台北市國中學生網路化知識管理能力之調查研究

Abstract

本研究旨在調查台北市國中學生網路化知識管理能力之現況。根據研究目的，研究者蒐集與探討相關文獻，編製「網路化知識管理能力調查問卷」作為研究工具，將網路化知識管理能力分為外顯被動、外顯主動、內隱被動與內隱主動知識管理能力四個層面。本研究之研究母群體為台北市公立國民中學學生，總有效樣本為1712份。問卷回收後，運用描述統計、t考驗與單因子變異數分析進行統計分析，根據統計分析結果，歸納出以下結論：

一、台北市國中學生已具有相當不錯的網路化知識管理能力，其中外 顯層面優於內隱層面，外顯主動又略高於外顯被動知識管理能 力，內隱被動與內隱主動知識管理能力之表現則無差異。 二、不同背景變項之台北市國中學生，其網路化知識管理能力有所差 異： （一）不同性別之台北市國中學生，其網路化知識管理能力無顯著差 異 （二）上網頻率較高的台北市國中生，其網路化知識管理能力較佳 （三）國語文學習成就較高的台北市國中學生，其網路化知識管理能 力較佳

根據以上研究結果，研究者提出若干建議，以作為教育實務工作者及後續研究之參考。This study aims to survey web-based knowledge management competencies of junior high school students in Taipei. According to research purposes,‘Web-based Knowledge Management Competencies Questionnaire’is designed based on literature as research instrument. Web-based knowledge management competencies are divided into four dimensions: explicit passive, explicit active, tacit passive and tacit active dimension. The total number of valid questionnaire is 1712. The data are analyzed by descriptive statistics, t-test, and one-way ANOVA. Based on the results of statistic analysis, this study has the following findings:

1. The web-based knowledge management competencies of junior high school students in Taipei are quite good; among them, explicit competency is better than tacit competency; explicit active competency is better than explicit passive competency while there is no difference between tacit active and tacit passive competencies. 2. Students with different background variables have different web-based knowledge management competencies. (1) There is no difference on web-based knowledge management competencies among students with different genders. (2) Students who surf the Internet more frequently tend to have better web-based knowledge management competencies than those who surf the Internet less frequently. (3) Students who have higher Chinese language learning achievement tend to have better web-based knowledge management competencies than those who have lower Chinese language learning achievement. Finally, this study makes some suggestions for the reference of educational practitioners and future researchers.