科技成与阅读态度之间的关系:对服务前教师的调查
Fatma Gerez Taşgın1, Adnan Taşgın2
1Department of Turkish Language Education, Atatürk University, Erzurum 25240, Turkey.
Behavioral sciences (Basel, Switzerland)
|September 27, 2023
概括
预服务教师通常对阅读有积极的态度. 然而,技术成对阅读习惯产生了负面影响,在成和阅读的特定领域观察到性别差异.
科学领域:
- 教育心理学教育心理学
- 媒体心理学 媒体心理学
背景情况:
- 预服务教师对阅读的态度对于促进识字至关重要.
- 技术成是年轻人和学生日益关注的问题.
研究的目的:
- 调查预服务教师对阅读的态度与他们的技术成水平之间的关系.
- 识别这些态度和行为的潜在基于性别的差异.
主要方法:
- 采用了相关联调查设计.
- 从预服务教师收集数据,使用"阅读态度表"和"技术成表".
主要成果:
- 预服务教师对阅读表现出积极的态度.
- 在科技成和阅读态度之间发现了显著的负相关性.
- 在爱读书,不愿意读书,压力 (偏爱女性) 和在线游戏 (偏爱男性) 中注意到性别差异.
结论:
- 虽然预服务教师通常喜欢阅读,但技术成威胁到他们与书籍的接触.
- 可能需要采取干预措施来缓解技术成,并促进未来教育工作者阅读习惯.
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