不同階級國中生網路使用型態之研究:兼論性別的作用

Abstract

本研究係以質性訪談方法，了解國中學生在網路使用型態上的差異，選定臺灣北部的都市二所國中，研究對象以16名國中生，區分為中產階級和勞工階級學生，研究主要從四個面向著手：休閒娛樂、工具使用、資訊學習、社群人際。 經本研究後發現如下： 壹、數位落差在北臺灣，量的設備落差不明顯，質的近用確有落差。 貳、不同階級學生表現在四個面向上的特質是： 一、休閒娛樂：中產階級表現出休閒是調劑，喜歡「動腦型」的遊戲，勞工階級為「戰鬥暴力型」，較長時間玩遊戲。 二、工具使用：中產階級表現出喜歡「挑戰性」破解和挑戰困難，勞工階級為「實用性」照片編修與設計類。 三、資訊學習：中產階級表現出「效率」善用搜尋工具，關心課業，統整有效率，勞工階級為「需求」求解答，有需求才上網。 四、社群人際：中產階級較「限定型」看對象分享訊息，勞工階級為交友較「開濶型」不固定。 參、本研究發現四個面向之間有交互作用，休閒娛樂與社群人際可歸為「社交休閒」；而工具使用與資訊學習可歸為「資訊運用」。 一、中產階級：社交休閒表現為「自律調適」；資訊運用表現為「課業為重」。總的表現來說，中產階級學生可用「認知取向」型為代表。 二、勞工階級：社交休閒表現為「隨興放任」；資訊運用表現為「趣味主導」。總的表現來說，勞工階級可以「感覺取向」型歸納之。 肆、性別亦發現有部分作用：在社交休閒尤其明顯，女生重聊天八卦，以維持人際關係；男生重遊戲玩樂，以忘憂增趣為先。

The study was conducted by using qualitative interviews, in the purpose of understanding the differentinternet usage patternsofmiddle-class and working-class students from two junior high schools in the urban area of North Taiwan. The interviewees were eighth graders of both sexes. The analysis was divided into four aspects: recreation, information and learning, connectionand social networking, and software use. The findings went as the follows. 1. When it came to the digital divide in northern Taiwan, there was not so much gap in equipment and quantity as in quality and access. 2. The two social classes were found very different in their internet behaviors in terms of the four aspects. (1)Recreation: Students from middle class preferred strategy games, while theirworking class counterparts indulged in violenceones. (2)Information and learning: middle-class students used searching tools with great proficiency and were good at synthesizing the information gathered for their studies. On the other hand, those from working class only usedthe tools when needed. (3)Connection and social networking: Students from middle class shared information with specific internet pals, while the working class tended to make friends with many people out there on the Net. (4)Software use: Middle-class students loved to trythe challenging software, while working-class students enjoyed such practical ones as edited photos. 3. If‘recreation’ and ‘connection and social networking’ were subsumed under “social recreation” and ‘software use’ and ‘information and learning’ under “Information use”, two usage patterns emerged. (1)Middle-class studentswere cognition-oriented internet users: they are disciplined in the social recreation and intellectual-scaffolding in information use. (2)Working-class students were emotion-oriented internet users: they are laissez-faire in the social recreation and pleasure-seeking in information use.. 4. There were gender differences too, in the social recreation in particular. Girls enjoyed gossiping, by doing which maintained their social relationship/friendship. As for boys, they played gamesto forget worries and add fun.