從「中文閱讀寫作能力檢測」結果分析科大生語文素養－以中臺科技大學為例

Analyzing the language literacy of UST students from the results of ＂Chinese reading and writing ability test＂ - take Central Taiwan University of Science and Technology as an example

10.29423/JSRR.202112_16(2).03

王幸華(Hsin-Hua Wang)

中文閱讀寫作能力檢測 ； 科大生 ； 語文素養 ； Chinese reading and writing proficiency test ； student at University of Science and Technology ； language literacy

運動與遊憩研究

16卷2期（2021 / 12 / 01）

23 - 33

繁體中文

本文為針對中臺科技大學，108－109學年度大一新生進行「中文閱讀寫作能力檢測」之7個班級共取得321人，完整接受前、後測之檢測結果進行分析。其中在閱讀測驗、寫作A（文本摘要）、寫作B（一般寫作）等三個檢測向度測驗結果，以描述統計與獨立樣本t檢定進行分析，觀察不同年度入學之系別及性別在前、後測成績差異度；而前、後測成績與期中、期末成績之比對，則採配對樣本t檢定，以觀察其介入作為之影響，最後，根據研究分析結果：學生語文閱讀能力普遍不足，對學習語文的興趣也不高，尤其對文字的耐受度則呈現低落的狀況；另一發現，女生在語文學習成績表現有略高於男生的傾向。據此探析希冀做為日後適切調整授課內容之深淺度與改善教學策略之參考。

This article is aimed at Central Taiwan University of Science and Technology, 108-109 academic year freshmen in the ＂Chinese Reading and Writing Proficiency Test＂ of the 7 classes obtained a total of 321 students, complete acceptance of the pre-test and post-test test results for analysis. Among them, the reading test, writing A (text summary), and writing B (general writing) are used to test the results of the independent sample t, observing the difference in the pre- and post-test scores of the department and gender in different years of admission; and to compare the pre- and post-test scores with the mid-term and final scores, a paired sample t test is used to observe the effect of intervention. Is it significant? In order to make the analysis, comparison, and observation more comprehensive, the descriptive analysis is compared with Excel statistical charts. Finally, according to the results of the research and analysis: the students' Chinese reading ability is generally insufficient, and their interest in learning Chinese is not high, especially their tolerance for words is low; another finding is that girls' performance in Chinese learning is slightly higher than boys'. Based on this analysis, I hope to serve as a reference for adjusting the depth of teaching content and improving teaching.

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