本研究旨在探討當前國小高年級學童電視收視行為及電視識讀能力之現況，瞭解國小高年級學童電視收視行為與電視識讀能力之關係，彙總前述各項分析結果作一綜結，藉以提供建議予學童家長、教育相關單位與媒體製作單位之參考。 本研究之母群體為雲林縣國小高年級學童，依學校規模分層抽取18所學校五、六年級各一班，共發出802份問卷，收回有效問卷672份，有效問卷回收率為83.8％。本研究採用問卷調查法，並以「兒童電視識讀能力問卷」作為資料蒐集的工具，對研究對象施測。根據雲林縣國小高年級學童問卷填答結果以樣本敘述分析、t考驗、單因子變異數分析等統計方法實施檢定分析。主要研究結果如下： 一、國小高年級學童在兒童電視識讀能力問卷上的表現屬中等程度，其對電視的表面意涵較為理解，而對意識形態等隱而不彰的深層內涵，較無法清楚的判斷。 二、七成以上的國小高年級學童每天收看電視，而且花二至四小時看電視的兒童最多，收視動機以「覺得電視節目很有趣」者最多，最喜歡「卡通/兒童節目」，全家人一起收看電視的情況最普遍。 三、高年級女生的電視識讀能力高於高年級男生；六年級學童的電視識讀能力高於五年級學童；居住地不同在學童電視識讀能力上沒有顯著差異；父/母親教育程度較高的兒童其電視識讀能力較佳；父/母親職業聲望較高的兒童其電視識讀能力較佳。 四、收視時間與學童電視識讀能力具有顯著差異，研究結果顯示：觀看電視時間愈長的學生，識讀能力並未隨之提高，甚至長時間觀看電視的兒童，其識讀能力更差。而收視頻次、收視動機及收視類型與學童電視識讀能力則沒有顯著差異；與家人共視情形不同之學童其電視識讀能力亦沒有顯著差異。 The purpose of this study was to explore the current condition of TV-watching behavior and TV literacy, so as to understand the relationships between TV- watching behavior and TV literacy. The conclusions and recommendations were provided at the end for reference of parents, educational institutions and media productions. The students was selected by stratified sampling from the fifth and sixth graders of 18 elementary schools in Yunlin County as the main study object. A total of 672 usable sets were collected through survey questionnaires. The valid receiving questionnaire rate is 83.8%.The questionnaire survey was conducted in this study with the “questionnaire of children’s TV literacy” as a tool for data collection and analysis. The t-test, one-way ANOVA were applied to analyze and describe the results. The following are the results of statistical analysis：1. The questionnaires of children’s TV literacy of fifth and sixth graders were classified middle level. It presents the object of this study can denote meanings of TV programs more than connote them. 2. Over seventy percentage of the study object watch TV everyday, the duration of two to fours hours is most of them spending on it, the viewing motivation for most of them is interesting, the cartoon/children programs are their favorites, and all family gather to watch TV is the most common thing in their daily life. 3. There is statistically significant differences of TV literacy which includes the fifth and sixth grade girls are superior to those who are boys, the highly-educated parents are superior to those who are the lowly-educated, and the higher occupation prestige parents are superior to those who are lower occupation prestige. There is no statistically significance difference in the residing area. 4. There is statistically significant difference of TV literacy in the TV-viewing duration. The results show that long period of TV-watching doesn’t improve the literacy but even get worse. There is no statistically significant difference in TV-viewing frequency, motivation, types, and watching with their family.
