中 文 摘 要
本研究探索網路學習主體在「知識」與「認同」二面向建構之途，及以網路科技為媒介，透過「網上學習」形成之知識與認同意涵。探索網路知識構成本質，以理解網路學習主體知識建構基礎。釐清網路主體認同三大面向（自我、社群、超認同），建構網路學習主體認同定位之方向。剖析歐盟、新加坡、美國、台灣「網上學習」國家教育政策，以理解「網上學習」全球實踐之趨勢，並分析各國建構學習主體之教育措施。闡釋各國網上學習政策中，在學習主體建構之知識與認同面之不同關照。以完熟學習主體建構為目標，參酌先進國家「網上學習」之經驗，對台灣「網上學習」實施，及促進教育革新，行未來之建言。本研究採科際整合之概念分析方法，亟求一「整全之理解」。獲致之重要結論包括：
一、 網路學習主體以主體性與主體際性之闡發掌握科技運用終極 目的。
二、 以人類之終極本質，批判模擬論之氾濫。
三、 以人類非預定性、非邏輯式主動創發之認知，批判連結觀點之過度推論。
四、 網路科技之知識論，彰顯「現代性」與「後現代性」交互參混之性質，並對學習型態產生影響。
五、 網路知識之批判性質，突破網路學習實作性知識之桎梏。
六、 網路學習主體對資訊意義以「發現式」認知予以探索。
七、 以流動轉換能力，統整拼湊之網路學習主體自我認同。
八、 彰顯網路學習主體自我認同對現代性之反省。
九、 網路表徵新型態之社會關係與社會聯帶，並形塑虛擬學習社群。
十、 以全球責任倫理規範網路科技全球化形成之政治、經濟、文化超認同。
十一、 建構完熟網路學習主體，以克服資訊科技形成之主體性危機。
十二、 歐盟、新加坡、美國、台灣網上學習政策於學習主體建構各具不同意涵。
十三、 運用網路科技促進學習主體建構之教育改革措施。
實作性知識、判斷力、溝通共識知能、主體流動轉換能力、反省批判力、社群關懷與全球責任倫理之培育，建構完熟之網路學習主體。教育當以培育上述知能為教育宗旨，促進資訊科技基礎建設、課程教學、師資培育、教育行政、產業與教育之合作等面向之革新。針對如何培育完熟網路學習主體，並以「網上學習」促進教育改革，提出十項建言：
一、 教育不當偏重實作性知能培育，偏廢其他知能。
二、 強調網路學習主體非預定式、非邏輯式主動創發之知能培育。
三、 掌握網路之知識論特徵以促進學習。
四、 以資訊管理規範網路實作性知識。
五、 強調學習主體判斷力、反省批判力之培育。
六、 建立理想電子溝通情境以促進網路民主。
七、 注重學習主體自我認同之流動轉換能力與理性規範。
八、 建立網路學習主體之社會關懷與全球資訊責任倫理。
九、 以完熟網路學習主體建構為資訊科技教育宗旨。
十、 參酌各國網上學習之經驗提昇教育品質。

Abstract
The purpose of this study is to explore the construction of Internet Learning Subject with regard to the analysis of the knowledge and identity implication of e-Learning policies in Europe, Singapore, United States and Taiwan. Topics discussed include the essence of Internet knowledge, the self identity, virtual community identity, hyperidentity in Barlovian Cyberspace. In the analysis of e-Learning policies of Europe, Singapore, United States and Taiwan, the educational implementation and its implication of construction of Internet Learning Subject are discussed. The concept analysis method was applied to explore interdisciplinary research. According to the results of this study, the conclusions were as follows:
1. The ultimate goal of applying Information Technology to education is to develop the Subjectivity and Intersubjectivity of Internet Learning Subject.
2. To criticize the paramount nature of human beings has been neglected in Simulation Theory.
3. To analyze the undetermined, non-logic, nonlinear cognitive process has been neglected in Connectionism.
4. The characteristics of Modernity and Postmodernity are hybridized in the epistemology of Internet Technology and with significant influence upon learning.
5. The performative and critical characteristics co-exist each other in the knowledge construction of Internet learning process.
6. The Internet Learning Subject applies the heuristics cognitive approach to explore the hyperlinked meanings.
7. To develop Internet Learning Subject’s competence of fluid transformation so the collage subjectivity can be integrated healthfully.
8. The reflexivity of modernity is expressed by the representation of self identity in cyberspace.
9. The social relations and social ties are reshaped by the Information Technology and facilitate the formation of virtual learning communities.
10. To practice the Global Information Ethics in order to regulate the hyperidentity in Barlovian Cyberspace.
11. To construct the well-rounded Internet Learning Subject in order to face the challenge of crisis of subjectivity in Information Technology.
12. The e-Learning policies in Europe, Singapore, United States and Taiwan emphasize different perspectives in the construction of Internet Learning Subject.
13. Applying Information Technology as the medium to improve education and facilitate the construction of well-rounded Internet Learning Subject.
The well-rounded Internet Learning Subject is established upon the foundation of performativity knowledge, judgment, fluid transformation competence, reflexive critical literacy, community concern and the Global Information Ethics. The educational goal in network society is to develop the well-rounded Internet Learning Subject. According to the goal, to execute National Information Infrastructure, to improve the curriculum, teaching and teachers’ education, to digitalize the educational administration, and to facilitate the cooperation between business and education organizations. Based on the conclusions, further suggestions are as follows:
1. The schooling should not over-emphasize the performative knowledge as neglect the development of other competences.
2. The undermined, non-logic, nonlinear cognitive approach is as important as the Algorithms cognitive process in learning environment.
3. To understand the epistemology of Information Technology in order to apply the principles in learning settings.
4. Using information administration principles to regulate the transmission of performative knowledge.
5. To develop Internet Learning Subject’s judgment and reflexive critical literacy.
6. To establish the sound electronic communicative environment in order to facilitate Internet Democracy.
7. To develop Internet Learning Subject’s fluid transformation competence and rational thinking.
8. To help the Internet Learning Subject learning social concern and Global Information Ethics in network society.
9. The National Educational Technology Plan is based on the aim to construct the well-rounded Internet Learning Subject.
10. To borrow the e-Learning experiences of Europe, Singapore, United State in order to improve the quality of education in Taiwan.
.

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