解讀新聞中的媒體再現─ 一所國民中學媒體識讀教學行動研究
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2013
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Abstract
本研究旨在探討國中九年級「解讀新聞中的媒體再現」媒體識讀教學方案之發展歷程與實施成效。瞭解學生在教學方案實施後，在認知、情意、行動方面的改變情形，並記錄教師在教學方案實施過程的反思與成長。
本研究採行動研究，以研究者任教之新北市某區的一所公立國中九年級班級中35位學生為研究對象，進行教學活動。研究者以媒體再現相關概念設計課程，依據媒體框架、意識形態、刻板印象三面向設計教學活動，讓學生解讀並加以省思新聞中的媒體再現。本研究以研究者自編之媒體使用情況與認知調查表、課堂觀察記錄、同儕教師訪談記錄、文件資料、教學省思札記等方法，蒐集資料並進行分析與檢核。
根據資料的蒐集與分析，本研究發現如下：
一、本行動研究採動態的教學設計歷程與實施多元化的教學策略後，已發展出適宜之媒體識讀教學單元活動。
二、透過實施媒體識讀教學單元活動的歷程，達成啟發學生媒體識讀能力與增加學習動機。
三、透過行動研究歷程中的同儕對話與實施活化教學，使研究者增進自我專業知能。
最後，根據上述研究發現，本研究對於教師教學實務與相關素養，以及後續研究等，也提出若干具體的建議。
This study is conducted to explore the development and the effect of “Interpretation of Media Representation in News”, an instructional project on media literacy, implemented on the ninth graders of junior high school. The changes of students’ cognition, affection, and action are investigated after the implementation; the reflection and growth of the instructor are also recorded. This study is an action research. The participants are 35 ninth graders instructed by the researcher herself in a public junior high school in New Taipei City. The researcher designs the curriculum based on the concepts of media representation. To obtain the participants’ interpretation and reflection on media representation in news, an instructional activity is designed in accordance with the three dimensions—media frameworks, ideology, and stereotypes. The data are collected via a self-developed questionnaire on media usage and cognition, classroom observation, interview of peer teachers, documents, and journals of reflection. According to the data collection and analysis, the findings are as follows: 1.This Action Study uses active teaching processes and multiple teaching strategies to develope appropriate teaching units for media literacy. 2.By carrying on the teaching units for media literacy, the ability of studetnts' media literacy was enlightened and their learning motivation also improved. 3.Through peer dialogues and active teaching processes in this Action Study, the researcher's professional knowledge has also been promoted.. Finally, based on the findings above, several concrete suggestions are provided in terms of instructors’ practical teaching and related accomplishments as to further research.
This study is conducted to explore the development and the effect of “Interpretation of Media Representation in News”, an instructional project on media literacy, implemented on the ninth graders of junior high school. The changes of students’ cognition, affection, and action are investigated after the implementation; the reflection and growth of the instructor are also recorded. This study is an action research. The participants are 35 ninth graders instructed by the researcher herself in a public junior high school in New Taipei City. The researcher designs the curriculum based on the concepts of media representation. To obtain the participants’ interpretation and reflection on media representation in news, an instructional activity is designed in accordance with the three dimensions—media frameworks, ideology, and stereotypes. The data are collected via a self-developed questionnaire on media usage and cognition, classroom observation, interview of peer teachers, documents, and journals of reflection. According to the data collection and analysis, the findings are as follows: 1.This Action Study uses active teaching processes and multiple teaching strategies to develope appropriate teaching units for media literacy. 2.By carrying on the teaching units for media literacy, the ability of studetnts' media literacy was enlightened and their learning motivation also improved. 3.Through peer dialogues and active teaching processes in this Action Study, the researcher's professional knowledge has also been promoted.. Finally, based on the findings above, several concrete suggestions are provided in terms of instructors’ practical teaching and related accomplishments as to further research.
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媒體識讀, 行動研究, media literacy, action research