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臺灣的十二年國民基本教育課程綱要將探究納為中小學的核心課程之一，許多前導學校被官方指派發展示範性探究課程。由於探究是一個可同時指涉不同意涵的字詞，教師可能因對探究的認識不一，而在嘗試合作實施探究教學的過程中遭遇困難。發掘不同學科背景教師對「探究」概念之差異，使師資培育單位 / 師資培育相關教師以之規劃合適的教師專業發展活動。本研究旨在探索實際開發示範性課程的情境與過程中，教師對探究與探究教學的看法與實務。我們於一所開發並試行跨學習領域探究課程的前導高中，對課程開發團隊中十一位不同學科背景（歷史、地理、公民、資訊、生物、物理和化學）的教師進行半結構訪談。繼而運用開放編碼技術分析訪談轉錄稿、教案與課室錄影。訪談結果發現，多數教師認為探究是問題解決。然而，自然科學教師視探究為方法，社會科學教師視探究為過程。自然科學教師通常會設計情境，讓學生確認研究問題並執行研 究，且認為英文閱讀理解是進行探究的必要技能；時間是其發展課程時的主要考量。社會科學教師傾向於提供問題並引導討論；特定主題的專業諮詢為其進行課程發展之主要需求。課室觀察結果顯示傳統講述平均佔三成以上的課程時間，操作或執行研究是自然科學課程的主要探究活動。研究建議，相關師資培育單位 / 師資培育相關教師應深化教師探究相關知識，並根據教師持有的學科特質觀點協助他們進行相關專業發展。 All elementary, junior high and senior high schools must provide inquiry as one of the core requirements according to the 12-year curriculum for basic education. Several pioneer schools were officially appointed to develop exemplary inquiry courses. On the account of inquiring being a term that connotes different meanings at the same time, teachers may encounter many challenges when they attempt teaching collaboratively due to their different views about inquiry. Exploring different beliefs of teachers teaching different subjects allows educators to provide appropriate professional development activities. This study explored the views and practices of inquiry and inquiry-based instruction of teachers in the context and process of developing exemplary courses. We conducted semi-structured interviews with 11 teachers with different subject backgrounds (history, geography, citizenship, information technology, physics, chemistry, and biology) in a pioneer high school, where cross-learning areas inquiry courses were developed and piloted. We then applied the open coding technique to analyze interview transcripts, teaching plans, and class videos from these teachers. Findings from interviews show that most teachers considered inquiry as a form of problem solving. Nevertheless, natural science teachers viewed inquiry as a process, whereas social science teachers equated inquiry as content. Most natural science teachers preferred offering contextualized learning activities for students to frame research questions and conduct investigations. They also considered reading comprehension in English as the main threshold for retrieving references, and time and equipment were critical factors for curriculum development. Social science teachers usually emphasized providing research questions and guiding a whole-class discussion. Moreover, professional consultation on specific topics was a major demand for curriculum development. The results from classroom observation reveal that teachers spent more than 30% of classroom time on traditional didactic instruction. In addition, carrying out investigations was the main inquiry activities of natural science classes. We suggest that teacher educators should deepen schoolteachers’ epistemic knowledge and provide them with professional development activities in accordance with their views about the peculiarity of the discipline.

諸多研究建議輔以網路社群促進實體教師社群的專業學習，文獻指出運用社會資本的觀點，有助於顯示社群內部如何透過社會互動、認知互動，以創造社群的價值，然而其效益仍有待系統化的探討。本研究旨在基於社會資本的觀點，視覺化分析不同領導行為的校內專業學習社群，其延伸運用 Facebook 社團功能之運作情形，以及個人專業成長之情形。由於相關研究顯示不同領導行為影響教師專業學習社群之運作效能，本研究針對同 儕式校長領導型、教師領導型兩種不同領導行為的小學教師專業學習社群，分別蒐集為期一年的線上發表討論、線上回應文字、文件分析、與教師晤談，並透過社會資本理論中的結構、關係、認知三大面向，結合學科教學知識形成分析架構。結果顯示，不同領導行為的 Facebook 社團中，皆符合教師專業學習社群的五個重要特徵。於結構面向，兩校皆以網路連繫作為 Facebook 社團的支持性條件；於關係面向，以能量與參與的視覺化互動圖，可觀察社群成員彼此互動情形，不同 Facebook 社團領導行為的兩校仍致力達成共享領導；於認知面向，不同領導行為會引向不同的共享願景，因而產生不同途徑的集體學習，以及不同類別的共享個人實務經驗。本研究的發現與建議可作為未來分析與實 施教師專業學習社群結合線上社群之參考。 Many studies have suggested that school-based professional learning communities (PLCs) should create online communities to promote teachers’ professional learning, but this topic still needs to be investigated more systematically. The purpose of this study is based on the social capital theory and visualization to analyze effectiveness in Facebook (FB) groups under two kinds of leadership styles and professional development among these teachers. Participants were the teachers of FB groups in two elementary schools in central Taiwan. Data collected for this study included posts and comments on Facebook, meeting recordings, curriculum documents, and individual interviews over a one-year period. Data were analyzed based on the theory of social capital and the concept of pedagogical content knowledge. Results indicate that the FB groups of the two kinds of leadership styles corresponded with the five key characteristics of the PLC model. In the dimension of structural social capital, network ties provided supportive conditions in both FB groups. In the dimension of relational social capital, it was possible to observe the interactions between members with a visualization diagram of energy and engagement, and PLCs of different kinds of leadership behaviors were still committed to the shared and supportive leadership in Facebook groups. In the dimension of cognitive social capital, different shared visions in the two FB groups led to different paths of intentional collective learning as well as different types of shared personal practice experiences. The implications of this study are of importance to educators and policymakers who are interested in using FB for professional development among elementary teachers.

臺灣的十二年國民基本教育課程綱要將探究納為中小學的核心課程之一，許多前導學校被官方指派發展示範性探究課程。由於探究是一個可同時指涉不同意涵的字詞，教師可能因對探究的認識不一，而在嘗試合作實施探究教學的過程中遭遇困難。發掘不同學科背景教師對「探究」概念之差異，使師資培育單位／師資培育相關教師以之規劃合適的教師專業發展活動。本研究旨在探索實際開發示範性課程的情境與過程中，教師對探究與探究教學的看法與實務。我們於一所開發並試行跨學習領域探究課程的前導高中，對課程開發團隊中十一位不同學科背景（歷史、地理、公民、資訊、生物、物理和化學）的教師進行半結構訪談。繼而運用開放編碼技術分析訪談轉錄稿、教案與課室錄影。訪談結果發現，多數教師認為探究是問題解決。然而，自然科學教師視探究為方法，社會科學教師視探究為過程。自然科學教師通常會設計情境，讓學生確認研究問題並執行研究，且認為英文閱讀理解是進行探究的必要技能；時間是其發展課程時的主要考量。社會科學教師傾向於提供問題並引導討論；特定主題的專業諮詢為其進行課程發展之主要需求。課室觀察結果顯示傳統講述平均佔三成以上的課程時間，操作或執行研究是自然科學課程的主要探究活動。研究建議，相關師資培育單位／師資培育相關教師應深化教師探究相關知識，並根據教師持有的學科特質觀點協助他們進行相關專業發展

諸多研究建議輔以網路社群促進實體教師社群的專業學習，文獻指出運用社會資本的觀點，有助於顯示社群內部如何透過社會互動、認知互動，以創造社群的價值，然而其效益仍有待系統化的探討。本研究旨在基於社會資本的觀點，視覺化分析不同領導行為的校內專業學習社群，其延伸運用Facebook社團功能之運作情形，以及個人專業成長之情形。由於相關研究顯示不同領導行為影響教師專業學習社群之運作效能，本研究針對同儕式校長領導型、教師領導型兩種不同領導行為的小學教師專業學習社群，分別蒐集為期一年的線上發表討論、線上回應文字、文件分析、與教師晤談，並透過社會資本理論中的結構、關係、認知三大面向，結合學科教學知識形成分析架構。結果顯示，不同領導行為的Facebook社團中，皆符合教師專業學習社群的五個重要特徵。於結構面向，兩校皆以網路連繫作為Facebook社團的支持性條件；於關係面向，以能量與參與的視覺化互動圖，可觀察社群成員彼此互動情形，不同Facebook社團領導行為的兩校仍致力達成共享領導；於認知面向，不同領導行為會引向不同的共享願景，因而產生不同途徑的集體學習，以及不同類別的共享個人實務經驗。本研究的發現與建議可作為未來分析與實施教師專業學習社群結合線上社群之參考

The objective of this paper is to examine the relationship between the relational bonds of the e-commerce and the consumers' overall satisfaction across customer perceptions of the prices on products. Apparently, e-commerce changes the ways of competition. Based on the past researches, administering relationship marketing is important to cultivate competitiveness since holding existing customers increases profit and decreases cost for enterprises. In this paper, two major results are shown. First, the financial and the structural bonds have positive impacts on online shoppers' satisfaction; however, the social bond does not. Second, when the customers who perceive lower price of products, the financial, social and structural bonds are helpful in improving their satisfaction. On the other hand, for the customers who perceive higher price of products, only structural bond is helpful to strengthen their overall satisfaction.

本研究主要目的，為探討電子商務關係結合方式對顧客整體滿意度的影響，是否會隨著顧客知覺價格的不同，而產生顯著的差異。由於電子商務改變了企業間的競爭模式。再加上過去研究曾指出實行關係行銷有助於企業累積競爭力，因為維繫舊客戶不但可增加企業的利潤亦可降低企業的成本。因此本研究最後歸納出兩個主要的研究發現。第一、對整體顧客而言，實施財務性與結構性關係行銷結合策略對網路顧客整體滿意度有正向影響，但是社會性結合方式影響不顯著。第二、對知覺價格低者實行財務性、社會性、結構性的關係行銷結合方式均有效，但對於知覺價格高者只有施行結構性結合方式才有效。