BIG6教學法對國中生媒體識讀與資訊倫理學習成效之研究

Abstract

本研究運用BIG6教學法，以國中資訊科技課程「媒體識讀」、「資訊倫理」單元進行教學活動設計，以國中二年級學生為研究對象，探討BIG6教學法對國中生媒體識讀與資訊倫理學習成效所產生之影響。依準實驗研究法，將研究對象分為實驗組與控制組，在電腦教室中進行為期7周的教學活動。實驗組以BIG6教學法設計教案進行教學；控制組以電子教科書進行講授式教學(時下較多教師使用的教學方式)。資料蒐集以量化數據為主質性資料為輔，進行分析與討論，歸納出以下結論:1.國中生使用網路頻率高但學習效能低，超過8成國中生上網的動機為娛樂，包含看小說動漫和聊天； 6成國中生都是在無人陪伴指導的情形下獨自使用網路。培養學生全面性的資訊素養，實為數位時代教育界最為迫切的議題。2.在媒體識讀方面:實驗組在「認識媒體」和「訊息解析」構面的學習成效皆明顯高於控制組學生，在「媒體近用」構面的學習成效則無明顯差異。推測與長久以來學校政策及社會文化有關，學生在「媒體近用」層面的改變，需要較長時間的學習與更多元的主題設計。整體而言，BIG6教學法對提升學生媒體識讀能力確有顯著成效。3.在資訊倫理方面:實驗組學生的資訊倫理後側分數雖未明顯高於控制組學生；但實驗組學生的後測分數明顯高於前測，而控制組學生的前後測則無明顯差異。且作為質性證據的專題報告顯示，實驗組在資訊的搜尋取用等資訊素養的實踐、資訊統合能力的表現上，明顯優於控制組。故整體而言，BIG6教學法對提升學生資訊倫理的學習成效是有助益的。從教學活動的質性分析得知:實驗組不僅學會BIG6技能、增進展示作品與發表能力，更重要的是學會BIG6系統化思維模式，並在BIG6技能的引導下，展現出自我導向學習態度。其與控制組最顯著的差異為:1.能聚焦資訊並定義問題；2.具備批判思考能力和態度；3.能統合並實踐資訊素養。本研究實驗證明，BIG6教學法有助於提升國中生媒體識讀與資訊倫理的學習成效；BIG6融入國中資訊科技課程能使學生培養全方位的資訊素養，較之講授式教學更能提升學習態度、學習成效與資訊統合能力，有助於自主學習與終身學習。

This research uses the BIG6 teaching method to design teaching activities in the units of"Media Literacy" and "Information Ethics" , taking second grade middle school students as the research object,to explore the impact of the BIG6 teaching method on the effectiveness of middle school students' media literacy and information ethics learning. According to the quasi-experimental research method, the research objects were divided into experimental group and control group, and a 7-week teaching activity was carried out in the computer classroom. BIG6 teaching method is designed as a lesson plan to teach the experimental group；lecture-based teaching (the teaching method used by more teachers nowadays) with electronic textbooks is designed as a lesson plan to teach the control group . The data collection is supplemented by quantitative data as the main qualitative data. After analysis and discussion, the following conclusions are drawn.1. Middle school students use the Internet more frequently but their learning efficiency is low. More than 80% of middle school students use the Internet for entertainment, including reading novels, animation, and chatting; 60% of middle school students use the Internet alone without guidance. Cultivating students' comprehensive information literacy is indeed the most urgent issue in the education field in the digital age. 2. In terms of media literacy: the learning effect of the experimental group in the aspects of "understanding the media" and "information analysis" was significantly higher than that of the students in the control group, but there was no significant difference in the learning effect in the aspect of " media access ". It is speculated that it is related to the school policy and social culture for a long time. Students' changes in the level of "media access" require longer learning and more diversified theme design. Overall, the BIG6 teaching method has achieved remarkable results in improving students' media literacy ability. 3. In terms of information ethics: although the scores of the students in the experimental group were not significantly higher than those in the control group, the scores of the students in the experimental group were significantly higher than those in the pre-test, but there was no significant difference between the students in the control group. And the learning outcomes PPT as qualitative evidence shows that the experimental group is significantly better than the control group in the practice of information literacy, such as information search and acquisition, and the ability to integrate information. Therefore, on the whole, the BIG6 teaching method is helpful to improve the learning effect of students' information ethics. From the qualitative analysis of teaching activities, we know that the experimental group not only learned BIG6 skills, improved the ability to display works and publish, but also learned the BIG6 systematic thinking mode, and showed a self-directed learning attitude under the guidance of BIG6 skills. The most significant differences from the control group are: 1. can focus on information and define problems; 2. have critical thinking ability and attitude; 3. can integrateand practice information literacy. This research experiment proves that the BIG6 teaching method can help improve the learning effect of middle school students' media literacy and information ethics; the integration of BIG6 into the information technology curriculum of middle school students can help students develop all-round information literacy, which can improve their learning attitude more than lecture-style teaching. , learning effectiveness and information integration ability, which is conducive to independent learning and lifelong learning.