媒體素養教學方案之行動研究：廣告刻板印象、再現、反思與近用
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2020
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Abstract
本研究旨在探討媒體素養教學方案融入國中公民課程之學習成果，以瞭解學生於教學方案實施後，在認知、情意、行動三方面的改變情形；而研究者本身則藉由教學方案實施過程的記錄、修正與反思，精進教學設計與教學品質，並根據研究結果提出具體建議，期望對日後實施媒體素養課程之教學者有所助益。
本研究以行動研究為主要研究取向，研究對象為研究者任教之新北市某國中八年級學生，課程內容重點有四：解讀廣告中的性別刻板印象、察覺廣告中的年齡刻板印象、覺知廣告中的種族刻板印象及解析廣告刻板印象之探究實作活動，總計四節課的教學活動。冀望透過學習活動的進行，引導學生察覺廣告中的媒體再現、身體形象、性別、年齡與種族刻板印象等問題，及其對個人與社會的影響，促使學生意識到廣告設計的意涵，反思廣告所傳達的意象，進而破除刻板印象，以達具備媒體素養能力的最終目標。
研究者為確保研究的嚴謹性，利用教學札記、錄影觀察記錄、課程回饋單等方式，配合課室觀察紀錄表、學生學習單及實作單與非正式訪談紀錄等多元管道進行資料蒐集、分析與檢核，藉此檢視教學設計實施成效與修正歷程，以期課程能達成研究者預期之目標。
教學方案實施後，研究者依據上述研究資料進行分析，歸結出以下之研究結果：
一、媒體素養教學方案有助於培養學生思辨媒體再現的能力，並能解讀媒體再現潛藏的刻板印象。
二、媒體素養教學方案能促使學生反思閱聽人的意義，並察覺媒體再現的影響。
三、透過教學反思及與協同研究者的共備討論之循環歷程，增進研究者的專業知能。
最後，研究者針對行動研究所遭遇的問題與不足之處提出以下之建議，以供日後研究之參考：
壹、媒體素養課程發展之建議
一、教學方案可發展為公民學科與其他學科或領域之跨域統整的彈性學習課程。
二、參與同儕共備使教學方案設計更臻完善。
三、課程設計創造學生自主學習的機會。
貳、未來研究之建議
一、研發媒體素養探究實作之活動課程。
二、選定焦點學生探究媒體素養學習成果。
三、研究新媒體潛藏的意識型態。
關鍵字：廣告刻板印象、媒體素養、行動研究
The purpose of this study is to explore the effectiveness of the integration of the media literacy teaching project into the study of junior high school citizenship courses. The main focus is to understand students’ changes on cognition, affection and action after the teaching project has been implemented. The researcher herself can improve teaching design and teaching quality by recording, revising and reflecting on the implementation. Afterward, she can make specific suggestions based on the research results, hoping to be helpful to those who will implement media literacy courses in the future. This study takes action research as the main research orientation, and the research object is the eighth grade students in New Taipei City who are taught by the researcher. There are four key points in the course content: interpreting the gender stereotypes in advertising, detecting the age stereotypes in advertising, being aware of racial stereotypes in advertising and engaging in exploration and practice activities of analyzing advertising stereotypes. The project includes four classes which guide students to perceive issues such as media representation, body image, gender, age and racial stereotypes in advertisements and their impact on individuals and society through various teaching activities. The researcher hopes to encourage students to realize the meaning of advertising design, reflect on the image conveyed by the advertisement, and then break the stereotypes. As a result, the students can achieve the ultimate goal of having media literacy capability. To ensure the accuracy of the research, the researcher uses teaching notes, video observations, course feedback forms, etc., in conjunction with multiple channels such as classroom observation record sheets, student study sheets, practice sheets, and informal interview records for data collection, analysis and verification. The effectiveness of the teaching design implementation is reviewed through those mentioned above and then the researcher will revise the process to achieve the goal expected. The researcher analyzes the research data above and concludes the following research results: 1.The media literacy teaching project helps to cultivate students' capability to think about media representation and to interpret the hidden stereotypes of media representation. 2.The media literacy teaching project can prompt students to reflect on the roles of the audience and perceive the influence of media representation. 3.Through the cyclical process of teaching reflection and discussions between co-researchers, the researcher's professional knowledge and ability has been enhanced. Last, the researcher puts forward the following suggestions for the problems and deficiencies encountered when taking the action research as a reference for future research: I. Suggestions for the development of media literacy courses 1.The teaching project can be developed into a flexible learning curriculum integrating civics and other subjects or cross-domain integration. 2.Preparation with peers is suggested to make the design of teaching project more perfect. 3.Creating the opportunities for students’ self-learning through proper curriculum design. II. Suggestions for future research 1.Selecting focus students to review the effectiveness of media literacy learning. 2.Developing exploration and practice activities for media literacy project. 3.Study the hidden ideology of emerging media. Keywords: Advertising stereotypes, Media literacy, Action research
The purpose of this study is to explore the effectiveness of the integration of the media literacy teaching project into the study of junior high school citizenship courses. The main focus is to understand students’ changes on cognition, affection and action after the teaching project has been implemented. The researcher herself can improve teaching design and teaching quality by recording, revising and reflecting on the implementation. Afterward, she can make specific suggestions based on the research results, hoping to be helpful to those who will implement media literacy courses in the future. This study takes action research as the main research orientation, and the research object is the eighth grade students in New Taipei City who are taught by the researcher. There are four key points in the course content: interpreting the gender stereotypes in advertising, detecting the age stereotypes in advertising, being aware of racial stereotypes in advertising and engaging in exploration and practice activities of analyzing advertising stereotypes. The project includes four classes which guide students to perceive issues such as media representation, body image, gender, age and racial stereotypes in advertisements and their impact on individuals and society through various teaching activities. The researcher hopes to encourage students to realize the meaning of advertising design, reflect on the image conveyed by the advertisement, and then break the stereotypes. As a result, the students can achieve the ultimate goal of having media literacy capability. To ensure the accuracy of the research, the researcher uses teaching notes, video observations, course feedback forms, etc., in conjunction with multiple channels such as classroom observation record sheets, student study sheets, practice sheets, and informal interview records for data collection, analysis and verification. The effectiveness of the teaching design implementation is reviewed through those mentioned above and then the researcher will revise the process to achieve the goal expected. The researcher analyzes the research data above and concludes the following research results: 1.The media literacy teaching project helps to cultivate students' capability to think about media representation and to interpret the hidden stereotypes of media representation. 2.The media literacy teaching project can prompt students to reflect on the roles of the audience and perceive the influence of media representation. 3.Through the cyclical process of teaching reflection and discussions between co-researchers, the researcher's professional knowledge and ability has been enhanced. Last, the researcher puts forward the following suggestions for the problems and deficiencies encountered when taking the action research as a reference for future research: I. Suggestions for the development of media literacy courses 1.The teaching project can be developed into a flexible learning curriculum integrating civics and other subjects or cross-domain integration. 2.Preparation with peers is suggested to make the design of teaching project more perfect. 3.Creating the opportunities for students’ self-learning through proper curriculum design. II. Suggestions for future research 1.Selecting focus students to review the effectiveness of media literacy learning. 2.Developing exploration and practice activities for media literacy project. 3.Study the hidden ideology of emerging media. Keywords: Advertising stereotypes, Media literacy, Action research
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廣告刻板印象, 媒體素養, 行動研究, Advertising stereotypes, Media literacy, Action research