國一學生持有之閱讀信念與科學閱讀態度調查研究

Abstract

本研究的主要目的如下： 一、了解國一學生的閱讀信念與科學閱讀態度。 二、探討國一學生所持有的閱讀信念與科學閱讀態度的相關情形。 三、探討不同背景的國一學生所持有的閱讀信念與科學閱讀態度的差異情形。 考量研究之需求採取問卷調查法，施測對象為台北縣某國中全校一年級的學生。施測完畢後，以敘述性統計、t考驗、單因子變異數分析及Pearson積差相關等方法來進行資料分析。歸納出主要發現有： 一、國一學生的意義建構信念強於作者傳達信念。 二、國一學生的科學閱讀態度偏向正面，主要以閱讀興趣和閱讀價值得分較高。 三、作者傳達信念、意義建構信念均與閱讀價值（科學閱讀態度中的認知性成分）有顯著的相關。 四、不同性別的國一學生，在意義建構信念的表現上有顯著差異，國一女學生的意義建構信念信念比男學生強，作者傳達信念和科學閱讀態度的表現上則沒有顯著差異。 五、父母親教育程度不同的國一學生，在閱讀信念的表現上沒有顯著差異，但在科學閱讀態度上，似乎母親教育程度愈高，學生的閱讀行為傾向也愈高。 六、學習成就較高與學習成就較低的國一學生，在意義建構信念、科學閱讀態度的表現上有顯著差異，且學習成就愈高，意義建構信念、科學閱讀態度愈強、愈正向；在作者傳達信念的表現上則沒有顯著差異。 最後針對研究結果與研究中所發現的狀況，提出建議，作為教學上及未來研究之參考。The main research tasks include: 1. investigating the seventh graders’ reader beliefs(RB) and attitudes toward science reading(ASR). 2. discussing the correlations between of reader beliefs and attitudes toward science reading. 3. probing into the differences of reader beliefs and attitudes toward science reading in relation to different background characteristics. The participants were all the seventh grade students from a public junior high school in Taipei County. Two questionnaires about reading beliefs and attitutes toward science reading were used for data collection. The obtained data were analyzed by means of descriptive statistics, t-test, one-way analysis of variance , and Pearson product-moment correlation. The major findings are listed as follows: 1.articipants' transaction beliefs were found to be stronger than their transmission beliefs. 2.In general, students showed positive attitudes toward science reading, and they gave higher points on questionniare items regarding reading interest and values of reading. 3. The value of reading（which is the cognition component of ASR）was significantly correlated to both transmission beliefs and transaction beliefs. 4. Female students have stronger transaction beliefs than male students, but the gender effect was not significant on transmisstion beliefs as well as attitudes toward science reading. 5. The effects of parents' education on reader beliefs and attitudes toward science reading were not apparent except that the higher the mother’s education the higher reading behavior intention. 6. It was found that the higher one's academic achievement, the higher one's transaction beliefs and reading attitudes. However, no significant association was found between students’ transmission beliefs and their academic achievements. Finally, according to the major findings and conclusions of this study, some recommendations were made on teaching and future research.