電腦發生異常往往會造成使用者困擾，工作停擺或效率降低，因此能否迅速而有效的將其修復便相對重要。
本研究目的為期望利用淡江大學電腦維修案例，建置電腦維修知識管理系統供技術人員教育訓練、知識累積與共享，統計分析案例，追蹤潛在威脅，供管理者使用，提出改善方案，以防止未來再發之可能性；並以案例分析結果，找出內隱知識，將其外顯化、規則化以增進問題解決速度。
從研究成果得知「惡意程式破壞」為97-98學年最多故障申請之原因(計676件，佔TOP 10故障原因35％)，「中毒或疑似中毒」亦為累計處理時間第2多(2,734.5小時)的常見問題，組織應開設病毒防禦、社交工程等資訊安全相關課程，從基本認知開始訓練；Outlook Express信件匣超過2GB造成收發信件異常之問題，增長迅速(97學年36件，98學年87件)，應加強宣導、教育使用者以防止再發；各年度主要常見問題87％相同，故障狀況84％相同，管理者可列為關注標的，做為新進維修人員訓練課程或列為甄選人員之測驗試題；TOP 10故障原因中第2名「記憶體金手指髒污」、第3名「Power損壞」、第7名「Outlook Express 2GB限制」、第8名「螢幕電源線/訊號線鬆脫接觸不良」、第9名「記憶體鬆脫/接觸不良」，此5項故障之預防或排除方法較為容易，組織可對此開設電腦維修教育訓練課程，讓使用者能自行處理相關問題，以減少故障申請維修件數。
本論文為驗證電腦維修知識管理系統之有效性，以99學年第1季之常見問題(1,003筆)驗證該系統對於問題可獲解答之機率，經系統提出之前3名建議解決方法，命中率達69％；此系統並於99學年3月正式上線供維修人員使用，實際運作1個月後之結果，與97-98學年同期相較，面對相同問題之總平均處理時間減少33.6分鐘，證明此系統確實有效。

Computer abnormality tends to perplex computer users and results in shutdown or reduced work efficiency. Therefore, it is important to rapidly and effectively repair computer.
     The purpose of this study was to take the computer repair case at Tamkang University as an example to establish the computer repairing knowledge management system for the educational training of technicians, knowledge accumulation and sharing, statistical analysis, follow-up on potential risks, use by managers, proposal of improvement schemes, and prevention of recurrence. In addition, this study found out tacit knowledge based on the analytical results and made them become explicit and regular to improve the problem solving speed.
     The results showed that the “damage caused by malware” was the most common cause for computer failure repair application in 2008-2009 academic years (676 applications totally; 35% of the TOP 10 failure causes), and “virus infection or suspicious of virus infection” was in second place of the accumulated time (2,734.5 hours) spent on repair. Organizations should open information safety-related courses such as virus defense and social engineering to develop the basic awareness of organization members. The rapid increase in the mailbox of Outlook Express exceeding 2GB resulting in delivery abnormality became common (36 cases were found in 2008 academic year and 87 cases were found in 2009 academic year). The propaganda should be strengthened to prevent users from encountering it again. 87% of the major problems encountered in each academic year were the same, and 84% of the failure conditions were identical. Therefore, managers could classify these problems as objects of concern and include them into the training courses for novice computer maintenance staff or recruitment tests. Among the TOP 10 causes for computer failure, “memory gold finger surface oxidation” was in second place, “power damage” was in third place, “Outlook Express exceeding 2GB restriction” was in 7th place, “loose screen power cord/poor contact of interconnect cable” was in 8th place, and “loose memory contact” was in 9th place. It was easier to prevent or overcome these five causes. Organizations could open computer repairing educational training courses concerning these causes to enable users to deal with relevant problems by themselves to reduce the number application for computer maintenance.
     This study was to verify the effectiveness of computer repairing knowledge management system. This study used the problems found in Q1 of 2010 academic year (1,003 cases) to verify the probability of questions answered by the system. The probability of questions answered by the top 3 system-recommended solutions was as high as 69%. The system was formally provided online for maintenance staff to use in March 2010 academic year. After it was actually operated for 1 month, as opposed to the same period in 2008-2009 academic years, the total average time spent on dealing with the same problems was reduced by 33.6 minutes. The effectiveness of the system was verified.

目次

目次	V
表目錄	VIII
圖目錄	IX
第一章	緒論	1
第一節	研究背景與動機	1
第二節	研究目的	1
第三節	研究範圍與限制	2
第四節	論文架構	3
第二章	文獻探討	4
第一節	知識與知識管理	4
第二節	案例式推論	6
第三節	電腦維修	10
第三章	研究方法與過程	11
第一節	研究對象	11
第二節	使用工具	11
第三節	研究方法與設計	12
第四節	研究流程	17
第四章	研究結果與分析	23
第一節	常見問題、故障狀況與故障原因分析	23
第二節	各單位故障分析	37
第三節	實證研究	41
第四節	系統畫面及功能說明	47
第五節	發現	63
第五章	結論與建議	67
第一節	結論	67
第二節	建議	70
參考文獻	72
附    錄	76
附錄一　97、98，97-98學年電腦維修 6 大類常見問題	76
附錄二　97、98學年TOP 10常見問題、故障狀況、故障原因	84
附錄三　「系統運作不順或異常緩慢」故障原因與解決方法分析表	85
附錄四　97、98及97-98學年TOP 20常見問題、故障狀況、故障原因名次及成長比例表	87
附錄五　97-98學年各類故障問題花費時間統計表	90
附錄六　「防毒軟體異常/顯示亂碼/病毒碼無法更新」故障原因分析表	93
附錄七　各單位故障原因分析	94
附錄八　97、98、97-98學年3月相同問題件數及處理平均時數比較表	97
附錄九　淡江大學電腦維修知識管理系統程式碼	99
 
表目錄

表4-1　97-98學年各類故障問題花費時間統計表	46
表4-2　97、98學年各單位申請維修之件數及人員比例表	51
表4-3　97、98、97-98學年與99第1季申請件數、問題件數、產生範例及常見範例統計表	52
表4-4　97、98、97-98學年命中率統計表	53
表4-5　97、98、97-98學年6大類常見問題、故障狀況相同比率表	53
表4-6　97、98、97-98學年TOP 10常見問題、故障狀況、故障原因相同比率表	54
表4-7　97、98、97-98學年3月相同問題處理平均時數比較表	55

 
圖目錄

圖2-1　案例式推論循環週期圖	17
圖2-2　WEB-BASED CBRKM 系統架構圖	19
圖3-1　CASE-BASED KM系統架構圖	24
圖3-2　維修事件分類說明圖	26
圖3-3　研究流程圖	28
圖3-4　電腦維修知識管理系統建構流程圖	31
圖4-1　97-98 學年[一般電腦軟硬體]常見問題、故障狀況、故障原因與解決方法	36
圖4-2　97-98學年TOP 10常見問題件數比較圖	38
圖4-3　97-98學年TOP 10故障狀況件數比較圖	40
圖4-4　97-98學年TOP 10故障原因件數比較圖	43
圖4-5　電腦維修知識管理系統前端－展示主頁	57
圖4-6　電腦維修知識管理系統前端－常見問題展示	58
圖4-7　電腦維修知識管理系統前端－故障狀況展示	59
圖4-8　電腦維修知識管理系統前端－解決方法展示	59
圖4-9　電腦維修知識管理系統前端－關連參考網頁	60
圖4-10　電腦維修知識管理系統前端－事件詳細資料	60
圖4-11　電腦維修知識管理系統前端－其他及無法確定問題	61
圖4-12　電腦維修知識管理系統前端－事件歸類統計	61
圖4-13　電腦維修知識管理系統前端－站內搜尋	62
圖4-14　電腦維修知識管理系統前端－事件分類資料	63
圖4-15　電腦維修知識管理系統後端－登入畫面	64
圖4-16　電腦維修知識管理系統後端－事件歸類	65
圖4-17　電腦維修知識管理系統後端－事件詳細資料	65
圖4-18　電腦維修知識管理系統後端－故障狀況歸類作業	66
圖4-19　電腦維修知識管理系統後端－常見問題歸類作業	66
圖4-20　電腦維修知識管理系統後端－原因及解決方案歸類作業	67
圖4-21　電腦維修知識管理系統後端－案件估價與損壞元件歸類	67
圖4-22　電腦維修知識管理系統後端－故障軟體統計	68
圖4-23　電腦維修知識管理系統後端－報表管理	68
圖4-24　電腦維修知識管理系統後端－報表	69
圖4-25　電腦維修知識管理系統後端－人員管理	70
圖4-26　電腦維修知識管理系統後端－基本屬性管理	71
圖4-27　電腦維修知識管理系統後端－假日管理	71
圖4-28　電腦維修知識管理系統後端－工時統計	72
圖4-29　電腦維修知識管理系統後端－批次資料匯入	73

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