網路世代閱讀引導影響學生閱讀動機之研究

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Title:	網路世代閱讀引導影響學生閱讀動機之研究
Other Titles:	Study on the Effect of Reading Guidance on Students' Reading Motivation in Net Generation
Authors:	陳凱琳 Chen, Kai-Lin
Contributors:	資訊管理學系洪銘建;尤國任 Ming-Chien Hung;Kuo-Jen Yu
Keywords:	新移民子女;網路使用行為;閱讀動機 children of new inhabitants;internet use behavior;reading motivation
Date:	2014
Issue Date:	2014-11-24 15:01:07 (UTC+8)
Abstract:	日本趨勢大師大前研一在其著作《教出孩子的生存力》說道：二十一世紀是個「解答千變萬化的時代」，唯有「靠自己的頭腦想出答案的能力」，以及「傳達信息、策動人心能力」的人才能生存下來，未來後數位時代，是對文字有能力，且能自主思考的人才是瞬息萬變的世界中具有生存優勢者，而其中閱讀扮演著最關鍵角色。因此，本研究目的旨在探討網路世代國中生閱讀動機的現況，以及介入閱讀引導介入後，閱讀動機的改變。　　為達上述研究目的，本研究採用單組實驗前後測設計，以國中二年級某班共30名學生作為研究對象，進行為期12週，共20小時的閱讀引導活動。研究對象在「閱讀引導」活動前後，分別接受「閱讀動機量表」及「網路使用行為標準」測驗，研究者再依照評分規準加以評分。評分之後，進行描述性統計與成對樣本t檢定，考驗研究對象在接受「閱讀引導」活動後，閱讀動機是否有顯著差異。本研究結論為：一、閱讀引導活動未能提升網路世代學生的整體閱讀動機（一）閱讀引導未能提升閱讀動機中內在動機的表現（二）閱讀引導可以提升閱讀動機中外在動機的表現二、閱讀引導活動未能提升網路依賴群組的整體閱讀動機（一）閱讀引導未能提升網路依賴群組整體的閱讀動機（二）閱讀引導可以提升非網路依賴群組外在動機的表現三、閱讀引導活動未能提升新移民子女的整體閱讀動機（一）閱讀引導未能提升新移民子女群組整體的閱讀動機（二）閱讀引導可以提升非新移民子女群組外在動機的表現　　以上研究結果，作為教育相關單位和教師未來推動增強學生閱讀動機的教學活動，及對未來從事相關研究者提供參考。　　Kenichi Ohmae, the master of trend in Japan, suggested in his work Teaching the Children to Survive, the 21st century is “the time with various responses”. Only the ones with “capacity to find the responses by personal intelligence” and “capacity to transmit information and drive people” can survive. In post-digital time, the talents with literary capacity and independent thinking can survive in changeable world. Reading plays the most critical role, therefore, this study aims to probe into junior high school students’ current reading motivation in generation of network and their change of reading motivation after intervention of reading guidance. 　　In order to accomplish the previous research purposes, this study adopted pretest and posttest design of pre-experiment single group, and treated 30 students in one class of Grade 8 in junior high school as subjects for reading guidance which lasted for 12 weeks with a total of 20 hours. Before and after “reading guidance”, the subjects received the tests of “scale of reading motivation” and “standard of internet use behavior”. The scoring was based on the standard. Hence, descriptive statistics and t test of pair samples were conducted to find if the subjects’ reading motivation was significantly different after receiving “reading guidance”. Conclusions of this study are shown as follows: 1、 Reading guidance cannot enhance students’ overall reading motivation of generation of network. （1） Reading guidance cannot enhance intrinsic motivation in reading motivation （2） Reading guidance can enhance extrinsic motivation in reading motivation2、 Reading guidance cannot reinforce overall reading motivation of group with internet dependency (1) Reading guidance cannot enhance overall reading motivation of group of internet dependency (2) Reading guidance can enhance extrinsic motivation of group without internet dependency 3、 Reading guidance cannot enhance overall reading motivation of children of new inhabitants. (1) Reading guidance cannot enhance overall reading motivation of group of children of new inhabitants. (2) Reading guidance can enhance extrinsic motivation of group who are not children of new inhabitants.　　The previous findings can serve as reference for educational authority and teachers to implement instructional guidance of students’ reading motivation and future studies.
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