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台東縣國民小學高年級學童網路素養及網路使用行為之研究

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表  2-1 國內外學者對素養一詞的定義  學  者  專  家  對  素  養  的定  義  整理  黃富順  (1993)  「素養」有兩層涵義:  第一層是傳統的素養  (Conventional Literacy)所謂識字的意思,即個人 具備讀、寫、算的能力;  另一類是功能性的素養  (Functional Literacy)是指個人擁有某此特定的技 能,並能依自己生活需要設定的目標,以順應家 庭、工作、社區等社會生活問題的解決。  對素養提出定 義,並分為兩種意涵。  倪惠玉  (1994)
圖 2-1 資訊素養的內涵
表 4-3  不同性別樣本之網路素養分析摘要表  變異數相等的  Levene  檢定  平均數相等的  t  檢定  F  檢定  顯著性  t  自由度  顯著性  (雙尾)  平均差異  標準誤  差異的  95%  信賴區間  下界  上界  資訊評估  8.248  .004  -.512  217  .609  -.15146  .29583  -.73452  .43161  -.490  151.681  .625  -.15146  .30911  -.76217  .45926  網路使

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