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研究生:郭安桓
研究生(外文):GUO, AN-HUAN
論文名稱:國小教師資訊取得管道與假消息經驗之研究
論文名稱(外文):A Study of Information-Access and Misinformation Experiences among Elementary School Teachers
指導教授:林麗娟林麗娟引用關係
指導教授(外文):ChanLin, Lih-Juan
口試委員:彭于萍邱子恒
口試日期:2023-07-19
學位類別:碩士
校院名稱:輔仁大學
系所名稱:圖書資訊學系碩士班
學門:傳播學門
學類:圖書資訊檔案學類
論文種類:學術論文
論文出版年:2023
畢業學年度:111
語文別:中文
論文頁數:157
中文關鍵詞:假消息國小教師資訊取得管道
外文關鍵詞:misinformationelementary school teacherinformation-access
相關次數:
  • 被引用被引用:0
  • 點閱點閱:131
  • 評分評分:
  • 下載下載:25
  • 收藏至我的研究室書目清單書目收藏:0
本研究以臺灣在職國小教師為對象,探討國民小學教師一般資訊取得管道,以及對於假消息經驗之反應。研究採用問卷調查法,透過問卷評估國小教師之反應。根據收回之199份問卷調查結果顯示:國小教師的一般性資訊來源取用頻率以線上資源居多。教師對教學相關資訊求證謹慎,而國小教師收到假訊息之經驗與日常接觸之訊息有關,七成的國小教師有使用過資訊查核工具。國小教師高度認同假消息會隨著傳播時間的久遠而被誤以為是真的,在面對各類型態的假消息時所產生之負面情緒影響皆偏高,國小教師也高度期待各種假消息防制之道。不同性別、年齡、學歷、任教年資、學校規模等背景變項之下,教師的一般性資訊取用行為、對於假消息的定義、面對假消息的負面情緒反應與防制假消息期望層面之部分反應有顯著的差異 (p < 0.05)。本研究亦針對研究結論,分別對政府機關、社交媒體平台管理、事實查核機構、各類型圖書館及國小教師提出建議,更進一步針對不同族群的教師需求給予推動假消息防制之建議,並且給予後人未來相關研究之建議。
This study centers in in-service elementary school teachers in Taiwan, aiming to explore their daily information acquisition channels and how they respond to experiences with misinformation. A survey method was employed to investigate the information acquisition practices among school teachers. Based on the results of 199 questionnaire responses, the results indicate that elementary school teachers predominatly rely on online resources as their primany source of daily information. Teachers are cautious about verifying instructional-related information. The experiences of receiving misinformation are related to the messages they encounter in their daily lives. Approximately 70% of school teachers have utilized information verification tools. They strongly agree that misinformation is more likely to be mistaken as true for as it spreads over time. Faced wtith various types of misinformation, teachers experience high level of negative emotional impact, and they also have a strong desire for effective sturategies to prevent the spread of misinformation. Among various demographic variables, significances are found (p < 0.05) in gender, age, education background, years of teaching experience, and school size in some of the responses in various aspects, including: daily information-seeking behaviors, definitions of misinformation, negative emotional responses to misinformation, and expectations for countering misinformation. Based on the research findings, this study also provides recommendations to government agencies, social media platform management, fact-checking organizations, various types of libraries, and elementary school teachers, respectively. Additionally, specific recommendations are given to addess different demogrphic needs of for promoting misinformation prevention. Furthermore, suggestions are offered for future research in related topics.
摘要 I
Abstract II
目次 III
表目次 V
圖目次 VI
第一章 緒論 1
第一節、研究背景 1
第二節、研究動機與研究問題 3
第三節、研究範圍與限制 5
第四節、名詞解釋 6
第二章、文獻分析 7
第一節、資訊品質的重要性 7
第二節、謠言與假消息的傳播 10
第三節、假消息的防制 16
第四節、教師之資訊行為與假訊息的陷阱 21
第三章、研究方法 27
第一節、研究設計 27
第二節、研究對象 28
第三節、研究工具 29
第四節、資料處理 36
第五節、研究步驟 39
第四章 研究發現 43
第一節、基本資料 44
第二節、一般性資訊來源之取用頻率 49
第三節、對於教學相關資訊求證情形 52
第四節、過去所遇假訊息的經驗 53
第五節、資訊查核工具 54
第六節、對於各項有關假消息之敘述的同意程度 55
第七節、個人對於各類型態假消息之負面情緒影響 57
第八節、對於假消息防制之期望與開放性意見 59
第九節、不同變項下各題項反應差異分析結果 62
第十節、綜合討論 69
第五章 結論與建議 75
第一節、研究結論 75
第二節、研究建議 84
參考文獻 89
中文部分 89
西文部分 99
附錄 111
附錄一 國小教師資訊取得管道與假消息經驗之研究問卷(初版) 111
附錄二 國小教師資訊取得管道與假消息經驗之研究問卷(專家審查版) 121
附錄三 專家建議與問卷修改 131
附錄四 國小教師資訊取得管道與假消息經驗之研究問卷(修訂版) 135
附錄五 前測對象建議與問卷修改 145
附錄六 國小教師資訊取得管道與假消息經驗之研究問卷(正式版) 149
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