閱讀動機與網路素養調查對大學通識課程之啟示

本研究旨在探討臺灣大學生閱讀動機與網路素養現況，並了解不同背景大學生閱讀動機與網路素養的差異及相互預測力。本研究以分層隨機方式選取17所大學693位學生填寫研究者自編「大學生閱讀動機量表」及「大學生網路素養量表」。經由變異數分析、結構方程模式分析發現：非線上閱讀頻率高及閱讀時間較多的大學生在「閱讀動機」及「網路素養」得分皆顯著高於非線上閱讀頻率較低及閱讀時間較少的大學生；大學生之「好奇心」最能顯著預測學生的網路素養。因此，本研究建議大學在規劃通識教育課程時應以大學生最為熟悉的生活議題為課程內容，藉此提升大學生的閱讀興趣及好奇心，漸次提升其閱讀動機；另一方面讓大學生運用線上媒體，透過討論、思辨以及論證等訓練，提升其網路素養。本研究最後提出建議以作為未來相關研究之參考。

關鍵字

通識教育課程；結構方程模式；網路素養；閱讀動機

並列摘要

The purpose of this study was to explore the significant differences and correlations on Taiwanese college students' reading motivation and their internet literacy. A total of 693 college students were stratified randomly selected from 17 colleges. All participants completed ＂Reading motivation scale＂ and ＂Internet literacy scale＂. ANOVA and SEM were conducted to compare the differences of students' reading motivation and internet literacy among different background participants, and relationships between reading motivation and internet literacy. The initial findings were as follows: college students with higher reading frequency and more reading time had significantly higher ＂reading motivation＂ and ＂internet literacy＂ than those with lower reading frequency and less reading time. In addition, students' curiosity was the most significant predictor to their internet literacy. Therefore, we suggest that university teachers can arouse the curiosity of college students through life issues, and then improve their reading motivation and internet literacy. Educational application and discussion are provided.