檢視階級意識型態的媒體素養教學單元融入綜合活動領域之行動研究

Abstract

本研究主要是因研究者於教學現場總會看到來自於不同社經地位家庭的學生，在言行舉止上不經意地流露出「階級意識」的語言。同時，觀察到國中學生高頻率接觸的媒體，時常傳遞了相當程度的階級意識資訊。因此，兩種現象相互影響之下，研究者決定以此議題進行教學單元設計的發展。 本研究採取行動研究法，希望設計出適合於國中階段實施的「檢視階級意識型態的媒體素養」教學單元，並且透過教學活動的進行，讓學生意識到媒體中存有的階級意識型態，進而以理性批判的思考能力檢視自我的訊息認知。為達上述目的，本研究以三十一名八年級學生做為教學活動單元實施對象，共進行十一堂「檢視階級意識型態的媒體素養」教學單元。 本行動研究藉由學生個人學習單、學生小隊討論單、教學省思札記、錄影觀察記錄、教學觀察記錄以及與觀課教師的非正式訪談等質性資料以了解教學單元的設計、實施與修正歷程。 在教學活動結束後，研究者根據上述研究資料進行分析，得到以下結論： 一、經由動態的教學修正歷程，以及多元的學習方法，發展出「檢視階級意識型態的媒體素養」教學單元。 二、學生從參與檢視階級意識型態的媒體素養教學單元中，對於啟發理性思考之能力發揮效能 三、透過行動研究歷程中的同儕議課與實施活化教學，增進研究者的專業知能。 最後，針對行動研究所遭遇之問題與不足之處提出建議，期能給予日後從事相關研究者作為參考，並提供更完整的想法與研究方向。The researcher observed the increasing time and frequency of junior high school students’ media exposure and the message conveyed by the media containing a certain degree of class ideology. Under the mutual influence of the two phenomena, the students from different socioeconomic backgrounds unintentionally showed class ideology in their verbal communication. Therefore, the researcher decided to create instructional units based on this topic.

The action research was employed in this study and the researcher designed a unit about “teaching media literacy by examining the class ideology” appropriate for junior school students. Through the implementation of teaching activities, students will be aware of the class ideology that exists in the media and use critical thinking to examine self- awareness. The study sample consisted of 31 eighth graders and the length of the lesson is eleven class periods.

The material used for this action research consisted of student worksheets, small group discussion worksheets, reflective teaching journals, teaching videos, teaching notes, and classroom observer interview transcripts. These data were collected to explore the design, implementation, and revision of the instructional units.

The results of the action research are as follows: First, the researcher created a unit about “teaching media literacy by examining the class ideology” through dynamic teaching revision process and multiple learning methods. In addition, the unit about “teaching media literacy by examining the class ideology” improves critical thinking skills in students. Furthermore, the professional knowledge of the researcher was enriched by having discussions with classroom observers and implementing creative teaching.

Finally, share my ideas and suggestions for future research directions in this field.