迎接科技時代－108高中公民與社會科課綱與教科書之數位公民意涵分析

本研究為了解現行高中公民與社會課綱與教科書內容所呈現的數位公民意涵，以S3數位公民內涵架構為分析指標，透過內容分析法檢視108高中公民與社會的課綱條目以及教科書所呼應的數位公民內涵為何，以及呈現的配置情況。並且採用文本分析法勾勒出教科書欲培育與引導學生成為的數位公民圖像，最後綜合內容分析及文本分析所得結果，討論是否現行教科書呈現的數位公民內涵對於當代生活所需。依據研究分析之結果，本研究的發現如下：一、108高中公民與社會課綱雖未全面涉及數位公民內涵，但確實可發現已將數位公民作為培育學生之素養面向；而教科書的配置則因單元選用的條目性質，形成數位公民類目傾向集中單一單元。二、「數位近用」與「隱私權」分別為108高中公民與社會課綱及教科書最著重的數位公民內涵主次類目，而課綱中的數位公民內涵轉換於教科書時，雖有差異但由教科書論述確實能看見相呼應的內涵。三、教科書的數位公民圖像呈現出以積極層面能熟悉與適應數位生活特性、運用數位科技積極參與公共事務並實踐媒體素養、反思數位不平等議題，同時也是個較為消極地以謹慎地看待數位風險與採取行動防止風險的公民。四、現行108高中公民與社會課綱與教科書呈現的數位公民內涵有部分呼應當代生活所需，然而仍須以國高中之公民課程及其他領域課程共同完善地培養數位公民內涵。五、反思現行教科書呈現的數位公民圖像在敘述數位公民內涵的層面有其侷限性，以及採用的舉例與敘述之較為忽略之處，最後則是關於面對數位時代中的風險較缺乏以國家、企業以及組織等呼應數位公民內涵之視角。

關鍵字

數位公民； 108課綱；高中公民與社會教科書；公民圖像

並列摘要

The purpose of this study is to understand the ways that the concepts of digital citizenship are deployed and presented in current civics and society curriculum guidelines and textbooks of general senior high school, and the study use content analysis to examine how “108 Civics and Society Curriculum Guidelines and textbooks” deployed and presented by using S3 framework. It then goes on to use discourse analysis portray an image which the textbooks tend to nurture and guide the students. The final chapter of this study combines with the results of two different research methods and discusses whether the current textbooks respond to the needs of the contemporary digital and technology era. According to the research results, they led us to conclude below: I、The study finds that “108 Civics and Society Curriculum Guidelines” exactly considers the concepts of digital citizenship to be one of the aspects which can nurture literary that the students need, although it doesn’t completely include all the content of digital citizenship. On the other hand, we know that deployment of the textbooks makes the content of digital citizenship tend to concentrate specific chapter due to the characteristic of the curriculum guidelines. II、“Digital Access” and “Right to privacy” are emphasized the most respectively in the main categories and secondary categories by “108 Civics and Society Curriculum Guidelines” and textbooks. The content of digital citizenship between civics and society curriculum guidelines and textbooks exists difference, but they also respond to each other. III、 The images of digital citizenship presents the digital citizens, who can actively acquaint and adapt themselves with the lifestyle of the digital and technology era, and can apply digital technology to help themselves participating in public affairs and media literacy. They also have ability to reflect the digital inequality issues. However, they face the negatively digital risks and act to prevent from danger even though they are careful. IV、The statements about the content of digital citizenship in “108 Civics and Society Curriculum Guidelines” can probably respond to the needs of the contemporary digital and technology era, and the concepts of digital citizenship still should be complete through the civic and society curriculum of the junior and senior high school and education of other curriculum field. V、 There is limited by the statements about the content of digital citizenship in the textbooks, and the examples of the textbooks lack of diversity. Also, the perspective of digital citizenship lack the discourse and the discusses of the countries, enterprises and organizations.