本研究以敘說民族誌研究法探究73階蔬食咖啡之學習者於場域中的學習，由社會學習理論作為起點，意即學習是本質地社會現象，研究發現學習者在咖啡廳打工所學習到的不只是做中學(learning-by-doing)的重複性操作的機械式學習，而是具有社群脈絡發展出的個人能力、價值觀的學習與個人在團隊內開展的學習。
研究發現學習者形成個人能力，例如，次序感的做事能力、節奏感的做事能力、即刻判斷的能力、即興開創的能力，而學習者也形成價值觀與態度的學習，例如，自信心、耐心、面對自我情緒，以及對工作價值的體會。
場域中的學習亦生成個人於團隊內的學習，例如，團隊間觀察能力、團隊間的溝通能力以及團隊間默契與直覺。
筆者發現學習者之所以改變，源自於場域中的重複性實作學習。學習者在重複性實作學習經歷學習的動態歷程，動態歷程中輸入(input)與輸出(output)持續循環，輸入意指學習者的實作以及來自導師、團隊與外界的回饋，學習者又在實作輸出中得到反饋，修正舊有實作。學習者在重複性的實作中學習，隨著時間的積累，學習者在實作中不斷將新經驗揉合至學習歷程中，兩者之間是一種動態的相互擾動。
筆者於參與觀察中發現場域是孕育重複性實作學習的關鍵。任務空間、物理觀察空間、自主摸索創造空間形塑學習者個人能力、價值觀及態度，以及個人於團隊內的學習。

This study explores the learning of employees (who are on the following defined as learners) in Café 73 Steps (a restaurant in south Taiwan) with the narrative ethnographic research approach. The social learning theory provides an analytical lens that learning is an essential social phenomenon. The study finds that learners’ learning is not just mechanical learning of repetitive operations of learning-by-doing, but the learning of personal abilities and values developed from the community of practice and the individuals’ learning within the community.
The research demonstrates that learners have developed personal abilities, such as the ability to work in order, the ability to do things in a sense of rhythm, the ability to make decisions immediately, the ability to improvise, and learners form values and attitudes, such as self-confidence, patience, the ability to deal with emotions and fostered work value understandings.
Learning in the field also generates individual learning within the team, such as inter-team observation, inter-team communication, and team chemistry and intuition.
The author finds out that learners’ change derives from repetitive practice learning in the field. The learners have experienced the dynamic history of repetitive practice learning. Repetitive practice is both input and output in the learning process. Input means the learner's practice itself and the feedback from the facilitator, team and the outside stakeholders. The learners receive immediate feedback from the output and change the old practice. Learners have learned in repetitive practice. As time goes by, learners continue to integrate new experiences into the learning process in practice. There is a dynamic mutual disturbance between the two.
The research shows that the field is the key to fostering repetitive practice learning. The task space, the physical observation space, and the self-exploration creation space have shaped the individual abilities, values and attitudes of the learners, as well as the individual's learning within the team.

論文審定書 i
謝誌 ii
摘要 iii
Abstract iv
目錄 v
表次 viii
圖次 ix
第一章 緒論 1
第一節 研究的起點 1
第二節 研究目的與問題 2
第二章 文獻探討與理論觀點 4
第一節 學習理論的理解 4
一、學習的社會理論 4
二、實作理論與概念 8
第二節 空間(space)與地方(place) 10
第三章 研究方法 12
第一節 民族誌研究法 12
第二節 敘說探究法 13
一、何謂敘說探究 13
二、為何採用敘說探究法 15
第三節 研究對象 15
第四節 研究歷程與研究資料 16
一、研究歷程 16
二、研究資料 18
第四章 73階的故事 20
第一節 73階的日常 20
一、日常工作的空間與流程 20
二、73階的日常 21
三、日常當中的變動性 24
第二節 73階的學習者故事 27
一、宇璇的學習歷程 28
二、巧婷的學習歷程 32
三、達達的學習歷程 38
四、俊毅的學習歷程 43
五、韻茹的學習歷程 47
六、偉傑的學習歷程 50
七、哲維的學習歷程 52
第三節 研究者參與觀察73階的田野故事 56
一、73階開創歷程：壓迫與挪用 57
(一) 序曲一：維持節奏感 57
(二) 曲目二：日常生活的節奏感學習 58
(三) 曲目三：日常生活外的風景：節奏感在於時時刻刻 59
二、廚房的意義協商 60
三、廚房場域作為實踐空間 61
四、飯桌作為即興討論的創新場域 62
第五章 分析與發現 63
第一節 學習者的學習 63
一、個人的能力 65
(一) 規律的學習 (洗碗、備料) 65
(二) 變奏的學習 (外場、廚務) 70
二、個人態度及價值觀的學習 74
三、個人於團隊內的學習 81
第二節 學習的場域 91
一、任務空間 92
二、物理觀察空間 92
三、自主摸索創造空間 97
第三節 動態的重複性實作學習 106
一、日常工作作為重複性實作 106
二、重複性實作的特性 107
(一) 實作的組合性：多重動作融合，而非固定單一動作 107
(二) 行動裡的認識(knowing)：從實踐中心領神會 108
(三) 實踐中織組手邊的素材 109
(四) 進入即時判斷時刻：從混亂中辨識突發狀況 110
(五) 行動中掌握節奏感 111
(六) 實驗中的ＳＯＰ：實作默契磨出的SOP是不斷試驗出來的 111
(七) 實作中的回饋 113
三、動態的重複性實作學習循環 115
(一) 重複性實作的動態學習循環 115
(二) 卸除主觀意識加速重複性實作動態學習循環 118
(三) 克服情緒屏障疏通重複性實作動態學習循環 120
第四節 場域裡開展的重複性實作學習 123
一、能力的學習 125
二、價值觀的學習：自主摸索創造空間及任務空間裡，行動中認識 126
三、個人於團隊內的學習：場域的三種空間裡實驗SOP 128
第六章 研究結論與反思 129
第一節 學習作為場域中的重複性實作學習 129
一、學習者的學習 129
二、場域為什麼形塑學習者的學習? 132
第二節 研究反思 135
參考文獻 137

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