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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/4622


    Title: 網路理情課程對國小學童網路攻擊與現實攻擊傾向的影響;The Effects of Online Rational Emotive Curriculum on Elementary School Students' Aggression Tend in Virtual and Reality Worlds
    Authors: 何蕙琪;Hui-Chi Ho
    Contributors: 學習與教學研究所
    Keywords: 敵意;理情行為治療;部落格;攻擊;網路論戰;flaming;hostility;aggression;blog;Rational Emotive Behavior Therapy (REBT)
    Date: 2007-06-22
    Issue Date: 2009-09-22 09:28:38 (UTC+8)
    Publisher: 國立中央大學圖書館
    Abstract: 本研究的目的為探討國小學童網路攻擊與現實攻擊之間的相關性,並以網路敵意事件為教學內容,將用於治療人類情緒困擾的理情行為治療法融入Blog使用的網路理情課程教學中,希冀此課程能有效教導小學生學會面對網路敵意,理性回應網路上的敵意訊息,降低攻擊行為的發生。 本研究對桃園縣某國小五年級學童四個班級進行實驗教學,其中兩班為實驗組(學生共67名),兩班為控制組(共63名),分別接受為期六週,每週一節課,共六節課的Blog教學活動,實驗組施以融入理情行為治療的Blog教學課程,控制組則是以教導如何使用Blog為主。 採用三因子配對組的準實驗設計,獨變項:A因子為前、後測,B因子為有無使用網路理情課程(實驗組、控制組),C因子為高、低敵意傾向學生;依變項為學生填寫自編之「網路攻擊量表」、「現實攻擊量表」的得分;實驗方法為:教學前利用自編之「敵意傾向量表」分別從實驗組、控制組中挑選出高、低敵意傾向學生男女各6名,一共48名學生,再分別測量兩組學生在教學前、後其網路與現實攻擊量表平均得分上的改變。 研究發現:小學生在網路攻擊與現實攻擊之間存有中度相關,排除第三變項—敵意傾向後,兩者之間仍有中度相關;網路理情課程對高敵意傾向學生有顯著影響,能有效讓學生理性面對網路敵意事件,降低敵意行為出現;學生喜愛且覺得網路理情課程有收穫。 文後提出教學實務、未來研究建議與教學過程討論,以供參考。 This study explores the relationship of the elementary school students’ aggressive behavior between virtual network and reality worlds. Besides, “Online Rational Emotive Behavior Curriculum” (OREBC), which has internet hostile events as content, applies to the Rational Emotive Behavior Therapy (REBT) integrated instruction. It is anticipated that OREBC can help elementary school students against internet hostility, make rational comments and decrease students’ aggressive tendency more effectively. This study is designed with four fifth-grade classes from an elementary school in Taoyuan County as the sample. Two classes are the experiment group which has Blog instruction with REBT, and the others are the control group which focuses on how to use Blog. All students join the curriculum forty minutes per week, and the whole lesson takes six weeks. This study has a quasi-experimental design with three factors. Independent variables: A is pretest and post-test, B is the instruction with and without REBT (experiment and control group), and C is high and low level of hostile tendency. Dependent variables: students get the scores from Virtual-life Aggression Scale and Real-life Aggression Scales. In the beginning, the researcher sorts students into 4 groups with 6 boys and 6 girls (total is 48 students) by their hostile tendency. According to the result of this study: It has moderated correlation between aggressions in virtual and reality worlds for elementary school students. Even the measure excludes hostile tendency, however, there still is a moderate correlation between two aggressive scales. OREBC could affect high hostile tendency more significant, and it also helps students make rational comments and decrease their hostile behavior tendency. The students of the experiment group expressed their interest and learn more from this curriculum. After all, this study suggests teaching and research in the future. Futhermore, this study discusses with the difficulties of the teaching Blog.
    Appears in Collections:[Graduate Institute of Learning and Instruction] Electronic Thesis & Dissertation

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