨國評比指出，我國國中、小學實習教師認為大學所學與中、小學現場的契合度，分居倒數第三及第二名。近年來教育部推動「實地學習」，期能縮短理論與實務的落差，增加師資生實務教學能力。本研究指出「移植西方理論」及「技術理性」的師資培育模式，帶來我國師資培育理論與實務的雙重鴻溝。實地學習政策如未能對症下藥，恐難發揮效果。本研究提出「建構包含儒家文化的理論模型」及採取「務實師資培育模式」，以縮短雙重鴻溝，希望引發討論，為長久的沉痾找出解決之道。 The theory-practice divide has been a long-standing concern in the field of teacher education. This concern has not been addressed in Taiwan since the promulgation of the Teacher Education Act in 1995. An international comparison study reported that the degree of the theory-practice divide in Taiwanese teacher education was the largest of the 15 participating countries. To narrow the divide and enhance student teachers’ practical abilities, the Taiwanese Ministry of Education has recently launched a policy of promoting field-based experience. The present paper argues that the theory-practice divide originated from the transplantation of Western theories and the teacher-training model of technical rationality. If field-based experience cannot address these causes, it is not a solution for bridging the theory-practice divide. This paper proposes establishing Confucian-culture-inclusive theory and implementing more realistic teacher education practices to narrow the divide between theory and practice. These actions are proposed to promote discussion about the solutions to this long-standing problem.

字母知識是英語閱讀啟蒙教學的重要基礎能力之一，若未能及早具備精熟的字母辨識能力，後續在英語聽說讀寫的發展都會受到影響。為評估國小學童朗讀字母之正確率及流暢度，本研究旨在編製與發展國小學生英文字母朗讀流暢度電腦化測驗（Computer-based Letter Naming Fluency, C-LNF），並探討以C-LNF 作為臺灣學童早期英語閱讀能力發展篩檢工具的可行性。本研究以234 位國小一、二、三年級初學英語之學童為樣本，於第一年學習期末時進行電腦化及紙本版之LNF 測驗。研究發現，C-LNF 測驗信效度俱佳，其中信度方面，內部一致性Cronbach’s α 係數為.98、折半信度為.98、三週後重測信度在正確率為.87，流暢度為.91，評分者一致性度為.99。效度部分採效標關聯效度，以DIBELS（Dynamic Indicators of Basic Early LiteracySkills）紙本版LNF 測驗為效標，參與者同時接受兩種版本施測，電腦化與紙本版之LNF 的相關在流暢度為.96，在正確率為.84，均達0.01 顯著水準，顯示C-LNF 具有 良好的信度與效度，可作為檢測國小學童字母朗讀能力之工具。本研究並依此工具取得初學英語學童第一年結束時應達到之英文字母朗讀數及切截點等參考數據，能提供英語教育工作者評估學童字母學習表現的有用參考。 One of the most fundamental skills in early English reading is the alphabet knowledge. Without mastering the alphabets, further development in English listening, speaking, reading, and writing will be obstructed. The current study aims to develop a computerbased letter naming fluency (C-LNF) measurement to assess novice English learners’ ability in letter recognition and examined the applicability of C-LNF as a screening tool for early English literacy. The sample was 234 first-year English learners from Taiwan that include first-, second-, and third-graders. Their letter-naming ability were assessed twice at the end of first-year English learning in schools, one with computerbased tool and the other with paper-based measurement. C-LNF test exhibited acceptable reliability, with Cronbach’s α .98, split-half reliability .98, three-week testretest reliability .87 for accuracy and .91 for fluency, and the inter-rater reliability .99. The criterion validity with paper-based DIBELS (Dynamic Indicators of Basic Early Literacy Skills) LNF test was .96 for fluency and .84 for accuracy, p

本研究欲詮釋及闡述J. Derrida 之解構思想及其所蘊含之審美教育學的意義。由於藝術鑑賞教育為思考與實踐審美教育學的重要途徑，本研究以藝術鑑賞教育之政策論述為例，說明解構取向的審美教育學之啟示。現行藝術鑑賞教育存在的問題反映出傳統審美教育學的限制，包括下述五點：一、藝術鑑賞教育尚過度依賴於西方的美學詮釋體系；二、多數藝術鑑賞教育活動之實施仍以精緻藝術為主；三、藝術鑑賞教育內容缺乏培養學生批判思考的能力；四、忽略不同文化背景學生藝術鑑賞能力之個別差異；五、藝術教育蘊含強烈工具化傾向。透過對Derrida 解構思想之探討，揭示出傳統審美教育學預設了內在理路－邏各思（logos），基於前述，本研究提出四點解構概念對於審美教育學之啟示，可作為思考審美教育學及其在藝術鑑賞教育的參照：一、顛覆精緻藝術較為優位之教育主張；二、瓦解精緻藝術和通俗藝術之間的藩籬；三、化解藝術作品中作者主體中心的霸權迷思；四、建構開放的藝術對話空間以展現他者的多元性。 This article aims to interpret and expound on Derrida’s notion of deconstruction and reveal the implications for aesthetic education. Art appreciation education plays a crucial role in thinking and practicing aesthetic education. Hence, this paper focuses on art appreciation education and explores the implications of the deconstructive approach for aesthetic education. This paper also discusses the limits of conventional aesthetic education by identifying the problems of the current practice of art appreciation education. Five problems are identified: (1) aesthetic education still relies heavily on the Western aesthetic traditions; (2) most materials for art appreciation activities are based on fine art; (3) the content of aesthetic education instruction does not include critical thinking; (4) the individual differences based on different cultural backgrounds are neglected during teaching; (5) the strong instrumentalism tendency is implied in current art education. Exploring Derrida’s concept of deconstruction is helpful for suggesting improvements to aesthetic education by revealing the logos implied in conventional art appreciation education. This paper concludes with the following four suggestions: (1) the traditional premise that fine art is superior to popular art is questioned; (2) the conventional line between fine art and popular art is blurred; (3) the hegemonic myth of author subject-centric artwork is challenged; (4) the artistic dialogue space should be diverse and available to everyone.

本研究以文獻回顧的方法探索凱利方格法的原理與策略，再反思科學教育研究領域中可應用凱利方格法進行研究的契機與限制。凱利方格法的分析與探索主要包含下列階段：元素與構念的萃取、方格的建構與評比，以及方格的分析與解釋。這些資料分析的過程對教育研究而言具備以下優勢。首先，研究者透過凱利方格法的應用，建立有系統的資料蒐集與彙整架構，發現資料中既存的脈絡。再者，凱利方格法除了能針對單一個案所反映的方格評比進行探索與分析外，也容許跨個案的比較。在科學教育相關研究中，這些優勢適合被應用於探索學生科學學習、教師專業發展，以及評鑑科學課程與教科書等。本研究最後也說明在應用凱利方格法分析時須考量的信度與效度，以及相關的研究限制，以更明確地說明使用凱利方格法分析的策略。 This paper discusses the possible application of the repertory grid technique (RGT) in science education through a literature review. We first describe the common strategies for using RGT in psychology and education research. We then explore the reasons for using RGT and the relationship between the aforementioned strategies and the purposes of studies in the literature. Finally, we explain whether and how using RGT can assist researchers in deeply exploring science education. Three basic strategies for using RGT are summarized according to a literature review: eliciting elements and constructs, constructing the grid, and analyzing the grid. RGT enables researchers to construct and reconstruct the qualitative data on the basis of quantitative analysis, which supports exploring subjects’ cognitive systems and comparing subjects. In science education, studies have applied RGT for various purposes, which we categorized into three types: exploring individual cognitive systems, developing principles for teachers’ professional development, and evaluating the quality of textbooks. The limitations and validations of RGT are discussed in the final section of this paper.

本研究從支持的角度關心智能障礙學生在大專校院學習及就業轉銜狀況，採用質量混合之序列研究方式進行，分別於2018年與2019年對有智能障礙畢業生之48所大專校院資源教室輔導員進行調查，再對輔導過智能障礙生之輔導員、教授、職業重建人員及學生本人共26人進行訪談，瞭解其所提供之支持及學生在課業學習及就業轉銜上的狀況。研究資料在量的部分以描述統計之總和及百分比處理，質的部分以恆常比較法歸納訪談資料以形成主題。研究結果分別從學校之支持、智能障礙生之學習及就業轉銜狀況談起，發現大部分學校並未特別做準備即招收智能障礙生，但仍會透過各種會議宣導、加強相關單位間之聯繫以提供教師與學生支持；資源教室提供學生課業學習及轉銜輔導上各種支持服務，但學生使用率並不高；任課教授願意利用個人時間個別輔導學生並使用多種教學調整策略，但學生理解力不足，輔 導成效有限；有些校外之職業重建人員在學生尚未畢業即已開始入校輔導。學生雖覺得課業學習很辛苦，但仍肯定大學生活能擴展視野，有47%的就業率。研究者最後擴充支持系統從生態系統理論之微系統、中介系統、外部系統及大系統分別進行討論並提出建議。 Purpose This study aimed to understand the challenges that students with intellectual disabilities encounter in the academic learning and adoption processes, and to explore the crucial support systems provided for students with intellectual disabilities by universities. Literature Review In Taiwan, most students with intellectual disabilities attend vocational high school and seek to work after graduating. However, the majority of students with mild and moderate intellectual disabilities attend university due to parental expectations and the greater number of opportunities offered by a higher education degree. Beginning in 1999, educational institutions began to establish resource rooms to support students with disabilities in Taiwan. However, research has indicated that students with intellectual disabilities require a high level of support in many aspects of life, particularly with regard to academic learning and adjustment, and few studies have explored how to best support these individuals. In the United States, postsecondary education programs designed to meet the needs of students with intellectual disabilities have one of three modes: (1) isolation mode, (2) hybrid mode, and (3) integrated individual support mode. Method This mixed methods study was conducted between 2018 and 2019. In the first stage, researchers designed questionnaires to investigate the support systems for and transition process of students at higher education institutions or in job hunting activities. The surveys were sent to 161 student disability service counselors in university resource rooms, with 48 questionnaires completed and returned. In the second stage, researchers individually interviewed student disability service counselors, professors, and rehabilitation case managers who had worked with students with intellectual disabilities. This study sought to assess how the abovementioned professionals supported students and how transition services were used in both academic and employment activities. In the third stage, interviewing student disability service counselors by conducting focus group. Results According to the findings, although most universities lacked specific preparation for students with intellectual disabilities, they strove to enhance the quality and frequency of communication between departments and the administration in an effort to provide support at the time of enrollment. However, the student utilization rate of disability services remained less than 20%, which included support services for academic learning, career counseling, and transition activities. Although students with intellectual disabilities highlighted the challenges of academic study, most still believed that the university experience would be beneficial. The majority of students with intellectual disabilities graduated from university on time with a 47% employment rate. Discussion This study expanded the current perspective on support systems by constructing a framework that encompasses the microsystem, mesosystem, exosystem, and macrosystem. The key actors in the microsystem were the parents, classmates, and professors of the students with intellectual disabilities. They were key in the students’ adjustment to university life. In the mesosystem, student disability service counselors coordinated department offices and administration to construct a support system in universities. The resource room functioned as a safe space for students with intellectual disabilities. In the exosystem, some student disability service counselors connected students with job hunting resources before graduation; rehabilitation case managers and employers played large roles in the lives of graduates with intellectual disabilities. Many participants in the exosystem believed that obtaining a diploma was the paramount objective for students with intellectual disabilities who attend university; they hoped that a diploma would equip students with the self-determination to choose a career and expand their options. Conclusion 1. Students with intellectual disabilities confronted considerable challenges in academic learning, adjustment, and transition in university. 2. Students with intellectual disabilities did not receive adequate preparation before entering university. 3. Although student disability service counselors, professors, and rehabilitation case managers provided some support, few services were adopted. 4. Most students with intellectual disabilities graduated from university on time with a 47% employment rate. Suggestions This study adopted ecosystem theory to describe the support systems available to students with intellectual disabilities. 1. Providing curricular adjustments in higher education. This entails redesigning the course map, adjusting teaching strategies, and empowering professors to teach students with intellectual disabilities. In addition, administrators should provide transition services in a timely manner. 2. Developing a wider variety of postsecondary programs to expand options for students with intellectual disabilities. Students with intellectual disabilities in Taiwan must choose between joining the workforce or enrolling in higher education. Many US studies have noted that students with intellectual disabilities who participate in postsecondary programs exhibit improved academic performance, enhanced social and job-related skills, and a higher employment rate, self-determination, and quality of life. Students with intellectual disabilities will benefit considerably from the development of a wider variety of postsecondary programs providing extensive options based on student needs and career plans. 3. Doing away with the fixation on paper qualifications. Existing social norms place much value on a college degree, and parents and students chase after a degree just for the prestige. Changing mindsets and norms will be an uphill task. 4. For future studies: So far, domestic literature on the issue of students with intellectual disabilities attending university is still insufficient, and most of them are case studies. It’s hard to see the whole picture. Future studies should focus on investigating the quality of life of students with intellectual disabilities after graduating from university.

As an action research approach through interorganizational collaboration, this study aims to develop an effective professional learning program for enhancing principals’ leadership. There are three phases in this research: program design, implementation, and feedback and reflection. With a comprehensive literature review and focus group interviews, key competences of leadership were identified. The program contents were designed through interorganizational collaboration between academics, local officers, experienced principals, and NGO practitioners. The program contains self-awareness and team building in the dark, leading for the future, curriculum and instructional leadership, systems thinking, Understanding by Design, framework and practice, and World Café dialogue. In Phase II, a four-day workshop program has been held twice in the summer of 2012. Learning feedback was posted on Facebook as informal formative evaluation during the implementation phase. In phase III, opinions and feedbacks from learners, external observers, and curriculum designers were collected to assess the effectiveness of the program. The challenges and revision ideas were proposed at the end of the paper. Through the cycle of “design-act-feedback-revision” of action research with interorganizational collaboration, the present professional development program for principals can be refined and better empower school leaders with new ways of situated learning, collaboration, and reflective thinking. Although this program has been implemented for a few times in the past two years, this paper only explained and discussed the merits and effects of the workshops implemented in the summer of 2012.

在全球化變遷日劇的時代， 教育社會學界似較關注新右派（ New Right）教育改革所引發的社會公平問題，對於這些變遷可能蘊含的社會控制（social control）議題，則較少人探討。本研究乃以曾在教育語境中討論此一議題的杜威（John Dewey, 1895-1952）為對象，以其著作及有關的研究文獻為據，探討其社會控制的主張及所蘊含的教育意義。本研究在說明杜威主張社會控制係社會力量的適切運用、闡釋其所主張的教育旨在助人轉化社會控制為自制，並以其與社會控制有關的概念為依託，反思其主張的教育涵義後，於結論中提出兩項建議：一、吾人應廣義看待控制及社會控制的意義，以便理解杜威社會控制主張的教育涵義；二、吾人應以其所提倡之廣義社會控制主張為基礎的真實教育，補救新右派偏重經濟速效造成的虛假教育之失。最後，本研究並指出四個未來可進一步探討的方向。 In the context of the dramatic changes taking place in the era of globalization, issues of social justice arising from reforms initiated by the New Right movement have been much discussed by sociologists; issues of social control, however, have received much less attention. In this paper, John Dewey’s thoughts on social control and their implications for education are investigated by reviewing his writings and related literature. The paper is divided into six sections. After discussing Dewey’s view of social control as the appropriate use of social power, explaining his argument that the goal of education is to direct individuals to transform social control into self control, and reflecting on the educational implications of his arguments related to his concept of social control, two suggestions are made in the final section. They are, firstly, that we should adopt a broad conception of the meanings of control and social control, in order to understand the educational implications of Dewey’s concepts of social control; and secondly, that we should remedy the pseudo-education produced by efficiency-guided education reform under the influence of the New Right movement with genuine education, which is based on a broadly conceived notion of social control. Finally, four recommendations for future research are provided.

本文旨在透過理論取向，分析流行文化之意義與特性，並據以闡釋其在學校課程上的意涵。本文首先分析與歸納流行文化的意義有：廣受人們喜愛的文化、次級的、大眾的、人民的、文化鬥爭的與後現代主義等六項。其次就流行文化的特性而言，本文提出：一、流行文化呈現出某個世代的獨有共同文化；二、流行文化具有對抗主流母文化的內在性格；三、流行文化是一種創造性的意義表達文化；四、流行文化具有媒體文化及商品化的消費性格。復次，根據上述流行文化之意義與特性，闡釋流行文化之課程意涵有：一、提醒教師教學需顧及學生生活經驗的統整；二、轉化傳統教學方式成為多元解讀的教學方式；三、作為學生滿足自我表現及創造之需求的文化形式；四、提示媒體素養教育的重要性；五、作為新興的文化創意產業，與課程結合可促進學用合一。 Through theoretical approach, this paper aims at analyzing contemporary ‘popular culture’ and its implications in schooling. Firstly, this paper lays bare the meanings and characters of ‘popular culture’ with the related issues. Then, it justifi es the implications of the ‘popular culture’ in school curriculum. Finally, it provides some suggestions about teaching and learning.