本研究旨在瞭解台北市高工應屆畢業學生的電腦素養、電腦態度及影響此二者之相關
因素，並據以提出建議，作為高工電腦教師從事電腦素養教學之參考。
為達上述目的，首先透過文獻探討，瞭解電腦素養及電腦態度的內涵及影響此二者之
相關因素，並據以提出建議，作為高工電腦教師從事電腦素養教學之參考。
為達上述目的，首先透過文獻探討，瞭解電腦素養及電腦態度的內涵及影響此二者的
相關因素，其次編製「電腦素養、電腦態度調查問卷」作為研究工具，接著對台北市七所
公私立高工743位學生進行問卷調查，最後就所得資料，以百分比、t考驗、單因子變異數
分析、二因子變異數分析等統計方法進行考驗，獲得以下結論：
一、整體而言，台北市高工應屆畢業生有正向的電腦態度，但電腦素養偏低。
二、性別方面，男生的電腦素養顯著高於女生，電腦態度亦顯著較女生正向。
三、電腦學習背景因素中，「家中有無電腦」、「家中有網際網路帳號」、「家中有
無訂閱電腦雜誌」與「有無接受電腦課程或訓練」等因素上，高工學生的電腦素養及電腦
態度差異均達顯著水準，而電腦使用時間長短不同的高工學生，其電腦素養及電腦態度，
都有部份差異未達顯著水準。
四、家庭因素中，母親教育程度不同的高工學生，其電腦素養有顯著差異，父親教育
程度不同的高工學生，其電腦態度有顯著差異；父母親對子女學習電腦的態度不同與父母
親的工作是否需要使用電腦二因素上，高工學生的電腦素養及電腦態度，都有部份差異未
達顯著水準。
五、學校因素中，公立與私立學校的高工學生，其電腦素養及電腦態度均沒有差異；
資訊科及控制科的學生，其電腦素養顯著高於多數科別；各科間的電腦態度沒有差異。
依據以上結論，提供七項建議給高工電腦教師參考，並指出後續研究之方向。

The purpose of this research is to understand the computer literacy and the computer attitude of current graduates in the vocational industrial high schools in Taipei and the related factors that impact the two. According to the results obtained, suggestions are provided as references to the computer instructors in vocational industrial high schools.
To obtain the results, literature reviews were studied first to understand the essence of computer literacy, computer attitude and the impacting factors. Then, the computer literacy and computer attitude questionnaire was created as a research tool. The questionnaires were then answered by 743 students in 7 public and private vocational industrial high schools. Finally, the informations obtained were tested by statistic analytical methods such as percentage, student's t-test, one-way ANOVA, and two-way ANOVA. Following are the results:
1.In general, the current graduates in the vocational industrial high schools in Taipei have positive computer attitude, but the computer literacy is low.
2.In terms of gender, male's computer literacy is significantly higher than female, and the computer attitude is also significantly more positive.
3.In terms of computer learning environment, base on the factors such as "Whether they have computer at home?" "Whether they have internet access at home?" "Whether they subscribe to computer magazines at home?" and "Whether they have computer classes or training?" both the students' computer literacy and computer attitude meet the significant differences. As for students spending different length of time with computer, some of the differences do not meet the significant values.
4.In terms of family factors, the mothers with different education levels have significant difference in computer literacy. On the other hand, the different education levels of fathers results in the significant difference in computer attitude. As for the parents' attitude towards their children learning computer, and whether the parents are required to use computers at work, part of the data do not meet the significant difference in both computer literacy and computer attitude.
5.In terms of school factors, there are no differences in computer literacy and computer attitude between the public and private vocational industrial high school students. The students in computer information system major and control major have higher computer literacy than those in other majors. There is no difference in computer attitude between the different majors.
According to the above results, seven suggestions are given to the vocational industrial high school computer instructors as references, and also indicates the future research directions.