Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/7921
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dc.contributor.advisor蘇小鳳zh_TW
dc.contributor.advisorSu, Shiao-fengen_US
dc.contributor.author花瑞蓮zh_TW
dc.contributor.authorHua, Ruey-lianen_US
dc.date2004zh_TW
dc.date.accessioned2014-06-06T06:40:44Z-
dc.date.available2014-06-06T06:40:44Z-
dc.identifier.urihttp://hdl.handle.net/11455/7921-
dc.description.abstract圖書館利用教育的目的在使學生瞭解圖書館的館藏、設備及服務並具備基本之資訊素養。教師是激發學生使用圖書館之重要動力,也是圖書館實施利用教育得以成功的重要因素之一,因此,本研究特別針對技專院校教師對利用教育實施的看法加以瞭解,以便作為未來圖書館規劃利用教育的參考。 本研究以國立高雄海洋技術學院為研究對象,採用問卷調查法並輔以訪談法,探討教師對利用教育實施的看法、改進意見、影響實施因素等議題,問卷對象為該校講師以上之專任教師,共發出170份問卷,回收162份,回收率為95.3%,蒐集之資料以次數分配、卡方檢定及交叉分析進行資料分析。 研究結果發現:教師大多肯定利用教育訓練學生自主學習的重要性;教師學會使用圖書館的經驗、教師著作出版情形、圖書館館藏資源的助益性、圖書館的服務與宣傳為影響利用教育態度的因素;教師學會使用圖書館的經驗會影響學生的學習方式;新生入學第一學期開學時為最佳實施時機,實施的內容與方式應具深度、廣度與多元化;教師與館員在利用教育的實施中應互相合作,共同規劃利用教育活動。 依據研究結論建議:一、擴充館藏資源設備、創新並提供完善的網路服務;二、充實圖書館利用教育的實施內容與方式;三、積極宣傳、善用行銷以尋求教師的支持;四、結合教師有系統的規劃圖書館利用教育活動及課程;六、增設以教師為對象的圖書館利用指導;七、教學課程融入資訊素養;八、掌握學域特質,規劃具學域持色之利用教育。zh_TW
dc.description.abstractThe library instruction (LI) not only aims at making students familiarized themselves with the library resources, equipments and services but also at training students on information literacy. Faculty wields significant influence over students' use of the libraries. Their attitudes also possess the key factor in the successful implementation of LI. This research explores the vocational college and institute faculty's viewpoints about LI, which could be a valuable reference for future LI.. The research surveyed the faculty of National Kaoshiung Institute of Marine Technology (NKIMT). The researcher adopted questionnaire method and interview techniques. 170 copies of questionnaire were distributed, 162 copies returned (return rate 95.3%). Data were analyzed by Statistical Package for the Social Science (SPSS) and Excel using frequency distribution, Chi-square and cross analysis. The research revealed that most faculty emphasized the importance of training students of self-studying capability through LI. Several factors affect the implementation of LI: the faculty's library experience and publishing activities, the help from library resources, and the service/propagation of the library. Moreover, faculty's library experiences will influence students' learning attitudes. The best timing for conducting LI is perceived the freshmen's first semester. The coverage of LI should be extensive. Faculty and librarians have to cooperate and plan together for the implementation of LI. The thesis reached the following conclusions: 1) to expand the library's resources and equipments, offer a flawless network service, 2) to strengthen the implementing modes/contents of LI, 3) to do active propagation and marketing to seek supports from the faculty, 4) to invite faculty to participate LI planning, 5) to ascertain the evaluation task of LI, 6) to provide LI for faculty, 7) to integrate information literacy into the course, 8) to master the characteristics of academic field, scheme the academic-featured utilizing education.en_US
dc.description.tableofcontents目 次 第一章 緒論...........................................1 第一節 背景說明.......................................1 第二節 研究動機.......................................2 第三節 研究目的.......................................4 第四節 研究問題.......................................4 第五節 研究方法概述...................................6 第六節 研究範圍與限制.................................6 第七節 預期貢獻.......................................7 第八節 名詞解釋.......................................7 註釋...................................................8 第二章 文獻探討......................................10 第一節 圖書館利用教育的內涵..........................10 第二節 教師與圖書館利用教育之相關研究................28 第三節 圖書館利用教育實施之問題研究..................41 註釋..................................................49 第三章 研究設計與實施................................61 第一節 研究設計......................................61 第二節 研究設計架構..................................63 第三節 研究對象......................................64 第四節 研究實施......................................66 第五節 資料處理......................................68 第六節 研究程序......................................69 第四章 研究結果分析與討論............................70 第一節 技專院校教師對圖書館利用教育的看法............70 第二節 影響技專院校教師對圖書館利用教育態度之因素....81 第三節 技專院校教師對學生使用圖書館的看法...........106 第四節 技專院校教師對圖書館利用教育實施改進之意見...119 第五節 教師與館員在圖書館利用教育中之合作關係.......134 註釋.................................................141 第五章 結論與建議...................................142 第一節 結論.........................................142 第二節 建議.........................................144 第三節 進一步研究建議...............................146 註釋.................................................148 參考書目.............................................149 附錄一 「技專院校教師對圖書館利用教育實施態度之研究」 ................................................162 附錄二 利用教育訪談問題.............................170zh_TW
dc.language.isoen_USzh_TW
dc.publisher圖書資訊學研究所zh_TW
dc.subject技專院校zh_TW
dc.subjectVocational College and Instituteen_US
dc.subject教師zh_TW
dc.subject技專院校圖書館zh_TW
dc.subject圖書館利用教育zh_TW
dc.subject資訊素養zh_TW
dc.subject教師的態度zh_TW
dc.subjectFacultyen_US
dc.subjectVocational College and Institute Librariesen_US
dc.subjectLibrary Instructionen_US
dc.subjectInformation Literacyen_US
dc.subjectFaculty''s Attitudesen_US
dc.title技專院校教師對圖書館利用教育實施態度之研究--以國立高雄海洋技術學院為例zh_TW
dc.titleVocational College and Institute Faculty''s Attitudes Toward the Implementation of Library Instruction: A Case Study at National Kaoshiung Institute of Marine Technologyen_US
dc.typeThesis and Dissertationzh_TW
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeThesis and Dissertation-
item.cerifentitytypePublications-
item.fulltextno fulltext-
item.languageiso639-1en_US-
item.grantfulltextnone-
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