Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/145943
|
| Title: | 教師社會情緒學習教學能力指標建構之研究
A Study on Construction of Indicators of Teacher`s Teaching Ability in Social and Emotional Learning |
| Authors: | 郭攸嵐
Kuo, Yu-Lan |
| Contributors: | 郭昭佑
Guo, Chao-Yu
郭攸嵐
Kuo, Yu-Lan |
| Keywords: | 社會情緒學習
模糊德懷術
指標建構
Social and Emotional Learning
Fuzzy Delphi Method
Indicator Construction |
| Date: | 2023 |
| Issue Date: | 2023-07-06 17:05:00 (UTC+8) |
| Abstract: | 本研究旨在建立教師社會情緒學習教學能力之指標架構，以期能提供學校或教育主管機關擬定與推廣社會情緒學習政策之參考。主要研究方法為文獻探討後進行指標之初擬與適切性篩選，再以模糊德懷術問卷調查法，收集12位熟悉社會情緒學習領域的專家學者、教師與學校主管的意見，經統計與分析後，建構出教師社會情緒學習教學能力指標，並了解各指標之重要性程度。本研究之結果與分析如下：
一、教師社會情緒學習教學能力分為「構面-指標」兩個層級，包含五個構面、三十二個指標。
二、教師社會情緒學習教學能力的五個構面中，重要性排序由高至低依序為「社會覺察教學能力」、「自我覺察教學能力」、「人際關係技巧教學能力」、「自我管理教學能力」、「做負責任的決定教學能力」。
三、教師社會情緒學習教學能力五個構面內，各構面最重要的指標分別為「幫助學生識別自我情緒」、「教導學生調節自我情緒」、「讓學生練習傾聽與識別他人感受與想法」、「培養學生正面有效的溝通技巧」、「引導學生評估問題並做出負責任的決定」。
四、教師社會情緒學習教學能力三十二個指標中，前三重要的指標包括「培養學生正面有效的溝通技巧」、「鼓勵學生正向積極互動交流」、「教導學生調節自我情緒」。
The aim of this study is to establish a framework of indicators for teachers` social and emotional learning teaching competencies, in order to provide a reference for schools or education authorities to develop and promote social and emotional learning policies. The main research method involved initial proposal and appropriate screening of indicators after literature review, followed by the use of the fuzzy Delphi method questionnaire to collect opinions from 12 scholars, teachers and school administrators familiar with the field of social and emotional learning. After statistical analysis, the indicators for teachers` social and emotional learning teaching competencies were constructed, and the degree of importance of each indicator was understood. The results and analysis of this study are presented below.
1.The teaching competencies of teachers` social-emotional learning are divided into two levels of "dimensions-indicators", including five dimensions and thirty-two indicators.
2.Among the five dimensions of teaching competencies in teachers` social-emotional learning, the importance is ranked in descending order as "teaching ability of social awareness", "teaching ability of self-awareness", "teaching ability of relationship skills", "teaching ability of self-management", and "teaching ability of responsible decision-making".
3.Among the five dimensions of a teacher`s social emotional learning teaching ability, the most important indicators of each dimension are "helping students recognize their own emotions," "teaching students to regulate their own emotions," "allowing students to practice listening and identifying the feelings and thoughts of others," "cultivating students` positive and effective communication skills," and "guiding students to evaluate problems and make responsible decisions".
4.Among the 32 indicators of a teacher`s social emotional learning teaching ability, the top three important indicators include "cultivating students` positive and effective communication skills", "encouraging students to engage in positive and active interaction and communication", and "teaching students to regulate their own emotions". |
| Reference: | 壹、中文文獻
方向、盛群力(2020)。2030學習羅盤: 設計未來的學習。開放學習研究。
王文科、王智弘（2006）。教育研究法。臺北市：五南。
臺北市政府(2020)。臺北市 109 學年度推動「社會情緒學習」(SEL)推廣計畫。臺北市：作者。
臺北市政府教育局(2019)。108學年度「社會智能觀察紀錄」試辦成果彙編-未來教育在臺北-社會智能學習篇。臺北市：作者。
吳政達（2005）。我國地方政府層級教育課責系統建構之評估：模糊懷德術之應用。教育與心理研究，28，645-665。
吳政達（2008）。教育政策與分析──概念方法與應用（二版）。臺北市：高等教育。
吳清山(2021)。學習羅盤。教育研究月刊，(328)，128-129。
吳清山、林天祐 (2001)。教育名詞—德懷術。教育研究月刊，92，127。
風傳媒 (2019)。想提高孩子學習成績不能只看智力，SEL更重要！美國期刊道出臺灣家長最常忽略的教養關鍵。取自https://www.storm.mg/lifestyle/1992158?page=1
孫敏芝(2010)。提昇兒童社會情緒能力之學習:美國 SEL 教育方案經驗之啟示。幼兒教保研究，(5)，99-116。
高教創新(2022)。找幸福﹖師生情意教育扎根校園。取自https://news.high.edu.tw/feature_story/content.php?cid=246&did=990
教育部 (2014)。十二年國民基本教育課程綱要總綱。臺北市：作者。
教育部（2019）。十二年國民基本教育課程綱要綜合活動領域。臺北市：作者。
陳柳如、林佳慧、陳佩英 (2020)。初探社會情緒學習融入師資培育課程對我國之啟示－以美國聖荷西州立大學為例。臺灣教育評論月刊，9(5)，30-36。
新北市政府教育局(2022)。教育新聞-新北與臺師大簽訂「正念社會情緒學習」MOU 全國首創正念教育課程 111學年度起3校試辦。取自https://www.ntpc.edu.tw/home.jsp?id=d127e0ce0f4f407b&act=be4f48068b2b0031&dataserno=1c375356cc6db4dee34922e932f61365
葉晉嘉、翁興利、吳濟華（2007）。德菲法與模糊德菲法之比較研究。調查研究-方法與應用，(21)，31-58。https://doi.org/10.7014/TCYCFFYYY.200704.0031
駐波士頓辦事處教育組（2017）。社會情緒學習融入傳統教學。國家教育研究院國際教育訊息電子報，127。取自http://fepaper.naer.edu.tw/index.php?edm_no=127&content_no=6357
駐紐約辦事處教育組（2016）。美國八個州將合作訂定社會情緒學習SEL標準。國家教育研究院國際教育訊息電子報，111。取自https://www.edutwny.org/international-education-news-222833855525945329463603935338/sel
駐歐盟兼駐比利時代表處教育組(2015)。PISA對各國教育改革的影響。國家教育研究院國際教育訊息電子報，46。取自https://epaper.naer.edu.tw/edm.php?grp_no=3&edm_no=181&content_no=3205
親子天下(2022)。【SEL 社會情緒學習】教師研習專案。取自chrome-extension://bocbaocobfecmglnmeaeppambideimao/pdf/viewer.html?file=file%3A%2F%2F%2FC%3A%2FUsers%2Fuser%2FDownloads%2F%25E9%2599%2584%25E4%25BB%25B6-2.pdf
謝文全(1978)。德懷術在教育研究上的應用，今日教育，34，35-38。
貳、英文文獻
ACT. (2021). Mosaic™ by ACT®: Social emotional learning assessment. Retrieved from https://www.act.org/content/act/en/products-and-services/social-emotional-learning.html.
Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: What do we know and where do we go next?. International Journal of Selection and assessment, 9(1‐2), 9-30.
Be You. (2022). Professional Learning. Retrieved from https://beyou.edu.au/learn.
Brackett, M. A., Palomera, R., Mojsa, J.,Reyes, M., & Salovey, P. (2010). Emotion regulation Aability, job satisfaction, and burnout among British secondary school teachers. Psychology in the Schools, 47,406-417.
Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). Assessing teachers’ beliefs about social and emotional learning. Journal of Psychoeducational Assessment, 30, 219-236. http://dx.doi.org/10.1177/0734282911424879
Bridgeland, J., Bruce, M. and Harihan, A. (2013). The Missing Piece: A National Survey on How Social and Emotional Learning can Empower Children and Transform Schools, Civic Enterprises,Washington, DC.
Carlock, R. (2011). Executive functions: A review of the literature to inform practice and policy. Cambridge, MA: The Harvard Center on the Developing Child.
CASEL. (2017). What is SEL? Retrieved from http://www.casel.org/what-is-sel/
CASEL. (2020). Core SEL competencies. Retrieved from casel.org/core-competencies/
Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., & Hawkins, J. D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The annals of the American academy of political and social science, 591(1), 98-124.
Center for Reaching and Teaching the Whole Child. (2016). CRTWC Classroom Observation Protocol Items.
Center on Great Teachers and Leaders. (2014). Teaching the Whole Child Instructional Practices That Support Social-Emotional Learning in Three Teacher Evaluation Frameworks. Restrieved from chrome-extension://bocbaocobfecmglnmeaeppambideimao/pdf/viewer.html?file=https%3A%2F%2Fgtlcenter.org%2Fsites%2Fdefault%2Ffiles%2FTeachingtheWholeChild.pdf
Centers for Disease Control and Prevention. (2013). Mental health surveillance among children–United States, 2005–2011. MMWR Surveillance Summaries, 62, 1–35.
Chen, S. J., & Hwang, C. L. (1992). FuzzY multiple attribute decision making methods and application. New York: Springer-Verlag.
Collie, R. J. (2017). Teachers’ social and emotional competence: Links with social and emotional learning and positive workplace outcomes. In Social and emotional learning in Australia and the Asia-Pacific (pp. 167-184). Springer, Singapore.
Collie, R. J., & Martin, A. J. (2017). Teachers` sense of adaptability: Examining links with perceived autonomy support, teachers` psychological functioning, and students` numeracy achievement. Learning and Individual Differences, 55, 29-39.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social-emotional learning. Psychology in the Schools,48, 1034-1048. http://dx.doi.org/10.1002/pits.20611
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015). Teachers` beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction. Learning and Instruction, 39, 148-157.http://dx.doi.org/10.1016/j.learninstruc.2015.06.002
Collie, R.J., & Martin, A.J. (2016). Teachers` adaptability: A construct central to positive teacher and student outcomes. Manuscript submitted for publication.
Collie, R.J., Martin, A.J., & Frydenberg, E. (2017). Social and emotional learning: A brief overview and issues relevant to Australia and the Asia-Pacific. In E. Frydenberg, A.J.Martin, & R.J Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific (pp. 1-13). New York, NY: Springer.
Dalkey, N. C. & Helmer, O. (1963). An experimental application of the Delphi method to the use of experts, Management Science, 9, pp. 458-467.
Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17, 57-89.http://dx.doi.org/10.1207/s15566935eed1701_4
Department of Education. (2011). Secondary SEAL: Professional development. Retrieved from https://webarchive.nationalarchives.gov.uk/ukgwa/20110812110924/http://nsonline.org.uk/node/66403?uc=force_uj
Department for Children, Schools and Families (2007). Social and emotional aspects of learning for secondary schools. Nottingham: DCSF Publications.
Diener, E., & Lucas, R. E. (1999). 11 personality and subjective well-being. Well-being: Foundations of hedonic psychology, 213.
Dix, K. (2015). KidsMatter and MindMatters: Impact and opportunity.
Dryfoos, J. G. (1997). The prevalence of problem behaviors: Implications for programs. In R. P.Weissberg, T. P. Gullotta, R. L. Hampton, B. A. Ryan, & G. R. Adams (Eds.), Enhancing children’s wellness (8th ed.). (pp. 17–46). Thousand Oaks, CA: Sage Publications.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: Ameta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Elias, M. J., O’Brien, M. U., & Weissberg, R. P. (2006). Transformative leadership for social-emotional learning. Principal leadership, 7(4), 10-13.
Elias, M. J., Zins, J. E., & Weissberg, R. P. (1997). Promoting social and emotional learning: Guidelines for educators. Ascd.
Emerson, L. M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8(5), 1136-1149.
Evie, B. (2016). States to Partner on Social-Emotional Learning Standards. Education Week, 36(1), p.9: Retrieved from http://www.edweek.org/ew/articles/2016/08/24/states-to-partner-on-social-emotional-learning-standards.html
Ge, X., & Conger, R. D. (1999). Adjustment problems and emerging personality characteristics from early to late adolescence. American Journal of Community Psychology, 27(3), 429-459.
Gill, M.,G., & Fives, H. (2015). Introduction. In H. Fives, & M. G. Gill (Eds.), International handbook of research on teachers` beliefs (pp. 1-10). New York, NY: Routledge.
Gimbert, B. G., Miller, D., Herman, E., Breedlove, M., & Molina, C. E. (2021). Social emotional learning in schools: The importance of educator competence. Journal of Research on Leadership Education, 19427751211014920.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
Goleman, D. (2001). An EI-based theory of performance. The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations, 1(1), 27-44.
Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G., & Abbott, R. D. (2008). Effects of social development intervention in childhood 15 years later. Archives of pediatrics & adolescent medicine, 162(12), 1133-1141.
Herman, K. C., Hickmon-Rosa, J. E., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100.
Huffpost, 19th April 2017, First global PISA study on the well-being of students. Retrieved from http://www.huffingtonpost.com/entry/first-global-pisa-study-on-the-well-being-of-students_us_58f73e66e4b0c892a4fb73e3?utm_content=buffer81d67&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer
Humphrey, N. (2013). Social and emotional learning: A critical appraisal. Social and Emotional Learning, 1-184.
Humphrey, N., Lendrum, A., & Wigelsworth, M. (2010). Social and emotional aspects of learning (SEAL) programme in secondary schools: National evaluation. Department for Education, 2.
Humphrey, N., Lendrum, A., Wigelsworth, M., & Greenberg, M. (2016). Editorial introduction. Cambridge Journal of Education, 46, 271-275.
Jennings, P. A., & Frank, J. L. (2015). Inservice preparation for educators. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 422-437). New York, NY: Guilford.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525. http://dx.doi.org/10.3102/0034654308325693
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28, 374-390. http://dx.doi.org/10.1037/spq0000035
Jensen-Campbell, L. A., Adams, R., Perry, D. G., Workman, K. A., Furdella, J. Q., & Egan, S. K. (2002). Agreeableness, extraversion, and peer relations in early adolescence: Winning friends and deflecting aggression. Journal of Research in Personality, 36(3), 224-251.
Jones, S. M., & Bouffard, S. M. (2012). Social and Emotional Learning in Schools: From Programs to Strategies. Social Policy Report. Volume 26, Number 4. Society for Research in Child Development.
Judge, T. A., Heller, D., & Mount, M. K. (2002). Five-factor model of personality and job satisfaction: a meta-analysis. Journal of applied psychology, 87(3), 530.
Kyllonen, P. C., Lipnevich, A. A., Burrus, J., & Roberts, R. D. (2014). Personality, motivation, and college readiness: A prospectus for assessment and development. (ETS RR-14-06). Princeton, NJ:Educational Testing Service.
Lavoie, B. (2022). An Analysis of Teacher Perspectives on Their Role in Student Social Emotional Competency Development (Doctoral dissertation, Northeastern University).
Lawson, G.M., McKenzie, M.E., Becker, K.D. et al. The Core Components of Evidence-Based Social Emotional Learning Programs. Prev Sci 20, 457–467 (2019). https://doi.org/10.1007/s11121-018-0953-y
Maurer, M. & Brackett, M.A. (2004).Emotional literacy in the middle school. Port Chester, NY: Dude.
Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. intelligence, 17(4), 433-442.
Melnick, H., & Martinez, L. (2019). Preparing teachers to support social and emotional learning: A case study of San Jose State University and Lakewood elementary school. Palo Alto, CA: Learning Policy Institute
Muhammad, P. A. (2022). Social Emotional Learning: Teachers’ Application of the New Jersey State Department of Education Preschool Teaching and Learning Social Emotional Standards in a Preschool Setting (Doctoral dissertation, College of Saint Elizabeth).
Murano, D., Way, J. D., Martin, J. E., Walton, K. E., Anguiano-Carrasco, C., & Burrus, J. (2019). The need for high-quality pre-service and inservice teacher training in social and emotional learning. Journal of Research in Innovative Teaching & Learning.
National Center on Safe Supportive Learning Environments. (2022). Social and Emotional Competencies. Checklist. Retrieved from chrome-extension://bocbaocobfecmglnmeaeppambideimao/pdf/viewer.html?file=file%3A%2F%2F%2FC%3A%2FUsers%2Fuser%2FDesktop%2F%25E6%2596%2587%25E7%258D%25BB%2FSOCIAL%2520AND%2520EMOTIONAL%2520COMPETENCIES%2520CHECKLIST.pdf
National Council for Accreditation of Teacher Education. (2010). The road less travelled: How the developmental sciences can prepare educators to improve student achievement: Policy recommendations. Retrieved September 1, 2011, from www.ncate.org/public/researchreports/ncateinitiatives/increasingtheapplicationofdevelopmentalscienc/tabid/706/default.aspx.
NESTA. (2020). Developing Social and Emotional Skills: Education policy and practice in the UK home nations
New Jersey State Department of Education. (2014). Preschool Teaching and Learning Standards. Restrieved from extension://bfdogplmndidlpjfhoijckpakkdjkkil/pdf/viewer.html?file=file%3A%2F%2F%2FC%3A%2FUsers%2Fuser%2FDesktop%2F%25E6%2596%2587%25E7%258D%25BB%2FNew_Jersey_State_Department_of_Education.pdf
OECD (2015). Skills for Social Progress: The Power of Social and Emotional Skills, OECD Skills Studies,OECD Publishing, Paris, https://dx.doi.org/10.1787/978
OECD (2019) Learning Compass 2030. Retrieved from https://www.oecd.org/education/2030-project/teaching-and-learning/learning/
Organization for Economic Co-operation and Development. (2021). Beyond academic learning: First results from the survey of social and emotional skills. OECD Publishing. https://doi.org /10.1787/92a11084-en.
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431-451. http://dx.doi.org/10.1016/j.ecresq.2008.02.001
Pianta, R.C. (2003). Experiences in P-3 classrooms: The implications of observational research for redesigning early education. New York, NY: Foundation for Child Development.
Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 135(2), 322.
Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teachers` psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review, 38, 510-532.
Raver, C.C., Garner, P., & Smith-Donald,R. (2007). The roles of emotion regulation and emotion knowledge for children’s academic readiness: Are the links causal?In R.C. Pianta, M.J. Cox, & K.L. Snow(Eds.), School readiness and the transition to kindergarten in the era of accountability(pp. 121-147). Baltimore, MD: Brookes.
Rimm-Kaufman, S. E., Larsen, R. A., Baroody, A. E., Curby, T. W., Ko, M., Thomas, J. B., ... & DeCoster, J. (2014). Efficacy of the responsive classroom approach: Results from a 3-year, longitudinal randomized controlled trial. American Educational Research Journal, 51(3), 567-603.
Roberts, B. W., Kuncel, N. R, Shiner, R., Caspi, A., & Goldberg, L. R. (2007). The power of personality:The comparative validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes. Perspectives on Psychological Science, 2(4), 313-345.
Rose‐Krasnor, L. (1997). The nature of social competence: A theoretical review. Social development, 6(1), 111-135.
Salovey, P., & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211.
Schonert-Reichl, K. A. (2017). Social and emotional learning and teacher. The Future of Children, 27(1). DOI: 10.1353/foc.2017.0007
Schonert-Reichl, K., Hanson-Peterson, J.L. and Hymel, S. (2015). “SEL and preservice teacher education”, in Durlak, J., Domotrovich, C.E., Weissberg, R. and Gullotta, T.P. (Eds), Handbook of Social and Emotional Learning, The Guilford Press, New York, NY, pp. 406-422.
Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment?. Psychology in the Schools, 49(9), 892-909.
Weare, K., & Gray, G. (2003). What works in developing children`s emotional and social competence and wellbeing?. Nottingham, England: DfES Publications.
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, R. P. Weissberg & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). New York, NY: Guilford
Yoder, N. (2014a). Self-assessing Social and Emotional Instruction and Competencies: A Tool for Teachers, Center on Great Teachers & Leaders at American Institutes for Research, Washington, DC.
Yoder, N. (2014b). Teaching the whole child: Instructional practices that support social-emotional learning in three teacher evaluation frameworks. Research-to-practice brief. Center on Great Teachers and Leaders.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.
Zinsser, K.M., Christensen, C.G. and Torres, L. (2016), “She’s supporting them; who’s supporting her? Preschool center-level social-emotional supports and teacher well-being”, Journal of School Psychology, 59, pp. 55-66. |
| Description: | 碩士
國立政治大學
教育行政與政策研究所
110171004 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110171004 |
| Data Type: | thesis |
| Appears in Collections: | [教育行政與政策研究所 ] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 100401.pdf | | 4106Kb | Adobe PDF2 | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
