本研究在探討及分析花蓮縣自造教育與科技中心之沿革、花蓮縣自造教育與科技中心資源與中小學校可達性之關係、花蓮縣自造教育資源的分布及使用狀況、107至110學年度花蓮縣教師參與自造教育研習之性別差異、探討教師跨區參與自造教育研習之性別差異、探討花蓮自造教育與科技中心應然面實然面。本研究以GIS、文件及訪談進行三角檢證，探討花蓮縣自造教育資源現況進行分析，主要資料來源有： TGOS地理資訊平臺開放性資料、花蓮縣教育處所提供的官方資料與自造教育與科技中心網站。結果發現：一、花蓮縣國中小絕大部分皆可於30分鐘內抵達自造教育與科技中心。二、花蓮縣自造教育資源的分布及使用狀況符合實質的公平正義。三、可以透過線上或移地的方式定期提供未於30分鐘交通時間的學校自造教育服務。四、參與花蓮縣自造教育研習的性別分布沒有顯著差異。五、跨區參與花蓮縣自造教育研習的性別分布沒有顯著差異。六、花蓮縣三所自造教育與科技中心所辦理之課程與中心主軸相符。七、適合設置第四所花蓮縣自造教育與科技中心的地點。最後，本研究進一步基於目前初步結果，對花蓮自造教育執行與未來研究給予初步建議。

This research explores and analyzes the history of Hualien County maker education and technology center, the relationship between the resources of Hualien County maker education and technology center and the accessibility of primary and secondary schools, the distribution and use of Hualien County maker educational resources, 107-110 academic year, teachers in Hualien County participated in the gender difference of maker education and research, discussed the gender difference of teachers' participation in maker education and research across districts, and discussed the reality of the Hualien maker education and technology Center. This research uses GIS, documents and interviews to conduct triangulation verification, and analyzes the current situation of maker educational resources in Hualien County. Technology Center website. The results showed that: 1. Most of the primary and secondary schools in Hualien County can reach the maker education and technology center within 30 minutes. 2. The distribution and use of self-made educational resources in Hualien County are in line with substantial fairness and justice. 3. Maker educational services that are not within the 30-minute traffic time can be regularly provided online or off-site. 4. There is no significant difference in the gender distribution of participants in maker education and study 5. There is no significant difference in the gender distribution of cross-regional participation in maker education and study. 6. The courses handled by maker education and technology centers in Hualien County are Conform to the spindle. 7. A suitable location for setting up the fourth Hualien County maker education and technology center. Finally, based on the current preliminary results, this study provides preliminary suggestions for the implementation and future research of maker education in Hualien.

謝誌 iii
摘要 v
Abstract vii
目錄 ix
表目錄 xi
圖目錄 xiii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 研究流程 6
第二章 文獻探討 7
第一節 教育資源分配 7
第二節 區位理論 13
第三節 GIS地理資訊系統之介紹與應用 18
第四節 自造教育 23
第三章 研究設計 31
第一節 研究架構 31
第二節 研究對象 34
第三節 研究工具 42
第四節 資料分析方法 46
第五節 資料來源 48
第四章 研究結果與分析 51
第一節 自造教育中心與國民小學之交通時間關係 51
第二節 自造教育中心與國民中學之交通時間關係 70
第三節 107至110學年度教師參與自造教育研習之性別差異分析 83
第四節 教師跨區參與自造教育研習性別差異分析 85
第五節 107至110學年度自造教育中心課程內涵分析 87
第六節 花蓮自造教育與科技中心應然面實然面分析 89
第五章 結論與建議 97
第一節 研究討論與結論 97
第二節 後續研究建議 103
參考文獻 105

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