本研究旨在探討學生對紙本閱讀和Podcast聽讀偏好及閱讀理解差異之研究。本研究採準實驗設計，以研究者任教學校之國小四年級學生共27人為研究對象，實驗組使用Podcast聽讀，對照組使用紙本閱讀，進行為期七週的閱讀時驗，並以臺中市線上閱讀認證系統及自編的閱讀學習單進行閱讀理解檢測，七週後，兩組交換閱讀媒體，對兩組學生進行閱讀偏好問卷及訪談。綜合研究結果，從閱讀理解表現及閱讀媒體偏好兩方面歸納結論如下：
一、閱讀理解表現
Podcast組在閱讀認證系統的閱讀理解表現顯著低於未使用Podcast前，而造成紙本組閱讀理解表現優於Podcast組的原因是紙本書有文字和圖畫，有助於閱讀理解，可加深閱讀印象。而Podcast以聲音為主，由於看不到文字，須專注聆聽，學生大都能聽懂並說出聆聽內容的要點，但對於記憶性的問題及運用前後所講述的內容進行推論有困難。
分析閱讀學習單發現紙本閱讀能提供較不受干擾的自我思考場域，紙本組思考的面向較為多元廣泛，使用Podcast聽讀，能提升學生對文本內容的理解，但主持人主觀的想法和闡述可能影響學生認知，亦會限制學生思考。
二、閱讀媒體偏好
多數學生偏好Podcast，其音效與背景音樂的運用，增加聽讀的趣味性，並表示在聽完Podcast後，會對文本內容感興趣，進而想去閱讀該書的紙本書，也有不少學生認為紙本搭配Podcast使用會讓閱讀更有趣。
最後，根據上述結論提出建議，以供國小教師及學校閱讀教學規畫之參考。

The purpose of this study was to explore Students’ Preferences on Paper Reading and Podcast listening along with differences on reading comprehension. The research adopts quasi-experimental design, with 27 fourth grade students from an elementary school in Taichung where researcher teaches as the research object.The test group used Podcast listening and the control group used paper reading. The researchers conducted a seven-week reading experiment and used the Taichung City Online Reading Certification System and self-developed reading study sheets to test reading comprehension. After seven weeks, the two groups exchanged reading media, and both groups of students were given a questionnaire on their reading preferences and an interview. The research conclusions were put forward in terms of reading comprehension performance and reading media preference.
1. Reading comprehension performance
The reading comprehension performance of the Podcast group in the Reading Certification System was significantly lower than that before using Podcast, and the reason why the reading comprehension performance of the paper book group was better than the Podcast group was that the paper book had both text and pictures, which was helpful for reading comprehension and deepened the reading impression.Podcasts were mainly audio-visual, and students had to focus on listening because they could not see the text. Most of the students were able to understand and tell the main points of the contents of the podcasts, but they had difficulties in memorizing the contents and making inferences from the contents.
The analysis of the reading learning list revealed that paper-based reading could provide a more undisturbed field for self-reflection, and the thinking of the paper-based group was more diversified and extensive. Listening to podcasts could enhance students' understanding of the text, but the subjective ideas and explanations of the presenter might affect students' cognition and limit their thinking.
2.Reading Media Preference
Most of the students preferred Podcasts, the use of sound effects and background music increased the fun of listening and reading, and they said that after listening to Podcasts, they would be interested in the text content, and then wanted to read the paper books, and many of them thought that the use of paper books together with Podcasts would make the reading more interesting.
Finally, based on the above conclusions, we propose some suggestions for the reference of elementary school teachers and school reading teaching programs.

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