高中生媒體識讀能力之行動研究 : 以離島某高中為例

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 學位論文 > Item 987654321/105017

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题名:	高中生媒體識讀能力之行動研究 : 以離島某高中為例
其它题名:	An action research on high school students’ media literacy ability : a case study of an off-shore island high school
作者:	洪玉萍;Hung, Yu-Ping
贡献者:	淡江大學教育科技學系數位學習在職專班鄭宜佳;Cheng, Yi-Chia
关键词:	傳播媒體;媒體識讀;媒體識讀能力;媒體識讀教學;Media;Media literacy;Media literacy ability;Media literacy education
日期:	2015
上传时间:	2016-01-22 14:45:44 (UTC+8)
摘要:	教育部近年來極力推動媒體識讀教育，以培養閱聽人擁有近用、分析、評估、詮釋、批判各種媒體訊息之能力，並達成溝通之目的。在離島高中的教學環境中，仍較少發現相關研究，故本研究主要針對離島高中學生進行研究，希望透過設計媒體識讀之「批判性思考」教材，建立學生媒體識讀方面的能力。本研究以行動研究的方式，瞭解媒體識讀教學活動對高中學生媒體識讀能力的影響。課程包括10節課，教材內容以研究者自編的教材為主。資料蒐集包括學生媒體使用情形的調查、教師課間觀察、課堂學習單與訪談為主。本研究結論如下：壹、媒體識讀教學活動的設計：在教學活動實施前，應先瞭解學生先備知識的多寡，調整教學策略，才能得到最大的教學效益。透過自我省思與修正教學歷程，能有助於讓媒體識讀教學活動的實施更佳順暢。貳、學生的媒體識讀能力：媒體識讀教學活動的實施，能引導學生合理性、反省性的思考，提升學生的媒體識讀能力，且多元的教學策略能增進學生的學習興趣，進而提高學習成效。參、研究者的專業能力：研究同儕的加入，能提升研究者媒體識讀教學活動的設計能力，而多元適性的教學策略中，更能提升教學成效。依據上述研究結論，所提出的相關建議，可作為後續研究之參考。 This study proposed a media literacy course design in order to develop high school students’ critical thinking skills in media literacy. To promote media literacy is an important education policy in Taiwan recently. However, few studies have been done in remote islands; teachers in those areas also have few experiences in media literacy teaching. This study adopted action research methodology to examine the effectiveness of media literacy course design. Multiple data analysis has been used for examination, including researcher’s direct observation in class, classroom-based learning sheet, and student interviews during the duration of ten sessions. A student media usage survey was carried out before the course. This study concluded the following: 1. In order for teaching effectiveness, teachers have to understand students’ prior knowledge on media literacy and make some adjustments accordingly. They also have to modify the teaching methods as well as materials in the duration of the course according to their own self-reflection. 2. The media literacy teaching activities should be able to stimulate the students to think critically and reflectively. Multiple teaching strategies can be used to raise the students’ interests and improve their learning effectiveness. 3. The involvement of other research peers can improve the researcher’s desgin ability of the media literacy teaching activities.
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