網路法律認知與態度相關性之研究- 以台中縣東勢鎮國中生為例

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2010

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本研究旨在探討台中縣東勢鎮國中學生網路法律認知與態度的現況,並進一步對其相關變項進行探討。 本研究採調查研究法,以研究者自編的「網路法律認知與態度相關性之研究調查問卷」作為研究工具,抽取台中縣東勢鎮三所公立國中學生共296人作為研究樣本,透過描述統計、單因子獨立變異數分析各變項(性別、每週上網時間、網路法律知識主要來源、自己或同學是否曾面臨網路法律問題、學業成績、父母是否限制網路使用時間或瀏覽類型、父母教育程度)與學生網路法律認知和態度分數的差異情形,若達.05顯著水準,則進一步以薛費法進行事後比較,最後再以皮爾遜積差相關來探討學生網路法律認知與態度的關係。 本研究結果發現如下: 一、東勢鎮學生在「網路法律認知測驗」總平均分數為13.47分,平均答對率為74.86 %,顯示學生的網路法律認知為中上程度。 二、東勢鎮學生在「網路法律態度量表」上平均分數為90.11分,顯示學生在網路法律態度的表現較趨於正向。 三、不同背景變項的東勢鎮學生在「網路法律認知」層面的差異情形,在網路法律知識主要來源、學業成績變項達顯著差異。 四、不同背景變項的東勢鎮學生在「網路法律態度」層面的差異情形,在性別、學業成績、父母是否限制網路使用時間或瀏覽類型變項具顯著差異。 五、台中縣東勢鎮學生在網路法律認知與態度之間呈現低度正相關,且達顯著差異。 根據研究發現提出以下建議: 一、教師在教學過程中,注意性別的差異性 二、教導學生面對網路色情應有的正確態度 三、鼓勵學生合作學習 四、辦理相關網路法律教育宣導活動 五、加強學生對著作權相關法律概念 六、鼓勵網路法律課程研究與教案設計 七、編製適合國中生閱讀之網路法律之刊物或設計互動式光碟 八、針對網路法律議題舉辦研習活動、座談會 九、提升父母親網路法律相關知能 十、增加親職教育功能 十一、補充教材豐富,建議可提供學生使用 十二、針對著作權的部份,增加合理使用的說明 十三、課文中增加非法網路交易內涵或案例
The main purpose of this study is to understand Dongshi Town junior high school student’s cognition and attitude towards the Cyberlaw. A further discussion about relevant variables will be made in the study. In order to achieve the purpose of this research, quantitative research methods are used in the investigation. A questionnaire for understanding junior high school students’ cognition and attitude towards the Cyberspace Law has been designed. The samples have been collected from three public junior high schools in Dongshi Town, Taichung County. The data includes 296 students. Though descriptive statistics and ONE-WAY ANOVA, I am going to analyze relevant variables such as students’ gender, time spending on internet per week, where the Cyberlaw knowledge comes from, academic performance, parents’ educational background. Also, have the students or his/her classmates ever encountered the problems of Cyberspace Law, has the time students spend on internet been restricted or has the type of website they browse through been restricted by parents will both been considered in the analysis. If the differences between legal cognition and legal attitude are significant, Scheffe’s method and Pearson’s product-moment correlation will be used to compare and discuss the results. The main results are as the following: 1.The average score on “Cyberlaw Cognition knowledge test” is 13.47, and average rate of correct answer is 74.86%. That shows Dongshi Town junior high school students have owned certain knowledge towards Cyberspace Law. 2.The average score on “Cyberlaw attitude scale” is 90.11 which shows those students’ attitude towards Cyberspace Law tend to be positive. 3.The significant differences in “Cyberlaw Cognition” are due to students’ different sources of the Cyberlaw knowledge and their academic performance. 4.The significant differences in “Cyberlaw attitude” are due to students’ gender, academic performance, as well as their parents’ control on internet using. 5.The analysis shows low correlation between the students’ cognition and attitude towards Cyberlaw. According to the above findings, the suggestions have been made as follows: 1. In the process of teaching, teachers should notice the difference of gender. 2. Bringing students correct attitude towards Internet pornography. 3. Encourage students to see cooperation as an important learning method. 4. Organize Cyberlaw-related educational activities. 5. The knowledge and attitudes toward copyright law is essential to students. 6. Encourage teachers to design Cyberlaw courses. 7. Make pamphlets and interactive CD-ROM for introducing Cyberlaw to junior high school students. 8. Organize Cyberlaw-related in-service education and symposium for teaching staffs. 9. The reeducation on Cyberlaw for the students’ parents. 10. Value the functions of parental education. 11. There are abundant supplementary teaching materials provided by textbook publishers. They are suggested to be used by students. 12. Copyright Law should be emphasized expounded in textbook. 13. Putting more contents and examples about illegal Internet transaction in textbook.

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東勢鎮國中生, 網路法律, 法律教育, 認知與態度, Junior high students in Dongshi Town, Cyberspace law, law-related education, cognition and attitude

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