頁籤選單縮合
題 名 | 國小高年級學生跨文化溝通態度量表之發展=The Development of the Intercultural Communication Attitude Scale for Grade 5 and 6 Students |
---|---|
作 者 | 黃文定; 林秀勤; | 書刊名 | 臺北市立大學學報. 教育類 |
卷 期 | 48:2 2017.12[民106.12] |
頁 次 | 頁29-52 |
分類號 | 523.3611 |
關鍵詞 | 跨文化溝通態度; 國際教育; 國民小學; 量表; Intercultural communication attitude; International education; Primary school; Scale; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在發展一份適合國小高年級學生的跨文化溝通態度量表,以提供未來國 際教育相關活動、教學與研究運用。首先,經文獻探討分析相關理論,將跨文化 溝通態度之概念架構歸納為 6 項核心要素,據以發展量表題項,並透過專家效度 檢測,編製出預試量表。在預試方面,以 201 名小學高年級學生為樣本,經項目 分析、內部一致性信度、以及探索性因素分析篩選題目。在正式施測方面,以 668 名小學高年級生為樣本,進行驗證性因素分析,以分析量表的因素結構。本研究 結果顯示,「國小高年級學生跨文化溝通態度量表」包含「接受異文化」、「喜 愛接觸異文化」、「建立文化相對觀」、「認同多元文化」、「人際安定感」、 「自信心」、「不急於判斷」以及「好奇心」8 個面向,共計 25 題,且具有適切 之信效度。本研究亦發現,跨文化溝通態度之構念內涵宜再細分,例如「開放性」 可再細分為「接受異文化」與「喜愛接觸異文化」,「肯定文化多樣性」所指涉 的族群相對主義可再細分為著重認知的「建立文化相對觀」與著重態度的「認同 多元文化」,且兩者不必然具有發展階段的對應關係。 |
英文摘要 | The purpose of this study is to develop an intercultural communication attitude scale for grade 5 & 6 students which can be adopted in future international-education-related activities, teaching and research. Through literature review, the study first analyses relevant theories, and summaries them in a conceptual framework containing six essential elements. The framework is adopted as the basis for developing the measurement items. All measurement items which consist of pretest scale are evaluated through expert validity. The pretest sample consists of 201 grade 5 & 6 primary students. All items are screened via item analysis, internal consistency reliability, and exploratory factor analysis. The sample of formal test is composed of 668 grade 5 & 6 primary students. In the formal test, confirmatory factor analysis is conducted to analyses the factor structure of the scale. The research result shows that the intercultural communication attitude scale for grade 5 & 6 primary students contains 25 measurement items and 8 dimensions: “accepting foreign culture,” “being fond of contact with foreign culture,” “building ethno-relativist perspective,” “identification with multiculture,” “interpersonal relaxation,” “self-confidence,” “readiness to suspend judgement,” and “curiosity.” The result shows that the scale has adequate reliability and validity. The study also finds that the construct connotation of intercultural communication attitude can be further subdivided. For example, “openness” can be subdivided into “accepting foreign culture” and “being fond of contact with foreign culture.” Ethno-relativism to which “valuing cultural diversity” refers can be subdivided into cognition-based dimension of “building ethnicrelativist perspective” and attitude-based dimension of ‘identification with multi-culture.” And the developmental stages of the two dimensions are not necessarily correspondent with each other. |
本系統中英文摘要資訊取自各篇刊載內容。