普高男校高一學生國語文電子書課外閱讀成效研究

依據〈十二年國民基本教育課程綱要〉課程目標第二點「結合國語文與科技資訊，進行跨領域探索，發展自學能力，奠定終身學習的基礎」。學習運用科技資訊使中學生具備國語文跨領域與自學素養。本研究問題有三。一、高中生閱讀課外書的種類與方式？二、若電子書經轉化為閱讀素養教材，閱讀成效為何？三、「低數位足跡」學生族群影響個人電子書閱讀成果？以中部某普通高中男校學生為樣本。研究第一階段採質性「半結構」訪談，每次5－10人，總抽樣訪談人數為120人，直覺描述個人語文課外閱讀與電子書閱讀的現況；第二階段，教學現場課程設計，選定雲端國語文（跨領域）電子書10本，便利抽樣5個班級學生，每班各進行一學期電子書課外閱讀計畫，每位學生從10本指定電子書中自選3本，各書搭配線上形成性評量，以新課綱混合題型命題，測驗電子書閱讀精熟程度。學期課程結束後，有3組共6人評定者（Rater），針對混合題型答案進行評分。最後，深度訪談任課班級5位國語文教師，了解現場觀察評量。研究結果如下：一、高中生停留在手機的時間很長，看劇、手遊RPG打怪遊戲、滑臉書、IG與LINE。加上網路費用便宜，不易選擇優良數位閱讀平台，電子書閱讀風氣養成不易。二、第一階段學生訪談口述與第二階段學生自選閱讀3本電子書，呈現相似結果。高中生閱讀種類較多的是文學小說、繪本漫畫、生活勵志類書籍。三、不管電子書、紙書都是書，現在最大的問題是學生看書種類欠缺多元。若能增加各類書籍的轉製量與互動介面，互動式電子書較受高中學生喜愛。四、電子書學習成效佳。依據學生閱讀完電子書填答情況，選擇題答題正確率平均89％；但是，歸納分析性簡答題，各書答題正確率平均為67％。經國語文教師研判，學生不熟悉新課綱混合題型答題方式、文字表達過於簡省、口語化且錯字偏多。五、網路電子書易學、好操作，「低數位足跡」學生的電子書閱讀效能不受影響。

關鍵字

電子書；閱讀素養；閱讀成效；低數位足跡

並列摘要

According to the second point of the curriculum goal of the "12-year National Basic Education Curriculum Outline", "combining national language and technological information, conducting cross-field exploration, developing self-learning ability, and laying the foundation for lifelong learning". Learn to use technology and information to equip middle school students with cross-domain and self-learning literacy in Mandarin Chinese. There are three questions in this research. 1.What types and ways do high school students read extracurricular books? 2.What is the effect of reading? If e-books are transformed into reading literacy teaching materials. 3.Does the "low digital footprint" student group affect personal e-book reading results? Take the students of an ordinary high school boys' school in central China as a sample. In the first stage of the study, qualitative "semi-structured" interviews were conducted, with 5-10 people each time, and the total number of sample interviews was 120 people to intuitively describe the current situation of personal Chinese extracurricular reading and e-book reading; the second stage, teaching on-site curriculum design, Selected 10 e-books of Mandarin Chinese (cross-field) on the cloud, and conveniently sampled 5 class students. Each class carried out a one-semester e-book extracurricular reading plan. Each student selected 3 e-books from the 10 designated e-books. The online formative assessment uses the new syllabus and mixed question-type propositions to test the proficiency of e-book reading. At the end of the semester course, there are 3 groups of 6 raters (Rates) to grade the mixed-type answers. Finally, in-depth interviews were conducted with 5 Chinese teachers in the class to understand the on-site observation and evaluation. The results of the study are as follows: 1. High school students stay on their mobile phones for a long time, watching dramas, mobile games, RPG fighting games, swiping on Facebook, IG and LINE. In addition, the Internet is cheap, and it is difficult to choose a good digital reading platform. It is not easy to develop an e-book reading ethos. 2. The students in the first stage interviewed and dictated and the students in the second stage read 3 e-books by themselves, showing similar results. High school students read more literary novels, picture books and comics, and life inspirational books. 3. Regardless of whether e-books or paper books are books, the biggest problem now is the lack of diversity in the types of books that students read. Interactive e-books are more popular among high school students if the number of reprints and interactive interfaces of various books can be increased. 4. The e-book learning effect is good. According to the students' reading and filling in the e-book, the average correct rate of multiple-choice questions is 89%; however, for the short-answer questions, the average correct rate of each book is 67%. According to the judgment of the Chinese language teacher, the students are not familiar with the mixed-type answering method of the new syllabus, the text expression is too simple, and the colloquialism is too many and there are many typos. 5. Online e-books are easy to learn and easy to operate, and the e-book reading performance of students with "low digital footprint" will not be affected.

並列關鍵字

e-books ； reading literacy ； reading effectiveness ； low digital footprint

參考文獻

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