近年來，支援社群交流的網路服務如雨後春筍般地推出，同時也促成許多新穎的網路應用科技。然而目前支援教師線上知識管理與分享的虛擬社群平台，對於促進教師彼此互動仍有其限制。標籤系統(tagging system)是Web 2.0相關技術之一，適合用在知識的分類管理；若由系統提供常用標籤，更能幫助聚焦於特定知識類別之知識分享。另外根據學者觀察，網際網路中的互動行為，可能多是經由入口網頁所進行驅動。因此本研究設計二層面標籤系統與主題式入口服務兩種模組，並訂定教師教學專業知識類別作為常用核心知識層面標籤，同時允許教師自訂第二層面標籤作為輔助層面標籤，以兼具知識管理之引導性與自主性；並將此二模組嵌入本團隊之既有教師知識管理平台WIDE-KM後，透過次數差異分析、社會網絡分析等方法，分析此兩模組對於教師線上知識管理與分享及社會互動行為之影響。結果發現，標籤系統可提昇線上知識管理行為與知識內容的數量，主題式入口服務則可促進社會互動行為之頻率。

Recently, many support services for online communities have been proposed, and led to many creative network applications. However, recent systems those support knowledge management and sharing of online virtual teacher communities still have limitations in promoting interaction between teachers. Tagging System is one crucial Web 2.0 technology which suitable for the management and classification of knowledge. If KM systems could provide core tags, users may more focus on knowledge sharing of a specific knowledge domain. In addition, the interactive behaviors on the Internet are more likely to be promoted through the portal services.
According to above, this study designed a two-phase tagging system module and a portal service module, and embedded them in WIDE-KM, a KM system for teachers which developed by our research group. Moreover, we classified and provide teaching-related knowledge categories as the core-phase tags and allow teachers freely design their own tags as the supplement-phase tags. The design may both reveal the functions of guidance and also show users' personal style. Through paired samples t-test and social network analysis, we analyzed the two modules' effect on knowledge management and sharing and social interaction of teachers. The results showed that the tagging system can enhance the frequency of online knowledge management behaviors and the quantity of digital content. The portal service also can be used to improve the frequency of social interaction.

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