發(fā)布時間：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》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任倫理教育。信息安全倫理教育以互聯(lián)網中個人隱私安全教育為主,包括網絡信息安全倫理教育和個人隱私安全倫理教育;信息規(guī)范倫理教育主要表現(xiàn)為各類信息活動中的行為準則,包括網絡知識產權教育和網絡禮儀教育;信息責任倫理教育是對網絡中一系列的道德問題開展的教育,包括網絡信息行為教育和網絡道德教育。通過對學生、教師的問卷與訪談調查,發(fā)現(xiàn)初中信息倫理教育的實施情況總體較好,也存在著實效性差的問題。問題表現(xiàn)中,從教師群體來看,首先,課程標準和教材內容的體現(xiàn)不夠充分;其次,學校基礎設施差距大,學生無法高效參與課堂學習;再次,教師的講授過于理論化,比較缺乏信息倫理教育的知識體系;最后,職能部門缺乏強有力的監(jiān)管與引導。從學生的角度看,首先,學生的主體個性強,對信息倫理教育了解不夠、認同感不夠高;其次,少數(shù)學生的網絡言行不端正;再次,學生維護相關網絡知識產權的意識和素養(yǎng)較差;最后,學生的好奇心強,自主思考能力、認知程度有限,也導致了一些問題的產生。之所以會產生上述問題,從教師、教材的角度看,首先,在“計算機安全”、“健康上網與網絡道德”、輔文與課后討論等方面呈現(xiàn)了信息安全倫理與網絡道德,絕大多數(shù)教育內容只是停留在課程標準以及規(guī)章制度;其次,由于學校的經費和技術條件差異,部分學校通過限制網速來維持校園網的正常使用,降低了學生在機房上網參與自主學習的效率;最后,教師在教學過程中的舉例偏少,學校對學生的教育只是通過口頭說教和制度打壓。從學生的角度看,首先,很多學生認為保護個人隱私很重要,而他人隱私與自己無關;其次,網絡的開放性使部分學生在網絡上以不雅網名、不文明的網絡用語自居,不尊重他人等行為沖擊著行為規(guī)范底線;最后,多數(shù)學生不知道如何辨別盜版與正版,不知道盜版的相關危害與維護方法。為了解決上述問題,可以采取下列措施:首先,教育行政部門要制定出符合學生個性特點的信息倫理規(guī)范,并加強網絡監(jiān)管;其次,學校要加強對教師的培訓并指導教師學會實際運用;最后,教材應更加深入、明確,教師要深入挖掘教材,并通過大量實證案例展開教學。
[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.
【學位授予單位】：江蘇大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.67

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