本研究旨在探討線上討論融入國中公民科教學的可行性，以及該課程對學生公民參與意向之影響，藉以深化國中公民教育之成效，提升學生未來進行公民參與的可行性。藉由文獻探討，從線上討論融入教學的理論及策略、公民參與的意涵及重要性、國內外線上討論融入課程與公民參與的相關實徵研究，以取得本研究的立論依據。
本研究採行動研究取徑，以研究者任教的臺北市某國中八年級兩個班級為研究場域，研究目的為探究線上討論融入國中公民課程的教學策略、分析線上討論實施於公民課程中的問題與修正歷程、暸解公民課程融入線上討論後學生公民參與意向的轉變等三項。
本研究的工具包括教學教案、線上討論紀錄、學習單、公民參與意向問卷、學生回饋單、訪談紀錄、研究者省思紀錄等質性工具，其中，公民參與意向問卷、學生回饋單也包含量化的資料，以使研究結果更具信實性。
根據質、量資料的分析，發現線上討論融入公民科教學能引發學生對課程的興趣，深入瞭解課程內容；教師在課程設計時要著重事前訓練，並依情況讓學生彈性地參與討論活動；學生經過線上討論融入課程後，公民參與意向會產生轉變；而教師自身也藉由線上討論課程重新審視公民教育的意義。本研究最後針對課程實施者、教師、後續研究者提出建議，做為線上討論融入國中公民科教學之參考。

This study aims to find out the feasibility of integrating online discussion into the teaching of civic education in a junior high school and its effect on students’ intention of civic engagement, so as to enhance the outcome of civic education and increase the feasibility of students engaging in civic actions in the future. The research basis of this study is built on literature reviews of the theory and strategy of integrating online discussion into teaching, the meaning and importance of civic engagement, and domestic and international related empirical studies on online discussion and civic engagement.
This study employs the action research approach, using two eighth grade classes in a Taipei municipal junior high school as the study field. The aim is to probe into the teaching strategy of integrating online discussion into junior high school civic education curriculum, to analyze the problems and revision process of implementing online discussions in civic education classes, and to understand the change in students’ intention of civic engagement after being taught the curriculum.
This study uses lesson plans, online discussion records, worksheets and questionnaires on the intention of civic engagement, as well as students’ feedback sheets, interview records and the researcher’s own reflection records as qualitative data. The questionnaires on the intention of civic engagement and the students’ feedback sheets also include quantitative data, in order to obtain a more reliable result.
Four conclusions are drawn through analyzing the qualitative and quantitative data. First, integrating online discussion into teaching civic education can inspire students’ interest in the curriculum. Second, when designing the curriculum, the teacher should emphasize on pre-class training, and allow students to flexibly engage in discussion. Third, students’ intention of civic engagement changed after being taught the integrated on-line discussion curriculum. Fourth, the teacher himself also gains the opportunity of reflecting on the meaning of civic education via the online discussion curriculum. Finally, this study also provides suggestions about integrating online discussion into the civic education curriculum in junior high schools, as a reference for curriculum implementers, teachers, and future researchers.

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