簡易檢索 / 詳目顯示

研究生: 駱淑萍
論文名稱: 亞洲華僑青年閱讀投入度之比較研究─以國立臺灣師範大學僑生先修部學生為例
指導教授: 陳昭珍
學位類別: 碩士
Master
系所名稱: 圖書資訊學研究所
Graduate Institute of Library and Information Studies
論文出版年: 2014
畢業學年度: 102
語文別: 中文
論文頁數: 196
中文關鍵詞: 華僑青年閱讀投入閱讀動機閱讀行為閱讀策略
英文關鍵詞: Chinese youth, reading engagement, reading motivation, reading behavior, reading strategies
論文種類: 學術論文
相關次數: 點閱:187下載:23
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 自國際學生能力評估計畫PISA推行以來,閱讀素養受到國際社會的重視,尤其是青年的閱讀能力得到更多關注。在PISA 2012閱讀評量中,亞洲以中華文化為主流的國家/地區之青年都有優異表現,那麼不同地區的華人子弟閱讀情況又是如何,也值得去了解。故本研究希望從跨區域的角度,對華僑青年的閱讀動機、閱讀行為、閱讀策略使用等進行探討,以了解華僑青年的閱讀投入情況。
    基於上述目的,本研究採用問卷調查法,以國立臺灣師範大學僑生先修部學生為研究對象,共發放1300份問卷,回收有效問卷916份,可用率82.67%。
    研究結果發現:(一)亞洲華僑青年在閱讀投入方面的共同點有:他們的內在閱讀動機較外在閱讀動機強,但為了樂趣而閱讀時間不長;閱讀材料以報紙、小說、故事為主,而線上閱讀以閱讀社群網站資訊、網路新聞為主;閱讀互動情況一般,不常使用各種閱讀策略;(二)不同國籍之學生在閱讀動機、閱讀行為上有顯著差異。緬甸學生閱讀動機最高。在閱讀行為方面,澳門學生為樂趣閱讀的時間顯著低於香港學生。香港學生無論紙本閱讀還是線上閱讀都比其他國家學生較具多樣性。緬甸、馬來西亞學生閱讀互動較積極;(三)不同性別之學生在閱讀動機、閱讀行為上有顯著差異。除了印尼、澳門,各國女生的閱讀動機顯著高於男生。閱讀材料方面,男生的漫畫閱讀頻率顯著高於女生。香港男生在「為學習特定主題而搜尋網路資訊」、「參加網路小組討論或論壇」、「閱讀網路漫畫」使用/閱讀頻率上顯著高於女生;緬甸、馬來西亞男生的網路漫畫閱讀頻率也顯著高於女生。而香港女生的閱讀互動顯著高於男生;(四)不同組別之華僑青年在非小說類書籍、報紙、漫畫書、閱讀社群網站資訊、網路新聞、網路漫畫、使用線上字典或百科全書等的閱讀頻率上有顯著差異;(五)各國學生反映的學校閱讀推廣與他們的閱讀投入有顯著關聯,但各國情況有所不同;(六)華僑青年的閱讀動機與他們的閱讀行為、閱讀策略使用有顯著相關。

    Since the Programme for International Student Assessment (PISA) was performed, reading literacy especially the youth’s reading ability has attracted attention of the international community. According to the result of PISA 2012 reading assessment, Asian Chinese students had recorded an outstanding performance, then how is the performance of Chinese students from different regions in reading? It is also worth understanding. Therefore, the main purpose of this study is to explore the reading engagement of overseas Chinese youth in Asia from a cross-regional perspective.
    In this study, a questionnaire survey was used to achieve the above purpose. The subjects are students from Preparatory School for Overseas Chinese in National Taiwan Normal University. A “Reading Engagement Questionnaire” was distributed to all students in the preparatory school, and there were 916 valid samples, the availability percentage was 82.67%.
    Through the statistical results, the conclusions were summarized as follows: First, there were some convergences among the overseas Chinese youth such as their intrinsic reading motivation was stronger than their extrinsic reading motivation. However, they spent little time reading for enjoyment. Also, the results shown that newspapers and fictions were the materials the overseas Chinese youth read the most; the most frequent forms of online reading activities among the overseas Chinese youth were reading information on social networking sites such as Facebook and reading online news. These overseas Chinese youth rarely used reading strategies. Moreover, their involvement in social interactions related to reading was not as positive as expected. Second, the reading motivation and reading behavior of the overseas Chinese youth from different country were varied. Burmese Chinese students were reported as the highest on reading motivation. In the aspect of reading behavior, the time that Macau students spent on reading for enjoyment is significantly less than Hong Kongese students. The diversity of reading materials and online reading activities of Hong Kongese students were favorable. Burmese and Malaysian students were more actively involved in reading-related interactions. Third, gender made a difference in overseas Chinese youth’s reading motivation and reading behavior. Overall, female students were more motivated than the male students in reading activities except for Indonesia and Macau. Except Macau, the male students read comic books more frequently than the female students. Male students from Hong Kong searched online information to learn about a particular topic, took part in online group discussions or forums, and read online comics more frequently than the female students. Burmese and Malaysian male students read online comics more frequently than the female students. Female students from Hong Kong were significantly more active than the male students in social interactions related to reading.
    Fourth, there were significant differences between the four divisions of Chinese youth in the frequencies of reading both paper-based and online materials such as non-fiction books, newspapers, comic books, online news, online comic, using an online dictionary or encyclopedia as well as reading information from social networking sites. Fifth, there was a significant correlation between school reading promotion and their reading engagement however it varied between each country. Sixth, Overseas Chinese youth’s reading motivation significantly correlated with their reading behavior and the use of reading strategies.

    第一章 緒論 1 第一節 研究背景 1 第二節 研究動機 3 第三節 研究目的與問題 5 第四節 研究範圍與限制 6 第五節 名詞釋義 6 第二章 文獻探討 8 第一節 亞洲青年的閱讀概況 8 第二節 閱讀投入的概念 14 第三節 投入閱讀的讀者(Engaged Reader) 30 第三章 研究設計與實施 33 第一節 研究架構及研究假設 33 第二節 研究實施流程 35 第三節 研究方法及研究對象 37 第四節 研究工具的選擇與編制 39 第五節 研究實施程序 49 第六節 資料分析方法 53 第四章 研究結果與分析 54 第一節 亞洲華僑青年的閱讀投入情況與差異分析 54 第二節 不同背景變項之亞洲華僑青年閱讀投入之差異分析 79 第三節 亞洲華僑青年閱讀動機、閱讀行為和閱讀策略的關聯 120 第四節 綜合討論 129 第五章 研究結論與建議 148 第一節 結論 148 第二節 研究建議 154 第三節 後續研究建議 155 第四節 研究貢獻 156 參考文獻 157 中文文獻 157 西文文獻 160 附錄一 專家效度評定問卷 166 附錄二 專家效度之意見彙整及修正說明 175 附錄三 預試問卷 182 附錄四 正式問卷 190

    中文文獻
    Krashen, S.D.(2009)。閱讀的力量——從研究中獲得的啟示(The power of reading: insights from the research)(李玉梅譯)。臺北市:心理出版社。(原著出版年2004)
    中華民國僑務委員會(2013)。海外華人人數。檢自http://www.ocac.gov.tw/OCAC/File/Attach/10/File_53.pdf
    向永樂(2011)。影響國中學生課外閱讀投入因素與學業成就相關之研究(未出版之碩士論文)。國立中山大學高階公共政策碩士班,高雄市。
    宋曜廷、劉佩雲、簡馨瑩(2003)。閱讀動機量表的修訂及相關因素研究。測驗年刊,50(1),1-27。
    李美月(2002)。高中生課外閱讀與學業成就關係之研究(未出版之碩士論文)。屏東師範學院國民教育研究所碩士班,屏東市。
    林生傳(2005)。教育社會學。臺北市:巨流。
    林珊如(2010)。數位時代的閱讀:青少年網路閱讀的爭議與未來。圖書資訊學刊,8(2),29-53。
    林清山、程炳林(1995)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報,28,15-58。
    洪蘭(2007)。從小開始打造閱讀習慣。檢自http://parentschool.so-buy.com/front/bin/ptdetail.phtml?Part=radion070426
    孫劍秋、林孟君(2013)。從臺灣中學生PISA閱讀素養的表現談精進學生閱讀素養的教學策略。中等教育,64(3),35-51。
    國立僑生大學先修部(2005)。國立僑生大學先修班五十週年校慶特刊。臺北:國立僑生大學先修部。
    張文靜、辛濤(2012)。閱讀投入對閱讀素養影響的跨文化比較研究——以PISA2009為例。心理發展與教育,2,175-183。
    張芳全、王平坤(2012)。新移民子女與非新移民子女的文化資本、閱讀動機與閱讀行為之研究。臺中教育大學學報.教育類,26(1),55-89。
    張春興、林清山(1981)。教育心理學。臺北市:東華。
    張國祥、薛寶嫦、麥瑞琪(2010)。PISA 2009 亞洲各經濟體系閱讀素養表現之差異初探。研究報告發表於上海市教育科學研究院主辦之「PISA 2009 閱讀素養評估:兩岸四地經驗分享研討會」,中國上海。
    張貴琳(2011)。閱讀習慣的另類檢視—PISA閱讀投入因素。教師天地,172,77-83。
    曼古埃爾(Manguel, A.)(1999)。閱讀地圖(吳昌杰譯)。臺北市:臺灣商務。(原著出版年:1996)
    連啟舜(2002)。國內閱讀理解教學研究成效之統合分析(未出版之碩士論文)。國立臺灣師範大學教育心理與輔導研究所,臺北市。
    陳木金、許瑋珊(2012)。從PISA閱讀評量的國際比較探討閱讀素養教育的方向。教師天地,181,4-15。
    陳昱霖,陳昭珍(2010)。國中閱讀素養及教學策略初探。國文天地,26(1),113-128。
    陳雅文(2004)。國小高年級學生閱讀理解策略量表編製研究(未出版之碩士論文)。國立臺中師範學院教育測驗統計研究所,臺中。
    湯明祥(2012)。大學生的數位閱讀動機與數位閱讀策略相關研究(未出版之碩士論文)。南華大學出版與文化事業管理研究所,嘉義縣。
    黃子恩(2010)。大學生課外閱讀動機與行為之調查研究—以中部一所大學為例(未出版之碩士論文)。明道大學課程與教學研究所,彰化縣。
    黃麗菁(2011)。閱讀態度與閱讀策略對閱讀素養之影響—以PISA 2009上海、香港、韓國與臺灣為例(未出版之碩士論文)。明道大學課程與教學研究所,彰化縣。
    楊曉雯(1996)。高中生閱讀行為研究:以臺北市立建國高級中學學生為例(未出版之碩士論文)。淡江大學教育資料科學研究所,新北市。
    詹麗萍(2008)。苗栗縣國中生課外閱讀行為之研究(未出版之碩士論文)。玄奘大學公共事務管理學系碩士在職專班,新竹市。
    臺灣PISA國家研究中心(2009)。PISA 2009中文版學生問卷。檢自http://pisa.nutn.edu.tw/download/web_qa/student_qa.pdf
    臺灣PISA國家研究中心(2013)。學生能力國際排名2012。檢自http://pisa.nutn.edu.tw/link_rank_tw.htm
    齊若蘭(2003)。新一代知識革命。在齊若蘭等著,閱讀:新一代知識革命(pp.17)。臺北市:天下雜誌。
    劉佩雲、簡馨瑩、宋曜廷(2003)。國小學童閱讀動機與閱讀行為之相關研究。教育研究資訊,11(6),135-158。
    蔡慧美(2005)。國中生課外閱讀行為與經驗之研究(未出版之碩士論文)。國立臺灣大學圖書資訊學研究所,臺北市。
    鄭美珍(2011)。臺北市高職學生網路休閒閱讀動機與行為之調查研究(未出版之碩士論文)。國立臺灣師範大學圖書資訊學研究所在職班,臺北市。
    謝秉弘(2012)。學習投入與目標取向之後設分析(未出版之碩士論文)。國立暨南國際大學教育政策與行政學系,南投縣。
    謝彩瑤(2001)。臺東師院學生課外閱讀行為調查研究(未出版之碩士論文)。國立臺東師範學院教育研究所,臺東縣。

    西文文獻
    Baier, R.J.(2005). Reading comprehension and reading strategies (Master’s thesis). Retrieved from http://www2.uwstout.edu/content/lib/thesis/2005/2005baierr.pdf
    Baker, L., Dreher, M.J., & Guthrie, J.T.(2000).Why teachers should promote reading engagement.In Linda Baker, Mariam Jean Dreher, & John T. Guthrie(eds),Engaging young readers:Promoting achievement and motivation(Chapter 1, pp.1-16). New York: Guilford Press.
    Baker, L. & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452-477.
    Bempechat, J.,Jimenez, N.V.,&Boulay, B.A. (2002).Cultural-Cognitive Issues in Academic Achievement: New Directionsfor Cross-National Research, in A.C. Porter and A. G amoran (eds.), Methodological Advances in Cross-National Surveys ofEducational Achievement. Washington DC: National Academic Press.
    Biancarosa, G. (2012). Adolescent literacy:more than remediation. Educational-leadership, 69(6), 22-27.
    Brozo, W.G.,Shiel, G.,Topping,K.(2007).Engagement in Reading: Lessons Learned from Three PISA Countries. Journal of Adolescent & Adult Literacy, 51(4),304-315.
    Cheung, K. C., & Sit, P. S. (2010). Macao PISA 2009 Report: Assessment of reading, mathematical and scientific literacy performance of 15-year-old students from an international comparison perspective. Macao: Educational Testing and Assessment Research Centre, University of Macau.
    Deci,E.L.& Ryan, R.M.(2000).The 「what」and 「why」 of goal pursuits:human needs and the self-determination of behavior.Psychological Inquiry,11(4),227-268.
    Fletcher, J. (2013). A review of 「effective」 reading literacy practices for youngadolescent 11 to 13 year old students. Educational Review. DOI:10.1080/00131911.2013.772126
    Fredricks,J.A.,Blumenfeld,P.C.,& Paris,A.H.(2004). School Engagement:Potential of the Concept,State of the Evidence. Review of Educational Research, 74(1), 59-109.
    Gambrell, L.B.(1996).Creating classroom cultures that foster reading motivation.The Reading Teacher,50(1), 14-25.
    Guthrie, J.T., Alao S., Rinehart J.M.(1997).Engagement in reading for young adolescents. Journal of Adolescent & Adult Literacy,40(6), 438-446.
    Guthrie, J.T. (2001). Contexts for engagement and motivation in reading. Reading Online, 4(8). Retrieved from:http://www.readingonline.org/articles/art_index.asp?HREF=/articles/handbook/guthrie/index.html
    Guthrie, J.T. & Wigfield, A.(1997). Relations of Children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432.
    Guthrie, J.T. & Wigfield, A.(2000). Engagement and motivation in reading. In M.L. Kamil & P.B. Mosenthal(Eds.), Handbook of reading research(vol. 3, pp.403-422). Mahwah, NJ:Erlbaum.
    Guthrie,J.T.(2008).Engaging Adolescents in Reading. California: Corwin Press.
    Guthrie,J.T., Van Meter,P., Hancock,G.R., Alao,S., Anderson,E., & McCann,A.(1998).Does concept-oriented reading instruction increase strategy use and conceptual learning from text? Journal of Educational Psychology, 90(2), 261-278.
    Guthrie,J.T.,& Anderson,E.(1999).Engagement in reading:Process of motivated, strategic, knowledgeable, social readers.In J.T. Guthrie & D.E. Alvermann(Eds.), Engaged reading:Process, practices, and policy implications(pp.17-45). New York:Teachers College Press.
    Guthrie, J.T., Van Meter, P., McCann, A.D.,Wigfield, A.,Bennett, L., Poundstone, C.C., Rice, M.E.,Fabishch, F.M.,Hunt, B., & Mitchell,A.M.(1996). Growth of literacy engagement:Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly,31, 306-333. Retrieved from http://dx.doi.org/10.1787/9789264083943-en
    Guthrie, J.T., Wigfield, A., Humenick, N.M., Perencevich, K.C., Taboada, A. & Barbosa,P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99(4), 232-245.
    HKPISA Centre. (2011). The Fourth HKPISA Report PISA 2009 Executive Summary. Hong Kong: HKPISA Centre, CUHK.
    Ho,E.S.C.(2009).Characteristics of East Asian Learners:What We Learned From PISA. Educational Research Journal, 24(2), 327-348.
    Indonesia Ministry of National Education.(2011).Indonesia reading proficiency and influencing factors.retrieved from www.oecd.org/pisa/pisaproducts/48360434.ppt‎
    Kaewmala(2012, March 1). Thai education failures – part 3: PISA scores & a challenge for the 21st century. Asian Correspondent. Retrieved from http://asiancorrespondent.com/77060/thai-education-failures-part-3-pisa-scores-and-a-challenge-for-the-21st-century
    Kaufman,E.A.(Producer). (2012). Future learning [Documentary]. USA: Good Worldwide Inc.
    Lau, K.L. (2004). Construction and initial validation of the Chinese Reading Motivation Questionnaire. Educational Psychology: An international Journal of Experimental Educational Psychology, 24(6), 845-865.
    Lau,K.L.(2009).Reading motivation, perceptions of reading instruction and reading amount: a comparison of junior and senior secondary students in Hong Kong. Journal of Research in Reading, 32(4), 366-382.
    Lewis, R., & Teals, W.H.(1980). Another look at secondary school students’ attitudes toward reading. Journal of Reading Behavior, 12(3), 187-201.
    Linnakylä,P.,Malin,A.,& Taube,K.(2004).Factors behind Low Reading Literacy Achievement.Scandinavian Journal of Educational Research,48(3),231-249.
    McKenna, M.C., Conradi, K., Lawrence,C.,Jang,B.G., & Meyer,J.P. (2012).Reading Attitudes of Middle School Students: Results of a U.S. Survey. Reading Research Quarterly, 47(3), 283-306.
    OECD.(2013). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science (Volume I), PISA, OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264201118-en
    OECD.(2002). Reading for change- Performance and Engagement across countries. Retrieved from: http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33690904.pdf
    OECD.(2003). Literacy skills for the world of tomorrow-futher result from PISA 2000.retrieved from: http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33690591.pdf
    OECD. (2010a). PISA 2009 Result: Executive Summary. Retrieved from http://www.oecd.org/pisa/pisaproducts/46619703.pdf
    OECD.(2010b). PISA2009 assessment framework: Key competencies in reading,mathematics and science. retrieved from http://www.oecd.org/pisa/pisaproducts/44455820.pdf
    OECD.(2010c). PISA 2009 Results: Learning to Learn – Student Engagement, Strategies and Practices (Volume III). Retrieved from http://www.oecd.org/pisa/pisaproducts/48852630.pdf
    Rueda, R., MacGillivray, L., Monzó, L. & Arzubiaga, A.(2001). Engaged Reading: A Multilevel Approach to considering sociocultural factors with diverse learners.(CIERA report # 1-012).Ann Arbor:University of Michigan.
    Ryan,R.M.&Deci,E.L.(2000).Self-determination theory and the facilitation of intrinsic motivation,social development and well-being.American Psychologist,55(1),68-78.
    Schiefele, U.,Schaffner,E.,Möller,J.,Wigfield,A.(2012).Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence. Reading Research Quarterly, 47(4), 427-463.
    Singapore Ministry of Education(2010, December 7). International OECD Study Affirms the high quality of Singapore’s education system(press). Retrieved from http://www.moe.gov.sg/media/press/2010/12/programme-for-international-student-assessment-2009.php
    Skinner, E.A., Kindermann, T.A., & Furrer, C.J.(2009). A motivational Perspective on engagement and disaffection: conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and psychological measurement, 69(3), 493-525.
    Smith, M.C.(1990). The development and use of an instrument for assessing adults’ attitudes toward reading. Journal of Research and Development in Education, 23(3), 156-161.
    Subashini Annamalai, Balakrishnan Muniandy.(2013). Reading Habit and Attitude among Malaysian Polytechnic Students. International Online Journal of Educational Sciences, 5(1), 32-41.
    Walker, M.(2011). PISA 2009 Plus Results: Performance of 15-year-olds in reading, mathematics and science for 10 additional participants. Australia: ACER Press. Retrieved from https://mypisa.acer.edu.au/images/mypisadoc/acer_pisa%202009%2B%20international.pdf
    Wigfield, A.(1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59-68.
    Wigfield, A. & Guthrie, J. T. (2004). Reading Engagement Index (REI). Retrieved from http://www.cori.umd.edu/measures/REI.pdf
    Wigfield, A., Guthrie, J. T., & McGough, K. (1996). A questionnaire measure of reading motivations (Instructional Resource No. 22). Athens, GA: National Reading Research Center.
    Wigfield,A.,&Guthrie,J.T.(1997).Relations of children’s motivation for reading to the amount and breadth of their reading.Journal of Educational Psychology,89,420-432.
    Wigfield,A.,Guthrie,J.T.,Perencevich,K.C.,Taboada,A.,Klauda,S.L.,Mcrae,A.,&Barbosa,P.(2008).Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes.Psychology in the Schools,45(5),432-445.
    Zainal Abidin, M.S. (2012, December 20). Quality of Education System in Malaysia[blog]. Retrieved from http://salllehhuddin.wordpress.com/2012/12/20/quality-of-education-system-in-malaysia/

    下載圖示
    QR CODE