Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89093
Title: 國中生科普讀物閱讀行為之研究
A Study on Reading Behavior of Popular Scientific Books for Junior High School Students
Authors: 陳昭珍
歐美伶
Keywords: 科普讀物
閱讀行為
閱讀偏好
popular scientific books
reading behavior
reading preference
Issue Date: 2011
Abstract: 臺灣的國中生雖然在國際科學競賽中屢屢獲獎,然而實際於科學閱讀素養上普遍匱乏,教育成績和生活觀念似無所聯繫和應用。在社會上探討為何大眾對科普讀物興趣缺缺,以及熱烈討論各種提升科普閱讀方案之際,研究者希望由讀者的角度出發,從國中生的科普閱讀現況、觀點及其偏好,用以了解國中生科普讀物閱讀之行為。 本研究以臺北市立萬華國中學生為研究對象,利用質量多元混合方式作研究設計,藉由館藏流通紀錄分析科普書籍借閱狀況,客觀得知學生閱讀科普學科類型偏好與體裁偏好;再利用問卷針對調查對象的科普閱讀背景、科普閱讀經驗,以及家庭社經背景作清楚瞭解,得知學生對坊間科普讀物的主觀認知程度;另利用質性訪談法,與從流通記錄與問卷篩選出的受訪學生對談,得知國中生閱讀科普困難等更詳細資訊,以彌補問卷調查之不足,並藉由國中生的科普閱讀習慣與偏好瞭解,提出相關建議,以提升國中生科普閱讀興趣,進而推廣科普閱讀。 本研究從國中生的科普閱讀現況、科普閱讀觀點,以及科普閱讀偏好三方面為架構探討國中生科普讀物閱讀行為。研究結果發現:(一)國中生科普閱讀經驗多從小開始接觸,但會因為國中升學壓力導致中斷;(二)電視影片與教師補充為國中生主要科普知識來源;(三)校內圖書館為科普讀物取得重要途徑;(四)國中生閱讀科普讀物頻率偏低;(五)國中生對科普讀物抱持正向態度,其閱讀以趣味性及課業性目的為考量;(六)國中生對於科普讀物中的專有名詞或無法親身體驗的現象有閱讀困難,如無法理解最終會選擇略過不讀;(七)性別、年級與態度等個人因素會影響國中生科普閱讀行為;(八)父母親社經背景與教師教學刺激等環境因素會影響國中生科普閱讀行為;(九)不同年級與性別對科普學科類型與體裁類型偏好不同。
This research analyzes the specific reading behavior of junior high school students towards popular scientific books. The subjects are Taipei Wan-Hua Junior high school grade 7~9 students. By understanding the reading behavior of students, reading interests on popular scientific books can be improved. The behavior is analyzed in this report utilizing the following three methods. First, library circulation of book records is used to understand the reading preference of popular scientific books by students depending on subjects and types. Second, student survey on reading experience and family background is conducted to explain student’s attitude towards popular scientific books. Lastly, one-on-one interview is performed to further understand the specific details of a student’s difficulties in reading popular scientific books. Based upon the three investigation methods, the following statements are made: 1) student’s reading often started young, but is halted in junior school due to elevated school pressure. 2) The main source of scientific knowledge comes from television and school teachers. 3) School library is the main source of obtaining scientific books. 4) Reading on popular scientific books are low when compares to other book categories. 5) Student attitudes toward popular scientific books are mostly positive. 6) Major reading obstructions are scientific vocabularies and no real-life experiences. 7) Sex, school grade, and personal attitude will contribute to student’s reading behavior. 8) Family background and school’s teaching environment will also affect student’s reading behavior. 9) Different school grade will have different preferences towards the subjects and types of popular scientific books.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0095153103%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89093
Other Identifiers: GN0095153103
Appears in Collections:學位論文

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