走在汽車革命的路上論文書籍站
國立中正大學 教育領導與管理發展國際碩士學位學程 鄭勝耀所指導 孟桓的 A Comparative Study on Peer Effects and Academic Achievement between Taiwan and Germany: Perspectives from PISA 2018 （2019），提出2011 C63關鍵因素是什麼，來自於。
而第二篇論文高苑科技大學 建築研究所 王為所指導 吳柏聰的 自然採光設計策略與應用之研究 （2017），提出因為有 自然採光、設計策略的重點而找出了 2011 C63的解答。
A Comparative Study on Peer Effects and Academic Achievement between Taiwan and Germany: Perspectives from PISA 2018
為了解決2011 C63 的問題，作者孟桓 這樣論述：
Over the past years, peer effect has become one of the key topics in the policy debates in the educational scene. Research has shown conflicting results of how strong peer effects are in order to influence policymakers' decisions regards student classroom allocation policies on tracking and non
-tracking. Literature suggests that tracking increases the educational gap, whereas non-tracking decreases it. This study aims to determine how peer effect influences student’s academic achievement and its further education policy implications. By analyzing the seventh round of the OECD's Programme
for International Student Assessment (PISA) 2018 from Germany and Taiwan, it addresses three questions: Is the peer group associated with a quantifiable higher overall student achievement in high school? Are low-achiever students and lower SES benefiting more from their high achiever peers? Which of
the two policies related to student’s allocation has a stronger influence on the overall student achievement of high school students? In the educational context, the core idea of peer effect is a group of students influencing their classmates' behavior or outcomes. Manski’s Social Interaction theor
y is used to find the peer group. The peer group is built at the school level, quantile regression is used for the statistical analysis, and the reading and mathematics test scores are used as dependent variables. The analysis shows quantifiable peer effects associated to influence student achieveme
nt, particularly relevant for low achievers and those whose parents have lower SES. On the contrary, low achievers influencing high achievers is not found. Variables such as student’s and mother’s immigrant status, student-teacher ratio, educational resources and especially remedial lessons are key
to enhancing academic achievement. The results indicate the existence of peer effect in Taiwan and an increasing overall student’s achievement given its non-tracking policy. Conversely, there are no significant results related to peer effects in Germany given its early tracking policy.
自然採光設計策略與應用之研究
為了解決2011 C63 的問題，作者吳柏聰 這樣論述：
建築自然採光的良窳，影響居住者的健康舒適與使用性能，是重要的建築物理條件，因此國內外至今已累積了甚多的相關研究與設計策略。但是，如何應用這些研究與設計策略？單一種策略適合哪些空間性質？策略應用的原理是什麼？…等，這些適用上的相關問題，卻困擾著使用者，亦即這些自然採光研究與設計策略還沒有經過「系統化」的分析整理，使相關的研究者或設計者難以快速與有效的應用。 本研究蒐集國內外各種自然採光研究與設計策略之文獻，整理分析出自然採光設計策略的「分類系統」，其層次分明且具有擴充性。為了讓查閱者方便引用，本研究建立一套格式統一的「陳述架構」，敘述策略主題、策略解說、運用原理、適用空間類型、印證實例等
。經本研究篩選收錄的自然採光設計策略，依其屬性分類並建立「查核目錄」，以方便使用者查閱，並運用電腦模擬進行各策略的效率分析，了解各種策略的使用效益。 本研究擬建立本土化的自然採光策略查詢與應用系統，提供使用者參考應用，有助於提升建築物的室內環境品質。