| dc.contributor.advisor | 簡楚瑛 | zh_TW |
| dc.contributor.advisor | Chien, Chu Ying | en_US |
| dc.contributor.author (Authors) | 姚育儒 | zh_TW |
| dc.contributor.author (Authors) | Yao, Yu Ju | en_US |
| dc.creator (作者) | 姚育儒 | zh_TW |
| dc.creator (作者) | Yao, Yu Ju | en_US |
| dc.date (日期) | 2008 | en_US |
| dc.date.accessioned | 9-Dec-2010 09:06:05 (UTC+8) | - |
| dc.date.available | 9-Dec-2010 09:06:05 (UTC+8) | - |
| dc.date.issued (上傳時間) | 9-Dec-2010 09:06:05 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0096157006 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/49771 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 幼兒教育所 | zh_TW |
| dc.description (描述) | 96157006 | zh_TW |
| dc.description (描述) | 97 | zh_TW |
| dc.description.abstract (摘要) | 基於閱讀的價值性、重要性及影響性等特質，促使閱讀能力的培養持續受到各界關注，而家庭更是影響孩童閱讀習慣養成的重要環境之一，因此本研究旨在探究性別及家庭社經地位對家庭閱讀活動的影響，並且探討家庭閱讀活動的活躍程度與學童閱讀行為及閱讀態度養成間的關係。本研究採問卷調查法，以台北市某八所公立小學二年級學童共計317人作為研究樣本，研究結果顯示：女性及中、高社經地位學童在家庭閱讀活動、閱讀行為及閱讀態度的表現上皆較佳，而家庭閱讀活動與閱讀行為及閱讀態度彼此間都呈現顯著正相關情形。由上述結果可推論，家長可能由於對子女性別的刻板印象而投入較多的心力在與女兒從事閱讀活動，且社經地位較高的家長，除了較有能力提供豐富閱讀資源外，也多半較重視閱讀能力的培養，因而顯示其家庭閱讀活動較為活躍；而家庭閱讀活動越活躍的學童，其閱讀行為與閱讀態度也同樣呈現積極的情形，且豐富的閱讀行為亦能帶動正向的閱讀態度。基於以上研究發現，本研究建議家長應在家庭閱讀活動中扮演更為主動的角色，例如嘗試建立固定家庭閱讀時段，盡可能投注均等的時間陪伴子女從事閱讀；且學童本身亦可與同儕建立讀物分享的團體，並充分利用各界圖書資源；而政府則是可以考量推動內政單位與教育單位合作的可能性，藉由社會力量協助以改善低社經者的家庭閱讀活動不足的情形。 | zh_TW |
| dc.description.abstract (摘要) | Based on the value, importance and impact of reading, building reading ability continued to be concerned. And the family is one of the important environment where affect the children to make a rule of reading habits. So, the purpose of this study is to explore how sex and family socio-economic status affect the family reading activities, and what relations of the level of family reading activities, children reading behavior and reading attitudes. This study used questionnaires to sampling a total of 317 second grade children in 8 public schools of Taipei. And the research results showed that: girls and children of middle-high socio-economic status whose family reading activities, reading behavior and reading attitude is all better. In addition, family reading activities, reading behavior and reading attitude showed a significant positive correlation. Results can be deduced from the above, parents of their children may be due to gender stereotypes and to invest more heavily in the effort to engage in reading activities with daughter, and higher socio-economic status of parents, in addition to is not having a better position to provide a rich resource of reading, but also identify importance of reading ability, which family activity of reading is better. And family reading activities is more lively, their children’s reading behavior and reading attitude is better. And at the same time, a wealth of reading behavior can lead to read positive attitude. Based on the above findings, this study suggests that parents should play a more active role to reading with children, such as creating a fixed period of family reading time, to accompany their children in reading equal bets as far as possible. And children also can establish reading groups with their peers to share all kinds of books. On the other side, try to make full use of library resources from living surroundings. While the Government is considering to advance cooperation of the educational unit and internal affairs unit , depend on social forces to help to improve the low socio-economic families reading activities. | en_US |
| dc.description.tableofcontents | 第一章 緒論……………………………………………………………1第一節 研究動機與目的…………………………………………………1第二節 研究問題…………………………………………………………6第三節 研究假設…………………………………………………………6第四節 名詞釋義…………………………………………………………7第五節 研究範圍與限制…………………………………………………9第二章 文獻探討…………………………………………………… 11第一節 家庭閱讀活動壹、 家庭閱讀活動的意涵………………………………………11貳、 家庭閱讀活動的影響因素…………………………………22參、 家庭閱讀活動的評量工具…………………………………25第二節 閱讀行為壹、 閱讀行為的定義與內涵……………………………………29貳、 閱讀行為的影響因素………………………………………30參、 閱讀行為的評量工具………………………………………33第三節 閱讀態度壹、 閱讀態度的定義、內涵及相關概念模式……………………38貳、 閱讀態度的影響因素…………………………………………41參、 閱讀態度的評量工具…………………………………………46第四節 家庭閱讀活動、閱讀態度與閱讀行為之相關研究壹、 家庭閱讀活動與學童閱讀行為之相關研究…………………51貳、 家庭閱讀活動與學童閱讀態度之相關研究…………………52參、 學童閱讀行為與閱讀態度之相關研究………………………53第三章 研究方法………………………………………………………54第一節 研究設計…………………………………………………………54第二節 研究對象…………………………………………………………55壹、 預試問卷的取樣………………………………………………55貳、 正式問卷之研究對象…………………………………………55第三節 研究工具…………………………………………………………56壹、 問卷內容………………………………………………………56貳、 問卷編製………………………………………………………57第四節 研究程序…………………………………………………………72第五節 資料分析與統計方法……………………………………………73第四章 研究結果………………………………………………………75第一節 學童家庭閱讀活動之分析………………………………………75壹、 家庭閱讀活動整體暨各層面之調查情況分析………………75貳、 不同背景變項學童家庭閱讀活動之差異分析………………76第二節 學童閱讀行為之分析……………………………………………81壹、 閱讀行為整體暨各層面之調查情況分析……………………81貳、 不同背景變項學童閱讀行為之差異分析……………………81第三節 學童閱讀態度之分析……………………………………………86壹、 閱讀態度之調查情況分析……………………………………86貳、 不同背景變項學童閱讀態度之差異分析……………………86第四節 家庭閱讀活動、閱讀行為與閱讀態度之相關分析……………88壹、 家庭閱讀活動與閱讀行為之相關情形………………………88貳、 家庭閱讀活動與閱讀態度之相關情形………………………88參、 閱讀行為與閱讀態度之相關情形……………………………90第五章 結論與建議……………………………………………………91第一節 主要研究發現與討論……………………………………………91壹、 學童家庭閱讀活動、閱讀行為與閱讀態度之調查情形……91貳、 不同背景變項學童家庭閱讀活動、閱讀行為與閱讀態度之差異……………………………………………………………… 91參、 學童庭閱讀活動、閱讀行為與閱讀態度之相關情形………97第二節 結論………………………………………………………………101第三節 建議………………………………………………………………106壹、 對家長之建議…………………………………………………106貳、 對學生個人之建議……………………………………………108參、 對政策制定者之建議…………………………………………108肆、 對未來研究之建議……………………………………………109參考文獻……………………………………………………………… 111中文部分……………………………………………………………………………111英文部分……………………………………………………………………………114附件附件一 家庭閱讀活動、閱讀行為與閱讀態度問卷(預試問卷).............121附件二 家庭閱讀活動、閱讀行為與閱讀態度問卷(正式問卷)………………127附件三 職業類別與教育程度分級及家庭社經地位計算方式說明……………133圖目次圖2-3-1 Mckenna閱讀態度模式圖…………………………………………………40圖3-1-1 研究架構圖………………………………………………………………54圖3-4-1 研究甘特圖………………………………………………………………72表目次表2-1-1 家庭閱讀活動評量工具整理比較表……………………………………27表2-2-1 閱讀行為評量工具整理比較表…………………………………………36表2-3-1 閱讀態度評量工具整理比較表…………………………………………49表3-2-1 Kubis之HLE、方子華與周芷誼量表與本量表題項之對照表…………57表3-2-2 家庭閱讀活動量表項目分析摘要表…………………………………… 60表3-2-3 家庭閱讀活動量表因素分析結果摘要表……………………………… 61表3-2-4家庭閱讀活動四因素之的相關矩陣表………………………………… 62表3-2-5 Mckenna & Kear之ERAS與本量表題項之對照表………………………64表3-2-6 閱讀態度量表項目分析摘要表………………………………………… 65表3-2-7 閱讀態度量表因素分析結果摘要表…………………………………… 66表3-2-8古秀梅、吳憲昌、蔡育妮之量表與本量表題項之對照表…………… 67表3-2-9 閱讀行為量表項目分析摘要表……………………………………… 69表3-2-10 閱讀行為量表因素分析結果摘要表………………………………… 70表3-2-11閱讀行為三個因素之相關矩陣表…………………………………… 71表4-1-1 學童家庭閱讀活動之整體暨各層面調查情況分析摘要表………… 75表4-1-2 不同性別學童在親子閱讀互動、閱讀活動參與、家長閱讀習慣與休閒時間配置與整體家庭閱讀活動之差異比較表………………… 76表4-1-3不同社經地位學童在親子閱讀互動、閱讀活動參與、家長閱讀習慣與休閒時間配置與整體家庭閱讀活動之差異比較表 ………… 78表4-1-4不同社經地位學童在親子閱讀互動、閱讀活動參與、家長閱讀習慣、休閒時間配置與整體家庭閱讀活動之變異數分析摘要表…… 78表4-2-1學童閱讀行為之整體暨各層面調查情況分析摘要表………………… 81表4-2-2不同性別學童在閱讀時間、閱讀數量、閱讀頻率與整體閱讀行為之差異比較表…………………………………………………………… 82表4-2-3不同社經地位學童在閱讀時間、閱讀數量、閱讀頻率與整體閱讀行為之差異比較表……………………………………………………… 83表4-2-4不同社經地位學童在閱讀時間、閱讀數量、閱讀頻率與整體閱讀行為之變異數分析摘要表……………………………………………… 83表4-3-1學童閱讀態度之調查情況分析摘要表………………………………… 86表4-3-2不同性別學童在閱讀態度之差異比較表……………………………… 86表4-3-3不同社經地位學童在閱讀態度之差異比較表………………………… 87表4-3-4不同社經地位學童在閱讀態度之變異數分析摘要表………………… 87表4-4-1學童家庭閱讀活動與閱讀行為之相關摘要表………………………… 88表4-4-2家庭閱讀活動與閱讀態度之相關摘要表……………………………… 89表4-4-3閱讀行為與閱讀態度之相關摘要表…………………………………… 90 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0096157006 | en_US |
| dc.subject (關鍵詞) | 閱讀 | zh_TW |
| dc.subject (關鍵詞) | 家庭閱讀活動 | zh_TW |
| dc.subject (關鍵詞) | 閱讀行為 | zh_TW |
| dc.subject (關鍵詞) | 閱讀態度 | zh_TW |
| dc.subject (關鍵詞) | 學童 | zh_TW |
| dc.subject (關鍵詞) | Reading | en_US |
| dc.subject (關鍵詞) | Family Reading Activity | en_US |
| dc.subject (關鍵詞) | Reading Behavior | en_US |
| dc.subject (關鍵詞) | Reading Attitude | en_US |
| dc.subject (關鍵詞) | Primary school students | en_US |
| dc.title (題名) | 家庭閱讀活動、閱讀行為與閱讀態度之相關研究 | zh_TW |
| dc.title (題名) | The Correlational research of family reading activity, reading behavior and reading attitude | en_US |
| dc.type (資料類型) | thesis | en |
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