結合數位說故事與角色扮演於國小高年級學生網路禮儀課程之教學行動研究

Action research on integrating digital storytelling and role-playing into the instruction of network etiquette for upper-grade elementary students

侯怡彣(Yi-Wen Hou)

指導教授 ： 陳昭秀

國立交通大學/人文社會學院/教育研究所/碩士(2018年)

摘要

本研究結合角色扮演與數位說故事教學法於國小高年級學生網路禮儀課程之教學設計，課程內容聚焦於「尊重、禮節、自制與負責」等四個品格核心素養，目標是讓學生學習到在網路上對己與對人應有的行為。
本研究採「行動研究」的方式進行，研究對象為新北市某所國小一個五年級班級的學生，學生人數共26位。研究者在發展一套適合國小高年級學生之網路禮儀教學設計後，於研究對象的班級裡實施兩次教學，除了探討學生經學過教學後的認知、情意及行為之改變，並且在兩次循環的教學裡發現與解決教學過程中所遇到的問題，最後將結果分析後提出教學設計的修改重點與歸納研究結論。
本研究的主要結果如下：(1)經過兩次教學，學生對網路禮儀的認知、情意與行為的學習成效皆有提升；(2)結合角色扮演與數位說故事的網路禮儀教學設計有助於提升學生的學習興趣與態度；(3)讓學生使用熟悉的軟體工具更有利於數位說故事與同儕評論的活動進行；(4)國小生對於網路禮儀與網路霸凌的認知仍有混淆的情形；(5)國小生思考網路上面的衝突處理方法，大致都仰賴於師長處理，對網路禮儀的規範大都還停留在「他律」層面，較少「自律」方面的思考；(6)網路禮儀課程的行動研究能使教師提升教學能力。
以上研究結果能提供網路禮儀相關的教學設計者與研究者參考。
關鍵字：網路禮儀、網路品格教育、角色扮演、數位說故事

關鍵字

網路禮儀 ； 網路品格教育 ； 角色扮演 ； 數位說故事

並列摘要

This study integrates role-playing and digital storytelling into the instructional design of network etiquette for upper-grade elementary students. The instructional content focuses on the four core values: respect, etiquette, self-control, and responsi-bility, and the instructional goal is to help students acquire the understanding about appropriate online behaviors.
The researcher employs methods of action research to conduct this study. The participants are 26 five-graders of a class in the Xinbei city. After completing the in-structional design of network etiquette, the author implemented two cycles of instruc-tion in the participants’ class. The researcher who is also the teacher of the class ob-served what and how the participants changed in their knowledge about, attitudes to-ward, and behavior of the network etiquette during and after the instruction. The re-searcher discovered and reflected on issues and obstacles encountered during the two cycles of instruction and, therefore, several revisions regarding how to improve the instructional design are concluded.
The major findings are as follows: (1) after the two cycles of instruction, the students improved their knowledge about, attitudes toward, and behavior of the net-work etiquette; (2) integrating role-playing and digital storytelling into the instruc-tional design of network etiquette could enhance students’ learning motivation and attitude about network etiquette; (3) students could conduct the activities of digital storytelling and peer critique more smoothly if they use the software they are familiar with; (4) elementary students could have difficulties in differentiate concepts about network etiquette from concepts about cyberbully; (5) elementary students tend to count on teachers and parents to deal with conflicts they encounter online and, re-garding network etiquette, they emphasize regulation from others over self-regulation; and (6) action research on network etiquette could improve the teacher’s professional development.
The findings could provide the instructional designers and researchers of network etiquette with constructive suggestions.

Keywords: network etiquette, network character education, role-playing, digital storytelling

並列關鍵字

network etiquette ； network character education ； role-playing ； digital storytelling

參考文獻

中文部分

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