English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 93218/123590 (75%)
Visitors : 27664888      Online Users : 217
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/33019
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/33019


    Title: Paulo Freire批判意識概念重建及其在社區大學實踐經驗之研究
    Authors: 李天健
    Contributors: 馮朝霖
    李天健
    Keywords: 弗雷勒
    批判意識
    自覺
    整體性
    界限處境
    越界行動
    社區大學
    知識解放
    Paulo Freire
    critical consciousness
    self-awareness
    totality
    limit-situations
    limit-acts
    community university
    emancipation of knowledge
    Date: 2006
    Issue Date: 2009-09-17 15:06:25 (UTC+8)
    Abstract: 本研究旨在重建弗雷勒的批判意識概念,重建工作計有四個部份,六項步驟。首先是問題意識之釐析,藉由整理國內外學界關於弗雷勒思想的反省與爭議,指出弗雷勒思想的既有侷限與問題,以說明重建之必要與方向。第二部份則依據「人—世界」關係取向之詮釋框架,將弗雷勒批判意識概念,重建為三個基本向度:1.以批判性的自我覺察為前提,2.對於存在處境的整體性反思,3.超越界限處境以朝向人性化的越界行動。第三部份的兩項步驟,則分別藉助世界現象學、哲學詮釋學和批判理論、女性主義等當代主要哲學、社會、政治思想,來釐清並豐富這個概念架構所涉及的思想內涵,建立起一個更能處理當代核心問題的概念架構。第四部份亦分為兩項步驟,首先以此重建後的概念架構,反思台灣社區大學運動之知識解放理念,並透過一門課程的實踐經驗,詳細解析有助於學習者發展批判意識之課程結構、教材選擇以及教學方法;第二項步驟則是將批判意識概念三個基本向度,及其重建後的概念內涵,融入於「聆聽」這個人與自身以及世界的批判性互動,以提供一個發展批判意識的一般性實踐方案,如此方能從社大辦學整體的層次,探究有哪些重要的學習經驗,有助於學習者與自己以及與世界的關係的連結與深化,以說明就社大辦學的整體而言,其批判意識之實踐的方向與可能性。
    This study is aiming at the reconstruction of Freire’s idea of critical consciousness. There have been four parts and six steps in this reconstruction. In the first part, some fundamental limitations of Freire’s thought have been identified, and the need of this reconstruction work and its orientation are thereby clarified. In the next, Freire’s idea of critical consciousness is reconstructed as three basic dimensions based on the framework of human-world relation as follows: 1. presupposed with critical self-awareness. 2. reflection of the totality of the existing situations. 3. limit-actions to transcend the limit-situations in order toward humanization. In the third part, there are two steps to discuss contemporary philosophical, political and social thought, such as the phenomenology of world, philosophical hermeneutics, critical theory and feminism, for the clarification of the meaning involved in this reconstructed framework of critical consciousness. The last part also has two steps. At first, the dispute regarding the fundamental spirit of Taiwan’s community university movement--emancipation of knowledge, is reviewed and settled via the reconstructed framework of critical consciousness. Based on this review, the practice of a curriculum--“Taiwan’s colonial experiences during Japan period”, is analyzed to demonstrate the principle and method for the design of curriculum, the selection and organization of teaching material, and the teaching method for the learner to develop critical consciousness. At last, the three basic dimensions of critical consciousness are combined into a critical way of human-world interaction—listening, as a general guideline for the practice in the community university. According to this general guideline, there are some learning experiences which are helpful to foster learner’s critical consciousness and can be created in all curriculum and learning activity. Therefore, it is possible for the community university to develop the critical consciousness in all their practices and this reconstruction work has provided clear elucidation.
    Reference: 西文文獻
    Benhabib, Seyla (1986). Critique, norm, and utopia: A study of the foundations of critical theory. New York: Columbia University Press.
    Benhabib, Seyla (1992). Situating the self: Gender, community and postmodernism in contemporary ethics. Cambridge: Polity Press; Oxford: Blackwell Publishers.
    Benhabib, Seyla (1994a). In defense of universalism--yet again! A response to critics of Situating the Self. New German Critique, 94, 173-189.
    Benhabib, Seyla (et al.)(1994b). Feminist contentions: A philosophical exchange. New York: Routledge.
    Benhabib, Seyla and Dallmayr, Fred R. (Ed.) (1990). The Communicative ethics controversy. Cambridge, Mass.: MIT Press.
    Berger, Peter L. (1974). “Consciousness raising” and the vicissitudes of policy. In Pyramids of sacrifice: Political ethics and social change. 111-132. New York: Basic Books.
    Bernstein, Richard J. (1983). Beyond objectivism and relativism: Science, hermeneutics, and praxis. Oxford: B. Blackwell.
    Canaday, Margot (2003). Promising alliances: The critical feminist theory of Nancy Fraser and Seyla Benhabib. Feminist review, 74, 50-69.
    Dallmayr, Fred R. (1984). Polis and praxis: Exercises in contemporary political theory. Cambridge, Mass.: MIT Press.
    Dunn, Edgar Streeter (1971). Economic and social development: A process of social learning. Baltimore, Johns Hopkins University Press.
    Ellsworth, Elizabeth (1989). Why doesn’t this feel empowering? Working through the repressive Myths of Critical Pedagogy. Harvard educational review, 59:3, 297-324.
    Facundo, Blanca (1984). Freire-inspired programs in the United States and Puerto Rico: A critical evaluation. from www.uow.edu.au/arts/sts/bmartin/dissent/documents/facundo/
    Fraser, Nancy (1986). Toward a discourse ethic of solidarity. Praxis International, 5:4, 425-429.
    Fraser, Nancy (1995). What’s critical about critical theory. Ch. 1 of Feminists read Habermas: Gendering the subject of discourse. Meehan, Johanna (Ed.) New York: Routledge.
    Fraser, Nancy (1997). Justice interruptus: Critical reflections on the ‘Postsocialist’ condition. New York: Routledge.
    Fraser, Nancy (1995). False antithesis: A response to Seyla Benhabib and Judith Butler. Ch. 3 of Feminist contentions: A philosophical exchange. Seyla Benhabib(et al.) New York: Routledge.
    Freire, Paulo (1973). Education for critical consciousness. New York, Seabury Press.
    Freire, Paulo (1978). Pedagogy in process: The letters to Guinea-Bissau. translated by Carman St. John Hunter New York: Seabury Press.
    Freire, Paulo (1985). The politics of education: Culture, power and liberation. Basingstoke: Macmillan.
    Freire, Paulo (1993). Pedagogy of the city. NY: Continuum.
    Freire, Paulo (1994). Pedagogy of hope: Reliving Pedagogy of the oppressed. New York : Continuum
    Freire, Paulo (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, Md.: Rowman & Littlefield Publishers.
    Freire, Paulo (1970/1993). Pedagogy of the oppressed. Translated by Myra Bergman Ramos. New Revised 20-th Aniversary Edition. New York: Continuum.
    Gadamer, Hans Georg (1995) Truth and method. second, revised edition, (translation revised by Joel Weinsheimer and Donald G. Marshall, with Afterword by H.G. Gadamer) New York: Continuum.
    Gadotti, Moacir (1994). Reading Paulo Freire: His life and work. NY: State University of New York.
    Greene, Maxine (1995). Releasing the imagination. San Francisco: Jossey-Bass.
    Guignon, Charles (1984). Heidegger’s ‘authenticity’ revisited. Review of Metaphysics, 38:2, 321-339.
    Habermas, Jürgen (1971). Knowledge and human interests. Cambridge: Polity Press.
    Habermas, Jurgen (1979). Consciousness raising or redemptive criticism. New German Critique,17, 30-60.
    Habermas, Jürgen (1982). Reply to my critics, in J. Thompson and D Held (eds.), Habermas: Critical Deabates. 219-283. Cambridge, Massachusetts: MIT Press.
    Habermas, Jurgen (1986). A review of Gadamer’s Truth and Method. In Hermeneutics and modern philosophy. 243-276. Brice R. Wachterhauser (Ed.) Albany, NY: State University of New York Press.
    Habermas, Jürgen (1987a). The theory of communicative action. Volume 1. translated by Thomas McCarthy. Boston: Beacon Press.
    Habermas, Jürgen (1987b). The philosophical discourse of modernity: Twelve lectures. Cambridge, Mass.: MIT Press.
    Habermas, Jürgen (1989). The theory of communicative action. Volume 2. translated by Thomas McCarthy. Boston: Beacon Press.
    Habermas, Jürgen (1990). Moral consciousness and communicative action. Cambridge, Mass.: MIT Press.
    Habermas, Jürgen (2001). On the pragmatics of social interaction: Preliminary studies in the theory of communicative action. Cambridge, Mass.: MIT Press.
    Harasim, Linda M. (1983). Literacy and national reconstruction in Guinea-Bissau: A critique of the Freirean literacy compaign. Ph D. dissertation, OISE-University of Toronto.
    Heidegger, Martin (1962). Being and time. Oxford, U.K.; Malden, Mass.: Blackwell.
    Heidegger, Martin (1997). Introduction to metaphysics. New Haven, Conn.: Yale University Press.
    Heidegger, Martin (1998). Pathmarks. Cambridge [England]; New York: Cambridge University Press.
    Hekman, Susan J. (1986). Hermeneutics and the sociology of knowledge. Notre Dame, Ind.: University of Notre Dame Press.
    Held, Klaus (1996). Authentic existence and the political world. Research in Phenomenology, v26, 38-53.
    Johnson, Greg (2002). The Situated Self And Utopian Thinking. Hypatia, 17:3, 20-44
    Jones, S. J. (1998). Subjectivity and class consciousness: The development of class identity. Journal of Adult Development, 5:3, 145.
    Joós, Ernest (1991). Dialogue with Heidegger on values: Ethics for times of crisis. New York: P. Lang.
    Kögler, Hans-Herbert (1996). The power of dialogue: Critical hermeneutics after Gadamer and Foucault. Cambridge, Mass.: MIT Press.
    Kohli, Wendy (ed.) (1995). Critical conversations in philosophy of education. New York : Routledge.
    Kompridis, Nikolas (1999). Heidegger’s Challenge and the Future of Critical Theory. Ch. 4 of Habermas: A Critical Reader. Peter Dews (Ed.) Oxford, U.K.; Malden, Mass.: Blackwell.
    Kuhn, Thomas S. (1977). The essential tension: Selected studies in scientific tradition and change. Chicago: University of Chicago Press.
    Laclau, Ernesto & Mouffe, Chantal (2000). Hegemony and socialist strategy. Wien [Austria]: Passagen Verlag.
    Lafont, Cristina (2000). Heidegger, language, and world-disclosure. Cambridge, U.K.: New York: Cambridge University Press.
    Lowith, Karl (1993). My last meeting with Heidegger in Rome. Ch. 7 of The Heidegger controversy: a critical reader. Cambridge, Mass: MIT Press.
    Lukacs, Gyorgy (1971). History and class consciousness: Studies in Marxist dialectics. Cambridge, Mass.: MIT Press.
    Lukes, Steven (1974). Power: A radical view. London; New York: Macmillan.
    Macedo, Donaldo (1993). Dialogue with Freire. Paulo Freire: A critical encounter. McLaren, Peter & Leonard, Peter (Ed.) London; New York: Routledge.
    Mayo, Peter (1993). When does it work? Freire’s pedagogy in context. Studies in the Education of Adults, 25:1, 11-30.
    Meehan, Johanna (Ed.)(1995). Feminists read Habermas: Gendering the subject of discourse. New York: Routledge.
    Mezirow, Jack (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
    Mills, C. Wright (2000). The sociological imagination. Oxford [England]; New York: Oxford University Press.
    Morrow, Raymond Allen & Torres, Carlos Alberto (2002). Reading Freire and Habermas: Critical pedagogy and transformative social change. New York: Teachers College Press.
    Horton, Myles and Freire, Paulo (1990). We make the road by walking: Conversations on education and social change. edited by Brenda Bell, John Gaventa, and John Peters. Philadelphia: Temple University Press.
    Olafson, Frederick A. (1998). Heidegger and the ground of ethics: A study of Mitsein. Cambridge, U.K.; New York: Cambridge University Press.
    Ashworth, Peter D. (1997). The Meaning of Participation. Journal of Phenomenological Psychology. 28:1.
    Ricoeur, Paul (1981). Hermeneutics and the Critique of ideology. Chapter 2 of Hermeneutics and the Human Sciences. Ed. and trans. J. B. Thompson Cambridge: Cambridge University Press.
    Ricoeur, Paul (1991). From text to action: Essays in hermeneutics Ⅱ. Evanston, Ill.: Northwestern University Press.
    Robert, Peter (2000). Education, literacy, and humanization: Exploring the work of Paulo Freire. Westport, Conn.: Bergin & Garvey.
    Schmidt, Dennis (1988). The ubiquity of the finite: Hegel, Heidegger, and the entitlements of philosophy. Cambridge, Mass.: MIT Press.
    Schugurensky, Daniel (1998). The legacy of Paulo Freire: A critical review of his contribution. Convergence, 31, 17-28.
    Schürmann, Reiner (1990). Heidegger on being and acting: From principles to anarchy. Bloomington: Indiana University Press.
    Shor, I. & Freire, Paulo (1987). A pedagogy for liberation: Dialogues on transforming education. South Hadley, MA: Bergin & Garvey.
    Smith, William (1976). The meaning of conscientizacao: The goal of Paulo Freire’s pedagogy. Amherst, MA: Center for International Education.
    Taylor, Charles (2006). Engaged Agency and Background. Ch. 12 of The Cambridge Companion to Heidegger. Charles Guignon (Ed.) 北京:新知三聯書店。
    Taylor, Paul V. (1993). The texts of Paulo Freire. Buckingham: Open University.
    Torres, Carlos Alberto (1993). From the Pedagogy of the Oppressed to a Luta Continua: The political pedagogy of Paulo Freire. Paulo Freire: A critical encounter. McLaren, Peter & Leonard, Peter (Ed.) 119-145. London; New York: Routledge.
    Villa, Dana Richard (1996). Arendt and Heidegger: The fate of the political. Princeton, N.J.: Princeton University Press.
    Vogel, Lawrence (1994). The fragile "we": Ethical implications of Heidegger's Being and Time. Evanston, Ill.: Northwestern University Press.
    Walker, J. (1980). The end of dialogue: Paulo Freire on politics and education. In Literacy and revolution: The pedagogy of Paulo Freire. R. Mackie (Ed.) 120-150. London; Pluto Press.
    Warnke, Georgia (1992). Justice and interpretation. Cambridge, UK: Polity Press.
    Warnke, Georgia (1994). Hermeneutics, tradition, and the standpoint of women. Ch.12 of Hermeneutics and truth. Evanston, Ill.: Northwestern University Press.
    Weiler, Kathleen (1991). Freire and a feminist pedagogy of difference. Harvard Educational Review 61:4, 449-474.
    White, Stephen K. (1987). Hermeneutics and the sociology of knowledge. The journal of politics. 49, 909-911.
    White, Stephen K. (1988). The recent work of Jürgen Habermas: Reason, justice, and modernity. Cambridge; New York: Cambridge University Press.
    White, Stephen K. (1991). Political theory and postmodernism. Cambridge [England]; New York: Cambridge University Press.
    Wolin, Richard (1990). The politics of being: the political thought of Martin Heidegger. New York: Columbia University Press.
    Young, Iris Marion (1990) Justice and the politics of difference. Princeton University Press, Princeton, NJ.
    Young, Iris Marion (1994). Comments on Seyla Benhabib, Situating the Self. New German Critique, 62, 165-173.
    Young, Iris Marion (1997). Intersecting Voices. Princeton, N.J.: Princeton University Press.
    Young, Iris Marion (2006). Education in the Context of Structural Injustice: A symposium response. Educational Philosophy and Theory, 38:1, 93-103.
    中文文獻
    王秋絨(1988)。包魯‧弗雷勒的對話教育思想評析。社會教育學刊,17,147-172。
    王秋絨(譯)(1989)。J. L. Elias & S. Marriam著。激進的成人教育之歷史淵源與弗雷勒(Paulo Freire)的意識化理論。社教雙月刊,32,31-47。
    王秋絨(1990)。Freire批判的成人教學模式研究。國立臺灣師範大學教育研究所博士論文,未出版,臺北市。
    王琢(2004)。想像力論─大江健三郎的小說方法。上海:上海文化出版社。
    王慧蘭(2006)。批判教育學:反壓迫的民主教育論述和多元實踐。批判教育學:臺灣的探索(李錦旭,王慧蘭主編),第三章。台北市:心理。
    弗雷勒(Paulo Freire)(2003)。受壓迫者教育學。方永泉(譯)台北:巨流。
    朱元鴻(2000)。這雙腳所經驗的階層:審美語言分析。我們活在不同的世界:社會學框作筆記,第六章。台北市:唐山。
    何青蓉(2004)。邂逅《受壓迫者教育學》:「文化視窗課程」教學實踐的初步省思。論文發表於「2004年社區大學學術研討會:知識解放與學習革命」,宜蘭。
    伽達瑪(Gademer, Hans-Ceorg)(1993)。眞理與方法Ⅰ:哲學詮釋學的基本特徵。洪漢鼎(譯)。臺北市:時報文化。
    伽達瑪(Gademer, Hans-Ceorg)(1995)。眞理與方法Ⅱ:補充和索引。洪漢鼎(譯)。臺北市:時報文化。
    吳怡歆(2005)。Paulo Freire「意識覺醒」觀對我國課程改革之啟示。碩士論文,國立臺北教育大學課程與教學研究所。
    吳建興(2001)。Empowerment理論的實踐及反思--以九年一貫教育改革能力教育教師工作坊為例。世新大學社會發展研究所碩士論文,未出版,台北。
    呂迪格爾‧薩弗蘭斯基(Safranski, Riidiger)(1999)。海德格爾傳。靳希平(譯)。北京:商務印書館。
    李丁讚(2004)。公共領域中的親密關係—對新港和大溪兩個造街個案的探討。公共領域在臺灣 : 困境與契機。李丁讚(主編)。臺北縣新店市:桂冠。
    李天健(1997)。當青春筆記染成血腥悲劇:新竹少年虐殺事件調查報告。人本教育札記,101,62-69。
    李天健(2007)。成人教育的創造力發展:一個轉化學習理論觀點的初構。論文發表於「2007年第五屆創新與創造力研討會」,台北。
    李永薇(2003)。Paulo Freire對話教學論及其轉化。慈濟大學教育研究所碩士論文,未出版,台北。
    李奉儒(2006)。Paulo Freire批判教學論的探索與反思。批判教育學:臺灣的探索(李錦旭,王慧蘭主編),第四章。台北市:心理。
    汪文聖(1998)。從現象學意義的探源到世界的理解--克勞斯.黑爾德(Klaus Held)教授思想介紹。當代,133,77-85。
    汪文聖(2002)。自我超越與生死問題間的弔詭性--胡塞爾與海德格對生死問題論述之比較。國立政治大學哲學學報,9,99-129。
    汪文聖(2004)。亞里斯多德與海德格論存有的「剝奪」與「復原」--「疾病」與「療癒」的現象學意義溯源。揭諦,6,1-30。
    汪文聖(2006)。生活世界中信度、效度與價值的可能性條件:對精神病學方法的哲學性反思。應用心理研究,29,101-129。
    周育賢(1998)。意識覺醒相關概念對成人教育的啟示;從弗雷勒思想出發的探討。國立中正大學成人及繼續教育研究所碩士論文,未出版,台北。
    周明泉(2004a)。伽達瑪「哲學詮釋」與哈伯瑪斯「批判理論」的論戰--從「真理與方法」開展的論諍。當代,79=197,14-33。
    周明泉(2004b)。伽達瑪與哈伯瑪斯論辯「詮釋學普遍性」之對比分析。當代,82=200,76-97。
    彼得‧比格爾(Peter Burger)(2002)先鋒派理論。高建平(譯)。北京市:商務印書館。
    林孝信(2002)。成人教育傳統中的知識解放。衝撞集Ⅰ:知識解放質疑專號。板橋社區大學:台北縣。
    林昱貞(2002)。批判教育學在臺灣:發展與困境。教育研究集刊,48:4,1-25。
    林遠澤(2003)。意義理解與行動的規範性--試論對話倫理學的基本理念、形成與限度。人文及社會科學集刊,15:3,401-429。
    思南(2004)。走在一起:可能的鄉村運動──世界社會論壇印度行之一。南方電子報,2004.05.28。
    施宜煌(2005)。弗雷勒意識覺醒理論及其德育蘊義。博士論文,國立臺灣師範大學教育學系。
    洪玉君(2004)。Freire與Noddings對話教學論及教師圖像之探究。碩士論文,國立中正大學教育研究所。
    洪雪玲(2005)。國中國文教師課程批判意識之研究—以Paulo Freire批判教學論為基礎。碩士論文,國立中正大學教育研究所。
    馬克思、恩格斯(1995)馬克思恩格斯選集:第一卷。北京:人民出版社。
    張盈堃(2001)。性別與教育:批判教育學觀點。臺北市:師大書苑。
    張錦華(2005)。多元文化課程如何深化結構性的批判意識。中華傳播學刊,7,17-29。
    陸敬忠(2002)。「此有之為在世存有」中之辯證性張力:海德格「存有與時間」核心思想脈絡綜觀下之具體主體性初探。中原學報,30:4,531-550。
    陸敬忠(2002)。伽達瑪哲學詮釋學之原理--理解之歷史性與詮釋學循環。國立臺灣大學哲學論評,25,頁211-260。
    陸敬忠(2004)。海德格「基本存有學」與哲學詮釋學之緣起:「存有與時間」思路對高達美哲思啟始之效應歷史。中原學報,32:4,667-690。
    湯仁燕(2003)。Paulo Freire對話教學理念與實踐之研究。國立臺灣師範大學教育研究所博士論文,未出版,台北。
    黃武雄(1994)。童年與解放。人本教育基金會發行:台北。
    黃武雄(2003)。學校在窗外。左岸:台北。
    黃柏叡(2003)。潛在課程研究與批判意識的實踐。初等教育學報,16,143-160。
    黃泰山(2002)。知識解放的兩條路線。衝撞集Ⅰ:知識解放質疑專號。板橋社區大學:台北縣。
    黑爾德 (Held, Klaus)(2004)。世界現象學。孫周興等(譯)。臺北縣新店市:左岸文化出版。
    楊雅婷(2005)。Paulo Freire解放教育學內涵及對台灣九年一貫課程改革之啟示。碩士論文,國立彰化師範大學教育研究所。
    溫淳雅(2001)。Paulo Freire理論在台灣教育改革中的實驗研究——以W中學「教師工作坊」為例。世新大學社會發展研究所碩士論文,未出版,台北。
    鄒皙(2004a)。「歷史性原則」與「意識形態」批判作為「理解策略」進路之論辯--伽達瑪與哈伯瑪斯在傳統問題上的歧見。當代,79=197,34-53。
    鄒皙(2004b)。「詮釋性交談」與「普遍語用學」--論伽達瑪與哈伯瑪斯論辯案例中「語言遊戲」之意蘊 -上-。當代,80=198,54-64。
    鄒皙(2004c)。「詮釋性交談」與「普遍語用學」--論伽達瑪與哈伯瑪斯論辯案例中「語言遊戲」之意蘊 -下-。當代,81=199,60-69。
    劉韻竹(民94)。弗雷勒(Paulo Freire)的對話教學理論在博物館中的意涵。碩士論文,臺南藝術學院博物館學研究所。
    蔡建福(1999)。從激進主義的觀點論臺灣鄉村社區的壓迫結構。聯合學報,16,95-102。
    藍惠寧(1998)。保羅‧弗雷勒(Paulo Freire)解放教育(哲)學之研究。國立中央大學/哲學研究所/碩士論文,未出版,台北。
    Description: 博士
    國立政治大學
    教育研究所
    90152501
    95
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0901525011
    Data Type: thesis
    Appears in Collections:[教育學系] 學位論文

    Files in This Item:

    File Description SizeFormat
    52501101.pdf51KbAdobe PDF6406View/Open
    52501102.pdf72KbAdobe PDF1212View/Open
    52501103.pdf74KbAdobe PDF7040View/Open
    52501104.pdf16KbAdobe PDF1395View/Open
    52501105.pdf77KbAdobe PDF1276View/Open
    52501106.pdf566KbAdobe PDF1405View/Open
    52501107.pdf586KbAdobe PDF2450View/Open
    52501108.pdf660KbAdobe PDF3234View/Open
    52501109.pdf614KbAdobe PDF2290View/Open
    52501110.pdf676KbAdobe PDF2774View/Open
    52501111.pdf578KbAdobe PDF2242View/Open
    52501112.pdf664KbAdobe PDF1483View/Open
    52501113.pdf554KbAdobe PDF1498View/Open
    52501114.pdf600KbAdobe PDF1783View/Open
    52501115.pdf497KbAdobe PDF2153View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback