| Summary: | 碩士 === 國立屏東師範學院 === 國民教育研究所 === 91 === The main purpose of this research was to inquire into the relationship between children’s behavior of reading picture books and their attitude towards sex role and provide relevant information to teachers, parents, and authors of picture books.
This research adopted methods of content analysis and questionnaire survey. Content analysis of 20 picture books was conducted to understand the viewpoint on sex expressed in these books. The analysis included four aspects: gender of characters, characteristics of sex role, occupation and interest, and gender relationship. For questionnaire survey, the research targeted second graders in Kaohsiung City, Kaohsiung County and Pingtung County as the population, and a total of 442 students were selected through stratified random sampling as the sample. Among these students, 169 came from five urban schools, 159 came from five township schools, and 114 came from schools in remote areas; the schools were also randomly selected from each category. These students received questionnaire survey. “Questionnaire on Basic Information,” “Scale of Reading Behavior,” and “Scale of Children’s Attitude Towards Sex Role” were the tools that were used. The answers were quantitatively treated and analyzed with statistical techniques. One-way analysis of variance, one-way multiple-variable analysis of variance, independent sample t-test, and chi-square test were used to test the hypothesis of this research so as to achieve the purpose.
This research came up with conclusions that follow:
1.Primary school students are fond of reading picture books, more than 90% of whom read them initiatively and up to 70% read picture books that were brought by their parents.
2.Among types of reading, children especially favor storybooks and hope to be as clever, brave as main characters in the story. Interesting, funny stories in picture books are most appealing to children.
3.With respect to reading frequency, 60% of children read picture books one or two times a week. In relation to reading time, children spend about 1 ~ 2 hours per day reading. With respect to reading quantities, most children read more picture books that describe stereotype sex role than those that do not.
4.Based on the analysis of gender of characters, characteristics of sex role, occupation and interest, and gender relationship, the 20 picture books were classified into two types: those that describe stereotype sex role and those that do not. Snow White and the Seven Dwarfs, Sleeping Beauty, The Little Mermaid, Red Ridding Hood, Cinderella, Thumbelina, The Little Match Girl, Pinocchio, Swan Lake, and Jack and the Beanstalk were considered the first type, and The Ugly Ducking, Miss Rumphiu, Princess Smartypants, The Paper Bag Princess, Oliver Is a Sissy, William’s Doll, Red Cock, Prince Cinders, Mr. Nick Who Loves to Knit Woolen Yarn, Two of Everything were considered the second type.
5.Primary school children’s reading behavior is intimately related with demographic variables. There is a significant difference between boys and girls in reading frequency, reading time, and numbers of picture books describing stereotype sex role that they read. The difference also exists in reading popular science books, storybooks, and nursery rhyme. There exists a significant difference between city and township children in reading time and numbers of picture books describing stereotype sex role they read. The difference also exists in reading nursery rhyme. Children from families with different socioeconomic status showed a significant difference in numbers of books they read, and in farce and historical storybooks.
6.Children’s attitude towards sex role differs as a result of different reading behavior. Children that favored reading popular science stories and favored reading nursery rhyme showed a significant difference in personality attributes. The amount of reading picture books describing stereotype sex role had a significant impact on children’s expectation of future occupation. The amount of reading picture books that don’t describe stereotype sex role also had a significant impact on children’s undertaking of household chores.
Finally, the author discussed and analyzed the finding and proposed suggestions to teachers, parents, and authors of picture books, and brought up suggestions for future research.
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