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| Title: | 國小教師數位閱讀行為與數位閱讀教學之研究 — 以桃園市為例
A Study on the Digital Reading Behaviors and Digital Reading Instruction of Elementary School Teachers - A Case Study of Taoyuan City |
| Authors: | 洪藝庭
Hong, Yi-Ting |
| Contributors: | 李沛錞
Lee, Pei-Chun
洪藝庭
Hong, Yi-Ting |
| Keywords: | 國小教師
數位閱讀行為
數位閱讀教學
Elementary school teachers
Digital reading behaviors
Digital reading instruction |
| Date: | 2025 |
| Issue Date: | 2025-08-04 15:01:19 (UTC+8) |
| Abstract: | 當代社會隨著科技迅速發展，閱讀型態亦呈現多元化與數位化的轉變，進而形塑出新的閱讀生態系統。此一轉型不僅改變了知識的獲取方式，也對教師的專業素養與閱讀教學策略提出了新的挑戰。教師如何善用數位工具以提升學生閱讀理解能力，並透過數位閱讀深化學習成效，已成為當前教育的重要議題。因此，本研究旨在探究國民小學教師數位閱讀行為與數位閱讀教學之現況與情形，進一步分析不同背景變項對其行為與教學實踐的影響，並檢視數位閱讀行為與數位閱讀教學之間的關聯性，以提供未來教學發展與教育政策之參考依據。
本研究主要目的包含：探討桃園市國小教師數位閱讀行為、數位閱讀教學之實際情形及關聯性。研究問題涵蓋國小教師進行數位閱讀行為之具體現況，以及其在數位閱讀教學之應用與實踐。資料來源為桃園市公立國民小學之國小教師所填寫的「桃園市國小教師數位閱讀行為、閱讀教學信念與數位閱讀教學行為情形之調查問卷」以及10位受訪談之國小教師，以SPSS為統計工具進行描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson 相關係數、多元迴歸分析等，並以訪談紀錄作為質性之分析。
研究結論如下:
一、桃園市國小教師的數位閱讀行為現況屬於中高度程度，亦即桃園市國民小學教師擁有積極的數位閱讀行為。
二、桃園市國小教師之數位閱讀教學表現屬於高度程度，亦即桃園市國民小學教師積極實踐數位閱讀教學。
三、桃園市國小教師之數位閱讀行為會因不同年齡、任教年資、數位教學經驗以及學校數位設備多寡而有顯著差異。
四、桃園市國小教師實踐數位閱讀教學取決於其對教學現場的回應與調節，非由其背景條件所直接決定。
五、桃園市國小教師數位閱讀行為與數位閱讀教學有中度正相關。
六、桃園市國民小學教師數位閱讀行為、閱讀教學信念與數位閱讀教學有正向預測力，皆為弱預測力。
With the rapid advancement of digital technology, reading practices in contemporary society have undergone significant changes, leading to the emergence of a new digital reading ecology. This transformation not only redefines how knowledge is accessed but also poses new challenges for teachers in terms of professional competence and instructional strategies. In particular, how elementary school teachers effectively integrate digital tools to enhance students’ reading comprehension and enrich their learning experiences through digital reading has become a pressing educational issue.
This study aims to explore the digital reading behaviors and digital reading instruction of elementary school teachers, focusing on public elementary schools in Taoyuan City as a case study. The research further analyzes how different background variables influence teachers’ digital reading behaviors and instructional practices, and examines the relationship between digital reading behaviors and digital reading instruction.
Data for this study were collected through a structured questionnaire titled "Survey on the Digital Reading Behaviors, Reading Instructional Beliefs, and Digital Reading Instructional Practices of Elementary School Teachers in Taoyuan City", administered to teachers across public elementary schools, and supplemented by in-depth interviews with ten teachers. Quantitative analysis was conducted using SPSS, employing descriptive statistics, independent sample t-tests, one-way ANOVA, Pearson’s correlation coefficient, and multiple regression analysis. Qualitative data from interviews were analyzed to provide contextual insights.
The main findings of this study are as follows:
1.The digital reading behaviors of elementary school teachers in Taoyuan City are at a moderately high level, indicating active engagement.
2.Their implementation of digital reading instruction is at a high level, reflecting strong teaching practice.
3.Significant differences in digital reading behaviors are associated with teachers’ age, years of teaching experience, digital teaching experience, and the availability of digital devices in schools.
4.Teachers’ engagement in digital reading instruction is primarily influenced by their responsiveness and adaptation to classroom needs, rather than by their demographic background.
5.A moderate positive correlation exists between digital reading behaviors and digital reading instruction.
6.Teachers’ digital reading behaviors and their beliefs about reading instruction both exhibit positive but weak predictive power for digital reading instruction. |
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| Description: | 碩士
國立政治大學
圖書資訊學數位碩士在職專班
112913011 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0112913011 |
| Data Type: | thesis |
| Appears in Collections: | [圖書資訊學數位碩士在職專班] 學位論文
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