專業課程導入服務學習教學模式之研究－以資訊安全課程為例

A Study on the Integration of Service-Learning into professional curriculum－A Case Study of the Information Security Curriculums

王兪舒(Yu-Shu Wang)

指導教授 ： 方仁威

健行科技大學/管理學院/資訊管理所/碩士(2011年)

摘要

由於網路的迅速擴張，以及社會大眾對資訊科技的依賴程度之深，導致人類生活型態產生變革，資訊安全問題也逐漸提升。行政院也將資訊安全認知及其教育納入「建立我國資通訊基礎建設安全機制計畫」與「國家資通安全發展方案」之中，持續強化資訊安全教育相關行動，足可證明資訊安全教育的重要性。
近年來，台灣大專院校瞭解到結合服務與學習的重要性及可行性，將其視為教育的重要環節之一。服務學習(SERVICE -LEARNING)是「服務」與「學習」兩者並重，為經驗學習的教育模式，強調學習應與實際生活互相結合，從經驗中學習，不應是被動式的教學。透過有系統地規劃將結合專業課程與社區服務，達到服務者與被服務者雙方的目標需求。學生透過社會服務的實際體驗過程，融入課堂學習知識，藉此增加服務者之專業技能及體驗生活的機會，並從過程習得經驗和提昇學習成效與成長。
本研究採用個案研究和問卷評量方式，探討資訊安全課程導入服務學習的教學模式中，學生在專業知識與公民態度之學習經驗以及課程結合的實施概況。本研究整理歸納出以下結論：
1.本研究將「資訊安全研討」課程與「服務學習」的結合，從98年3月開始持續進行至今，將學校所學的知識運用於社會上服務他人，有助於學生的學習且在公民行動、人際溝通、領導能力、社會正義、多元態度、專業知識、專業技能等，都會有所提昇與顯著的幫助。
2.在學生反思活動中，對學習經驗成長主要為：(1)角色轉換，由教師單方面的授課轉變為學生主動學習，從經驗中學習。(2)瞭解到團隊工作中同學互助及溝通之重要性。(3)可以從重省思自己，肯定自我。(4)提昇學生學習動機。
3.在服務主題設計上，在實際教學中加強生活實例與生動的說明，讓學童更容易瞭解與明白教學內容；帶領小朋友腦力激盪的方式，以增進對資訊安全主題的注意力；解決學生問題時言行上需謹言慎行。
4.專業服務學習是針對國小學生做資訊安全宣導教學，雖然資訊安全的理論基礎對一般大學生不深，但由於小學並無較相關之課程，在教學上需要費了點心思，思考如何在短時間以簡單的方式去讓他們了解資訊安全的定義以及相關防護機制。

關鍵字

服務學習 ； 資訊安全 ； 經驗學習

並列摘要

Due to the rapid expansion of the internet and the public reliance on information technology, people’s life style has transformed. The concern towards information security has increased. The Executive Yuan has included information security awareness and its education in National Information and Communication Infrastructure Security Mechanism Plan and National Information and Communication Security Project. The emphasis on security educations proves the importance of education in information security. Recently, higher education institutes in Taiwan have realized the importance and feasibility of combining service and learning and taken it as a significant part of education. SERVICE-LEARNING pays equal attention to service and learning. As an education model of experiential learning, it emphasizes that learning should be combined with real life and achieved through experiences instead of passive learning. Through systematic integration of professional course and community service, the needs and goals of service providers and receivers are satisfied. Students incorporate the knowledge learned in the class through actual experiences in services, and increase their professional skills and the chances to experience life. Learning effects and personal maturity are then elevated in this process.
This research uses case study and evaluation questionnaires to investigate students’ learning experiences and the practices of course combination in professional knowledge and civil attitudes in respect of the incorporation of information security in SERVICE-LEARNING. The main findings are as follows:
1. In this research, the combination of the education in information security and SERVICE-LEARNING has started since 2009 March till now. Using the knowledge learned in schools to help others in society helps students’ learning and has significant positive influence on their civil actions, interpersonal communications, leadership ability, open attitudes, professional knowledge, and skills.
2. In students’ reflection, the main learning experiences are: (1) role change: instead of receiving information from teachers, students now learn from their own experiences actively; (2) understand the importance of mutual help and communications in a team; (3) re-examine themselves and find self-confidence; (4) increase students’ learning motives.
3. In terms of the service topic design, through emphasizing examples in real life and lively explanations, children may get a hold of the messages more easily. Brain storming activity may increase their focus. Teachers need to be cautious in answering students’ questions.
4. Professional service learning is focusing on the promotion of information security in elementary schools. Although the theoretical foundation of information security is not difficult for university students to understand, there is no similar course at elementary level. Thus it takes more time and energy to carry on the teachings and figure out how to let them understand the definitions of information security and the relevant protection mechanisms in short time.

並列關鍵字

SERVICE-LEARNING ； Information security ； Experiential learning

參考文獻

[1]行政院主計處，民國98年電腦應用概況報告，行政院主計處，民國九十九年。

[2]行政院國家資通安全會報，建立我國通資訊基礎建設安全機制計畫，行政院國家資通安全會報，民國九十六年。

[3]行政院國家資通安全會報，國家資通訊發展方案，行政院國家資通安全會報，民國九十八年。

[4]Chen,T., Hu,W. & Shi,Q., “Teaching Reform of Information Security Curriculum of Distance Learning”, Education Technology and Computer Science, pp.185-189, 2009.

[5]胡憶蓓，大專校院服務學習課程與活動參考手冊，教育部編撰，民國九十七年。