政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/124827

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/124827

English | 正體中文 | 简体中文 | Post-Print筆數 : 27 | 全文笔数/总笔数 : 113318/144297 (79%)
造访人次 : 50954742 在线人数 : 938

RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

搜寻范围

查询小技巧：

您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果

若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据

进阶搜寻

主页 ‧ 登入 ‧ 上传 ‧ 说明 ‧ 关于政大典藏 ‧ 管理

到手机版

政大機構典藏 > 文學院 > 圖書資訊與檔案學研究所 > 學位論文 > Item 140.119/124827

请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/124827

题名:	大學生假新聞認知與教育看法研究 Study on perceptions of fake news and education for undergraduate students
作者:	黃宇弘 Huang, Yu-Hung
贡献者:	王梅玲 Wang, Mei-Ling 黃宇弘 Huang, Yu-Hung
关键词:	假新聞假新聞教育媒體素養教育資訊素養教育世代差異同溫層 Fake news Fake news education Media literacy education Information literacy education Generation gap Echo chamber
日期:	2019
上传时间:	2019-08-07 16:26:48 (UTC+8)
摘要:	在人人都可以是自媒體的時代，我們的話語權雖然不再被少數媒體所壟斷，但是近年假新聞氾濫的問題造成社會動盪不安，事實上根據研究，社群媒體上的假新聞絕大多數都是由「真人」轉發，而非過去所認為的殭屍帳號。這也引出了另個問題，若假新聞氾濫的肇因是一般人，我們是否可以用教育來遏止假新聞的傳播呢?本研究以大學生作為研究群體，假若未來將對大學生施以「假新聞教育」，我們勢必要先了解大學生對假新聞的認知，以及他們對假新聞教育的看法，再者，不同學科背景的大學生是否在假新聞認知與教育看法上呈現差異呢? 本研究目的有三點：(1)探討大學生對假新聞認知與判讀方法；(2)探討假新聞教育內涵與方法以及與素養教育的關聯；(3)探討傳播學院學生、圖書資訊學系學生與一般科系學生對假新聞的認知、判讀與假新聞教育的看法。為獲得研究結果，本研究透過文獻探討設計出訪談大綱，利用深度訪談蒐集來自傳播學院、圖書資訊學系、一般科系三個族群，一共24人的訪談資料，在了解整體大學生認知的同時，也探討了不同學科背景學生存在那些認知看法的差異，首先是大學生整體認知看法獲得以下結論:(1)大學生關注政治、同婚性平的相關假新聞；(2)大學生判讀假新聞的方法也反映出其對假新聞的認知；(3)大學生傾向信任同溫層資訊並排斥對立同溫層的資訊；(4)世代差異導致大學生認為長輩常常是假新聞傳播的推手；(5)大學生認為假新聞教育應包含媒體素養、批判性思考、資訊素養與查證能力，內容與實踐上則是透過實例來提升防範意識；(6)大學生認為假新聞教育應重視判讀資訊真實性，以及批判性思考的培養；(7)根據訪談結果分析，媒體素養教育、資訊素養教育兩者與假新聞教育有著緊密的關聯；(8)大學生對假新聞的認知以及對假新教育的看法，都受到自身所學以及長輩的傳播行為所影響。至於三種不同學科背景的族群在假新聞的認知、判讀方法上存在差異；而對假新聞的教育的看法上雖存在差異，但其核心概念雷同。本研究發現，專業所學的不同是造成族群差異的關鍵因素。針對所獲得之研究結果，本研究提出以下幾點建議:(1)假新聞教育應引導大學生認知到自己也很有可能有認知偏誤；(2)根據不同科系的學生建立其所缺乏的認知或能力；(3)注重不同世代因價值觀差異而衍伸的假新聞議題；(4)圖書館可善用資訊素養專業來協助讀者。 In today`s era, everyone can be self-media. Small numbers of media no longer monopolize our voice. However, the issue of fake news also causes social unrest. In fact, according to research, the vast majority of fake news on social media is circulated by "real people", rather than the zombie accounts that we perceived in the past. This also leads to another question. Can we use education to curb the issue of fake news? This study uses undergraduate students as the research group because if we implement the fake news education in the university, we must understand the perceptions of undergraduate students about fake news and fake news education. Moreover, do undergraduate students from different disciplines show differences on Perceptions of Fake News and Education? There are three purposes in this study: a) Exploring undergraduate students` perceptions and interpretation methods of fake news. b) Exploring the connotation and methods of fake news education and its association with literacy education. c) Exploring the knowledge of Communication, library and information science students and general science students on perceptions of fake news and fake news education. In order to obtain the research results, this study designs an interview outline through literature review, and use in-depth interviews to collect the data from totally 24 persons, That can be divided into three groups: The Communication College, the Library and Information Science Department, and the General Department, for the purpose of understanding the overall undergraduate students` cognition, which also explores the differences in perceptions among students from different disciplines. First of all, the overall cognitive views of undergraduate students lead to the following conclusions: (1) Undergraduate students pay attention to fake news relevant to politics and marriage equality; (2) The way how undergraduate students interpret fake news also reflects their perceptions of fake news; (3) Undergraduate students tend to trust the information from their echo chamber and exclude those which are from the other; (4) Generation gap leads students to believe that elders are often the promoters of fake news circulation; (5) Undergraduate students believe that fake news education should include media literacy, critical thinking, information literacy, and verification capabilities, and the fake news examples are necessary for implementation of fake news education; (6) Undergraduate students think that fake news Education should pay attention to the information interpretation and the development of critical thinking; (7) According to the analysis of interview results, media literacy education and information literacy education are closely related to fake news education; (8) Undergraduate students` perceptions of fake news and education are influenced by what they have learned and the behavior of their elders. As for the groups with different backgrounds. The comparison of three groups in the perceptions and interpretation methods of fake news. Although there are differences in the views concerning the education of fake news, the core concepts are similar. This study believes that the difference in learning is a key factor in group differences. In response to the research results obtained, the study puts forward the following suggestions: (1) Fake news education should guide undergraduate students to recognize that they are also likely to have perceptions biases; (2)We should strengthen students` cognition or ability that they lack according to their departments; (3) We should Focus on fake news issues that have evolved from Generation gap due to different values; (4) Libraries can make good use of information literacy programs to assist readers.
參考文獻:	王貞懿（2011）。從新聞中的偽科學報導看大學生的科學素養與媒體識讀能力 (碩士論文)。國立政治大學新聞學系，台北市。王梅玲（2004）。大學生資訊素養課程設計與評鑑。圖書館學與資訊科學，30(2)，頁134-142。台灣事實核查中心（2019）。事實核查報告。檢自https://tfc-taiwan.org.tw/articles/report 立法院（2019）。災害防救法第四十一條條文修正草案。檢自https://lis.ly.gov.tw/lylgmeetc/lgmeetkm?.080e004000040000^000000001000008C0000000001010000337903dfb 江宜芷、林子斌、孫宇安（2018）。理解媒體素養:以大學生的批判性消費素養認知為例。教育實踐與研究，31(1), 1-37. 行政院（2018）。行政院會通過「災害防救法」第41條修正草案等7案。檢自https://www.ey.gov.tw/Page/9277F759E41CCD91/27188d0c-a138-4b1f-a292-340f18824a42 何吉森（2018）。假新聞之監理與治理探討。傳播研究與實踐，8(2)，1-41。doi:10.6123/JCRP.2018.07_8(2).0001 余陽洲（2007）。2007秋季媒觀講堂-第一堂「什麼是媒體識讀」。檢自https://www.civilmedia.tw/archives/118 吳堂靖（2016）。臉書使用者的網路新聞創用-守門或分享（碩士論文）。國立政治大學新聞學系，台北市。吳翠珍、陳世敏（2007）。媒體素養教育。台北：巨流圖書。李秉芳（2018年12月11日）。前駐大阪處長蘇啓誠家屬聲明：並非因假新聞而輕生。關鍵評論網，檢自https://www.thenewslens.com/article/110588 周佑政（2018）。學者：政府不宜立法管制假新聞。檢自https://udn.com/news/story/12178/3189288 周建志（2010）。批判性思考教學方案對國民中學資優生批判性思考能力提昇之研究（碩士論文）。國立彰化師範大學特殊教育學系，彰化縣。取自https://hdl.handle.net/11296/ef2dp5 林育立（2018年10月7日）。特派專欄-遏止假新聞-德公視事實查核網站有作用。中央通訊社，檢自http://www.cna.com.tw/news/firstnews/201810110060.aspx?utm_source=cna.facebook&utm_medium=fanpage&utm_campaign=fbpost 林俊孝（2015）。台灣大學生對網路影音新聞可信度之影響因素研究（碩士論文）。國立政治大學新聞學系，台北市。林照真（2018）。假新聞情境初探：以阿拉伯世界的資訊逆流為例。傳播研究與實踐，8(1)，1-26。doi:10.6123/JCRP.2018.001 林維真（2012）。資訊守門人。圖書館學與資訊科學大辭典，檢自http://terms.naer.edu.tw/detail/1679182/ 柯雲娥（2005）。傳播學門大學生資訊素養能力的研究。圖書與資訊學刊，(56)，96-116。doi:10.6575/JoLIS.2006.56.06 胡元輝（2018）。造假有效、更正無力?。第三方事實查核機制初探。傳播研究與實踐，8(2)，43-73。DOI:10.6123/JCRP.2018.07_8(2).0002 國立政治大學（2018）。關於政大。檢自http://www.nccu.edu.tw/zh_tw/about 國立政治大學傳播學院（2018）。傳院介紹。檢自 https://comm.nccu.edu.tw/zh_tw/about/introduction 國家圖書館（2018）。操控媒體：明以降中國的新聞與「假新聞」國際學術研討會。檢自 http://media.ncl.edu.tw/ 陳向明。(2002)。社會科學質的硏究。五南圖書出版股份有限公司。陳冠榮（2018）。即時釐清已知的網路謠言，快把「美玉姨」加入 LINE 群組。檢自https://technews.tw/2018/12/25/fake-news-in-line-platform/ 彭杏珠（2018年5月30日）。謊言台灣。遠見雜誌，檢自 https://www.gvm.com.tw/article.html?id=44405 黃葳威（2012）。數位時代資訊素養。台北市:威仕曼。劉力仁（2018年6月9日）。修法遏止假新聞？傳播學者：恐傷害言論自由。自由時報，檢自 http://news.ltn.com.tw/news/life/breakingnews/2453245 劉慧雯（2015）。從媒體素養到新素養:試論教學策略與認識論的轉變。中華傳播學刊，(27), 67-98. 鄭連中（2010）。資訊素養對網際網路資訊尋求行為與資訊評估能力影響之個案研究（碩士論文）。國立新竹教育大學，新竹市。輔仁大學（2018）。當學年度歷月學生人數統計表。檢自http://www.academic.fju.edu.tw/resource.jsp?labelID=27 蔡佳妤、彭姿敏（2019）。關於同溫層我們都是始作俑者。檢自https://ir.nctu.edu.tw/handle/11536/151764 潘淑滿 (2003)。質性研究:理論與應用。臺北市:心理出版社。歐鴻志（2017）。國文科素養導向課程實踐歷程之研究（碩士論文）。國立臺灣師範大學教育學系碩士論文，台北市。趨勢科技前瞻威脅研究團隊（2017）。假新聞製造機:鼓吹者如何利用網際網路來操縱大眾。檢自 https://www.trendmicro.tw/cloud-content/tw/pdfs/security-intelligence/reports/the_fake_news_machine.pdf 鍾慧錦（2018）。拒絕假新聞！LINE轉傳行為之研究(碩士論文)。佛光大學傳播學系，宜蘭縣。檢自https://hdl.handle.net/11296/uk2vue 鍾佩庭（2018）。認知失諧理論如何影響臉書的同溫層-以婚姻平權議題為例(碩士論文)。淡江大學大眾傳播學系碩士班學位論文，新北市。蘇蘅（2018年3月23日）。當新世代只在網路偶遇新聞。聯合新聞網，檢自https://udn.com/news/story/11321/3048822 Allcott, H. & Gentzkow, M. (2017). Social Media and Fake News in the 2016 Election. Journal of Economic Perspectives, 31(2), 211–236. https://doi.org/10.1257/jep.31.2.211 American Library Association. (2017). Combating Fake News in the Digital Age. Retrieved from https://www.alastore.ala.org/content/combating-fake-news-digital-age Anderson, R. (2017). Fake news and alternative facts: five challenges for academic libraries. Insights, 30(2). Retrieved from https://insights.uksg.org/articles/10.1629/uksg.356/ Association of College and Research Libraries. (2000). Information Literacy Competency Standards for Higher Education. Retrieved from https://alair.ala.org/handle/11213/7668 Association of College and Research Libraries. (2011). Information Literacy Competency Standards for Journalism Students and Professionals. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/il_journalism.pdf Association of College and Research Libraries. (2015). Framework for Information Literacy for Higher Education. Retrieved from http://www.ala.org/acrl/standards/ilframework Association of College and Research Libraries. (2017). 2018 top trends in academic libraries. Retrieved from https://crln.acrl.org/index.php/crlnews/article/view/17001/18750 Association of College and Research Libraries. (2017). Environmental Scan 2017. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/EnvironmentalScan2017.pdf Banks, M. (2016). Fighting Fake News. Retrieved from https://americanlibrariesmagazine.org/2016/12/27/fighting-fake-news/ Barclay, D., A. (2017). Column: Can librarians help solve the fake news problem?. Retrieved from https://www.pbs.org/newshour/education/column-can-librarians-help-solve-the-fake-news-problem BBC Trending. (2014). BBC Trending: Syrian ‘hero boy’ video faked by Norwegian director. Retrieved from https://www.bbc.com/news/ blogs-trending-30057401 Bean, J. (2017). The medium is the fake news. Interactions, 24( 3), 24-25. Retrieved from https://doi.org/10.1145/3064776 Berinsky, A. (2015). Rumors and Health Care Reform: Experiments in Political Misinformation. British Journal of Political Science,1(02),1-22. doi:10.1017/S0007123415000186 Bhaskaran, H., Mishra, H., & Nair, P. (2017). Contextualizing fake news on post-truth era: Journalism education in India. Asia Pacific Educator, 27(1), 41-50. Bolton, D. M., & Yaxley, J. (2017). Fake news and clickbait – natural enemies of evidence-based medicine. BJU International, 119(S5), 8–9. Retrieved from https://doi.org/10.1111/bju.13883 Bowman, S., & Willis, C. (2003). We media: How audiences are shaping the future of news and information. Reston, VA: The Media Center at the American Press Institute. Retrieved from http://www.hypergene.net/wemedia/download/we_ media.pdf Brown, D. (2014). How to choose your news. Retrieved from https://ed.ted.com/lessons/how-to-choose-your-news-damon-brown#review Bruns, A. (2011). Gatekeeping, gatewatching, real-time feedback : new challenges for Journalism. Brazilian Journalism Research Journal, 7(2), pp. 117-136. Buckingham, D. (2007). Digital Media Literacies: rethinking media education in the age of the Internet. Research in Comparative and International Education, 2(1), 43-55. Buckingham, D. (2017). Fake news: is media literacy the answer. Retrieved from https://davidbuckingham.net/2017/01/12/fake-news-is-media-literacy-the-answer/ Cappello, G., Felini, D., & Hobbs, R. (2011). Reflections on global developments in media literacy education: Bridging theory and practice. Journal of Media Literacy Education, 3(2), 66-73. Carson, J. (2017). “What Is Fake News? Its Origins and How It Grew in 2016.” The Telegraph. Retrieved from https://grassrootjournalist.org/2017/06/17/what-is-fake-news-its-origins-and-how-it-grew-in-2016/ Center for Media Literacy. (2018). Media Literacy: A Definition and More. Retrieved from http://www.medialit.org/media-literacy-definition-and-more Chulov, M., & Pidd, H. (2011). Defector admits to WMD lies that triggered Iraq war. Retrieved from https://www.theguardian.com/world/2011/feb/15/defector-admits-wmd-lies-iraq-war Colleoni, E., Rozza, A., & Arvidsson, A. (2014). Echo chamber or public sphere? Predicting political orientation and measuring political homophily in Twitter using big data. Journal of communication, 64(2), 317-332. Couros, A., Hildebrandt. K.(2018). How do we teach students to identify fake news. Retrieved from https://www.edcan.ca/articles/teach-students-identify-fake-news/ Cromwell, L. S. (1992). Assessing critical thinking. In Critica Thinkin: Educational imperative,ed.C.A.Barnes,37-50. San Francisco: Jossey-Bass Davison, W. P. (1983). The third-person effect in communication. Public opinion quarterly, 47(1), 1-15. De keersmaecker, J., & Roets, A. (2017). “Fake news”: Incorrect, but hard to correct. The role of cognitive ability on the impact of false information on social impressions. Intelligence, 65, 107-110. doi:10.1016/j.intell.2017.10.005 Eva, N., Shea, E . (2018).Marketing Libraries in an Era of “Fake News”. Reference & User Services Quarterly,57(3) FactCheck. (2016). Did the Pope Endorse Trump? Retrieved from https://www..org/2016/10/did-the-pope-endorse-trump/ Festinger, L. (1962). A theory of cognitive dissonance. Stanford university press. Gabielkov, M., Ramachandran, A., Chaintreau, A., & Legout, A. (2016). Social clicks: What and who gets read on Twitter?. ACM SIGMETRICS Performance Evaluation Review, 44(1), 179-192.Retrieved from https://hal.inria.fr/hal-01281190/document Guess, A., Nagler, J., & Tucker, J. (2019). Less than you think: Prevalence and predictors of fake news dissemination on Facebook. Science advances, 5(1), eaau4586 Harvard Library. (2017). Fake News, Misinformation, and Propaganda. Retrieved from https://guides.library.harvard.edu/fake Hermida, A., Fletcher, F., Korell, D., & Logan, D. (2012). Share, like, recommend: Decoding the social media news consumer. Journalism Studies, 13(5-6), 815-824. Holiday, R. (2013). Trust me, I`m lying: Confessions of a media manipulator. Penguin. Indiana University. (2018). How to identify and avoid fake news. Retrieved from: http://iue.libguides.com/fakenews International Federation of Library Associations and Institutions. (2011). IFLA Media and Information Literacy Recommendations. Retrieved from https://www.ifla.org/publications/ifla-media-and-information-literacy-recommendations International Federation of Library Associations and Institutions. (2016). How To Spot Fake News. Retrieved from https://www.ifla.org/publications/node/11174 Ireton, C., & Posetti, J. (2018). Journalism, fake news & disinformation: handbook for journalism education and training. UNESCO Publishing. Lazer, D. M. J., Baum, M. A., Benkler, Y., Berinsky, A. J., Greenhill, K. M., Menczer, F., … Zittrain, J. L. (2018). The science of fake news. Science, 359(6380), 1094. Retrieved from https://doi.org/10.1126/science.aao2998 Leetaru, K. ( 2017). “Did Facebook’s Mark Zuckerberg Coin ‘Fake News’?”. Forbes. Retrieved from https://www.forbes.com/sites/kalevleetaru/2017/02/17/did-facebooks-mark-zuckerberg-coin-the-phrase-fake-news/#153cf62a6bc4 Lin, T. -B., Li, J. -Y., Deng, F., & Lee, L. (2013). Understanding new media literacy: An explorative theoretical framework. Educational Technology & Society, 16(4), 160-170. Livingstone, S., Van Couvering, E., & Thumim, N. (2004). Adult media literacy - a review of the research literature on behalf of Ofcom. London, UK: Office of Communications. Newman, N., Fletcher, R., Kalogeropoulos, A., Levy, D. A., & Nielsen, R. K. (2018). Reuters Institute digital news report 2018. Retrieved from https://reutersinstitute.politics.ox.ac.uk/sites/default/files/digital-news-report-2018.pdf Nyhan, B., & Reifler, J. (2010). When corrections fail: The persistence of political misperceptions. Political Behavior, 32, 303-330. doi:10.1007/s11109-010-9112-2 Office of Communications. (2004). Ofcom`s strategy and priorities for the promotion of media literacy. Retrieved from http://www.ofcom.org.uk. Oxford Dictionaries. (2016). Word of the Year 2016 is. Retrieved from https://en.oxforddictionaries.com/word-of-the-year/word-of-the-year-2016 Pariser, E. (2011). The filter bubble: What the Internet is hiding from you. Penguin UK. Pelley, S. (2018). How fake news becomes a popular, trending topic. Retrieved from https://www.cbsnews.com/news/how-fake-news-find-your-social-media-feeds/ PennState University Libraries. (2019). Fake News Workshop. Retrieved from https://guides.libraries.psu.edu/berks/FakeNews Pennycook, G., & Rand, D. G. (2017). Who falls for fake news? The roles of bullshit receptivity, overclaiming, familiarity, and analytic thinking. Retrieved from https://ssrn.com/abstract=3023 545 Pennycook, G., Cannon, T. D., & Rand, D. G. (2018). Prior exposure increases perceived accuracy of fake news. Retrieved from https://ssrn.com/abstract=2958246 Rosenbaum, S. C. (2011). Curation nation: How to win in a world where consumers are creators (Vol. 1). New York, NY: McGraw-Hill. Schäfer, M. S., & Taddicken, M. (2015). Opinion Leadership\| Mediatized Opinion Leaders: New Patterns of Opinion Leadership in New Media Environments?. International Journal of Communication, 9, 22. Shoemaker, Pamela J.; Johnson, Philip R.; Seo, Hyunjin. (2010). "Readers as gatekeepers of online news: Brazil, China, and the United States." Brazilian Journalism Research, 6(1):55-77. Retrieved from http://bjr.sbpjor.org.br/bjr/article/view/226 Subramanian, S. (2017). Inside the Macedonian Fake-News Complex. Retrieved from https://www.wired.com/2017/02/veles-macedonia-fake-news/ Sunstein, Cass R. (2007). Republic.com 2.0. Princeton Univ Pr. United Nations Educational Scientific and Cultural Organization. (2011a). Towards Media and Information Literacy Indicators. Retrieved from https://www.ifla.org/files/assets/information-literacy/publications/towards-media-and-Information-literacy-indicators.pdf United Nations Educational Scientific and Cultural Organization. (2011b). MIL Curriculum for Teachers. Retrieved from http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/mil-curriculum-for-teachers/ United Nations Educational Scientific and Cultural Organization. (2013). Global Media and Information Literacy Assessment Framework: country readiness and competencies. Retrieved from http://unesdoc.unesco.org/images/0022/002246/224655e.pdf Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359(6380), 1146-1151. Wardle, C. (2017). Fake news. It’s complicated. First Draft News. Retrieved from https://firstdraftnews.com/fake-news-complicated/ White, D. M. (1950). The gatekeeper: A case-study in the selection of news, Journalism Quarterly,27:383-90 Wineburg, S., McGrew, S., Breakstone, J., & Ortega, T. (2016). Evaluating information: The cornerstone of civic online reasoning. Stanford Digital Repository. Retrieved January 8, 2018. Retrieved from http://purl.stanford.edu/fv751yt5934
描述:	碩士國立政治大學圖書資訊與檔案學研究所 106155010
資料來源:	http://thesis.lib.nccu.edu.tw/record/#G0106155010
数据类型:	thesis
DOI:	10.6814/NCCU201900466
显示于类别:	[圖書資訊與檔案學研究所] 學位論文

文件中的档案:

档案	大小	格式	浏览次数
501001.pdf	2628Kb	Adobe PDF2	3947	检视/开启

在政大典藏中所有的数据项都受到原著作权保护.

社群 sharing

著作權政策宣告 Copyright Announcement

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。
The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

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。
NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.

DSpace Software Copyright © 2002-2004 MIT & Hewlett-Packard / Enhanced by NTU Library IR team Copyright © - 回馈