小学信息伦理教育的实践研究
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摘要
信息技术的飞速发展为教育提供无限的可能,同时也带来很多问题。其中,网络作为一种新的社会文明的载体,给人们带来文明进步的同时,也产生了很多新的伦理道德问题。对信息道德的正确认识,对信息现象和信息行为的善恶标准成为信息化社会个人发展所具备的最基本素质之一。信息伦理教育作为满足这一社会需求的有效途径,其作用不言而喻。
本文分四个部分以个人信息保护为中心,结合如何对个人信息保护的理论与教学实践阐述了如何在小学信息技术课程中进行信息伦理教育。细化了小学信息伦理教育的目标,丰富了小学信息伦理教育的内容,完善了小学信息技术课程体系。对信息伦理教育的理论与实践研究有一定的意义。
第一部分说明了个人信息的含义、功能以及泄露途径;探讨了个人信息与隐私、隐私权的关系。认为个人信息是隐私的核心组成部分。并结合小学生的特点讨论了小学生个人信息保护的特点、内容与原则。为进一步的研究做了理论上的铺垫。
第二部分着重论述了小学生个人信息保护的现状及其特点。从法律保护、儿童网站业界自律和小学生自身个人信息保护的现状三方面进行了调查。在大量的调查研究工作并作分析的基础上,总结出小学生个人信息保护的八个特点:电脑、网络日趋普及,已经是小学生日常生活的重要组成部分;信息化的生活环境发展极不平衡,地域之间差距较大;学生家长、教师的网络个人信息保护意识比较薄弱;学生对个人信息的内容认识不全面;学生对个人信息法律、法规所知甚少。信息技术课程中涉及的个人信息保护等信息伦理教育内容很少,大多以宣讲为主;大多数学生缺乏个人信息保护的方法指导;大多数学生希望了解个人信息知识。
第三部分针对上个部分调查研究结果,通过对小学信息伦理的国际比较,根据我国小学信息技术课程的实际以及个人信息保护自身的知识体系,提出了小学个人信息保护的目标、内容以及教学设计原则。在此理论探讨的基础上,开发了一个个人信息保护的教学案例并进行了教学实践。
第四部分是在对开发的教学案例的教学理念、教学目标、教学方法教学评价等整个教学过程进行了分析的基础上,对小学信息伦理教育的目标、内容以及教学设计提出了几点建议:(1)、教学目标应分为基础性目标和发展性目标。(2)、信息伦理教育不应该是说教。(3)、在学习过程中设计相应的学习支持工具。(4)、在教学中,综合运用多种评价方式、设计多种评价工具保证对学生的客观公正的评价。
The rapid development has brought education unlimited possibilities as well asproblems. As a new carrier of social civilization, the internet has brought both theprogress of human civilization and many ethic problems. The correct understanding ofinformation morality and the criteria that people can distinguish good and evil aboutinformation phenomenon and information conductions have become one of qualitieswhich is necessarily for people in an informationized society . As an effective way tomeet this social demand, information ethics education's impact goes without saying.
The article is consisted of four sections. It centers in personal informationprotection. On the basis of the theories and implement of personal informationprotection, the article has exposit how to carry out information ethics educationthrough the information and technology curriculum in primary school. It hasspecialized the objectives, enriched the contents and improved the curriculum systemof information ethics education in primary school. It has a specific meaning to thetheories and implement of information ethics education.
The first section of article demonstrates the meaning and function of personalinformation as well as the ways of disclosing personal information. It has explored therelations among personal information, privacy and the right to privacy. It drew up myidea that personal information is the core of privacy and according to the students'characteristics, explored the features, contents and principles of personal informationprotection in primary school which makes a theoretical bedding for the furtherresearch
The second section of article focuses on the status of personal informationprotection and its characteristics. I made a survey in the law protection, children'swebsites and some primary school students and on the basis of the full analysis aboutthese data., I summed up eight characteristics: Computers and internet have becomethe important part of students' daily life;The informationized environment has adisparate development. The parents and teachers don't have a strong awareness aboutinternet personal information protection;Students don't have a full understandingabout personal information's contents;Students know a little about the informationlaw and regulations;There is a little contents about information ethics contentsintroduced in information and technology curriculum in primary school and most ofthem are preached directly;Most of students are lack of the guidance how to protectpersonal information;A majority of students have a very strong sense to know theknowledge about personal information;
The third section of article spoke to the results of the investigation, through theinternational comparison and according to the reality of information curriculum inprimary school as well as the own knowledge system of personal informationprotection. Finally, it produced the objectives, contents and principles of teaching and
learning design. I developed a case and made an experiment on basis of theoryexploration above.On the basis of analysis on the concepts, objectives, methods and evaluation ofteaching and learning about the developed case, The fourth section of article madeseveral suggestions on the objectives, contents and teaching and learning design: First,teaching and learning objectives should be divided into both basic and formativeobjectives. Second, information ethics shouldn't be didactical. Third, design thesupported tools during the learning process. Fourth, ensure an impersonal and justremark to the students with the synthetic use of evaluating methods and tools
本文分四个部分以个人信息保护为中心,结合如何对个人信息保护的理论与教学实践阐述了如何在小学信息技术课程中进行信息伦理教育。细化了小学信息伦理教育的目标,丰富了小学信息伦理教育的内容,完善了小学信息技术课程体系。对信息伦理教育的理论与实践研究有一定的意义。
第一部分说明了个人信息的含义、功能以及泄露途径;探讨了个人信息与隐私、隐私权的关系。认为个人信息是隐私的核心组成部分。并结合小学生的特点讨论了小学生个人信息保护的特点、内容与原则。为进一步的研究做了理论上的铺垫。
第二部分着重论述了小学生个人信息保护的现状及其特点。从法律保护、儿童网站业界自律和小学生自身个人信息保护的现状三方面进行了调查。在大量的调查研究工作并作分析的基础上,总结出小学生个人信息保护的八个特点:电脑、网络日趋普及,已经是小学生日常生活的重要组成部分;信息化的生活环境发展极不平衡,地域之间差距较大;学生家长、教师的网络个人信息保护意识比较薄弱;学生对个人信息的内容认识不全面;学生对个人信息法律、法规所知甚少。信息技术课程中涉及的个人信息保护等信息伦理教育内容很少,大多以宣讲为主;大多数学生缺乏个人信息保护的方法指导;大多数学生希望了解个人信息知识。
第三部分针对上个部分调查研究结果,通过对小学信息伦理的国际比较,根据我国小学信息技术课程的实际以及个人信息保护自身的知识体系,提出了小学个人信息保护的目标、内容以及教学设计原则。在此理论探讨的基础上,开发了一个个人信息保护的教学案例并进行了教学实践。
第四部分是在对开发的教学案例的教学理念、教学目标、教学方法教学评价等整个教学过程进行了分析的基础上,对小学信息伦理教育的目标、内容以及教学设计提出了几点建议:(1)、教学目标应分为基础性目标和发展性目标。(2)、信息伦理教育不应该是说教。(3)、在学习过程中设计相应的学习支持工具。(4)、在教学中,综合运用多种评价方式、设计多种评价工具保证对学生的客观公正的评价。
The rapid development has brought education unlimited possibilities as well asproblems. As a new carrier of social civilization, the internet has brought both theprogress of human civilization and many ethic problems. The correct understanding ofinformation morality and the criteria that people can distinguish good and evil aboutinformation phenomenon and information conductions have become one of qualitieswhich is necessarily for people in an informationized society . As an effective way tomeet this social demand, information ethics education's impact goes without saying.
The article is consisted of four sections. It centers in personal informationprotection. On the basis of the theories and implement of personal informationprotection, the article has exposit how to carry out information ethics educationthrough the information and technology curriculum in primary school. It hasspecialized the objectives, enriched the contents and improved the curriculum systemof information ethics education in primary school. It has a specific meaning to thetheories and implement of information ethics education.
The first section of article demonstrates the meaning and function of personalinformation as well as the ways of disclosing personal information. It has explored therelations among personal information, privacy and the right to privacy. It drew up myidea that personal information is the core of privacy and according to the students'characteristics, explored the features, contents and principles of personal informationprotection in primary school which makes a theoretical bedding for the furtherresearch
The second section of article focuses on the status of personal informationprotection and its characteristics. I made a survey in the law protection, children'swebsites and some primary school students and on the basis of the full analysis aboutthese data., I summed up eight characteristics: Computers and internet have becomethe important part of students' daily life;The informationized environment has adisparate development. The parents and teachers don't have a strong awareness aboutinternet personal information protection;Students don't have a full understandingabout personal information's contents;Students know a little about the informationlaw and regulations;There is a little contents about information ethics contentsintroduced in information and technology curriculum in primary school and most ofthem are preached directly;Most of students are lack of the guidance how to protectpersonal information;A majority of students have a very strong sense to know theknowledge about personal information;
The third section of article spoke to the results of the investigation, through theinternational comparison and according to the reality of information curriculum inprimary school as well as the own knowledge system of personal informationprotection. Finally, it produced the objectives, contents and principles of teaching and
learning design. I developed a case and made an experiment on basis of theoryexploration above.On the basis of analysis on the concepts, objectives, methods and evaluation ofteaching and learning about the developed case, The fourth section of article madeseveral suggestions on the objectives, contents and teaching and learning design: First,teaching and learning objectives should be divided into both basic and formativeobjectives. Second, information ethics shouldn't be didactical. Third, design thesupported tools during the learning process. Fourth, ensure an impersonal and justremark to the students with the synthetic use of evaluating methods and tools
引文
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[2]Robert Hauptman, Ethics and Information Society Spring, ethics, [J] 2002. 261-266.
[3]Luciano Floridi, Information Ethics[M]: On the Philosophical Foundations of Computer Ethics,Ethics and Information.
[4]沙勇忠、王怀诗.信息伦理论纲,[J]情报科学 1998,6 492-497..
[5]吕耀怀 信息伦理学[M] 长沙, 中南大学出版社. 2002. 2-3.
[6]张新宝.隐私权的法律保护[M].北京:群众出版社,1997.25-36
[7]陈秀芬,网络隐私权的内容及法律保护 信息网络安全 [J]2001(9)。
[8]马克,波斯特, 周宪、许钧主编,范静哗译,信息方式----后结构主义与社会语境,[M]北京,商务印书馆 2000,104.
[9]郑丽颖,网上公开叫卖电子邮箱地址, 新文化报[N] 2005-11-14(5)
[10]李伦, 鼠标下的德行, [M],南昌,江西人民出版社 2002 .260
[11]9000 万华人隐私 1 元钱任意查 新文化报[N]2005-12-25(7)
[12]未成年人保护法及配套规定,[M]北京,中国法制出版社 2001,6,8,45,
[13]张维平 于国强,中小学生隐私权的理论思考.中国教育学刊[J] 2005 5 1-4
[14]杨筱, 个人信息保护法应急启动, [J]司法业务文选 2005,11. 65
[15]袁文秀 硕士论文网络个人数据隐私权研究[D] 长春. 东北师范大学 2005 .5
[16]何高大.“美国高等教育信息素养能力标准”及其启示 [J]现代教育技术,2002,(3)
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[26]加涅著,皮连生等译,学习的条件与教学论[M],上海,华东师范大学出版社,1999 221
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[32]严耕等,网络伦理[M] 北京,北京出版社,1998
[33]何怀宏,伦理学是什么[M] 北京, 北京大学出版社 2002
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[35]中华人民共和国教育部,.普通高中技术课程标准[M].北京:人民教育出版社,2003.
[36]鲍宗豪,数字化与人文精神[M] 上海 上海三联书店 2003,6
[37]王吉庆,信息技术课程与教学论[M] 杭州 浙江教育出版社 2003,8
[38]刘彦尊,美日两国中小学信息伦理道德教育比较研究[D] 东北师范大学 2004,5
[39]丛敬军,关于信息伦理学研究的思考,[J]情报科学,2002(3)
[40]理查德斯皮内洛,刘刚译,世纪道德---信息技术的伦理方面[M].北京 中央编译出版社,1999
[41]吴潜涛、葛晨红 伦理学研究热点扫描 人民日报,[N]2003-8-8
[42]张谦,国外中小学网络学习的进展与推进政策, [J] 外国中小学教育 2001(6)
[43]吕耀怀、刘玮玮,信息活动的双重规范及相互关系,[J]中南工业大学学报(社会科学版 )2001(1)
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[50]严耕, 孩子上网错了吗?[M] 北京,北京邮电大学出版社, 2004
[51]林崇德,发展心理学,[M] 杭州,浙江教育出版社,2002.310-357
[52]National Research Council Commission on Physical Sciences,Mathematics,and applications. Committee on Information Technology Literacy, Computer Science and Telecommunications Board. Being Fluent with Information Technology Publication[M].( Washington DC National Academy Press 1999)
[2]Robert Hauptman, Ethics and Information Society Spring, ethics, [J] 2002. 261-266.
[3]Luciano Floridi, Information Ethics[M]: On the Philosophical Foundations of Computer Ethics,Ethics and Information.
[4]沙勇忠、王怀诗.信息伦理论纲,[J]情报科学 1998,6 492-497..
[5]吕耀怀 信息伦理学[M] 长沙, 中南大学出版社. 2002. 2-3.
[6]张新宝.隐私权的法律保护[M].北京:群众出版社,1997.25-36
[7]陈秀芬,网络隐私权的内容及法律保护 信息网络安全 [J]2001(9)。
[8]马克,波斯特, 周宪、许钧主编,范静哗译,信息方式----后结构主义与社会语境,[M]北京,商务印书馆 2000,104.
[9]郑丽颖,网上公开叫卖电子邮箱地址, 新文化报[N] 2005-11-14(5)
[10]李伦, 鼠标下的德行, [M],南昌,江西人民出版社 2002 .260
[11]9000 万华人隐私 1 元钱任意查 新文化报[N]2005-12-25(7)
[12]未成年人保护法及配套规定,[M]北京,中国法制出版社 2001,6,8,45,
[13]张维平 于国强,中小学生隐私权的理论思考.中国教育学刊[J] 2005 5 1-4
[14]杨筱, 个人信息保护法应急启动, [J]司法业务文选 2005,11. 65
[15]袁文秀 硕士论文网络个人数据隐私权研究[D] 长春. 东北师范大学 2005 .5
[16]何高大.“美国高等教育信息素养能力标准”及其启示 [J]现代教育技术,2002,(3)
[17]文部省,高级中学学习指导要领解读(总则篇)·[M]东京:东山书房 1999 44·
[18]文部省.初中学习指导要领[M] .东京:财务省印刷局,1998.80-82.
[19]Takashi Sakamoto.The Issues Involved in the Development of Information and Communication Technology Use in Elementary and Secondary Education in Japan.Improving Study[Ml,Jilin Education Publishing House,2001.6.
[20]Curriculum Guide an Syllabus for Information Technology in Schools, [EB/OL] http:// www.ncert.nic .in/frame.htm, 2004.4.25
[21]董玉琦,解月光,孙启林 信息技术教育国际比较研究,[M] 北京,人民教育出版社,2005 250
[22] 教 育 部 , 中 小 学 信 息 技 术 课 程 指 导 纲 要 ( 试 行 ) [EB/OL] http:// www.edu.cn /20020327/3023657.shtml
[23]教育部,基础教育课程改革纲要(试行) .教基 2001 17 号
[24]李艺, 信息技术课程与教学, [M] 北京,高等教育出版社 2005 6.59
[25]钟启泉等,基础课程改革纲要(试行)解读[M],上海,华东师范大学出版社,2001
[26]加涅著,皮连生等译,学习的条件与教学论[M],上海,华东师范大学出版社,1999 221
[27] Itlawyer, 我国隐私权保护的法律基础[EB/OL] http://www.itlaw.cn/basic_info.asp?dissertation_info_id=26&dissertation_info_did=1
[28]加涅著,皮连生等译,学习的条件与教学论[M],上海,华东师范大学出版社,1999 221
[29]加涅著,皮连生等译,学习的条件与教学论[M],上海,华东师范大学出版社,1999 221
[30]施良方,学习论—学习心理学的理论与原理[M],北京,人民教育出版社,1998,176-192
[31]顾明远,孟繁华,国际教育新理念[M],海口,海南出版社,2001
[32]严耕等,网络伦理[M] 北京,北京出版社,1998
[33]何怀宏,伦理学是什么[M] 北京, 北京大学出版社 2002
[34 董玉琦,信息技术课程导论[M] 长春,东北师范大学出版社 2001,8
[35]中华人民共和国教育部,.普通高中技术课程标准[M].北京:人民教育出版社,2003.
[36]鲍宗豪,数字化与人文精神[M] 上海 上海三联书店 2003,6
[37]王吉庆,信息技术课程与教学论[M] 杭州 浙江教育出版社 2003,8
[38]刘彦尊,美日两国中小学信息伦理道德教育比较研究[D] 东北师范大学 2004,5
[39]丛敬军,关于信息伦理学研究的思考,[J]情报科学,2002(3)
[40]理查德斯皮内洛,刘刚译,世纪道德---信息技术的伦理方面[M].北京 中央编译出版社,1999
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