本研究旨在探討閱讀環境、玩興、父母創意教養與國小中、高年級學童科技創造力之關係。研究參與者來自台北市的國小中、高年級，有效樣本計374人。本研究所採用的研究工具包括「科技創造力測驗」、「家庭閱讀環境量表」、「班級閱讀環境量表」、「兒童玩興量表」及「父母創意教養量表」。資料分析所用之統計方法包括描述統計、單因子多變量變異數分析及線性結構模式分析。 本研究主要發現如下： 1.不同性別的三、五年級學童對家庭閱讀環境、班級閱讀環境、玩興的知覺皆無差異，但在父母創意教養的知覺上和科技創造力的表現上卻有差異。三、五年級女童對於父母創意教養的感知程度皆些微地優於男童；而三、五年級男童在整體創造力測驗上皆優於女童，且五年級男童比女童有更好的「視覺造型」表現。 2.不同年級的三、五年級學童在家庭閱讀環境、班級閱讀環境、玩興、父母創意教養的知覺程度上和科技創造力的表現上有顯著差異。五年級學童除了在科技創造力的表現上有高於三年級學童的傾向外，在閱讀環境、玩興、父母創意教養的知覺程度上皆有低於三年級學童的傾向。 3.三、五年級學童的家庭閱讀環境對其整體科技創造力表現分別有些微和明顯的正效果，而五年級學童在「精進力」指標的表現尤其顯著。 4.三年級學童的班級閱讀環境對其整體科技創造力表現有正效果，反之，五年級則無。而三年級學童在「視覺造型」指標的表現尤其顯著。 5.三、五年級學童的玩興對其整體科技創造力表現皆有正效果。三年級學童在「精進力」、「視覺造型」指標的表現較顯著，五年級則在「流暢力」、「精進力」上較顯著。 6.五年級學童的父母創意教養對其整體科技創造力表現有正效果，但三年級學童只對「視覺造型」指標之表現有正效果。而五年級學童在「精進力」指標之表現尤其顯著。 7.家庭閱讀環境、班級閱讀環境、玩興、父母創意教養似乎對三年級學童的「視覺造型」指標較有預測效果，而對五年級學童則是在「精進力」指標較有效果。 8.三、五年級學童皆透過閱讀環境、父母創意教養，先對玩興產生直接或間接效果，然後才對學童科技創造力產生間接的影響效果。 最後，本研究依據上述的研究結果進行討論，並提出相關建議，以供教育、心輔等相關人員在課程、教學與輔導上之參考。 / The main purpose of this study was to explore the relationships among reading environment, playfulness, creative parenting, and technological creativity of the third and fifth graders. The participants included 374 pupils from the elementary schools in Taipei City. The employed instruments in this study were the Test of Technological Creativity, the Inventory of Reading Environment in Family, the Inventory of Reading Environment in the Classroom, the Inventory of Playfulness, the Inventory of Creative Parenting. The employed analysis methods included Descriptives, One-Way Multiple Analysis of Variance, and Structural Equation Modeling. The main findings of this study were as follows: 1.While the girls of the third and fifth graders perceived higher degree of creative parenting than did the boys, the boys outperformed the girls in technological creativity, especially in the “visual design”. No gender differences in reading environment and playfulness were found, however. 2.There were significant grade differences in reading environment, playfulness, creative parenting, and technological creativity. More specifically, the fifth graders outperformed the third graders in technological creativity, but perceived lower degree of reading environment, playfulness, and creative parenting than did the third graders. 3.The third graders’ reading environment in family had a little positive effect on their performance of technological creativity. One the contrary, the fifth graders’ reading environment in family had a great positive effect on their performance of technological creativity, especially on that of “elaboration”. 4.The reading environment in the classroom had a positive effect on the third graders’ performance of technological creativity, especially on that of “visual design”. Such an effect, however, was not found among the fifth graders. 5.Playfulness had significant effects on both the third and fifth graders’ performance of technological creativity. More specifically, playfulness had positive effects on the scores of “elaboration” and “visual design” among the third graders and had positive effects on those of “fluency” and “elaboration” among the fifth graders. 6.Creative parenting had a positive effect on the fifth graders’ overall performance of technological creativity as well as on the score of “elaboration”. However, the positive effect of creative parenting was only found on score of “visual design” in the third grade. 7.While reading environment, playfulness, and creative parenting were effective predictors of the third graders’ performance in “visual design”, they were effective predictors of the fifth graders’ performance in “elaboration”. 8.The findings in this study suggest that the third and fifth graders’ personal trait of playfulness directly influence their development of technological creativity; meanwhile, their reading environment and creative parenting may influence their development of technological creativity directly or indirectly via playfulness. Finally, the researcher proposed some suggestions for educational instructions and future studies.

知識經濟時代的來臨，身負創意和創新能力的人將躍升為主角，多元的生活經驗與豐富的知識是創意者所必備的，閱讀是主要的途徑或管道，且需從小養成閱讀的習慣，以學習累積相關知識。相關研究指出讀得多、讀得有方法的人，其「閱讀動機」也會較高，而國小五年級學生是否會在守門人 — 父母的引領下，養成其個人的閱讀動機，成為一位喜好閱讀、讀得多、讀得勤且讀得有方法的創意新世代，是本研究的研究旨趣。 　　本研究對抽取自台北市、台中縣、台南市與台東縣的487名國小五年級學生，以「閱讀動機問卷」、「父母創意教養量表」、「父母閱讀教養調查問卷」、「閱讀行為調查問卷」、「閱讀策略量表」與「創意生活經驗量表」等六項研究工具進行調查研究。主要研究結果發現：（1）父母的創意教養方式、父母的閱讀教養方式對學生的閱讀動機有顯著正相關。（2）當學生知覺到父母實施較多創意教養方式、正向的閱讀教養方式，和自己擁有較高的閱讀動機時，則其個人為課業、為自己興趣而閱讀的天數較多、一天中的閱讀時間較長、一星期中閱讀書本數也較多，和一個月中為自己興趣閱讀而購買或借閱的書本數也比較多，且擁有較常使用閱讀策略和表現創意的經驗。 　　依據研究結果對家長提出「增強子女閱讀的內在動機」、「家中設置閱讀環境，與塑造閱讀文化」、「要求兒童動手做的行為，以利兒童產生較高層次的行為表現」、「從多元的管道接觸知識，培養兒童批判思考的能力」與「鼓勵並增進兒童的創意生活經驗」等具體建議，並對學校教師與未來相關研究亦提供數點建議。