本研究採行動研究方法，嘗試在技職院校「資訊倫理」專業課程中融入生命教育之教學。研究對象為某科技大學資訊管理系五專部修習「資訊倫理」遠距課程之學生共46人，採「混合式數位學習」方式進行，於實施過程中蒐集多元資料，以評鑑成效。研究結果與省思如下：一、透過小組合作學習、共同閱讀與分享，可以在社交互動中激勵學習動力，以提升獨立思考與反省能力；二、結合職場生活的倫理兩難問題思考，可以提高資訊倫理分析與判斷能力；三、尊重智慧財產與不傷害倫理原則之教學，不能過度理想化，應顧及社會文化脈絡與學生之倫理行動意願；四、教師對資訊倫理課程的理解，應考量師生生命經驗的共融，透過真誠互動以及與不同背景思想的學生對話，教師得以擴展視野並與時代連結，以提升教師之專業與生命成長。根據研究發現提出技職院校「資訊倫理」教學與未來研究之建議數項。

The purpose of this action research was to integrate a life-education curriculum into the course, Information Ethics, at a technological university. The subjects of the study were forty-six students who enrolled the distance learning course, Information Ethics, at the Department of Information Management. The paradigm of blended e-learning was implemented. Multiple indicators of data were collected to evaluate the effectiveness. Results and reflections are as the followings: 1.Reading, writing, and sharing by small group-based cooperation learning can improve learning motivation and enhance independent thinking, as well as self-reflection ability of the subjects. 2.By discussing dilemma-conflicts in workplace can advance the ability of analysis and judgments on information ethics of the subjects. 3.Instructors should consider the ethical thinking and actions under the current social contexts while teaching respect for intellectual property and the nonmaleficence principles. 4.By connecting with the life experiences of teachers and students, interacting sincerely with the students from various backgrounds can enlarge their vision to concern the contemporary social contexts, and improve professional growth and life experiences of the subjects. We propose some implications for teaching Information Ethics and suggestions for further studies.