Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110336
Title: 北區國中身心障礙資源班學生網路使用與網路素養之調查研究
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Authors: 于曉平
Yu, Hsiao-Ping
吳佳靜
Wu, Jia-Jing
Keywords: 身心障礙資源班學生
網路使用
網路素養
Internet literacy
Internet using
Students with special needs in the resource classroom
Issue Date: 2020
Abstract: 本研究為探究國中身心障礙資源班學生網路使用行為與網路素養能力的現況,並分析不同背景變項的身心障礙資源班學生在網路使用行為及網路素養的差異性。 本研究採用問卷調查法來收集資料,並以自編「國中資源班學生網路使用與網路素養現況調查問卷」為研究工具。以北區五縣市國中身心障礙資源班學生為研究對象,共得有效問卷278份。研究結果以SPSS統計軟體 23版進行描述性統計、t檢定、單因子變異數分析等統計方法,獲知以下結論: 一、國中身心障礙資源班學生在網路使用上最常使用網路進行連線遊戲、瀏覽多媒體資訊,和同學朋友聊天與使用搜尋引擎;較不常使用網路拍賣、購物,電子郵件、線上平台學習及進行直播分享。 二、國中身心障礙資源班學生具備一定程度的網路素養知能。 三、國中身心障礙資源班學生在網路使用上,「性別」、「年級」、「每周上網天數」、「每次上網時數」、「家長教養態度」及「家長對學生網路使用的態度」有顯著差異,「不同障礙類別」無顯著差異。 四、國中身心障礙資源班學生在網路素養上,「家長教養態度」及「家長對學生網路使用的態度」有顯著差異,「性別」、「年級」、「障礙類別」、「每周上網天數」、「每次上網時數」無顯著差異。 最後,依據研究結果對教育主管機關、學校教師、家長及後續研究提出建議。
The purpose of this study was to understand the current situation of internet using and internet literacy for junior high school students with special needs in the resource classroom in northern Taiwan. It also analyzed their differences on internet using and internet literacy due to the variables of the students’ background. This study used a questionnaire for data collection. ‘The investigation on internet using and internet literacy of the students with special needs in the resource classroom’ as the research tool. The subject were students with special needs in northern Taiwan and valid questionnaires were 278. The data were analyzed through statistical methods of descriptive statistics, t-test, one-way ANOVA. The results of the study were as follows, 1. Most students with special needs were frequently using internet to online games, browsing media, chatting, google. They didn’t not often use online auction, online shopping, e-mails, e-learning, and webcast. 2. Most students with special needs in the resource classroom had a certain level of internet literacy. 3. There were significant differences on internet using on the different gender, grade, days online, and hours per week, parents’ attitude. However, it were no differences on different disabled students. 4. There were significant differences on internet literacy in the different parents’ attitude of students with special needs. However, it were no differences on different gender, grade, disability, days online and hours per week. According to the results, some suggestions for the administrators of education, junior high school teachers, parents, and future research are offered.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0005091306%22.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110336
Other Identifiers: G0005091306
Appears in Collections:學位論文

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