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題 名 | 高雄縣國小五年級學童鄉土地理知識與態度之研究=A Study of Indigenous Geographic Knoweldge and Attitude of 5th Grade Students in Kaohsiung Hsien |
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作 者 | 張桂芳; | 書刊名 | 國民教育研究集刊. 臺南師院 |
卷 期 | 5 1999.06[民88.06] |
頁 次 | 頁301-332 |
分類號 | 523.44 |
關鍵詞 | 高雄縣; 國小五年級; 學童; 鄉土地理; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究係採問卷調查法,對高雄縣國小五年級學童之鄉土地理知識與態度進行研 究,旨在明瞭國小五年級學生鄉土地理知識與態度的現況,及個人不同背景因素 是否對鄉土地理知識與態度造成顯著的差異。 本研究自編之「高雄縣國小五年級鄉土地理知識與態度」問卷,知識部份信 度Cronbach α係數為.808;態度部份信度Cronbach α係數為.741,且同時具備 專家效度,再以分層叢集隨機取樣法選取高雄縣之633位國小五年級學生進行調 查,調查所得之資料再利用平均數、標準差、單因子變異數分析、及杜凱法等統 計方法進行分析。根據研究結果,歸納出如下結論。 一、高雄縣國小五年級學童已具備相當水準的鄉土地理知識與積極的鄉土地理態 度; 二、學童之人文地理知識較不足; 三、女學童的鄉土地理知識比男學童高,態度上則無差異; 四、鄉土地理知識與態度隨地區、族群的不同而有差異; 五、喜歡旅遊學童之鄉土地理知識比不喜歡旅遊學童為高;又每月旅遊一次之童之 鄉土地理知識較零次學童高,但態度上則無差異; 六、學童之鄉土地理知識與態度隨鄉土資訊來源及使用媒體的不同而有差異; 七、學童會說母語與否對鄉土地理知識並無影響,但「族群和諧」態度會隨說母 語與否而有差異; 八、學童之鄉土地理知識與態度隨父母親教育程度、家長職業的不同而有差異; 九、學童之鄉土地理知識與態度呈正相關。 由以上之結論,提出之建議有如下五點: 1.積極推動鄉土地理教育。 2.加強學生鄉土人文地理方面的知識。 3.加強山區學校之鄉土地理教育。 4.加強原住民之鄉土地理教育。 5.重視並發展大眾傳播媒體在鄉土地理教育上的功能。 此外並提出在研究方法、研究對象及研究主題上之建議,以供後續研究的參考。 |
英文摘要 | This paper applied questionnaire survey to study the knowledge and attitude of 5th grade students in Kaohsiung Hsien towards indigenous geography. It attempts to get an idea about the current status of these students' knowledge and attitude to indigenous geography, and the relationship between students' personal backgrounds and their knowledge and attitude to indigenous geography, The self-designed study instrument was named "Indigenous Geographic Knowledge and Attitude of 5th Grade Students in Kaohsiung Hsien". The reliability of knowledge (Cronbach α) was .808; and the reliability of attitude (Cronbach α) was .741. Both have jury opinion validity. The study sample (N=633) was selected through stratified cluster random sampling. The data was analyzed by Mean, Standard deviation, one way ANOVA, Turkey HSD(honestly significant difference). The results derived from an analysis of the data collected were summarized into the following: 1.The 5th grade students in Kaohsiung Hsien had accountable knowledge on indigenous geography and possessed positive attitude towards this subject; 2.Their knowledge on humane geography was not sufficient; 3.Girls students showed better knowledge on indigenous geography than boys. In respect of attitude, no significant difference was shown; 4.Differences in students' living areas and races made differences in knowledge and attitude to indigenous geography; 5.Students enjoying travelling had better knowledge on indigenous geography than those not. Further, students travelling once a month had better knowledge than those none at all. However, in respect of attitude towards indigenous geography, no relationship with travelling was shown; 6.Sources of indigenous geographic information and types of media through which the information was obtained differentiated the students knowledge and attitude towards indigenous geography; 7.Students' understanding of mother tongue made no different in their knowledge of indigenous geography, but differentiated their attitude towards "racial harmony"; 8.Students' knowledge and attitude on indigenous geography were differentiated by their parents' educational level and professions; 9.Among the 5th grade students, there existed a positive correction between their knowledge on indigenous geography and their towards this subject. Based on the above, the following 5 suggestions were proposed: 1.Education on indigenous geography be actively promoted. 2. Knowledge on human geography for elementary school students be strengthened. 3.Education of indigenous geography in schools in the mountainous areas be enhanced. 4.Education of indigenous geography for aborigines be reinforced. 5.Public awareness of the function of mass media on indigenous geography education be emphasized and promoted. In addition, some suggestions on research methodologies, research objects and research topics for forthcoming researchers' reference were also proposed in this paper. |
本系統中英文摘要資訊取自各篇刊載內容。