| 摘要: | 在科技快速的發展之下，知識是21世紀的新競爭利器。而獲取大量知識的方式除了學校傳授之外，更大的部份是要由自己去閱讀、去學習，閱讀是讓自己不被這股浪潮淘汰的唯一方法。「十九世紀的財富在土地；二十世紀的財富在勞力；二十一世紀的財富在腦力。」此言更為了這種情況下了最好的註解，所以愈來愈多國家投注許多心力，就是為了提升國民的閱讀風氣。台灣也在政府及民間的推動下，愈來愈重視學童的閱讀習慣，也有愈來愈多的學者致力於如何提升閱讀風氣，讓學童能快樂閱讀，能培養閱讀的興趣，達到充實知識、啟發思想、陶冶性情、開闊心胸，以及提昇語文能力的教育目標。 本研究旨在探討當前國中學生課外閱讀行為之現況，瞭解其課外閱讀行為、使用閱讀媒介與閱讀理解能力之關係，使其具有閱讀教學上的意義。其次，以不同閱讀行為來分析學生的閱讀概況之特徵與其行為特質，藉以提供建議予學生家長、國中教師、教育相關單位和出版業者之參考。以嘉義縣公立國中一年級學生為研究對象，依學校規模分層抽取8所學校一年級學生共30個班級，問卷共發出1050份，回收問卷共944份，有效問卷為891份。本研究採用問卷研究法，除了以問卷來作為蒐集學課外閱讀行為的工具，並輔以『中國行為科學社』所出版的『國中學校能力測驗』（該測驗由嘉義縣布袋國中提供）的語文部分，來測量學生的閱讀理解能力分數，藉此來了解課外閱讀行為是否與閱讀理解能力有相關。 研究結果發現國中生最常閱讀環境為「家庭」，再來是「學校」，最不常閱讀的環境是「書店」；閱讀動機最主要為「書本的內容有趣」接著是「充實自我」；閱讀目的主要為「紓解壓力」與「獲得樂趣」；閱讀主題主要為「文學」、「科學人文」與「生活藝術」；閱讀資訊來源主要為「父母購買」與「自行購買」；閱讀讀物取得管道極不同閱讀資訊來源則在各個環境學習因素各項度均有顯著差異。閱讀媒介與閱讀行為間的關聯，紙本閱讀的時間略長於網路閱讀的時間。而國中生的閱讀理解力在使用網路閱讀上，並沒有顯著差異；但在紙本閱讀上，閱讀理解力在不同的閱讀時間上的差異較為顯著。
In the advent of rapid technological development, knowledge is known to become the new weapon of competition in 21st century. Whereas in the approaches to acquire massive knowledge, not only those that are taught in schools, but also the vast majority of these approaches require reading in order to learn. And reading seems to be the only way to survive in this day and age and could be best annotated with ＂Wealth in 19th century rested at the land acquisition; labor in 20th century; and brain power in the 21st＂. Therefore, more and more countries invest vast amount of resources, aiming to elevate reading atmosphere for their citizens. Here in Taiwan, through promotions driven by both government and civilian organizations, reading habits in school children had also been treasured and emphasized as well. More and more scholars started to dedicate all their efforts on how to promote reading atmosphere, allowing school children read happily, leading to cultivating the interest in reading and ultimately reaching the education goals of knowledge enrichment, thought inspiration, character building, open-mindedness and language and written capability enhancement. Purpose of this research is to explore the current status for extracurricular behavior of junior high students, understand their extracurricular reading behaviors and the correlations between employing the reading medium and reading comprehension capability to render the reading with new found meaning and significance in teaching practices. Moreover, this research analyses the student's reading general statuses as well as behavioral characteristics so as to recommend to student's parents, junior high teachers, educational related organization and the publishers as references. This research adopted the 7th graders in public junior highs at Chiayi County as research subjects. Based on school size and magnitude, this research appropriately selected the 7th graders from 8 schools with a total of 30 classes in a hierarchical manner, and a total of 1050 query survey sheets were disseminated with 944 returned and the total number of effective query survey sheet reached 891. This research adopted query survey approach and it not only was selected as the tool for collecting the extracurricular reading behavior, but also complemented with language and written portion of ＂Junior high school performance tests＂ (provided by Budai Junior High School of Chiayi County ) published by ＂China behavioral science＂ to measure and score the student reading comprehension capability. And this was used to assist the understanding whether the extracurricular reading behavior was correlated to reading comprehension capability. Findings of this research revealed that the most common reading environment was ＂at home＂, followed by ＂school＂. The least common reading environment was ＂bookstore＂. Reading motivations were primarily ＂interesting in the content of the book＂, followed by ＂self enrichment＂. Main purpose in reading was ＂stress release＂ and ＂pleasure acquisition＂. Themes of reading were primarily in ＂literature＂, ＂science and humanity＂ and ＂art of living＂. Major sources for reading materials were ＂purchased by parents＂ and ＂purchased by students＂. The acquisition of the reading materials was at odds with sources of different reading materials, and this was caused by the significant differences observed between dimensions identified in the respective learning environment factors. In the correlations between reading medium and reading behavior, the reading time duration on paper medium was longer than that from the website. As for the reading comprehension capability in the website reading for junior high students, there was no significant difference observed. Nonetheless, reading comprehension capability through paper medium was observed with significant difference as opposed to different reading time and duration. |
