建置漂書站對提升國中學生閱讀行為之影響──以高雄市某國中為例

The Impact of Establishing Floating Book Stations on Reading Behavior Among Junior High School Students - A Case Study of a Junior High School in Kaohsiung City

建置漂書站如何促進學生閱讀行為？本研究主要探討國中校園建置漂書站對國中學生使用漂書站閱讀行為之影響，採用問卷調查方式，以高雄市某國民中學七、八、九年級普通班各3班，252位學生為研究對象，分析建置漂書站的行政規劃、空間規劃、閱讀便利、閱讀體驗等因素，對於學生使用漂書站之閱讀量、使用頻率、口碑推薦之影響。回收的資料進行差異分析與迴歸分析，研究結果發現，不同性別在建置漂書站與閱讀行為之看法皆無顯著差異；但在建置漂書站中的閱讀體驗與學生閱讀行為中的口碑推薦這兩個項目，七年級與九年級之看法有差異；建置漂書站的行政規劃對於提高閱讀量有正向顯著影響，空間規劃對於提高閱讀量與口碑推薦有正向顯著影響，而建置漂書站之閱讀便利、閱讀體驗對於學生閱讀行為具有正向顯著的影響。本研究結論除作為驗證研究假設之用，並可提供學校在活化校園建物轉角空間規劃以及後續相關研究之參考。

How does the establishment of floating book stations promote students' reading behavior? This study primarily investigates the impact of establishing floating book stations on the reading behavior of junior high school students using these stations. Taking 252 students from 3 regular classes each in grades 7, 8 and 9 of a national middle school in Kaohsiung City as the research subjects. This study analyzes various factors, including administrative planning, spatial planning, reading convenience, and reading experience related to the establishment of floating book stations, and their effects on students' reading volume, usage frequency, and word-of-mouth recommendations. The collected data is conducted by differential analysis and regression analysis. The findings indicate that there are no significant differences in perceptions of the establishment of floating book stations and reading behavior between different genders. However, there are differences in opinions regarding reading experience and word-of-mouth recommendations in reading behavior between seventh-grade students and those in ninth grade. The administrative planning for establishing a floating book station has a positive and significant impact on increasing reading volume, while spatial planning positively and significantly influences both reading volume and word-of-mouth recommendations. Reading convenience, and reading experience in the establishment of floating book stations have positive and significant impacts on students' reading behavior. The conclusion of this study serves not only to validate the research hypotheses but also provides a reference for schools in planning the revitalization of corner spaces in campus buildings and for subsequent related research.