家長指導國小高年級學童使用電腦網路之課程設計行動研究

Abstract

資訊科技的發展與社會經濟的進步，促進了台灣地區網路環境建置及其應用率逐年達到普及化。伴隨著網際網路應用普及化現象，網路使用者的年齡，亦逐漸呈現年輕化之趨勢。以國內而言，在國小高年級階段，學童對於電腦網路之應用，已然有一初步概念與技術。然而，卻也因其資訊技能與素養尚未成熟，以及本身好奇心之驅使，容易衍生出電腦網路使用上的負面問題與不當行為。本研究在檢視相關文獻後發現，學童多以家庭為電腦網路使用主要場所，對於學童在家庭電腦網路的使用上，家長扮演著重要且關鍵的角色。面對電腦網路對家庭親子關係可能造成之負面影響，如：家長資訊主導權流失、親子溝通時間與頻率逐漸減少，或親子衝突頻生，實有必要針對家長之指導需求，設計與發展完整課程。然而，有鑑於國內相關研究，鮮少針對家長關切學童使用電腦網路之議題進行完整課程發展。因此，針對家長指導國小高年級學童使用家庭電腦網路發展實際課程，實屬當務之急。 本研究共區分為二個部分。首先，透過文獻探討分析國小高年級學童使用電腦網路行為與可能衍生之問題。同時，彙整家長指導學童使用電腦網路時所當秉持之態度與依循策略，進而成為課程發展之依循主軸。其次，為實際設計與發展可重複應用與推廣之課程，故採用行動研究模式做為主要研究架構，並結合ADDIE教學設計流程進行課程開發與實施。藉由實際調查與分析新竹縣KM國小高年級學期家長關切學童電腦網路使用之前三項議題，分別為「網路色情」、「網咖」以及「網路交友」後，以該校33位高年級學童家長為研究對象，實施三梯次教學活動；每梯次涵蓋三節次課程，每節次實施二小時課程。透過教學滿意度分析、家長回饋與討論，以及研究者自我省思三方面檢核，修正與驗證各單元課程，進而發展出具可行性之課程，其教學活動結果與發現如下：

一、在課程主題的設計與實施上，符合多數家長於指導學童電腦網路使用時，所可能遇見之疑慮或擔憂。因此，家長願意主動參與課程教學活動，並藉由課程參與及學習，與學童同步成長。 二、家長渴望更加瞭解學童的電腦網路世界，透過實際案例分享與討論之進行，當更符合家長對課程參與之期望。 三、雖然家長本身資訊技能高低，並非全然是家長應用指導策略之決定因素，然而，適度針對家長提供必要的資訊技能教學，不但能夠有效提升家長的資訊技能，亦能成為家長後續指導策略應用之參考。 四、藉由瞭解與學習如何建立正確使用電腦網路之家庭規範，不僅能夠有效改善家長指導學童電腦網路之態度與策略，同時透過親子共同討論，將有助於親子間更加瞭解彼此的想法與意見。 五、有鑑於家長本身已具備相關指導經驗，同時家長參與課程之學習動機多出於本身實際需求。因此，以經驗分享和互動討論進行教學活動，當更能獲得家長對課程內容之認同。

本行動研究結果已確立實施「家長指導國小高年級學童使用電腦網路課程」，可有效提升家長指導策略之學習；而結合ADDIE教學設計流程更有助於行動研究之實施，設計出具參考價值與可供推廣應用與參考價值之課程。最後並綜合研究成果，提出實施相關課程與行動研究時之具體建議，以及未來研究方向，以供教學者、家長與研究者實際應用與推廣參考。

In recent years, the rapid development of information technology has facilitated the Internet environment and applications in Taiwan. As the Internet has become more and more popular, more and more of its users are young generations. In Taiwan, children start to learn basic concepts and skills to use the computers and the Internet since they are 3rd graders. However, due to their partial literacy and high curiosity, they may inappropriately use the Internet and thus may have negatively impacted by such uses. Given the fact that most children use their computers and the Internet at home, parents should play an important and key role for teaching their children about appropriate use behaviors of and attitudes toward the Internet. Therefore, it is necessary to design and develop a curriculum for parents on children’s’ home use of the Internet. The issues covered in such curriculum such include how to handle negative parent-child relationship because of the Internet use, how to forfeit parents’ power in managing the use of information technology at home, how to deal with the less communication and more conflicts between parent and child because of the Internet use. However, there are only a few studies focused on the curriculum of Internet-related guidance for parents in Taiwan. Therefore, the purpose of this study is to design and develop such curriculum to meet parents’ demands. To achieve its purpose, this thesis first reviewed the relevant literature on children’s home use of computers and the Internet. Moreover, appropriate Internet-related attitudes and parents’ rules were identified from the literature to be the basis of the curriculum. Secondly, the researcher used the ADDIE model of instructional design to develop the curriculum. In order to draw the major themes of the curriculum, the researcher conducted a needs analysis by surveying all 5th and 6th graders’ parents in KM elementary school. Three major themes were proposed: “Internet Pornography”, “Internet Cafe”, and “On-line relationship.” Related curriculum units were developed accordingly; each unit contained multimedia learning materials, work sheet, discussion topics, and so on. This thesis used 3-round Action Research to investigate whether the curriculum units were effective. The participants were 33 5th or 6th grades’ parents in KM school. The parents received two-hour class for each unit. The classes were held in three consecutive weeknights or weekends. Curriculum units were confirmed or revised after each round based on researcher’s reflections, parents’ after-class surveys, feedbacks, and discussions/debates during the classes.

There are five major results as follows: (1)Three major themes covered in the curriculum helped parents manage their anxieties or worries when they guide their children to use computers and the Internet. Therefore, the themes of the curriculum motivated parents to participate in such classes. (2)The parents were anxious about and would like to understand more about their children’s cyberworld. During the classes, parents were willing to share and discuss the real cases, and expressed that they learned a lot from such activities and cases. (3)Although the parents’ technical skills were not directly related to their guidance strategies, providing essential technical skill in the curriculum enhanced parents’ Internet use skills and confidence needed to teach their children to use the Internet at home. (4)By discussing how to establish appropriate rules of computer/Internet uses at home from this curriculum, parents learned to set up their own guiding strategies. Moreover, this curriculum encouraged more parent-child communications to understand more about each other’s ideas and opinions on the Internet-related issues. (5)Since parents already have more of less related guidance experiences, the sharing and discussion sessions in the curriculum fit their learning style, met their learning needs, and encouraged their participations.

In conclusion, the development of the curriculum via the ADDIE model was effective for parents’ learning; the implementation of the curriculum based on Action Research helped constuct useful and generizable curriculum units. Finally, dissemination suggestions for educators and parents were provided, and recommendations for future research were discussed.