資訊素養與網路倫理的課程透過問題導向學習設計各種與資訊媒體素養與倫理相關的實際問題，讓學生於課堂中進行小組討論，透過老師的從旁引導協助，小組的合作學習，以達到學生的批判、解決問題等深度高層次思考學習。本文透過課程教學目標，設計不同類型的問題，觀察及探討學生對不同類型的問題，在課堂上引起的反應及成效。藉此了解何種類型的問題更能引起學生學習動機，同時明瞭何種類型問題較能激發學生批判、互動達到深度思考學習之目標。筆者於課堂上實施分組合作學習多年，觀察到學生分組方式以同班同學分組比較非同班同學分組，同學上課期間互動及學習成效及教師上課滿意度較佳。為瞭解本課程實施問題導向教學是否與非問題導向教學之成效有所不同，筆者自行設計一份問卷，於學期末測量兩班大學部學生共92人的資訊媒體素養與網路倫理素養，統計資料結果顯示應用問題導向教學有效提升學生的網路資訊倫理。

This paper described that the teacher followed Problem Based Learning methods to teach information literacy and ethics course. PBL teaching method designs various interesting questions which are related to the Information Media Literacy and ethics for students to discuss, align with group cooperated learning and teacher's facilitating, so as to enhance their deep learning. Six questions with different types according to the teaching objectives were used to find out what kind of question would provoke student's interest and deep learning. Also, cooperated learning was important factors in PBL learning. This research applies onto the target group of two classes, 92 Taiwanese undergraduate students of the Information Science course. One inventory which was designed by author was used for the purpose of this study, i.e. Information Media Literacy and Ethics (IMLE). IMLE was used to understand the student's ability on and Information Media Literacy and Network ethics. The result showed that there was a significant difference on Network Information Ethic between the class which followed PBL learning and the other class which did not.