初中信息伦理教育的实效性研究

发布时间：2018-05-07 06:34

本文选题：信息伦理教育 + 信息安全伦理教育　；参考：《江苏大学》2017年硕士论文

【摘要】：初中信息伦理教育包括信息安全伦理教育、信息规范伦理教育和信息责任伦理教育。信息安全伦理教育以互联网中个人隐私安全教育为主,包括网络信息安全伦理教育和个人隐私安全伦理教育;信息规范伦理教育主要表现为各类信息活动中的行为准则,包括网络知识产权教育和网络礼仪教育;信息责任伦理教育是对网络中一系列的道德问题开展的教育,包括网络信息行为教育和网络道德教育。通过对学生、教师的问卷与访谈调查,发现初中信息伦理教育的实施情况总体较好,也存在着实效性差的问题。问题表现中,从教师群体来看,首先,课程标准和教材内容的体现不够充分;其次,学校基础设施差距大,学生无法高效参与课堂学习;再次,教师的讲授过于理论化,比较缺乏信息伦理教育的知识体系;最后,职能部门缺乏强有力的监管与引导。从学生的角度看,首先,学生的主体个性强,对信息伦理教育了解不够、认同感不够高;其次,少数学生的网络言行不端正;再次,学生维护相关网络知识产权的意识和素养较差;最后,学生的好奇心强,自主思考能力、认知程度有限,也导致了一些问题的产生。之所以会产生上述问题,从教师、教材的角度看,首先,在“计算机安全”、“健康上网与网络道德”、辅文与课后讨论等方面呈现了信息安全伦理与网络道德,绝大多数教育内容只是停留在课程标准以及规章制度;其次,由于学校的经费和技术条件差异,部分学校通过限制网速来维持校园网的正常使用,降低了学生在机房上网参与自主学习的效率;最后,教师在教学过程中的举例偏少,学校对学生的教育只是通过口头说教和制度打压。从学生的角度看,首先,很多学生认为保护个人隐私很重要,而他人隐私与自己无关;其次,网络的开放性使部分学生在网络上以不雅网名、不文明的网络用语自居,不尊重他人等行为冲击着行为规范底线;最后,多数学生不知道如何辨别盗版与正版,不知道盗版的相关危害与维护方法。为了解决上述问题,可以采取下列措施:首先,教育行政部门要制定出符合学生个性特点的信息伦理规范,并加强网络监管;其次,学校要加强对教师的培训并指导教师学会实际运用;最后,教材应更加深入、明确,教师要深入挖掘教材,并通过大量实证案例展开教学。
[Abstract]:Junior high school information ethics education includes information security ethics education, information standard ethics education and information responsibility ethics education. The information security ethics education mainly consists of the personal privacy safety education in the Internet, including the network information security ethics education and the personal privacy safety ethics education. It includes network intellectual property education and network etiquette education, information responsibility ethics education is the education of a series of moral problems in the network, including network information behavior education and network moral education. Through the questionnaires and interviews of students and teachers, it is found that the implementation of information ethics education in junior high school is generally good, and there is also a problem of poor effectiveness. From the perspective of teachers, first of all, curriculum standards and teaching materials are not fully reflected; secondly, the gap between school infrastructure and students can not participate in classroom learning efficiently. Thirdly, the teaching of teachers is too theoretical. Finally, the functional departments lack strong supervision and guidance. From the student's point of view, first of all, the student's main body personality is strong, the information ethics education understanding is not enough, the identity is not high enough; second, a few students' network words and deeds are not correct; again, Students' awareness and literacy of maintaining related network intellectual property rights are poor. Finally, students' curiosity, self-thinking ability and limited cognitive level also lead to some problems. From the perspective of teachers and textbooks, first of all, in terms of "computer security", "healthy Internet access and network morality", auxiliary texts and after-class discussions, information security ethics and network morality are presented. Most of the contents of education are confined to curriculum standards and regulations. Secondly, due to the differences in school funding and technical conditions, some schools maintain the normal use of the campus network by restricting the speed of the network. It reduces the efficiency of students' participation in autonomous learning in computer room. Finally, teachers give few examples in the teaching process, and the education of students is only suppressed by oral lectures and institutions. From the student's point of view, first, many students think that protecting personal privacy is very important, while other people's privacy has nothing to do with themselves. Secondly, the openness of the network makes some students call themselves indecent online names and uncivilized online terms. Finally, most students do not know how to distinguish piracy from authentic edition, and do not know the harm and maintenance methods of piracy. In order to solve the above problems, the following measures can be taken: first, the educational administrative departments should formulate information ethics norms that accord with the students' personality characteristics, and strengthen the network supervision; secondly, Schools should strengthen the training of teachers and guide teachers to learn to use; finally, the teaching materials should be more in-depth, clear, teachers should dig into the teaching materials, and through a large number of empirical cases to carry out teaching.
【学位授予单位】：江苏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67

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