國小低年級學生家長及教師對兒童科技玩具使用態度之研究─以台中縣為例

Research on Parents'' and Teachers'' Attitudes Toward Electronic Toys for First and Second Grade Students: The Case of Taichung County

林純代(Chun-Dai Lin)

指導教授 ： 梁珀華

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2011年)

摘要

本研究主要探討國小低年級兒童使用科技玩具之現況、家長及教師對兒童使用科技玩具的看法及態度。本研究採用問卷調查法及半結構式訪談，進行台中縣國小低年級家長及教師問卷資料及訪談資料的蒐集。家長部分共寄出440份問卷，回收419份，回收率為95%，刪除填答不完整之問卷9份，有效樣本數共410份，可用率約93%；教師部分共寄出326份問卷，回收318份，回收率為98%，刪除填答不完整之問卷7份，有效樣本數共311份，可用率約95%。問卷回收之後進行描述性統計分析、卡方考驗、t考驗、單因子變異數分析等資料處理，另進行十二位國小低年級家長及教師之實地訪談。
本研究結論如下：
一、學童在家有使用科技玩具的比例較高，佔82.7%，學童擁有的玩具以非科技玩具比例較多，佔64.1%。
二、兒童科技玩具的使用，不會因家長的性別、年齡、職業、子女性別、子女有無手足而有顯著差異。再者，兒童科技玩具的使用，會因家長的教育程度、童年是否玩過、性別刻板印象、是否贊成孩子玩科技玩具而有顯著差異。家長教育程度高者，其子女傾向有玩科技玩具；家長童年玩過科技玩具者，其子女傾向有玩科技玩具；家長有性別刻板印象者其子女傾向有玩科技玩具；家長贊成孩子玩科技玩具者，其子女傾向有玩科技玩具。
三、家長及教師對於兒童科技玩具使用之態度，對於科技玩具之教育性及設計性抱持較為正向的態度；對於科技玩具之安全性則抱持較為負向的態度。教師與學生家長對於兒童科技玩具使用態度，在教育性、安全性、設計性均有顯著差異，家長對於兒童科技玩具之使用態度抱持較為正面的態度。
四、家長對兒童科技玩具的使用態度，不會因家長的職業、童年是否玩過、性別刻板印象、子女性別，而有顯著差異。另一方面，家長對兒童科技玩具的使用態度，會因家長的性別、年齡、教育程度、是否贊成孩子玩科技玩具、子女有無手足，而有顯著差異。研究發現，男性家長對科技玩具的教育性及安全性抱持較正面的態度，年齡高的家長對科技玩具的教育性持較正面的看法，教育程度高的家長對科技玩具的教育性及安全性較有疑慮，子女無手足的家長對科技玩具的教育性及設計性持較正面的看法，贊成孩子玩科技玩具的家長對科技玩具的教育性及安全性持較正面的態度。
五、教師對兒童使用科技玩具的態度，不會因教師服務的學校規模而有顯著差異。另一方面，教師對兒童使用科技玩具的態度，會因教師的性別、年資、年齡、是否贊成孩子玩科技玩具，而有顯著差異。男性教師對科技玩具的教育性及安全性持較正面的態度，年資高與年齡高的教師對科技玩具的教育性持較正面的看法，學歷高的教師對科技玩具的教育性及安全性較有疑慮，贊成孩子玩科技玩具的教師對科技玩具的教育性及安全性持較正面的態度。

關鍵字

低年級學生家長 ； 低年級教師 ； 科技玩具 ； 科技玩具之使用態度

並列摘要

This survey study explores the current situation of the use of electronic toys among first and second grade students in elementary schools as well as the attitudes of their parents and teachers. Questionnaires and interviewing were used for data collection. The target population of this study was all the parents and teachers of first and second students in Taichung County. There were 440 parents and 326 teachers were randomly selected from the target population to respond to the questionnaires. The data of 410 valid responses from the parents and 311 ones from the teachers were analyzed by the SPSS WINDOWS software administering descriptive statistic analysis，chi-square, t-test‧and one-way analysis of variance method, while the interview data were described and interpreted according to the content analysis.
The major findings were illustrated as follows:
1.Students use electronic toys at home have a higher proportion, accounting for 82.7%. Children''s toys with the proportion of non-electronic toys more, accounting for 82.7%.
2.The current situation of the use of electronic toys among the students showed no significant differences by the genders, ages, occupations of their parents’, child gender, and the number of student’s siblings, but there showed significant differences by parents’ education level, experiences with toys, sex engraved version of the image, and permission to use. Their parents tend to have higher level of education, those who play with electronic toys at home. Their parents tend to played the electronic toys in the childhood, those who play electronic toys at home. Their parents tend to have sex engraved version of the image, those who play electronic toys at home. Their parents tend to giving kids permission to use electronic toys, those who play electronic toys at home.
3.Parents and teachers held positive attitudes towards the use of electronic toys from the perspectives of education and design functions, but they held negative attitudes from that of safety. There were also significant differences on the attitudes between parents and teachers, in which parents held positive attitudes.
4.Parents’ attitudes towards their kid’s use of electronic toys showed no significant differences by parents’ occupations, experiences with toys, sex engraved version of the image, child gender, but there showed significant differences by parents’ genders, ages, and education level, the number of their kid’s siblings and permission to use. Male parents held positive attitudes towards the education and safety of electronic toys, while those with higher education background held negative ones. Moreover, parents having only one kid and giving kids permission to use held positive attitudes towards the education and design functions of electronic toys.
5.Teachers’ attitudes towards their student’s use of electronic toys showed no significant difference by the school sizes, but there showed significant differences by teachers’ genders, years of service, and permission to use. Male teachers held positive attitudes towards the educational function and safety of electronic toys. Senior teachers and elder teachers held positive attitudes the educational function of electronic toys. In addition, teachers with high education background held negative attitudes towards the educational function and safety of electronic toys, while those giving permission to use held negative ones.

並列關鍵字

attitudes towards the use of electronic toys ； teachers of first and second grade students ； Parents of first and second grade students ； electronic toys

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