标题: 中学生网路素养课程设计与发展之初探
The Design and Development of Network Literacy Curriculum for Taiwan High School Students
作者: 张芳绮
Fang-Chi Chang
周倩
Chien Chou, Ph. D.
传播研究所
关键字: 网路素养;课程设计;network literacy
公开日期: 2001
摘要: 本研究主要在设计与发展一套适合中学生(高中、高职)的网路素养课程,文中将网路素养定义为对电脑网路具有基本认识,除了会使用网路搜寻正确的资讯外,也具备有网路伦理的观念,包括人际互动、网路礼节、法律常识、能分辨网路内容的好坏,以及认知到网路为人类社会带来的影响等。并根据Dick & Carey(1996)所提出的“系统教学设计模式”做为设计课程的步骤。
根据教师意见问卷调查、教师深度访谈、高中电脑课本内容分析以及学生网路素养认知调查,瞭解网路课程需要性与应包含教学项目、适合的教学活动后,本研究将网路素养课程规划为五个单元,分别是“网路交友停看听”、“网路礼节全民运动”、“网路大执法”、“形形色色的网路内容”以及“网路合理使用与沈迷之预防”,在所设计之“网路素养教学指引”中,包含教学流程、教学活动以及参考资料等,提供教师作为网路素养课程教学上的参考。
研究者并根据此份“网路素养教学指引”,实际到新竹建功高中国三某班以及新竹中学高一某班试教,课后并就教学内容、作业评量和对学生的影响方面,请同学填写问卷。统计结果显示,本教材在内容丰富度、组织性和带给学生的收获方面,普遍获得学生肯定。
除了请学生做课后评估之外,本研究亦请专家就“教学内容”、“教学活动”和“学习单”等方面做“网路素养教学指引”的形成性评鉴,整体说来,受访教师多认为整份教学指引内容丰富,教学方式多元,尤其教学指引中加入了一些情境剧的讨论很能引起学生学习兴趣。
The goal of this study is to design and develop a network literacy curriculum for Taiwan senior and vocational high school students. The concept of network literacy is defined by this study as “the understanding of the basic knowledge in using computer and network. People who are equipped with network literacy can use Internet to search useful information as well as have the idea of network ethics. Network ethics include the appropriate interaction with people on the Internet, network manners, Internet law, and the ability to differentiate the quality of the content on the Internet. In addition, understanding the impact that the Internet might have upon people’s lives is also included.” The curriculum of the presented study is designed based on Dick & Carey’s “Systematic Instructional Designing” model.
In order to analyzing the needs, learning contents, activities which should be included in the network literacy curriculum, the researcher used multiple methods, including disseminating questionnaires to 244 high school teachers, conducting in-depth interviews with five representative teachers, analyzing the content of high school computer textbooks, and surveying 353 high school students on their existing knowledge of network literacy. The resulting curriculum of network literacy is divided into five units: 1. Internet friendship, 2. Network manners, 3. Internet law, 4. Internet information, and 5. Appropriate Internet usage and prevention of Internet addiction. This study designed a “Network Literacy Teaching Guide (NLTG)” which covers the teaching flow, lesson plan, learning resources, and references.
This study also conducted a formative evaluation of the NLTG. Two high school classes were actually taught five units based on the NLTG. Students’ opinions about the curriculum content, homework and the learning experiences were collected and analyzed. The results showed that most students considered these units rich and well structured, and they felt they did learn some new and useful information. Some negative feedbacks, however, were also considered when revising the NLTG.
In addition, four high school teachers who are experts in this subject matter were interviewed. Generally speaking, these teachers thought that the content of the NLTG is rich and the teaching strategies suggested are various and helpful, especially the role-play and discussion activities in the NLTG are expected to motivate students most.
URI: http://140.113.39.130/cdrfb3/record/nctu/#NT900376012
http://hdl.handle.net/11536/68410
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