發(fā)布時(shí)間：2018-05-07 06:34

  本文選題：信息倫理教育 + 信息安全倫理教育　； 參考：《江蘇大學(xué)》2017年碩士論文

【摘要】：初中信息倫理教育包括信息安全倫理教育、信息規(guī)范倫理教育和信息責(zé)任倫理教育。信息安全倫理教育以互聯(lián)網(wǎng)中個(gè)人隱私安全教育為主,包括網(wǎng)絡(luò)信息安全倫理教育和個(gè)人隱私安全倫理教育;信息規(guī)范倫理教育主要表現(xiàn)為各類(lèi)信息活動(dòng)中的行為準(zhǔn)則,包括網(wǎng)絡(luò)知識(shí)產(chǎn)權(quán)教育和網(wǎng)絡(luò)禮儀教育;信息責(zé)任倫理教育是對(duì)網(wǎng)絡(luò)中一系列的道德問(wèn)題開(kāi)展的教育,包括網(wǎng)絡(luò)信息行為教育和網(wǎng)絡(luò)道德教育。通過(guò)對(duì)學(xué)生、教師的問(wèn)卷與訪(fǎng)談?wù){(diào)查,發(fā)現(xiàn)初中信息倫理教育的實(shí)施情況總體較好,也存在著實(shí)效性差的問(wèn)題。問(wèn)題表現(xiàn)中,從教師群體來(lái)看,首先,課程標(biāo)準(zhǔn)和教材內(nèi)容的體現(xiàn)不夠充分;其次,學(xué)�；�礎(chǔ)設(shè)施差距大,學(xué)生無(wú)法高效參與課堂學(xué)習(xí);再次,教師的講授過(guò)于理論化,比較缺乏信息倫理教育的知識(shí)體系;最后,職能部門(mén)缺乏強(qiáng)有力的監(jiān)管與引導(dǎo)。從學(xué)生的角度看,首先,學(xué)生的主體個(gè)性強(qiáng),對(duì)信息倫理教育了解不夠、認(rèn)同感不夠高;其次,少數(shù)學(xué)生的網(wǎng)絡(luò)言行不端正;再次,學(xué)生維護(hù)相關(guān)網(wǎng)絡(luò)知識(shí)產(chǎn)權(quán)的意識(shí)和素養(yǎng)較差;最后,學(xué)生的好奇心強(qiáng),自主思考能力、認(rèn)知程度有限,也導(dǎo)致了一些問(wèn)題的產(chǎn)生。之所以會(huì)產(chǎn)生上述問(wèn)題,從教師、教材的角度看,首先,在“計(jì)算機(jī)安全”、“健康上網(wǎng)與網(wǎng)絡(luò)道德”、輔文與課后討論等方面呈現(xiàn)了信息安全倫理與網(wǎng)絡(luò)道德,絕大多數(shù)教育內(nèi)容只是停留在課程標(biāo)準(zhǔn)以及規(guī)章制度;其次,由于學(xué)校的經(jīng)費(fèi)和技術(shù)條件差異,部分學(xué)校通過(guò)限制網(wǎng)速來(lái)維持校園網(wǎng)的正常使用,降低了學(xué)生在機(jī)房上網(wǎng)參與自主學(xué)習(xí)的效率;最后,教師在教學(xué)過(guò)程中的舉例偏少,學(xué)校對(duì)學(xué)生的教育只是通過(guò)口頭說(shuō)教和制度打壓。從學(xué)生的角度看,首先,很多學(xué)生認(rèn)為保護(hù)個(gè)人隱私很重要,而他人隱私與自己無(wú)關(guān);其次,網(wǎng)絡(luò)的開(kāi)放性使部分學(xué)生在網(wǎng)絡(luò)上以不雅網(wǎng)名、不文明的網(wǎng)絡(luò)用語(yǔ)自居,不尊重他人等行為沖擊著行為規(guī)范底線(xiàn);最后,多數(shù)學(xué)生不知道如何辨別盜版與正版,不知道盜版的相關(guān)危害與維護(hù)方法。為了解決上述問(wèn)題,可以采取下列措施:首先,教育行政部門(mén)要制定出符合學(xué)生個(gè)性特點(diǎn)的信息倫理規(guī)范,并加強(qiáng)網(wǎng)絡(luò)監(jiān)管;其次,學(xué)校要加強(qiáng)對(duì)教師的培訓(xùn)并指導(dǎo)教師學(xué)會(huì)實(shí)際運(yùn)用;最后,教材應(yīng)更加深入、明確,教師要深入挖掘教材,并通過(guò)大量實(shí)證案例展開(kāi)教學(xué)。
[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.
【學(xué)位授予單位】：江蘇大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.67

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