以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：30

、訪客IP：3.139.69.46

姓名	謝薛璋(Xue-Zhang Xie)  查詢紙本館藏	畢業系所	學習與教學研究所
論文名稱	傳統早餐店的工作智慧：情境認知的觀點 (The Working Intelligence in a Traditional Breakfast Shop: A Situated Cognition Perspective)
相關論文	★ 網路學習社群中的潛水現象：一種被忽略的充分參與 ★ 網路學習社群中的共構面貌：以迷思概念為探針 ★ 敘說一位研究型大學教師之自我座落 ★ 敘說實習教師之教師認同 ★ 情意鷹架者的實踐知識－以 LAIN 網路學習社群為例 ★ 全控機構的學習－ 從實踐社群的觀點看海軍義務役男 ★ 工科研究生的學習樣貌—一個情境學習的觀點 ★ 從學習者成為鷹架者──社群觀點探看身分轉變的學習 ★ 網路科學探究的合作學習：小組認同與共同作者的決定歷程 ★ 應用搭配字學習工具於網路瀏覽以提升英語學習者對搭配字之察覺能力 ★ 節能減碳實踐中教師和行政的矛盾－活動理論觀點 ★ 線上小組推進探究的關鍵時刻 ★ 以行動者網絡理論探討國小教師在數位閱讀寫作推動初期的困境 ★ 數學擬題活動的合作效果─五年級學童之經驗 ★ 看見機動教師-國小校園內的新角色 ★ 一對一數位教室的另類學習:設計與湧現的觀點
檔案	[Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   [檢視]  [下載] 本電子論文使用權限為同意立即開放。 已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。 請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。
摘要(中)	日常生活中隨處可見不同行業的工作者在工作，從中學習知識和技能，並且展現與眾不同的工作智慧（working intelligence）。當前已有許多用以了解這些工作者在工作中學習的學理視角，例如：師徒制（apprenticeship）和合法周邊參與（legitimate peripheral participation）能有助於了解工作者是如何在師傅或老手的陪伴下從中學習和參與。不過，這樣的學理主張，卻無法全然解釋那些沒有師傅或老手引導下的工作者之學習，以及他們所萌發的工作智慧。 本研究則採用情境認知（situated cognition）的觀點和LPP中的「言談」概念作為理論視角，探究一間早餐店裡的工作智慧。本研究以一間傳統早餐店作為研究田野，透過參與觀察與訪談，以了解早餐店老闆和老闆娘在不同工作情境中所發展的工作智慧。研究結果有三：首先，老闆和老闆娘先前在麵包店當學徒的歷練成為日後經營早餐店的養分；其次，工作中的細緻手部動作、為解決情境問題而使用的器具和物品，以及與客人的閒話家常，皆是老闆和老闆娘獨特的工作智慧；第三，指出早餐店的工作情境中，那些形塑老闆和老闆娘的工作智慧之情境線索。在輔以理論的詮釋下，本研究呈現並指出早餐店裡，那些看似平凡的學習現象中的不凡之處，其具體貢獻有三：首先，工作者展現的身體舉動涉及當下情境，充滿細節且具有意義；其次，工作者所使用的器具並非獨立存在，而是具有情境性的特徵；第三，店家與顧客間的關係，會依循當下的情境線索，而有增進彼此關係的機會。
摘要(英)	In daily life, workers from different occupations can be seen working everywhere, learning knowledge and skills from their work, and demonstrating unique working intelligence. There have already been several theoretical perspectives used to delineate how these workers learn through work. For instance, Apprenticeship and Legitimate Peripheral Participation (LPP) help illustrate how workers learn and participate with the guidance of a master or old-timer. However, these theoretical claims fail to completely explain the learning phenomenon of workers without guidance of a master or old-timer, as well as the working intelligence they develop. This study adopts the perspective of situated cognition and the concept of "Discourse" in LPP as the theoretical perspectives to explore the working intelligence in a breakfast shop. Choosing a Chinese-style breakfast shop as the research field, the study aims to visualize the working intelligence developed by the breakfast shop owner and his wife in different working situations through participant observation and interviews. Three findings are included in this study. First, the experience of the owner and his wife as apprentices in a bakery became the nourishment for their later operation of the breakfast shop. Second, the delicate hand movements in their work, the tools and items used to solve situational problems, and the casual conversations with customers are all unique working intelligence of the owner and his wife. Third, the situational clues that shape the working intelligence of the owner and his wife in the working situation of the breakfast shop are pointed out. With the interpretation of the theory, this study highlights the extraordinary aspects of seemingly ordinary learning phenomena in breakfast shops. Three specific contributions are made in this study. First, the bodily movements behaved by workers involve the immediate situation, filled with details and meaning. Second, the tools used by workers are not independent. Instead, they have situational characteristics. Third, the relationship between the shop owner and customers can be enhanced according to the immediate situational clues.
關鍵字(中)	★ 早餐店 ★ 情境認知 ★ 工作智慧 ★ 工作中學習	關鍵字(英)	★ Breakfast Shop ★ Situated Cognition ★ Working Intelligence ★ Learning through Work
論文目次	中文摘要　I 英文摘要　II 謝　誌　III 目　錄 VI 圖目錄 VIII 表目錄 IX 第一章　緒論　1 第一節　研究背景 1 第二節　研究動機 3 第三節　研究目的與問題　6 第四節　名詞釋義 8 第二章　文獻探討 9 第一節　工作中學習之相關實徵文獻評述　9 一、師傅的領導與傳承　10 二、從參與過程中學習　12 三、參照個人過往經驗　18 四、小結　23 第二節　情境認知理論與工作智慧之探討　23 一、情境認知理論之意涵　24 二、情境認知觀點下的工作智慧　28 三、小結　37 第三章　研究方法 39 第一節　研究方法之介紹　39 第二節　研究場域和情境　40 第三節　研究參與者　43 第四節　研究者身分　44 第五節　資料蒐集 46 第六節　資料分析 49 第四章　研究發現 55 第一節　朝向成為老闆和老闆娘的學習之路　55 一、麵包店裡的歷練　56 二、創業初始的摸索　63 三、小結　72 第二節　揭示早餐店裡的工作智慧　72 一、工作中的好「手」藝　73 二、當「工具」成為得力助手　80 三、應對客人的「交談」功夫　88 四、小結　95 第三節　勾勒早餐店裡的情境線索　96 一、製作品項時的情境線索　96 二、與客人互動的情境線索　103 三、小結　110 第五章　結論與建議　111 第一節　結論　111 一、研究貢獻　111 二、與理論文獻的對話　114 第二節　建議　116 一、研究限制　116 二、未來研究建議　117 參考文獻　119 附錄一：研究知情同意書　125
參考文獻	王婉育（2021）。臺灣早餐外食現象與社會變遷分析（1980-2019）：以大臺北地區早餐店為例。中國飲食文化，17（2），141-178。 李征坤、楊雙貴、劉智惠、劉文斌（2018）。經營者不得不學的消費心理學。台北市：崧燁文化。 李昭蓉（2012）。師徒怎麼配？論師徒功能、員工知識分享與創新行為關係中師徒類型之調節角色。人力資源管理學報，12（4），81-105。 李昭蓉、劉松峯、蘇琪婷（2017）。調查局外勤人員師徒關係、師徒功能與組織承諾關係之研究。經營管理學刊，12/13，89-110。 李政賢（譯）（2020）。質性研究：從開始到完成（原作者：Robert K. Yin）。台北市：五南圖書。（原著出版年：2010） 李政賢（譯）（2021）。質性研究的五種取徑（原作者：John W. Creswell & Cheryl N. Poth）。台北市：五南圖書。（原著出版年：1997） 李璞良（譯）（2014）。創業，一場高明的模仿秀（原作者：J. Moules）。台北市：不求人文化。 吳寶春（2015）。吳寶春的麵包秘笈。台北市：遠流。 周新富（2009）。教育研究法。台北市：五南圖書。 侯念祖（2006）。工匠生涯中的道德與技術：以鹿港傳統小木工匠為例。Asian Journal of Management and Humanity Sciences, 1(2), 336-357. 高文彬（2012）。連鎖餐飲業師徒制教學與領導之研究。台灣勞動評論，4（2），183-219。 翁振益、徐韻淑、盧美玲、熊明禮（2017）。國際觀光飯店烘焙師傅師徒關係之探討。蘭陽學報，16，50-66。 張君熒（2012）。「但求立錐之地」：士林挽面攤販的民族誌研究。國立清華大學人類學研究所碩士論文，新竹市。取自https://hdl.handle.net/11296/es394p 莊翊琦（2018）。以服務設計觀點探討傳統早餐店之消費體驗。私立大同大學工業設計研究所碩士論文，台北市。取自https://hdl.handle.net/11296/caad8w 陳婉瑜、林慶利（2015）。建教合作制度下師徒關係、職權服從與知識分享意願之探究。環球科技人文學刊，20，23-40。 許嘉麟（2021）。臺灣早餐日常實踐：西式早餐店的角色和戰術。中國飲食文化，17（2），79-140。 彭秋婷（2014）。創意手作中式發麵。新北市：膳書房文化。 黃麗鈴（2019）。從社會科學研究典範質量之辯探析混合研究。臺灣教育評論月刊，8（6），163-177。 楊珮綺、林永順、顏財發（2007）。公平性與滿意度的主要構面與滿意度對信任、關係承諾的影響：連鎖早餐店實證研究。生物與休閒事業研究，5（2），19-32。 鄭伊翔（2013）。五星級飯店大廳工作的特性與工作者的學習：情境學習的觀點。國立中山大學企業管理學系研究所碩士論文，高雄市。取自https://hdl.handle.net/11296/e6eypk 謝其湘（2020）。早餐吃什麼？戰後臺灣早餐店的風起雲湧。國立臺灣師範大學臺灣史研究所碩士論文，台北市。取自https://hdl.handle.net/11296/x4kt6g 謝煒貞（2017）。安心手作x黃金比例 天然酵母包子饅頭。台北市：邦聯文化。 羅之盈（2020年11月）。台灣早餐店用5大特色抓住台灣人的胃。食力，38，4-10。 嚴培瑋、陳秉鎔、李姵儀、蕭淑藝（2019）。服務態度與消費者購買決策之探討~ 以早餐店為例。東亞論壇季刊，504，17-24。 Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The Psychology of Learning and Motivation: Advances in Research and Theory (Vol. 2, pp. 89-195). New York: Academic Press. Bassetti, C. (2021). The tacit dimension of expertise: Professional vision at work in airport security. Discourse Studies, 23(5), 597-615. https://doi.org/10.1177/14614456211020141 Billett, S. (1996). Situated Learning: Bridging sociocultural and cognitive theorizing. Learning and Instruction, 6(3), 263-280. Billett, S. (2001a). Learning throughout working life: Interdependencies at work. Studies in Continuing Education, 23(1), 19-35. Billett, S. (2001b). Learning through work: workplace affordances and individual engagement. Journal of Workplace Learning, 13(5), 209-214. Billett, S. (2004). Co-participation at work: Learning through work and throughout working lives. Studies in the Education of Adults, 36(2), 190-205. Bonnette, R. N., & Crowley, K. (2018). Legitimate Peripheral Participation in a Makerspace for Emancipated Emerging Adults. Emerging Adulthood, 8(2), 144-158. https://doi.org/10.1177/2167696818785328 Brooks, J., Grugulis, I., & Cook, H. (2020). Rethinking Situated Learning: Participation and Communities of Practice in the UK Fire and Rescue Service. Work, Employment and Society, 34(6), 1045-1061. https://doi.org/10.1177/0950017020913225 Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42. Chan, S. (2013). Learning Through Apprenticeship: Belonging to a Workplace, Becoming and Being. Vocations and Learning, 6, 367-383. https://doi.org/10.1007/s12186-013-9100-x Clancey, W. J. (1993). Situated Action: A Neuropsychological Interpretation Response to Vera and Simon. Cognitive Science, 17, 87-116. Clancey, W. J. (1995). A tutorial on situated learning. In J. Self (Ed.), Proceedings of the International Conference on Computers and Education (pp.49-70). Charlottesville, VA: AACE. Clarke, S., & Thomas, Z. (2011). Health librarians: developing professional competence through a ′legitimate peripheral participation′ model. Health Information and Libraries Journal, 28, 26-330. Cobb, D. J., Harlow, A., & Clark, L. (2018). Examining the teacher identity-agency relationship through legitimate peripheral participation: A longitudinal investigation. Asia-Pacific Journal of Teacher Education, 46(5), 495-510. DOI: 10.1080/1359866X.2018.1480010 Compton, P. (2013). Situated cognition and knowledge acquisition research. International Journal of Human-Computer Studies, 71(2), 184-190. Costa, F. A., & Rocha, L. M. (2005). Introduction to the Special Issue: Embodied and Situated Cognition. Artificial Life, 11(1-2), 5-11. Creswell, J. W., & Miller, D. L. (2000). Determining Validity in Qualitative Inquiry. Theory Into Practice, 39(3), 124-130. Durning, S. J., & Artino, A. R. (2011). Situativity theory: A perspective on how participants and the environment can interact: AMEE Guide no. 52. Medical Teacher, 33(3), 188-199. Ertelt, B. J., Frey, A., Hochmuth, M., Ruppert, J. J. & Seyffer, S. (2021). Apprenticeships as a Unique Shaping Field for the Development of an Individual Future-Oriented“Vocationality”. Sustainability, 13, 2279. https://doi.org/10.3390/su13042279 Gamble, J. (2001). Modelling the invisible: the pedagogy of craft apprenticeship. Studies in Continuing Education, 23(2), 185-200. Glenberg, A. (1997). What memory is for. Behavioral and Brain Sciences, 20(1), 1-19. Guile, D., & Young, M. (1998). Apprenticeship as a conceptual basis for a social theory of learning. Journal of Vocational Education & Training, 50(2), 173-193. Harrison, J., MacGibbon, L., & Morton, M. (2001). Regimes of trustworthiness in qualitative research: The rigors of reciprocity. Qualitative Inquiry, 7(3), 323-345. Henning, P. H. (2004). Everyday Cognition and Situated Learning. In D. Jonassen & M. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (pp.143-168). New York: Routledge. Hutchins, E. (1993). Learning to navigate. In S. Chaiklin & J. Lave (Eds.), Understanding Practice, Perspectives on Activity and Context (pp. 35-63). Cambridge: Cambridge University Press. Hutchins, E. (2001). Cognition, Distributed. In N. J. Smelser & P. B. Baltes (Eds.), International Encyclopedia of the Social & Behavioral Sciences (pp.2068-2072). https://doi.org/10.1016/B0-08-043076-7/01636-3 Kanno, Y., & Stuart, C. (2011). Learning to Become a Second Language Teacher: Identities-in-Practice. The Modern Language Journal, 95(2), 236-252. Lave, J. (1988). Cognition in practice: Mind, Mathematics and Culture in Everyday Life. Cambridge: Cambridge University Press. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press. Lave, J. (1996). Teaching, as Learning, in Practice. Mind, Culture, and Activity, 3(3), 149-164. Le, A. H., Billett, S., Choy, S., & Dymock, D. (2022). Supporting worklife learning at work to sustain employability. International Journal of Training and Development, 1-21. https://doi.org/10.1111/ijtd.12288 Light, R. (2006). Situated learning in an Australian surf club. Sport, Education and Society, 11(2), 155-172. https://doi.org/10.1080/13573320600640686 Linehan, C., & McCarthy, J. (2001). Reviewing the "Community of Practice" Metaphor: An Analysis of Control Relations in a Primary School Classroom. Mind, Culture, and Activity, 8(2), 129-147. https://doi.org/10.1207/S15327884MCA0802_02 Lundin, J., & Nuldén, U. (2007). Talking about tools – investigating learning at work in police practice. Journal of Workplace Learning, 19(4), 222-239. https://doi.org/10.1108/13665620710747915 Malafouris, L. (2019). Mind and material engagement. Phenomenology and the Cognitive Sciences, 18, 1-17. https://doi.org/10.1007/s11097-018-9606-7 Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97. https://doi.org/10.1037/h0043158 Nathan, M. J., & Sawyer, R. K. (2014). Foundations of the Learning Sciences. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 21-43). Cambridge: Cambridge University Press. Norman, D. A. (1993). Cognition in the Head and in the World: An Introduction to the Special Issue on Situated Action. Cognitive Science, 17, 1-6. Overmann, K. A., & Malafouris, L. (2018). Situated Cognition. In H. Callan (Ed.), International encyclopedia of anthropology: Anthropology beyond text (pp. 1-8). Wiley-Blackwell. Palesy, D., & Billett, S. (2017). Learning Occupational Practice in the Absence of Expert Guidance: The Agentic Action of Australian Home Care Workers. In M. Goller & S. Paloniemi (Eds.), Agency at Work (pp. 271-289). Springer, Cham. https://doi.org/10.1007/978-3-319-60943-0_14 Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed Cognitions: Psychological and Educational Considerations (pp.47-87). Cambridge: Cambridge University Press. Polanyi, M. (1958). Personal knowledge: Towards a post-critical philosophy. London: Routledge & Kegan Paul. Robbins, P., & Aydede, M. (2009). A Short Primer on Situated Cognition. In P. Robbins & M. Aydede (Eds.), The Cambridge Handbook of Situated Cognition (pp.3-10). Cambridge: Cambridge University Press. Sawyer, R. K., & Greeno, J. G. (2009). Situativity and Learning. In P. Robbins & M. Aydede (Eds.), The Cambridge Handbook of Situated Cognition (pp.347-367). Cambridge: Cambridge University Press. Scribner, S. (1984). Studying working intelligence. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 9-40). Cambridge, Mass: Harvard University Press. Shapiro, L., & Spaulding, S. (2021). Embodied Cognition. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Winter 2021 ed.). Retrieved from https://plato.stanford.edu/ archives/win2021/entries/embodied-cognition/ Su, Y. Y., & Tae, Y. A. (2018). Teaching English in a foreign country: Legitimate peripheral participation of a native English-speaking teacher. System, 78, 213-223. Tversky, B. (2009). Spatial Cognition: Embodied and Situated. In P. Robbins & M. Aydede (Eds.), The Cambridge Handbook of Situated Cognition (pp.201-216). Cambridge: Cambridge University Press. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity.　Cambridge university press. Wilson, B. G., & Myers, K. M. (2000). Situated cognition in theoretical and practical context. In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 57-88). Mahwah NJ: Erlbaum. Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625-636. https://doi.org/10.3758/BF03196322
指導教授	陳斐卿(Fei-Ching Chen)	審核日期	2023-7-25
推文	facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu
網路書籤	Google bookmarks   del.icio.us   hemidemi   myshare