| 摘要: | 本研究旨在探討臺北市國民中學學生數位閱讀情形、數位閱讀行為及態度之現況，並分析不同背景變項的國中生在數位閱讀情形、數位閱讀行為及態度上的差異，進而探討臺北市國民中學學生數位閱讀行為與數位閱讀態度之相關情形。本研究採用問卷調查法為主，以臺北市立國民中學學生為研究對象，採用分層立意抽樣進行問卷調查，總計回收有效問卷649份。將所得問卷資料，進行描述性統計、卡方、t 考驗、單因子變異數分析、皮爾森積差相關等統計分析，獲致研究結論如下：
一、臺北市國中生數位閱讀情形普遍，數位閱讀的頻率以「每天」排名第一，每次進行數
位閱讀的時間在30分鐘左右。
二、臺北市國中生的數位閱讀行為有中等程度的表現，選擇數位閱讀內容以「生活娛樂」
為主，其次是「課業學習」；在數位閱讀的方式上，主要是以關鍵字進行查詢。
三、臺北市國中生的數位閱讀態度有中上程度的表現，其中「認知」層面的表現高於「情
感」層面。
四、臺北市國民中學學生之數位閱讀情形、數位閱讀行為及數位閱讀態度，受部分背景變
項影響而有差異。
五、臺北市國民中學學生之數位閱讀行為與數位閱讀態度呈現中度正相關。
最後，根據本研究結論提出相關建議，供學校、教師、家長及未來研究者參考。
The purpose of this study is to explore the status of digital reading and digital reading behavior and attitudes of junior high school students in Taipei City, and to analyze the difference between digital reading behavior and attitude reading in different variables situation, furthermore, to analyze the relationship between digital reading behavior and digital reading attitude of junior high school students. In this study, questionnaire survey was used to study the students in Taipei primary junior high school as a research object. A questionnaire survey was conducted using stratified conception sampling, and totally 649 valid questionnaires were collected. The statistical analysis of the questionnaire data, descriptive statistics, chi-square, t-test, single-factor variance analysis and Pearson''s product difference analysis are given as follows:
First, general speaking, for the junior-high school students of Taipei City, the frequency of digital reading is "every day" as ranked first, each reading time in around 30 minutes.
Second, the performance of digital reading behavior for the junior-high school students in Taipei City is in the moderate degree. In digital reading, the major selecting content is "life entertainment" at first place and the “Studying” as following place. Usually students are using “key word” for contents searching in the way of digital reading.
Third, the performance of digital reading attitude for the junior-high school students in Taipei City is over than moderate degree, in amount, the performance of “cognition” level is higher than “emotion” level.
Fourth, the situation of digital reading, digital reading behavior and digital reading attitude for the junior high school students in Taipei City are different affected by variables changes in background.
Fifth, the relationship between digital reading behavior and digital reading attitude for the junior-high school students in Taipei City showed moderate positive correlation.
Finally, according to the conclusions of this study, all recommendations provided are only for reference to schools, teachers, parents and future researchers. |
