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教育行政非只是簡單的行政處理程序，牽涉到許多人、事、觀點、脈絡、願景等多重變因，在學術研究上如要貼近現場的複雜性，方法必須要盡量多元，從各種方法視角來述說現場的樣貌，但目前臺灣教育行政學研究過於偏向量化研究，並沒有專文指出此一現況。如果領域缺乏價值的辨析，對於發展臺灣教育行政學的主體理論是不利的。本研究以臺灣為標的，先從教育行政理論概念之視角進行分析，再進行教育行政理論概念之反思，指出學門研究方法的偏態化趨勢存在學門發展的不利因素，最後，試圖兼顧理論視角和價值論述，建議教育行政領域可以有更多元的研究方法融入領域，期能立於前人的巨人肩膀上合理建構臺灣教育行政領域的主體理論。

Natural killer （NK） cell education, a process for achieving functional maturation and self-tolerance, has been previously defined by the interaction between self-major histocompatibility complex class I （MHC-I） molecules and their specific inhibitory receptors. Over the past several years, growing evidence has highlighted the important roles of nonclassical MHC-I and non-MHC-I molecules in NK cell education. Herein, we review the current knowledge of NK cell education, with a particular focus on nonclassical MHC-I- and non-MHC-I-dependent education, and compare them with the classical MHC-I-dependent education theory. In addition, we update and extend this theory by presenting the ＇Confining Model＇, discussing cis and trans characteristics, reassessing quantity and quality control, and elucidating the redundancy of NK cell education in tumor and virus infection.

本研究聚焦J. S. Bruner於1945-1972年間的認知研究發展，並依其所發表之作品為文獻分析基礎，嘗試從教育理論的視野出發，建構一套以「認知」、「發展」與「教育」為核心向度的研究分類架構，以梳理Bruner各時期著作之整體脈絡與理論連貫性。研究結果顯示，Bruner早期即專注於知覺與思考歷程的探究，並以此作為改進教育實務與推動教育改革的重要理論基礎，其間亦持續將心理學研究成果轉化為教育理論資源。在理論內涵方面，Bruner的教育思維可歸納為以下要點：知覺乃一種主動建構的活動；思考涉及資訊的選擇與轉換；技能的展現源於行為模組的協調運作；表徵系統之轉換有助於智力發展；個體在知識獲取過程中扮演主動角色；課程設計應回應學習者的表徵模式；教育則構成文化增強與社會創新的基石。進一步而言，Bruner的認知理論對教育實務具有多項啟示，包括肯認人類心智的主動性、拓展思考與學習關係的理解視野、奠定問題導向學習與螺旋式課程的理論基礎，並強調課程與教學設計需配合學生的知識建構歷程。同時，認知表徵研究亦有助於教材設計與學習潛能的開展， 並支援以學生表徵模式組織課程教學，從而樂觀看待學科知識的可教性。整體而言，Bruner的認知理論亦提供了理解教育在文化傳承與社會創新中角色的重要理論視角。 This study examines the historical development and educational-theoretical foundations of Jerome S. Bruner’s cognitive theory between 1945 and 1972. Using Jeremy M. Anglin’s edited volume Beyond the Information Given: Studies in the Psychology of Knowing (1973) as the primary corpus for textual analysis, the study reconstructs the internal coherence and progression of Bruner’s writings across this formative period. Rather than offering a historiography of cognitive psychology, the research adopts an educational-theoretical perspective to clarify how Bruner’s cognitive research was progressively articulated as a coherent theory of education. To this end, the study employs a tripartite analytical framework– cognition, development, and education– to trace the continuity and transformation of Bruner’s theoretical insights and to specify their implications for curriculum theory, pedagogy, and educational reform. By integrating close textual analysis with biographical and contextual information, the study highlights the reciprocal influence between Bruner’s psychological theorizing and his evolving educational commitments. Bruner’s early work emerged as a substantive challenge to the behaviorist paradigm that dominated mid-twentieth-century American psychology. In contrast to behaviorism’s emphasis on observable stimulus– response mechanisms, Bruner conceptualized perception as an active and interpretive process shaped by internal values, expectations, and needs. His research in perception (including collaborative work with Cecile Goodman and Leo Postman) demonstrated that individuals do not simply register sensory input but organize and reinterpret stimuli in ways that preserve cognitive coherence. Studies such as “Value and Need as Organizing Factors in Perception” (1947) and “On the Perception of Incongruity” (1949) illustrated how meaning, motivation, and expectation function as organizing factors in perception. These early findings provided a conceptual foundation for Bruner’s broader rejection of reductionist learning models and contributed to the “New Look” movement in cognitive psychology, thereby establishing a view of mind that foregrounded agency, interpretation, and intention. Building on this foundation, Bruner developed a more systematic account of thinking and concept formation that further displaced mechanistic accounts of learning. In A Study of Thinking (1956), co-authored with Jacqueline Goodnow and George Austin, Bruner framed conceptualization as a sequence of decisions involving categorization, hypothesis testing, and information reduction. He argued that concept acquisition is not a simple function of stimulus–response conditioning but a creative and goal-directed problem-solving activity shaped by constraints and purposes. In the intellectual context of the cognitive revolution, this work positioned Bruner alongside major figures such as George A. Miller, Noam Chomsky, and Herbert Simon, while also carrying clear educational implications: if thinking is active, strategic, and constructive, then educational environments must be designed to cultivate inquiry, decision-making, and conceptual exploration rather than mere reinforcement. A unifying theme of Bruner’s cognitive theory is captured in his notion of “going beyond the information given.” For Bruner, the mind does not merely process incoming data; it actively constructs meaning through inference, analogy, and abstraction. This constructivist orientation informed his later investigations into representation and symbolic functioning. He proposed three primary modes of representation– enactive (action-based), iconic (image-based), and symbolic (language-based)– through which individuals encode, reorganize, and transform experience. Although often discussed in developmental terms, these representational modes function in Bruner’s work as interrelated cognitive resources: each mode offers distinct affordances for thinking and learning, and their coordination provides a framework for understanding both intellectual development and instructional design. From a developmental perspective, Bruner argued that intellectual growth involves the progressive mastery, integration, and transformation of representational systems. His studies of children’s learning processes emphasized the role of symbolic representation in supporting abstract reasoning and complex problem solving, while also underscoring the continuity between early sensorimotor experience and later cognitive competence. His work on skill acquisition– exemplified in “Competence in Infants” (1971)– showed that seemingly basic behaviors (e.g., grasping or gazing) are structured by intention, feedback, and hierarchical sequencing. These findings reinforced Bruner’s broader claim that learning is an active developmental process and challenged rigid separations between “basic” and “advanced” cognition. Educationally, this suggests that instruction must attend to learners’ current representational capacities while also providing conditions for their transformation through guided participation and increasingly complex intellectual tasks. The educational implications of Bruner’s theory were most explicitly articulated in The Process of Education (1960), which synthesized insights from the 1959 Woods Hole Conference on curriculum reform. Bruner advocated reorganizing school curricula around the fundamental ideas and structures of disciplines, arguing that deep understanding depends on grasping underlying conceptual patterns rather than accumulating disconnected facts. He introduced the spiral curriculum as a model in which central ideas are revisited at increasing levels of complexity, thereby linking curriculum progression to learners’ developing representational resources. A central claim in this framework is that any subject can be taught to any child in some intellectually honest form, provided that instruction is aligned with the learner’s current mode of representation. Readiness for learning, in this view, is not a fixed prerequisite but a developmental and representational relation between learners, content, and instructional mediation. Bruner further advanced discovery learning as a pedagogical orientation grounded in the learner’s active construction of knowledge. Discovery learning posits that students learn most effectively when they engage in inquiry, generate hypotheses, test interpretations, and draw conclusions based on evidence. This orientation was operationalized in the interdisciplinary curriculum Man: A Course of Study (MACOS), which explored what it means to be human through anthropology, sociology, and biology and incorporated multimedia resources, fieldwork activities, and ethical discussion. In educational-theoretical terms, MACOS exemplifies Bruner’s commitment to curriculum as an intellectual and moral practice: the learner is positioned not as a recipient of finalized knowledge but as an inquirer whose understanding is shaped through structured encounters with evidence, interpretation, and competing perspectives. In the 1960s and early 1970s, Bruner increasingly emphasized the cultural dimensions of cognition and education. He argued that schools function as “cultural amplifiers,” transmitting symbolic tools– such as language, mathematics, and narrative– that extend human cognitive potential. Education thus involves not only knowledge transmission but the transformation of learners’ relationships to knowledge and society. Bruner distinguished between context-free models of mind, which seek universal cognitive structures, and context-sensitive models, which attend to how cultural practices, institutional arrangements, and social values shape learning. Empirical support for this cultural perspective appeared in cross-cultural research (including work with Patricia Greenfield in Senegal), suggesting that schooling can foster metacognitive awareness and abstract reasoning across cultural contexts. Bruner’s involvement in early childhood initiatives such as Head Start further reflected an educational commitment to designing enriched learning environments that support cognitive and emotional development, especially for disadvantaged children, and that connect educational opportunity with broader ideals of participation and equity. Bruner’s later writings extended these concerns through an emphasis on narrative as a fundamental mode of knowing. He argued that human beings organize experience and identity through storytelling, and that narrative cognition enables meaning-making in ways that complement logical-scientific forms of thought. This narrative perspective broadened the educational significance of his cognitive theory by underscoring interpretation, context, and cultural continuity as central to learning. It also anticipated later developments in cultural psychology and educational research, contributing theoretical resources for contemporary discussions of curriculum, literacy, and identity formation. In conclusion, this study argues that Bruner’s cognitive theory (1945-1972) is best understood as a coherent educational theory integrating cognition, development, culture, and pedagogy. By reconceptualizing learners as active, intentional, and culturally embedded agents, Bruner offered a robust foundation for developmental curriculum design, discovery-oriented pedagogy, and an educational vision attentive to symbolic mediation and cultu

By combining theories of education, human rights law, and political philosophy, the author provides lenses to understanding inclusive education, thereby establishing consensus on the new, cognitive grounds over the description of a better inclusive education system for all children. The investigation is guided by two research questions. The first question concerns what description we should hold for a better education system inclusive of disabled children. The second addresses how to arrive at a consensus over that better system among stakeholders and within the whole society. To answer these questions, the investigation is conducted through both transcendental and comparative routes. Firstly, to contextualize this research, a brief review of theoretical disagreements on inclusive education is provided, and a case study of China’s struggles towards inclusion is presented. The theoretical review and the case study provide concrete information for later assessment and comparison between reality and the ideal plan. Meanwhile, the author discusses ways to go beyond binary thoughts and disorganized practice. To achieve the goal, transcendental thought experiments are employed to generate new grounds for a more comprehensive, inclusive project; the idea of a right to inclusive education is elaborated.

以大熊猫国家公园四川唐家河社区为研究地,于2020年10月开展社区调查,获取409份有效问卷。基于KAP理论构建“环境教育实施状况、认知、态度、行为”的效果评价框架。研究发现:唐家河面向社区居民开展了有益的环境教育探索工作,但是效果有待提升,主要原因一方面是环境教育内容缺乏针对性,未能引起社区居民的兴趣和学习主动性; 另一方面是社区未能提供充足的学校教育,降低了社区居民对环境教育信息的获取主动性以及对宣传内容的理解力,限制了环境认知能力。教育背景是全面影响环境教育实施状况、认知、态度和行为4个维度的主要因素,经济收入水平对认知、态度和行为均无显著影响,可能与社区居民的地方依恋心理有关。建议挖掘大熊猫作为旗舰物种伞护其他物种及栖息地的内容,提升媒介设施的趣味性和体验性; 提高社区学校教育质量和水平,提升学生对知识信息的获取能力; 实施易地搬迁和原住民村落的分众式环境教育措施,进一步促进社区环境教育效果提升,支持国家公园生态保护主体功能。

臺灣於2019年5月24日正式成為亞洲第一個同性結婚合法化的國家，揆諸現況，相較於其他年齡群體，高齡者對於同志結婚和成家撫養小孩的反對意見最為強烈。本研究試圖對高齡者進行同志結婚成家議題教學，以及探討對高齡者進行同志結婚成家議題教學所遭遇的困難與反應。本研究參與者為東部陽光（化名）樂齡大學17位學員，課程設計期透過「接觸理論」（contact theory）引發學員「同理心」（empathy），教學策略以故事敘說和課堂對話為主，邀請高齡同志親自敘說同志生命故事與同志結婚成家議題，進行兩次共6小時課程。研究結果顯示，課程有助於參與學員對同志有更多的認識，讓他們有更多角度思考同志結婚成家在臺灣社會所面臨的處境與困境。不過，17位學員對同志結婚成家的態度幾乎維持不變，只有兩位女學員從不同意轉成同意。本次同志課程教學行動雖未能立即改變多數高齡學員對同志結婚成家的態度，但鬆動高齡者對同志過去的看法，讓高齡者從更多元的角度看到性別的差異，以及同志個人對婚姻和成家的需求，透過這次的教學行動，啟動高齡者對同志的認識、瞭解並尊重別人「同志」有選擇自己生活方式的權利。本研究根據教學實踐歷程與結果，提出對高齡者實施同志教育課程應注意之原則。

International Baccalaureate (IB) is a world-recognized international education system that has structured curriculum frameworks, up-to-date teaching and learning theories and practices, a school quality assurance mechanism, and a teacher professional development system, among other notable features. Considering the demands of high-quality teachers from the 12-year educational reform and in light of the threat of reductions in teaching jobs, National Taiwan Normal University (NTNU), based on its long-term endeavors in promoting teacher education, implemented the IB Educator Certificate (IBEC) Program, which was officially recognized and launched in 2018. To better understand the characteristics of contemporary student teachers, this study surveyed cohorts of IBEC program applicants (n = 51) and individuals who did not apply (n = 120) through two self-reported questionnaires. Five experienced IB educators were also interviewed to acquire information on the type of teachers IB schools were expecting to hire. Res

本研究以教育工作者與低社經處境中邊緣青少年的相遇為題，分析不易察覺的先天條件、互動方式及教育關係。本案例研究將分析互動雙方如何陷入常見的「陷阱」，更共構出耐人尋味的「竊案」。最後，針對如何讓社會正義落實於偏鄉教育的課題，提出本研究對教育工作者的啟發。本研究運用多元且跨學科的研究成果，並以「舞臺／表演隱喻」分析師生互動中的文化腳本。結論指出，為更能理解行為偏差青少年的行為與需求，教師需懸置已知、轉換為一種陌生人之眼，更敏銳覺察日常互動中師生共構的現象，發揮師者在教育現場的正面效應

本研究以計畫行為理論為研究架構，並以科系認同作為調節變項，探索管理學院科系認同對管理學院大學生創業意圖形成的機制中所擔任的角色。研究結果發現科系認同較高的群組，其創業意圖受到創業態度與創業自我效能之影響，而科系認同較低的群組，其創業意圖則會受到創業態度與創業環境支持所影響。至於科系認同在創業自我效能對創業意圖的影響關係中會有調節效果，進一步分析發現科系認同高低的兩個群組分別形成兩套不同的運作機制。此外，在比較科系間的差異後，發現工商管理學系學生的創業意圖顯著高於其他科系的學生，但科系認同卻顯著較低。經檢視系所核心能力與課程配置後發現，系所核心能力培養目標的差異可能是影響學生科系認同、創業自我效能與創業意圖的背後因素，但這是否就是科系認同對創業意圖造成調節效果的原因，則需後續更多研究投入

In recent years, the integration of issue education into core subjects has become a critical component of curricular reforms seeking to enable learners to think critically, reflect on their values, and act in a socially positive manner. However, issue education has not been implemented in the general curriculum well, especially in subjects with a strong knowledge structure such as mathematics. Therefore, this study developed an analytical framework to evaluate the quality of teaching modules designed for gender equity education. The researchers applied the framework to analyze a teaching module that integrates gender equity education into mathematics. Generalizability theory was applied to test the reliability of the framework. The research findings suggested that the analytical framework demonstrated high reliability and allowed for a thorough analysis of the module’s characteristics and the quality. Additionally, the teaching module was found to comprise various tasks requiring high-level mathematical cogni