家庭閱讀環境對國高中生閱讀行為影響之研究

Abstract

閱讀在這個時代，不僅是讀寫的能力，更被視為競爭力的指標，且為了促進終身學習，更應該重視閱讀教育。青少年是國家未來的棟樑，但許多孩子成長到了國高中生階段，閱讀態度逐漸下降，而國際教育評估協會所主導的促進國際閱讀素養研究（PIRLS），特別指出閱讀成就最有關係的環境，就是家庭，故本研究首先希望了解國高中生的閱讀行為及他們的家庭閱讀環境為何，再深入探討家庭閱讀環境對國高中生閱讀行為的影響。 本研究採用問卷調查法輔以訪談法，以新北市立雙溪高中進行個案研究，雙溪高中是教育部所定之偏遠學校，為一所完全中學，含括居住於當地的國中生，和分別來自當地直升、雙北市區的高中生，且為兼具高中及高職特色的綜合高中。共發放431份問卷，回收403份問卷，有效問卷比例為97.27%，並訪談6位國高中生。 所得研究結果，並作以下幾點結論：國高中生閱讀行為：（一）國高中生的閱讀態度正向，但國中生較不喜歡收到書為禮物；（二）國中生較常去圖書館，高中生較常去書店；（三）國高中積極閱讀課外讀物；（四）國高中生最常在家進行閱讀；（五）學校圖書館是國中生取得閱讀資源的重要管道，高中生則習慣自己購書。國高中生家庭閱讀環境：（一）國高中生家人多數會在家中閱讀，但去圖書館及書店的頻率偏低；（二）高中生家庭閱讀資源較豐富；（三）國高中生家人閱讀互動少。家庭閱讀環境對國高中生閱讀行為的影響：（一）家人愈常去書店和圖書館，國高中會更積極利用書店和圖書館；（二）家庭閱讀資源的多寡和國中生閱讀時間有顯著差異，且家庭閱讀資源愈豐富高中生閱讀行為愈佳；（三）家人是否有注意閱讀內容和國中生閱讀態度、取用閱讀資源有顯著差異，家人間是否有閱讀互動和高中生閱讀態度有顯著差異。Nowadays, the importance of reading ability is not merely concerned with literacy but also viewed as the indication of competiveness. In order to promote lifelong education, the importance of reading education become more significant and require more attention. Teenagers will be the backbone of our country in the future. However, students’ reading attitude has been decreased when they grew up to the stage of secondary education. Progress in International Reading Literacy Study (PIRLS) conducted by The International Association for the Evaluation of Educational Achievement (IEA) also pointed out that family is the most influential element that may impact students’ reading achievement. Therefore, the present study firstly explored secondary school students’ reading behaviors and their family reading environments. Secondly, the impact that the family reading environments have on secondary school students’ reading behaviors will also be discussed in the study. The research was conducted as a case study in New Taipei Municipal Shuang-Xi High School. Data was collected through questionnaire combined with semi structure interview. Shuang-Xi High School is classified as the rural School by Minister of Education and it is a Comprehensive Junior-Senior High Schools. The students include the junior and senior high students living in this district or the senior high school students come from Taipei city. It is a secondary school that provide both general high school education and vocational education. 300 questionnaires were distributed and 287 questionnaires were returned. The return rate was 95.67%. On the other hand, 6 secondary school students were recruited as the respondents in semi-structure interview. The results were found as follows: Secondary school students’ reading behaviors: (1) Secondary school students embrace positive attitude toward reading but junior high school students dislike to receive books as gift. ; (2) Junior high school students report high frequency of visiting the library but senior high school prefer bookstore more than library. ; (3) Secondary school students read extracurricular reading materials actively. ; (4) Secondary school students mostly read at home. ; (5) The school’s library is the primary place for junior high school students to obtain reading resources. However, senior high school students prefer to buy the books on their own. Secondary school students’ family reading environment: (1) Most of the secondary school students’ family prefer to read at home. It presents low frequency of visiting the libraries or bookstores. ; (2) Comparing to junior high school students, senior high school students receive richer reading resources from their family. ; (3) The parent-child interaction while reading is seldom for secondary school students. The relationship between home literacy environment and students’ reading behaviors. : (1) More often the parents visit bookstore or library, more active will the students be in making use of the reading resource of those places. ; (2) There are significant different between the quantities of a family’s reading resource and the amount of time that junior high school students commit to reading activities. The richer reading resource the family provides, the better performance will the senior high school students have on their reading behaviors.; (3) Whether the reading content has been selected by the parents will influence junior high school students’ reading attitude and the way they obtain reading material and they also showed significant difference in this case. There were significant difference between parent-child interaction while reading and senior high school students’ reading attitude.