國中生閱讀動機、閱讀行為與國文科學習成就之研究

南華大學機構典藏系統 > 管理學院 > 文化創意事業管理學系 > 博碩士論文-休閒產業碩士班(停招) > Item 987654321/23101

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题名:	國中生閱讀動機、閱讀行為與國文科學習成就之研究
其它题名:	A Study on Junior High School Students' Reading Motivation, Reading Behavior, and Chinese Academic Achievement
作者:	謝旻成 Hsieh, Min-Cheng
貢獻者:	文化創意事業管理學系休閒產業碩士班陳寶媛 Pao-Yuan Chen
关键词:	國文科學習成就;閱讀行為;閱讀動機 Chinese Academic Achievement;Reading Behavior;Reading Motivation
日期:	2015
上传时间:	2015-08-24 14:54:32 (UTC+8)
摘要:	本研究的主要目的在探討嘉義市大業國中之國中生閱讀動機及閱讀行為與國文科學習成就之關聯性。本研究主要以問卷調查法進行資料蒐集，合計取得有效樣本317份，有效回收率92.15%。研究方法包括「描述性統計、獨立樣本t檢定、單因子變異數分析、迴歸分析等」。　　由本研究的結果得知：嘉義市大業國中學生的閱讀動機在五點量表中均達中間值以上水準，即閱讀動機情形良好。而且，國中女生整體閱讀動機優於男生。依年級分析，嘉義市大業國中七年級學生的整體閱讀動機優於九年級。母親的教育程度在高中以上者，學生的閱讀動機較佳。國文科學習成績為優者，其閱讀動機亦較佳。　　就閱讀行為而言：嘉義市大業國中學生每週閱讀時間以一小時以下居多；每學期購買課外書籍費用以無居多；每學期閱讀課外書數量以10本以下居多；所閱讀的課外書籍來源以向圖書館借閱居多；閱讀的課外書籍類型以「文學、小說、散文類」居多；閱讀課外書籍的地點以自己家裡居多；平常閱讀課外書籍時段以「週末、假日」居多。　　就閱讀動機與國文科學習成就的關聯而言，閱讀動機越強，國文科學習成績越高。　　最後依據研究結果歸納之結論，分別對學校、老師、家長以及學生提出具體參考的建議。　　The primary purpose of this study aims to examine how students’ reading motivations and reading behavior relate to their Chinese academic achievement at Da-Ye Junior High School in Chiayi city. A questionnaire survey implemented with stratified proportional random sampling technique was conducted to collect data for the research, and methods for data analysis included descriptive statistics, independent sample t-test, one-way analysis of variance and regression analysis. There were 318 valid samples retrieved, yielding a 92.17% valid recovery rate. 　　The results of this study showed that students at Da-Ye Junior High School were with high reading motivation. As to reading behavior, most students read less than an hour per week. They usually spent weekends and holidays on outside reading. In average, under ten books were read per semester. Books borrowed from the libraries were the main source for students to read out of school, so the expense of buying books each semester was mostly “null.” Furthermore, students tended to read more literary works, such as fiction and prose, and places chosen for reading were usually at home. To conclude, the study found that students’ reading motivation and reading behavior allow their Chinese academic achievement to be predictable; hence a significant correlation between the three factors is established. 　　According to the research results, further suggestions will be made to schools, teachers and parents.
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