國小六年級學童家庭讀寫環境及閱讀行為與寫作能力之相關探討

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國小六年級學童家庭讀寫環境及閱讀行為與寫作能力之相關探討
著者: 林佩蓉; Lin, Pei-jung
黃秀霜; Hsiu-Shuang Huang; 教育學系課程與教學碩士班
主題: 閱讀行為; 家庭讀寫環境; 寫作能力; reading and writing environment at home; reading behavior; writing ability
描述: 本研究旨在了解國小六年級學童家庭讀寫環境、閱讀行為及寫作能力之現況，並探討不同性別、父母的教育程度、家庭狀況及參加校外作文補習與否的學生在這四方面的差異情形，進而探討家庭讀寫環境、閱讀行為與寫作能力之間的相關情形。本研究採用問卷調查法及書寫記敘文、議論文兩篇作文，以高雄市公立國小六年級的學童為研究對象，將學校以隨機抽樣方式抽取9所學校，9個班級，受測學童總計共有272位為樣本進行調查，共得有效問卷254份。問卷資料鍵入後，調查所得結果分別採用描述性統計、t 考驗、單因子變異數分析、卡方考驗、及皮爾遜積差相關等統計方法加以分析，獲得以下的結果：壹、國小六年級學童家庭讀寫環境平均分數為2.42分，以「家庭閱讀資源」得分最高。貳、國小六年級學童最常閱讀課外讀物的地點以家裡排行第一，課外讀物來源、閱讀的指導者及遇到困難時主要的請教對象均以父母排行第一。参、假日及寒暑假的閱讀時間比上課時間長，最常閱讀的時段以「做完功課後」排行第一。有四成五的國小六年級學童最常也最喜歡自己一個人閱讀課外讀物，有三成八的學童閱讀後的反應是「讀完就算了」。肆、國小六年級學童一學期能閱讀課外讀物的數量以1至五本排行第一，考試期間閱讀數量會降低，一個禮拜去學校圖書館借、看書的次數不超過2次。伍、國小六年級學童最常也最愛看的課外讀物種類以「文學、小說、散文類」排行第一，整體的閱讀喜好程度平均分數為.75。陸、國小六年級學童家庭讀寫環境在父母親教育程度及參加校外作文補習變項上具有顯著差異。柒、不同性別之國小六年級學童在閱讀方式、閱讀類別、閱讀喜好程度具有顯著差異。捌、不同父親教育程度的國小六年級學童在閱讀的時間有顯著不同，一學期閱讀課外讀物的數量與閱讀的指導者也有明顯的差異情形。玖、不同母親教育程度之國小六年級學童在閱讀地點、書本來源、閱讀數量、閱讀方式、閱讀類別及閱讀喜好程度均具有顯著差異。拾、不同家庭狀況之國小六年級學童在閱讀地點、閱讀數量具有顯著差異。拾壹、參與校外作文補習與否之國小六年級學童在閱讀地點、閱讀時間、閱讀數量及閱讀喜好程度具有顯著差異。拾貳、參加校外作文補習與否之國小六年級學童其記敘文寫作能力具有顯著差異。拾参、國小六年級學童議論文寫作能力在參加校外作文補習與否與性別的變項上具有顯著差異。拾肆、國小六年級學童家庭讀寫環境與寫作能力的具有顯著相關且為正相關。拾伍、國小六年級學童記敘文寫作能力與閱讀時間、閱讀數量、閱讀方式、閱讀類別及閱讀喜好程度具有顯著相關。拾陸、國小六年級學童議論文寫作能力與閱讀時間、閱讀數量及閱讀喜好程度具有顯著相關。本研究根據以上的結論作出建議。
The purpose of this study was to gain an understanding of the current situation of the reading and writing environment at home, as well as the reading behavior and writing ability of the sixth graders. It also further and explores the correlation between the reading and writing environment at home and students'' reading behavior and writing ability through the discussion of the differences made by gender difference, parents'' educational levels, family status and students'' attendance of after-school composition classes .In this study, questionnaires were used to conduct a survey on the sixth graders at the municipal elementary schools in Kaohsiung City. In addition, respondents were asked to compose a narrative and an argumentation. Nine classes at nine schools were randomly selected. Totally there were 272 survey participants and 254 valid questionnaires were collected. The following results were obtained from the analysis of the survey data collected by using descriptive statistics, t-test, one-way ANOVA, chi-square test , Pearson product-moment correlation and other statistical methods.1. The average score for sixth graders'' reading and writing environment at home was 2.42 points with the item of family reading resources scoring the highest.2. Homes were ranked the first as the place where sixth graders most often did their extracurricular reading, while parents were ranked the first as both the main sources of students'' extracurricular reading and the persons, who directed them in their reading, and whom the students would most often turn to when they encountered difficulties.3. The reading hours on holidays and during summer and winter vacations were longer than on school days. The time after the students finished their homework was ranked the first as the time when students most often did their extracurricular reading. Forty five percent of the sixth graders enjoyed extracurricular reading alone, while thirty eight percent of them thought that it would be good enough as long as they have done the reading.4. The number of extracurricular readings read by most of the sixth graders in a school semester ranged from one to five. Students read less during the time when they were preparing for examinations. During these periods , students went to school library to either borrow or read books less than twice a week.5. “Literature, novels and prose” was ranked as the most popular extracurricular reading category by sixth graders. The average score of overall degree of students'' enjoyment of reading was 0.75.6. The variables of parents'' educational levels and students'' attendance of after-school composition classes made great differences in sixth graders'' reading and writing environment at home.7. There were obvious differences in reading approaches, reading categories and the degree of reading enjoyment among students of different genders.8. There were notable differences in the reading time among the sixth graders with fathers of different educational levels. The same difference was found in the number of extracurricular reading in a school term and the persons who provided guidance in their reading.9. Among sixth graders with mothers of different educational levels, there existed apparent differences in their reading places, source of readings, numbers of books they read, reading approaches, reading categories and the degree of enjoyment of reading. 10. There were notable differences in reading places and numbers of books they read among the sixth graders of different family status.11. Students'' attendance of after-school composition classes made obvious differences in their reading places , the time they spent in reading, reading volume and reading fondness degree.12. Students'' attendance of after-school composition classes made an apparent difference in their narrative writing ability.13. Both the variables of students'' attendance of after-school composition classes and gender difference made notable differences in their writing ability of argumentative essay.14. Sixth graders'' reading and writing environment at home was positively correlated with their writing ability.15. There was an evident correlation between sixth graders'' narrative writing ability and the reading time, numbers of books they read, reading approaches, reading categories and the degree of enjoyment of readind.16. There existed obvious correlation between sixth graders'' argumentation writing ability and the time they spent in reading, reading volume and reading fondness degree.The suggestions presented in this study were based on the above conclusions.
碩士
建立日期: 2009
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2063
資源來源: NUTN IR

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國小六年級學童家庭讀寫環境及閱讀行為與寫作能力之相關探討

林佩蓉; Lin, Pei-jung 黃秀霜; Hsiu-Shuang Huang; 教育學系課程與教學碩士班 2009

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