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題名 從釋意觀點探討大學生資訊系統專案團隊之運作
作者 尤松文
貢獻者 楊亨利
尤松文
關鍵詞 釋意
資訊系統專案開發
學習策略
專案團隊運作
Sense-making
Information System Development
Learning strategies
Project Team, Team Work
日期 2004
上傳時間 14-Sep-2009 09:15:57 (UTC+8)
摘要 在知識的理論中，最惹人注目的問題之一，就是概念和知識怎樣產生，以及經驗與新的組織有什麼關係，在這個問題上有兩大對立的理論：行為主義與認知主義。在認知主義□又有一個很重要的關鍵點，就是探討出「人何以得知」的疑問，而這個疑問經由許多學者的研究仍沒有一個整合性的概念。架構在學習認知的這個疑問下，本研究利用Weick「釋意」概念做為理解的工具，針對學生的複雜學習歷程進行分析，採用個案研究的方式來進行，以了解學生如何將學習環境予以結構化、理解、詮釋與分析，最後採納行動並進行預測。
      資訊系統專案開發一直是資訊相關科系必要訓練之一。雖然此類資訊系統開發的規模不如業界，但是從學校教學的角度來看，透過一些實際個案的演練，學生應仍可獲得實務開發的經驗累積。而此種專題式的學習主要的重點在於學生如何運用團體的力量來獲得最佳的學習效果，因此團隊如何組成與運作，還有後續學習策略的運用對學生來說都是相當重要的。本研究個案一即以資料庫系統開發的十組學生團隊進行觀察，了解他們如何從自己的定位、組員的互動、領導角色的扮演到團隊集體共識的形成，而研究結果發現許多與實務專案團隊運作上相當不同之處，例如團隊領導與團隊情感的關係，分工型態的演變等。個案二建基於個案一的研究結果上，觀察學生的團隊狀況與他們所採行的學習策略之間的關係，研究結果亦發現學生之學習策略均建基於對團隊的認同上，對於學習環境的不同釋意也會影響所採行的學習策略。
      最後本研究從團隊合作與學生學習策略的說明來補足認知理論的不足，並以多層次的分析架構，從學生個人認同、團隊認同、班級認同逐層擴展，確立在專題式學習中個人地位、團體地位與組織地位的重要性，同時共提出十二大命題說明研究結果。
From the perspective of the theory of knowledge, the most critical question is how concept and knowledge are produced, what are the relationship between experience and the new group. There are two opposing theories of this question: the association theory and the cognitive theory. In cognitive theory, the key point is to confer the doubt of how people get knows. Based on the cognitive theory, this research explored students’ sensemaking in the team formation, operation, and learning strategies through observation and interviews.
      Developing an information system is a requisite training for all MIS students. The learning activities include system analysis and design, database, programming, team working, schedule planning, etc. Such a project-based leaning, a database management course, was chosen by this study. There were two cases. In the first case, this research observed ten student teams to interpret how sensemaking to be a central activity in the construction of both the learning environments and the environments it confronts. Students continuously interpreted the meaning of learning environments, adjusted their steps with other team members in order to finish an information system. The results indicate that the characteristics of student project teamwork are different from the real world. In the second case, this research explored the relationship of team working and learning strategies. The findings show that students adopt learning strategies through their organization identity. Different interpretation of environment cause distinct learning strategies that students use.
      Finally, this research provides complementary explanations to the cognitive theory and uses multi-level theorizing model to replenish students sensemaking process. Twelve propositions are introduced to understand the IS development process from students’ deep insides.
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描述 博士
國立政治大學
資訊管理研究所
89356505
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0893565053
資料類型 thesis
dc.contributor.advisor 楊亨利zh_TW
dc.contributor.author (Authors) 尤松文zh_TW
dc.creator (作者) 尤松文zh_TW
dc.date (日期) 2004en_US
dc.date.accessioned 14-Sep-2009 09:15:57 (UTC+8)-
dc.date.available 14-Sep-2009 09:15:57 (UTC+8)-
dc.date.issued (上傳時間) 14-Sep-2009 09:15:57 (UTC+8)-
dc.identifier (Other Identifiers) G0893565053en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/31107-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 資訊管理研究所zh_TW
dc.description (描述) 89356505zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 在知識的理論中，最惹人注目的問題之一，就是概念和知識怎樣產生，以及經驗與新的組織有什麼關係，在這個問題上有兩大對立的理論：行為主義與認知主義。在認知主義□又有一個很重要的關鍵點，就是探討出「人何以得知」的疑問，而這個疑問經由許多學者的研究仍沒有一個整合性的概念。架構在學習認知的這個疑問下，本研究利用Weick「釋意」概念做為理解的工具，針對學生的複雜學習歷程進行分析，採用個案研究的方式來進行，以了解學生如何將學習環境予以結構化、理解、詮釋與分析，最後採納行動並進行預測。
      資訊系統專案開發一直是資訊相關科系必要訓練之一。雖然此類資訊系統開發的規模不如業界，但是從學校教學的角度來看，透過一些實際個案的演練，學生應仍可獲得實務開發的經驗累積。而此種專題式的學習主要的重點在於學生如何運用團體的力量來獲得最佳的學習效果，因此團隊如何組成與運作，還有後續學習策略的運用對學生來說都是相當重要的。本研究個案一即以資料庫系統開發的十組學生團隊進行觀察，了解他們如何從自己的定位、組員的互動、領導角色的扮演到團隊集體共識的形成，而研究結果發現許多與實務專案團隊運作上相當不同之處，例如團隊領導與團隊情感的關係，分工型態的演變等。個案二建基於個案一的研究結果上，觀察學生的團隊狀況與他們所採行的學習策略之間的關係，研究結果亦發現學生之學習策略均建基於對團隊的認同上，對於學習環境的不同釋意也會影響所採行的學習策略。
      最後本研究從團隊合作與學生學習策略的說明來補足認知理論的不足，並以多層次的分析架構，從學生個人認同、團隊認同、班級認同逐層擴展，確立在專題式學習中個人地位、團體地位與組織地位的重要性，同時共提出十二大命題說明研究結果。		zh_TW
dc.description.abstract (摘要) From the perspective of the theory of knowledge, the most critical question is how concept and knowledge are produced, what are the relationship between experience and the new group. There are two opposing theories of this question: the association theory and the cognitive theory. In cognitive theory, the key point is to confer the doubt of how people get knows. Based on the cognitive theory, this research explored students’ sensemaking in the team formation, operation, and learning strategies through observation and interviews.
      Developing an information system is a requisite training for all MIS students. The learning activities include system analysis and design, database, programming, team working, schedule planning, etc. Such a project-based leaning, a database management course, was chosen by this study. There were two cases. In the first case, this research observed ten student teams to interpret how sensemaking to be a central activity in the construction of both the learning environments and the environments it confronts. Students continuously interpreted the meaning of learning environments, adjusted their steps with other team members in order to finish an information system. The results indicate that the characteristics of student project teamwork are different from the real world. In the second case, this research explored the relationship of team working and learning strategies. The findings show that students adopt learning strategies through their organization identity. Different interpretation of environment cause distinct learning strategies that students use.
      Finally, this research provides complementary explanations to the cognitive theory and uses multi-level theorizing model to replenish students sensemaking process. Twelve propositions are introduced to understand the IS development process from students’ deep insides.		en_US
dc.description.tableofcontents 第一章　緒論………………………………………………………………………1-1
     第一節 研究背景…………………………………………………………….1-1
     第二節 研究動機…………………………………………………………….1-3
     第三節 研究目的…………………………………………………………….1-6
     第四節 研究流程…………………………………………………………….1-8
     第二章　文獻探討………………………………………………………………….2-1
     第一節 釋意………………………………………………………………….2-1
     一、Weick(1993)對Mann Gulch災難個案研究的分析…………………2-1
     二、釋意的意涵…………………………………………………………..2-3
     三、釋意活動中的主動建構觀點………………………………………..2-7
     四、學習情境中釋意概念的發展……………………………………….2-10
     第二節 專案團隊與合作學習……………………………………………...2-15
     第三節 學習策略…………………………………………………...………2-23
     第四節 專題式學習與系統開發…………………………………………..2-29
     第三章　研究方法與設計……………………………………………………….…3-1
     第一節 研究方法…………………………………………………………….3-2
     第二節 研究設計……………………………………………………………3-4
     一、研究設計……….…………..…………………………………………3-6
     二、資料來源與蒐集方法…………….…………………………………3-11
     三、研究對象……….……………………………………………………3-14
     四、研究工具……….……………………………………………………3-16
     五、資料分析方法….……………………………………………………3-17
     六、研究信效度………………………………………………………….3-20
     第四章　學生資訊系統專案團隊之運作..………………………………..……….4-1
      第一節　個案介紹…………………………………………………………….4-5
     一、課程初始之團隊組成………………………………………………...4-5
     二、學生專案團隊之運作………………………………………………...4-8
     三、學生釋意標的……………………………………………………….4-12
     第三節 個案討論……………………………………..…………………….4-16
     一、學生個人的釋意歷程……………………………………………….4-16
     二、從個人詮釋到團隊共識的釋意…………………………………….4-19
     三、釋意歷程中的主動建構…………………………………………….4-21
     四、團隊運作對群組合作效果的影響………………………………….4-26
     第四節 小結………………………………………………………………...4-32
     一、學生專案團隊組成與運作………………………………………….4-33
     二、從認知理論概念來看……………………………………………….4-33
     三、Weick釋意分析的補足…………………………………………….4-34
     第五章　個案二：團隊運作下之學習策略……………………………………….5-1
     第一節 個案緣起…………………………………………………………….5-1
     第二節 研究場域、研究樣本與研究者…………………………………….5-1
     第三節 個案背景…………………………………………………………….5-4
     一、學期初之課程概念建構………………..…………………………….5-5
     二、學期中之系統概念設計…………………………………………….5-18
     三、學期末之系統整合設計…………………………………………….5-23
     第四節 個案二之綜合分析……………………………………...…………5-27
     一、團隊運作與學習策略……………………………………………….5-27
     二、學習策略的規劃與採用…………………………………………….5-39
     三、小結…………………………….……………………………………5-53
     第六章　綜合討論…………………………………………………………….……6-1
     第一節 命題討論…………………………………………………………….6-2
     一、學生資訊系統專案團隊組成與運作………………………………...6-2
     二、團隊運作與學習策略………………………………………………...6-5
     三、學生之多層次動態釋意歷程………………………………………...6-9
     第二節 本論文之研究貢獻………………………………………………...6-15
     一、對認知學習理論的補足與批判…………………………………….6-15
     二、對專題式學習應用的貢獻………………………………………….6-17
     第三節 研究限制………………………………………………………….6-18
     第四節 未來的研究方向………………………………………………….6-19
     參考文獻……………………………………………………………………………R-1
     附錄一　GALT……………………………………………………………………附-1
     附錄二　訪談大綱…………………………………………………...…………..附-17
     附錄三　程式設計先備知識測驗…………………………………….…………附-19
     附錄四　學習態度量表……………………………………………….…………附-23
     附錄五　電腦態度量表……………………………………………….…………附-24
     附錄六　學習動機量表……………………………………………….…………附-25
     
     圖　目　錄
     
     圖1-1　學習的認知黑箱示意圖…………………………….…………….…..…..1-7
     圖1-2　本研究之研究流程圖…………………………….………………………1-10
     圖2-1　組織化模型………………………………………...………………………2-7
     圖2-2 Weick組織化的天擇模型…………………………………...…………….2-8
     圖2-3　詮釋過程三階段…..………………….……..………..…………………..2-11
     圖2-4　團隊演進模型…………………………….……..……………………..…2-18
     圖3-1　影響學習的因素分類…………………………………………………...…3-5
     圖3-3　認知的歷程…………………………………………...…………………..3-12
     圖3-4　學習環境中之相關主體………….…………………..…..………………3-15
     圖4-1　個人之釋意標的………….……………………………..…………………4-3
     圖4-2　學生專案團隊的觀察面向……………………….……..…………………4-4
     圖4-3　學生釋意過程之螺旋示意圖………….……..………….……….………4-19
     圖4-4　學生專案團隊的組織化釋意過程………….……..……..………………4-21
     圖4-5　學生團隊歷程…………………………………………………………….4-21
     圖4-6　學生團隊之主動建構過程……………………………………………….4-25
     圖5-1　個案二之研究樣本與研究參與者…………………………….………..…5-3
     圖5-2　分組的釋意歷程………………………………………………….………5-32
     圖5-3　學習改變的釋意歷程……………………………………………….……5-34
     圖5-4　分工的釋意歷程………………………………………………….………5-36
     圖5-5　團隊運作的釋意歷程……………………………………………….……5-38
     圖5-6 學習策略及模式之觀察面向……………………………………..….……5-39
     圖5-7　學生情緒消長與主動建構圖……………………………………….……5-43
     圖5-8　學生訊息理解的循環與主動建構……………………………….………5-46
     圖5-9　使用學習資源與主動建構……………………………………...………..5-49
     圖5-10　反省思考學習模式與主動建構…………………..…………...………..5-51
     圖5-11　學習反應的擴展與主動建構…………………………...………………5-53
     圖5-12　學生團隊運作與學習策略的一般化釋意過程………………...………5-55
     圖5-13　訊息處理系統中學習歷程……………………………………………...5-56
     圖5-14　本研究學生之學習策略運作歷程…………………………………...…5-57
     圖6-1學生釋意對團隊運作與學習策略的影響…………………………………6-9
     圖6-2學生資訊系統專案團隊之多層次動態釋意歷程……….………….……6-15
     
     表　目　錄
     
     表2-1　團隊合作優缺點………………………………………………………….2-15
     表3-1　兩個案學校之先備知識與邏輯思考能力檢定……………………….…3-11
     表3-2　展東商業技術學院樣本常態性檢定………………………………….…3-11
     表3-3　國立政治大學樣本常態性檢定……………………………………….…3-11
     表4-1　屏東商業技術學院專案團隊介紹……………………………………...…4-4
     表4-2　學生組成專案團隊的因素………………………………………………...4-7
     表4-3　專案團隊A組與J組之整理…………………………………………….4-31
     表5-1　政治大學專案團隊介紹………………………………………………...…5-2
     表5-2　學生分工方式的改變………………………………………………....…5-16
     表5-3　團隊分工種類與項目對照………………………………………….....…5-16		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0893565053en_US
dc.subject (關鍵詞) 釋意zh_TW
dc.subject (關鍵詞) 資訊系統專案開發zh_TW
dc.subject (關鍵詞) 學習策略zh_TW
dc.subject (關鍵詞) 專案團隊運作zh_TW
dc.subject (關鍵詞) Sense-makingen_US
dc.subject (關鍵詞) Information System Developmenten_US
dc.subject (關鍵詞) Learning strategiesen_US
dc.subject (關鍵詞) Project Team, Team Worken_US
dc.title (題名) 從釋意觀點探討大學生資訊系統專案團隊之運作zh_TW
dc.type (資料類型) thesisen
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