青少年網路品德教育之課程設計、實施與評鑑

Abstract

近年因網際網路盛行，伴隨而來的時代變遷，讓當代品德教育實踐的脈絡場域產生轉變，再加上網路社會中有許多不當行為的產生，使得傳統的品德教育也應與時俱進，需延伸至人們在網際網路中的行為表現。本研究依據國內外專家對品德教育的目標與定義，再納入網路社會的具體情境，將網路品德教育（e-Character Education）定義為：「針對道德核心價值，培養學習者在網路社會的公私領域中的個人道德認知、情感、意志與行為，亦可謂一種引導其在網路社會中實踐知善、樂善與行善的歷程與結果。」本研究旨在發展青少年網路品德教育課程，專門探討青少年在網路社會中所應遵循的德行教育。 本研究遵循課程分析、設計、實施與評鑑等步驟，以焦點團體訪談、德懷術、內容分析、問卷調查…等研究方法，發展出完整的網路品德教育課程。本研究先透過文獻探討以了解網路品德教育的意涵，以定義出網路品德教育的範圍；接著分析與歸納網路品德教育的內容，其包括重要的核心價值、具體行為準則，以及迷思概念；接著，以青少年中的國小六年級學生為對象，進行網路品德教育課程的教學活動設計；最後，進行網路品德教育課程的實施與評鑑，本研究以準實驗設計法探究思辨討論法與講述教學對學生網路品德行為與概念認知的影響，經由此實驗設計來探究採用不同教學方法下的學生學習成效，並評估課程可行性與學生的學習滿意程度。 本研究的主要結果包括： 一、本研究共調查出12個網路品德教育的重要核心價值，並訂出64個具體的行為準則。青少年網路品德教育的重要核心價值包括：守法、尊重、自制、服務貢獻、分享、禮節、誠實、負責、終身學習、關懷、正義與合作。這些核心價值與行為準則可作為品德教育課程之主要內容，也可供給各教育單位參考，但建議各校必須視學校文化與需求，採民主過程及多元參與的方式決定哪些是需要且合適的網路品德核心價值。 二、本研究以「尊重、禮節、自制、守法」為主題，發展出「有品e起來課程」，內容包括迷思概念卡通圖、與核心價值相關的網路情境漫畫故事，以及具體行為檢核表等內容，此項結果可作為網路品德教育課程中各重要核心價值的教學目標以及能力指標，亦可作為青少年在網路中的品德行為表現檢核項目。 三、本研究分析出網路品德教育12個重要核心價值的迷思概念，並依此設計成「概念卡通圖」，以作為課程的教材內容之一，以利在課程中進行討論與思辨，亦可做為學習成效的評量工具之一。 四、經過「有品e起來」讀本加上不同教學方法（思辨討論或講述）的教學實驗之後，發現不管學生接受哪種教學方法，都比沒有進行教學的學生，在品德認知概念與行為上有較好的表現。此外，在提升品德認知的部分，採用概念卡通圖的思辨討論法，是比講述教學佳的一種教學方法選擇。其次，在對「有品e起來」課程的學習滿意度方面，學生都是持肯定的看法。 最後，本研究提出相關建議以及未來研究方向，以期能為網路世代的品德教育訂立新的範疇與研究取向，並作為未來教育推廣與政策訂定參考。

In an era when education covering traditional applications of personal virtues cannot sufficiently meet the needs of Internet users, the implementation of e-Character Education (e-CE) should draw praise for its capacity to serve as an intersection between the world of cyberspace and the world of material bodies. In order to distinguish traditional character education from that necessary in the information age, and to put the various definitions in the context of cyberspace, the current study defines e-CE as “the cultivation of the cognitive, affective, and behavioral aspects of one’s morality in cyberspace, including the aspirations to know, desire, and do good in cybersociety, and to gain the ability to practice contextual value within that cybersociety.” To meet the research goals, multiple research methods including focus group interview, Delphi technique, content analysis, questionnaires, interviews, etc., were applied. The new e-CE curriculum for adolescent students was then developed through a systematic process including analysis, design, implementation and evaluation. The effectiveness of the curriculum was examined using a pretest-posttest quasi-experimental design consisting of three groups (reflection -pedagogy group, didactic-instruction group, and no-treatment group). The major findings are summarized as follows: (a) This study concluded 12 core values of e-CE to help provide clear directions for further curriculum development. The core values of e-CE include law-abidance, respect, self-regulation, service, sharing, courtesy, honesty, responsibility, lifelong learning, caring, justice, and cooperation. This study explores 64 specific behavioral principles for these 12 virtues by which students might grasp, adopt, and sensibly adapt to their behaviors in the cyberspace contexts. (b) This study identified the myth concepts of these core values. According to these myth concepts, this study designedmyth concept cartoons for e-CE curriculum. (c) The designed curriculum “e-Character for E-Teens” included the topics of law-abidance, respect, self-regulation, and courtesy. The instructional materials included myth concept cartoons, comics illustrating real life incidents in the cyberspace context, and checklists of specific behavioral principles. (d) To understand the effectiveness of different pedagogies on learning achievement, this study used a quasi-experimental design and invited 148 sixth-graders to participate in the experiment. The participants were divided into 3 treatment groups: discussion -reflection group, didactic-instruction group, and no-treatment group. Findings revealed that discussion-reflection and didactic instruction could significantly enhance students’ moral concepts and behaviors. Moreover, the students in general were satisfied with thee-CE curriculum. Finally, this study provided research limitations and suggestions for future eCE studies.