中文摘要
知識分佈圖，它就像是知識的黃頁簿，告訴人們知識的所在位置，以及如何取得的資訊；當人們需要某種專長知識時，可以透過知識分佈圖的指引，找到所需要的知識﹐增加知識取得的效率。
教師是社會知識的寶庫，但是因為地理環境特性，教師相關資訊是零碎局部的，並沒有完整的教師知識分佈圖。隨著網際網路的發展，建構完善的教師知識分佈圖也有了新契機，在網際網路豐富的資料當中，其實存在著許多教師們彼此相關的資訊，而這也是建立教師知識分佈圖的最佳資料來源。
本研究的主要精神就是利用網際網路上的豐富資料，整合應用不同的資料來源，將原本分散凌亂的教師相關資訊，從眾多網頁中自動蒐集，並且整理建構出『教師的知識分佈圖』，提供更完善的知識分享環境。其主要目的有：（1）透過網頁自動取得教師基本資料，建立教師基本資料庫。（2）顯示教師專長資訊，利用教師個人網頁資訊，以及全國碩博士資訊網資料，提供教師專長、研究議題、研究方向等資訊。（3）反映教師社會網路，網頁藏有豐富的教師人際關係線索，組合這些線索後就成為教師社會網路，提供教師個人及所屬團體的關係資訊。（4）建立教師完整知識分佈圖，結合應用前三項功能，形成完善的教師知識分佈圖；前兩者可以提供教師基本資料，以及推薦領域專家教師，增進解決問題的能力，而後者提供接觸目標教師的關係路徑，增加接觸知識專家的效率。

Abstract

It likes a knowledge “Yellow Pages ”, knowledge map, indicates where is knowledge and how to get it, but doesn’t contain knowledge. The principal purpose of a knowledge map is showing domain expert when someone need expertise.
The resources of teachers’ knowledge map, teachers’ professional information, are fragmented by geographic condition. The map is piece not complete one. As rapid development of Internet, the rich webs contents provide a new way to build global teachers’ knowledge map.
The goal of this research is constructing『Teachers’ Knowledge Map』for sufficient knowledge sharing environment by collecting teachers’ relative information from the web pages automatically and integrating plentiful Internet resource. There are four main purposes of this research, include (1) getting teachers’ vita from web gages. (2) using teachers’ personal vita and others webs’ resources to construct teacher’s professional specialty, and indicate research issues of teachers. (3) reflecting teachers’ social network by web pages to show social information of individual teacher or group. Teachers’ social network can provide information of how to get the expertise. (4) integrating prior purposes to create useful teachers’ knowledge map for sufficient knowledge sharing environment.

目錄
目錄 I
圖目錄 III
表格目錄 V
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 2
第三節 論文架構 3
第二章 相關研究及文獻探討 5
第一節 名詞定義及說明 5
2.1.1 知識分佈圖的定義及說明 5
2.1.2 社會網路的定義及說明 6
第二節 相關研究介紹 7
第三節 資訊擷取相關技術 9
2.3.1 資訊擷取技術的分類 9
2.3.2 PAT-Tree-Based的中文資訊擷取技術 10
第四節 特徵詞彙篩選 14
2.4.1 TFIDF 14
2.4.2 集中度 15
2.4.3 廣度 16
第五節 社會網路分析 16
2.5.1 社會網路分析的單元 17
2.5.2 社會網路分析的種類 20
2.5.3 資料收集方法 21
2.5.4 自我中心網路分析 24
2.5.5 社會網路特徵 26
第三章 教師知識分佈圖的系統分析與設計 31
第一節 應用網頁建立教師基本資料庫 31
第二節 應用網頁建立教師專長資料庫 35
3.2.1 利用教師介紹資料來源做分析 36
3.2.2 利用研究論文資料來源做分析 36
第三節 應用網頁反映教師社會網路 39
3.3.1 透過搜尋引擎取得存有教師關係的網頁 40
3.3.2 教師於網頁上的關係種類 41
3.3.3 判斷網頁關係型態 42
3.3.4 聯繫強度 44
3.3.5 由網頁反映出教師社會網路 46
第四章 教師知識分佈圖系統的開發 48
第一節 教師基本資料處理子系統 48
第二節 專長處理子系統 49
第三節 社會網路處理子系統 50
第四節 知識分佈圖展現子系統 52
第五章 教師知識分佈圖的應用與實例分析 54
第一節 教師知識分佈圖之專長資訊 55
5.1.1 瞭解教師專長資訊 55
5.1.2 瞭解組織專長資訊 56
5.1.3 搜尋具某專長的教師或是系所 57
5.1.4 使用教師社會網路資訊來過濾搜尋結果 58
第二節 教師知識份佈圖之社會網路資訊 59
5.2.1 顯示教師社會網路資訊 59
5.2.2 顯示系所社會網路資訊 62
5.2.3 顯示某專長教師的社會網路資訊 63
5.2.4 顯示教師關係路徑 63
第六章 結論 66
參考文獻 70
附表一、判斷網頁種類的關鍵字 76
附表二、關係強度問卷 77

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