從學童之閱讀習慣、閱讀理解能力與自我認知等層面探討閱讀活動實施成效－－以臺中市國小五年級學童為例

The effect of fifth graders' reading activities in terms of self-perception as readers, reading habit and reading comprehension in Taichung city

台中市這幾年一直在積極推動閱讀教育，讓閱讀活動無所上在。本研究的目的在檢視學童尊閱讀的認知、學童閱讀習慣與閱讀理解能力。本研究尊象為國小五年級學童，參與問卷調查的有308人，參與閱讀理解測驗的學童各有332與335人。本研究統計分析包括次數分配、卡方檢定、t考驗與單因子變異數分析。本研究的主要發現有：（1）大部分學童尊閱讀的認知呈現正面的態度，女生比男生更認為自己是閱讀者。（2）尊同學的閱讀認知是同學喜歡閱讀書籍與漫畫書，74.8％學童認為喜歡閱讀的同學是聰明的人，但有47.9％認為喜歡閱讀的同學是善於交際的人。（3）在校園中有45.5％學童認為老師知道自己會閱讀。有94.9％學童認為老師鼓勵其閱讀書籍、報紙與雜誌。（4）在家庭中有49.7％學童認為最鼓勵自己閱讀的是母親，其次是父親，鼓勵閱讀的材料是書籍與報紙。（5）閱讀習慣方面，有32.5％學童為了喜愛閱讀而閱讀。有68％學童最喜歡閱讀的資料類型是書籍，尊於數位的閱讀，有42％到56％學童沒有閱讀部落格、電子報與電子書的習慣，女生在閱讀報紙、教科書與部落格的時間高於男生。（6）學童在閱讀理解力的成績上顯示男女之間無差異。在「奈米的異想世界《測驗文本上各校之間有差異，第11所學校在總成績與詮釋整合方面優於第7所學校。在「我的姊姊上一樣《測驗文本上，第11所學校無論在直接提取、直接推論、比較評估及總成績方面都優於第2、6與7所學校，第5所學校在比較評估方面優於第2與第6所學校。有積極推動閱讀教學策略的學校，學童的閱讀成績優於其他未推動閱讀策略教學學校的學童。最後研究者依據研究結果提出五點建議。The Department of Education in Taichung has developed a lot of activities of reading education recently to promote students' reading ability. This study examined the effect of fifth graders' self-perception as reader, reading habit and reading comprehension. The instrument used in this study was designed by the researcher. The data was analyzed by percentage frequency distribution, chi square test, t-test, and one way ANOVA. The major findings are: (1) Most students keep positive attitude on the self-concept as readers, a greater percentage of female than male students saw themselves as readers; (2) Reader's self definition is enjoying reading books and comics. 74.8% of readers viewed that their friends as readers are intelligent persons. But 47.9% of readers viewed that their friends as readers are people who have lots of friends.(3) 45.5% of students knew that teachers see them as readers. 94.9% of students believed that teachers encouraged them to read books, newspapers and magazines. (4) 49.7% of students indicated that their mother encourages them to read. Students believed that their mother encourage them to read books. (5) 32.5% of students indicated they read because of love reading. 68% of students enjoy reading books, compared to digital reading, 42% to 56% of students don't read blog, epaper, and ebooks. (6) There was no significant difference in gender on reading comprehension ability. However, there was significant difference in schools on reading comprehension ability. Finally the researcher offered six suggestions for this study.