實施價值澄清教學在圖書館利用教育效果之研究--以師大附中新生圖書之旅學生為例

Abstract

本研究之主要目的在於應用價值澄清理論設計一套關於圖書館利用教育的自編教材，探討價值澄清教學與一般教學在圖書館利用教育教學之效果分析，希望能提供一套以價值澄清教學為導向的圖書館利用教育教學模式，以做為未來實施推動學校圖書館利用教育的參考。 本研究對象分為兩組：實驗組及對照組。實驗組的高一學生接受圖書館利用教育價值澄清教學介入，對照組的高一學生則接受一般教學介入。並於教學介入前二週內進行問卷前測，教學介入後二週內實施問卷後測。 本研究結果歸納如下： 一、 研究對象接受教學介入後，兩組各信念相關值差異比較，實驗組在圖書館利用「行為意圖」、「行為信念」、「主觀規範」、「結果評價」、「自我效能」、「規範信念」及「圖書館利用認知」等各信念平均分數差值比對照組高。 二、不論是價值澄清教學或是一般教學，各組在「行為意圖」、「行為信念」、「態度」、「結果評價」、「依從動機」及「圖書館利用認知」上，後測分數均較前測分數為高，表示此兩種教學方法都有其教學效果。 三、兩組後測有╱無意圖者之各信念差異比較，實驗組學生僅在「態度」上有整體性之顯著差異；對照組在各信念均未達整體性之顯著差異。 四、 所有研究對象後測圖書館利用行為意圖的影響情形方面，「行為意圖」與「態度」、「自我效能」間成正相關。 五、 以學生參與度、課堂氣氛、學生反應方面，價值澄清教學較一般教學為佳。但在時間掌控上，以一般教學來得好。Abstract

The main purpose of this study was to apply the Library Instruction Values Clarification Approach to make the teaching models of the Library Instruction Education, and to explore the differences of the teaching effects between the Library Instruction Values Clarification Approach and General approach.

There were two groups: experimental group with the Library Instruction Values Clarification Approach, controlled group with General approach. In order to explore the different teaching effects, the study gave the students two tests two weeks before and after teaching intervention.

The main findings of this study were as follows:

1. After receiving teaching intervention, the experimental group had much better progress than the controlled group in Behavior Intention, Behavioral Belief, Subjective Norm, Outcome Evaluations, Self-efficacy, Normative Belief, and the Library Instruction Knowledge.

2. Both groups received higher scores in Behavior Intention, Behavioral Belief, attitude, Outcome Evaluations, Motivation to Comply, and the Library Instruction Knowledge after teaching intervention. This means that both the Library Instruction Values Clarification Approach and General approach have their teaching effects.

3. Between the library instruction intenders and non-intenders of all the students, there were significant differences in attitude in the experimental group, but there were no significant differences in the controlled group.

4. The Self-efficacy and attitude of all the students were significantly positively related to the behavior intention.

5. The teaching model of the Library Instruction Values Clarification Approach is more favorable for students, and makes better effects on the atmosphere of class, but the General approach is better in time controlling.