| 摘要: | 本研究旨在探討電子繪本與紙本繪本對國小二年級學童在閱讀動機與閱讀行為的影響差異。以嘉義市某國小二年級的兩個班級為研究對象，有效樣本數實驗組為23人、控制組23人，利用閱讀課的時間進行實驗活動。依據「國小學童閱讀動機量表與閱讀行為量表」前後測之得分，並蒐集學校圖書館借閱紀錄、課程回饋單、教師教學日誌、訪談等資料進行分析與整理，研究結果發現：1.電子繪本對於國小二年級學童在整體閱讀動機的提升效果上優於紙本繪本，不過在效能、挑戰、好奇心、投注、重要性、認可、成績、競爭等子構面上並無達到顯著差異，僅有社交子構面達到統計顯著差異。2.電子繪本對於國小二年級學童在整體閱讀行為的提升效果上優於紙本繪本，不過在頻率、主動性等子構面上未達顯著差異，而時間、分享與數量子構面等則達到統計顯著。
The purpose of this study was to investigate the differences in the influence of electronic picture books and paper-based picture books on reading motivation and reading behavior of the children in the second grade at the elementary school. Taking two classes in the second grade of a small country in Chiayi City as the research object, the effective number of experimental groups was 23 and the control group was 23, and the experimental activities were carried out using the reading time. According to the scores of the ＂Elementary School Children's Reading Motivation Scale and Reading Behavior Scale＂, and collecting school library borrowing records, course feedback forms, teacher teaching logs, interviews and other data for analysis and collation, the research results show that: 1. The electronic picture book is superior to the paper-based picture book in improving the overall reading motivation of the second graders of the elementary school, but it has not achieved significant results in terms of effectiveness, challenge, curiosity, betting, importance, recognition, achievement, competition and so on. Differences, only social sub-facials reach statistically significant differences.2. Electronic picture books are better than paper-based picture books in improving the overall reading behavior of second graders, but not in the frequency, initiative and other sub-forms significant differences, while time, sharing and quantity sub-facilities are statistically significant. |
