國中學生線上閱讀素養構念之探討

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題名:
國中學生線上閱讀素養構念之探討
著者: 張貴琳; Chang, Kuei-lin
洪碧霞; none; 測驗統計研究所
主題: 性別恆等性; 線上閱讀素養; Rasch模式; Rasch model; gender construct-invariance; online reading literacy
描述: 線上閱讀素養是國民競爭力的基礎，也是教育資源投入的嶄新要項。本研究兼顧閱讀素養構念和資訊與通訊科技媒介特色，目的在發展國中學生線上閱讀素養評量工具（含線上閱讀策略覺察量表），並初步檢驗其構念模式，同時描述國中男女學生線上閱讀素養發展現況與特徵差異。本研究將線上閱讀素養構念操作性界定為兼含線上閱讀策略覺察、閱讀投入和紙本閱讀三個要素的線上閱讀理解運作。線上閱讀素養構念的量化指標包括四部分：（1）線上閱讀理解：以PISA電子閱讀評量架構為主要依據，評量素材取自數位典藏資源，測驗系統架構在Internet/WWW平台，內容包含時光隧道和電影欣賞兩單元；（2）線上閱讀策略覺察：意指對擷取資訊策略、評鑑資訊策略和統整資訊策略有用性程度的覺察；（3）閱讀投入：包含PISA為樂趣而讀、享受閱讀時數、閱讀材料多樣性和線上閱讀活動四個層面；（4）紙本閱讀：意指PISA閱讀素養和在校國文表現。研究中以臺南市地區601位國中二年級學生為常模樣本，討論的議題涵蓋評量工具的信效度資訊、模式的性別恆等性分析及男女學生的表現差異。本研究使用Rasch試題反應模式進行線上閱讀素養評量工具的題目參數估計與受試者量尺分數估計，並使用結構方程模式和多群組分析檢驗線上閱讀素養構念模式的適配度及性別恆等性，同時採用獨立樣本單因子多變量變異數分析檢定男女學生的線上閱讀素養表現差異。研究結果顯示：（1）線上閱讀素養評量工具的難度適中，呈現良好的幅合與區別效度，線上閱讀理解評量試題難度層次分類與理論相符。（2）構念模式與實徵資料的整體適配度良好，性別恆等性假設初步獲得證據支持。目前就線上閱讀理解而言，紙本閱讀成份的影響明顯較高，兩者的核心差異在於認知性導航運作。（3）多數學生的線上閱讀理解表現達水準3，其中有較高比例的男生居於落後水準。在線上閱讀環境中，性別差異的現象依然存在，惟差距未如紙本閱讀明顯。整體而言，多項研究發現與PISA 2009數位閱讀評量的初步調查結果接近。本研究之結果顯示線上閱讀素養構念頗具後續探討的潛力。未來研究宜適度擴充線上閱讀理解評量題庫，以提供更精確的測量，同時針對導航表現進行量化計分，釐清線上閱讀理解的導航表現內涵，以能更進一步區辨線上與紙本閱讀所需的不同核心能力。加強青少年線上文本資訊的批判性素養將是未來提升線上閱讀表現的重要方向。
The purpose of this study is to develop an online reading literacy assessment (including a metacognitive awareness of online reading strategy inventory) by adopting construct of reading literacy and information and communication technology, to examine the construct model, and to portrait gender difference regarding online reading literacy performance. The construct of the online reading literacy is operationally defined as an online reading comprehension which containing metacognitive awareness of online reading strategy, reading engagement, and print reading. The measurements include: (1) online reading comprehension: based on the PISA electronic reading assessment framework, questions containing two units from digital archive resource and placed on the Internet; (2) metacognitive awareness of online reading strategy which included the awareness of the usefulness of information-locating strategy, information-synthesizing strategy, and information-evaluating strategy; (3) reading engagement: including reading for enjoyment, time spent reading for enjoyment, diversity of reading material, and online reading activities; (4) print reading: including PISA reading literacy and school Chinese performance. A total of 601 sophomore students of junior high school in Tainan City participated in this study. This study uses Rasch IRT model to calibrate the item parameter and scale scores. SEM muti-group analysis is also used to examine the construct model fit and the gender construct-invariance. On the other hand, independent-sample one-way MANOVA is used to exam gender effects. The results indicated: (1) the online reading literacy assessments had adequate difficulty level, reasonable convergent, and discriminant validity; (2) the construct model fits empirical data and support gender construct-invariance hypothesis. Furthermore, print reading is the main influential element as to online reading comprehension which the cognitive navigation operation plays an important role; (3) The majority of students’ proficiency falls into level 3 and most of male are below level 3. The gender effect also exists in the online reading environment but is not as strong as in print reading. Generally speaking, findings from this study showed the same results in the preliminary PISA 2009 digital reading assessment. Future studies may broaden the item bank of online reading literacy assessment and provide the navigation scoring in order to differentiate the core competencies of online reading and print reading. Promoting adolescents’ critical literacy of online reading is an important aspect for improving their online reading performance.
博士
建立日期: 2011
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1769
資源來源: NUTN IR

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國中學生線上閱讀素養構念之探討

張貴琳; Chang, Kuei-lin 洪碧霞; none; 測驗統計研究所 2011

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