| dc.contributor.advisor | 湯志民 | zh_TW |
| dc.contributor.author (作者) | 謝佩璇 | zh_TW |
| dc.contributor.author (作者) | Hsieh, Pei-Hsuan | en_US |
| dc.creator (作者) | 謝佩璇 | zh_TW |
| dc.creator (作者) | Hsieh, Pei-Hsuan | en_US |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 17-九月-2009 14:57:03 (UTC+8) | - |
| dc.date.available | 17-九月-2009 14:57:03 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-九月-2009 14:57:03 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G0090152008 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/32955 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 教育研究所 | zh_TW |
| dc.description (描述) | 90152008 | zh_TW |
| dc.description (描述) | 91 | zh_TW |
| dc.description.abstract (摘要) | 本研究主要目的在探討臺北市國民中學的行政人員、教師兼行政人員及專任教師使用學校空間與設備及運用知識管理的情形，包括使用的每天平均時數、使用滿意度，並探討其認為規畫學校空間應考慮的重要因素，以問卷調查法、檔案資料內容分析法、觀察法、訪談法來分析未來知識管理空間的具體作為及可能的侷限性。在資料分析上，問卷調查以次數分配、百分率統計、F檢定、Cochran Q考驗、卡方考驗、多變量變異數分析、單變量變異數分析、單因子變異數分析、Spearman等級相關及Scheffé事後比較；檔案資料內容分析以次數、百分率作記錄說明；觀察及訪談以整理圖文記錄說明，最後研究結果發現：一、知識管理運用及學校空間規畫上的相關概念及研究：(一)知識管理以訂定知識目標與確認知識、獲取知識與運用知識、知識分享與傳播、知識發展與儲存知識、評價與量測知識五步驟讓教育團隊經營有效率。(二)學校教職員在教學空間、行政空間及共同使用空間，皆以資訊管理系統為主軸發展經驗式學習、終身學習等知識內容。二、臺北市國民中學教職員對學校空間與設備使用情形：(一)教職員對空間與設備能善加利用，使用資訊管理系統人數最多，教師兼行政人員使用行政空間與設備的時間最長。(二)資訊管理系統的堪用程度普遍受到教職員肯定，以服務年資五年以下的行政人員、教師兼行政人員在校舍面積大者對堪用程度最滿意。(三)教職員經常使用行政公佈欄、線上研習報名及查詢、線上教學教材或試題等資訊管理系統；設備以桌上型電腦、筆記型電腦、單槍投影機、印表機、掃瞄器為主。(四)教職員在教學空間及行政空間使用資訊設備情形相同，然而在不同空間有不同資訊設備配置需求、不同職務亦有不同需求程度。(五)行政人員較有機會使用各種資訊設備，其次是教師兼行政人員及專任教師。(六)教職員經常使用的教學空間是普通教室、教師辦公室、視聽教室、專科教室、教材製作室及圖書室。(七)教職員經常使用的行政空間是辦公處室、視訊(會議)室及簡報室。(八)教職員經常使用的共同使用空間是影印機、廁所、飲水機、活動中心及操場。三、臺北市國民中學教職員運用學校知識管理空間情形：(一)學校網頁連結成功率高，部分網頁有動畫、有音樂載入讓人有互動感，但下載速度偶有遲滯現象、網站版面不常更新且計數器未準確記錄。(二)教務處使用公告系統最頻繁，其次是輔導室、訓導處，然而假期前後各處室更新篇數明顯下降。 (三)學校論壇發言次數較少、內容更新速度較慢，部分學校需要帳號與密碼，且多流於聊天功能較無知識性文章。(四)學校空間中運用知識管理步驟大部分進行第二步「獲取知識與運用知識」，尤其是在資訊管理系統(虛擬空間)及共同使用空間之中進行。(五)資訊管理系統進行「訂定知識目標與確認目標」、「獲取知識與運用知識」、在共同使用空間中進行「獲取知識與運用知識」、在教學空間中進行「知識發展與儲存知識」的情形顯著。(六)教師兼行政人員或服務年資五年以下的教職員，於學校空間中較會運用知識管理五步驟。(七)教師兼行政人員、服務年資五年以下的教職員及100人以下教師數的學校，較常於各學校空間運用知識管理步驟。四、臺北市國民中學知識管理空間規畫影響因素與限制：(一)教職員規畫學校知識管理空間之主要影響因素依序為：「學校經費預算」、「教職員工作需求」、「教職員資訊科技能力」。(二) 教職員認為規畫資訊管理系統、行政空間及共同使用空間時應考量「學校經費預算」，其他空間依各職務有不同看法。 (三) 學校開放教學及共同使用空間供社區人士、學生家長共享的觀念已建立，但是資訊管理系統及行政空間的規畫有待加強。根據文獻分析及研究結論，提出幾點建議學校規畫知識管理空間之參考：(一)學校應重新審視學校空間配置以規畫知識管理空間，讓知識管理空間的特性促使學校成員有機會接觸新知；(二)教育局應積極推展資訊融入教學，並鼓勵各校落實e化教育；(三)學校成員應該可以自主管理學校空間與設備，並由學校調查「資訊管理系統與設備需求」；(四)應有專責人員負責全校資訊系統，以推動全校學習資訊生活化；(五)學校應讓圖書室升級且加速、加強圖書資訊系統，以創造學校成員進修空間與時間為各校積極發展的教學資源中心、進修中心，或教學與行政研究中心(六)多應用社區資源幫助學校擁有知識管理空間，社區融入校園提昇親、師、生彼此互動關係。 | zh_TW |
| dc.description.abstract (摘要) | The purpose of this study mainly investigated the situation how middle school full-time administers, teachers having part-time position in administration and full-time teachers take the knowledge management to use school space and facilities in Taipei city, including average hours of using them a day, the degree of satisfaction and the influential elements. The questionnaire investigation, documents and archives analysis, observational technique and interview are used to help the study understand its limitation and the substantial methods of planning middle school knowledge space in the future Taipei city. About the data analysis, the study used Frequency Distribution, Percentile Points, F-test, Cochran Q test, χ2 test, Multivariate ANOVA, One-way ANOVA, Spearman Rank Correlation and Scheffé Method. Besides, the researcher also combined many interview records and pictures. The result of the study is as below:A. The related concepts and studies of using knowledge management and planning school space:1. Setting knowledge goal and knowledge identification, knowledge acquisition and knowledge utilization, knowledge sharing and distribution, knowledge development and knowledge retention, and knowledge assessment are five steps of knowledge management that make educational teams work efficiently.2. School teaching and administrative staffs all take information management system as a spindle to develop many knowledge contents, like experimental learning and lifelong learning in the teaching, administrative and the common-use spaces.B. The situation of using school spaces and facilities for middle school teaching and administrative staffs in Taipei city:1. School teaching and administrative staffs can take good use of spaces and facilities for most people using information management system, and teachers having part-time position in administration take most time in administrative spaces and its facilities.2. Most school teaching and administrative staffs satisfy the information management system on its fit-to-use degree, especially to the full-time administrators serving less than 5 years and teachers having part-time position in administration serving in larger size school.3. About information management system, school teaching and administrative staffs always use on-line administrative announce, sign up or search on-line trainings, materials and test questions. About its facilities, they mainly use PC, notebooks, overhead sliders, printers and scanners.4. School teaching and administrative staffs have the same situation while using information facilities in teaching and administrative spaces, but different space still has its different needs of information facilities, and people in different position also have different needs.5. Full-time administrators have more opportunities to use vary information facilities; teachers having part-time position in administration and full-time teachers.6. In teaching spaces, school teaching and administrative staffs always use ordinary classrooms, teacher office, audio-visual classroom, training classroom, material production classroom and library.7. In administrative spaces, school teaching and administrative staffs always use offices, audio (meeting) room and reporting room.8. In common-use spaces, school teaching and administrative staffs always use copy machines, washrooms, drinking fountains, activity center and playground.C. The situation of using school knowledge management for middle school teaching and administrative staffs in Taipei city:1. School websites have high percentage of successfully-link, but their download speed are sometimes slow for most of them having animating images and musical backgrounds; even people have more senses of interaction, school websites are seldom updated to a new version, and even the counters do not record the numbers of guests correctly.2. The academic offices use on-line system of announcement more frequent than the consultant offices and discipline office; however, offices update quiet few announcements before or after the vacation.3. In most school forums need people to apply an account and set a code, so there are few speakers, preferring chatting rather than sharing knowledge, seldom post a new content.4. In school spaces, most people take second step of knowledge management, knowledge acquisition and knowledge utilization, especially they are using information management system (virtual space) and common-use spaces.5. The situation of using information management system to set and identify knowledge goal or to do knowledge acquisition and knowledge utilization are quiet different from people doing knowledge acquisition and utilization in common-use spaces and doing knowledge development and development in teaching spaces.6. Teachers having part-time position in administration or teachers serving less than 5 years take five steps of knowledge management much often.7. Teachers having part-time position in administration, teachers serving less than 5 years, or teachers serving in school with less than 100 school teaching and administrative staffs much often take steps of knowledge management in every school space.D. The influential elements and limitation to the middle school knowledge management space program in Taipei city:1. Orderly, school teaching and administrative staffs, planning a knowledge management space are mainly influenced by school financial budget, the necessities, and the ability of using information technology.2. School teaching and administrative staffs regard school financial budget as a key element while planning information management system, administrative and common-use spaces, but the viewpoint is different from other positions in other school spaces.3. Schools open teaching and common-use spaces to communities and build up a sharing concept to parents; however, their information management system and administrative spaces still need to be improved.According to the literature and study result, following suggestions are worth to be referred:1. In order to plan knowledge manageable spaces, schools should re-examine its spatial arrangement to let the characteristics of knowledge management increase the chance of getting news to the school members.2. The Bureau of Education should promote E-teaching and encourage every school to practice E-learning positively.3. School members should have rights to management spaces and facilities on their own, and schools could investigate their needs while using information management system and facilities.4. There should be a commissioner taking responsibilities for the school information system for promoting the concept of learning information daily.5. Schools should speed up upgrading libraries and its information system to become a teaching center, a further study center or a research center of teaching that school members could have more spaces and time to further study in schools.be6. Schools should take better use of community resources, even have communities in schools, to help themselves own a knowledge management space and get chances to improve the relationship between parents, teachers and students. | en_US |
| dc.description.tableofcontents | 第一章 緒論 第一節 研究動機與目的……………………………………………..……….….1 第二節 研究問題……………………………………………………..……….….4 第三節 重要名詞釋義……………………………………………..………..…....5第四節 研究範圍與限制……………………………………………..……….….7第二章 文獻探討 第一節 知識管理概念與相關理論分析………………………………………..11 第二節 知識管理與學校空間規畫理念……………………………………......48第三節 學校知識管理空間規畫的研究……………………………………..…71第三章 研究方法 第一節 研究架構………………………………………………………………..93 第二節 研究對象………………………………………………………………..97 第三節 研究工具………………………………………………………………..99 第四節 實施程序……………………………………………………………....102第五節 資料處理………………………………………………………………104第四章 研究結果分析與討論第一節 臺北市國民中學知識管理空間規畫問卷調查結果分析與討論……109第二節 臺北市國民中學運用資訊管理系統情形文件結果分析與討論…....162第三節 臺北市國民中學運用學校空間與設備之觀察結果分析與討論…....170第四節 四所臺北市國民中學知識管理空間規畫訪談結果分析與討論…....205第五章 結論與建議第一節 結論…………………………………………………………………....227第二節 建議……………………………………………………………………238參考文獻………………………………………………………...…………...…...246附錄附錄一 臺北市國民中學知識管理空間規畫之研究問卷調查表………......254附錄二 臺北市國民中學知識管理空間規畫之研究訪談大綱…………......261附錄三 臺北市國民中學網站架構及使用情形調查表……..…..……….….263附錄四 臺北市國民中學網站架構及使用情形調查彙整表……………......265附錄五 臺北市國民中學知識管理空間規畫之研究訪談稿……………......266附錄六 臺北市國民中學知識管理空間規畫之研究問卷調查表(開放問答) ……..……...……………………………………….…….276 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0090152008 | en_US |
| dc.subject (關鍵詞) | 知識管理 | zh_TW |
| dc.subject (關鍵詞) | 學校空間 | zh_TW |
| dc.subject (關鍵詞) | 知識管理空間規畫 | zh_TW |
| dc.title (題名) | 臺北市國民中學知識管理空間規畫之研究 | zh_TW |
| dc.type (資料類型) | thesis | en |
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