媒體素養教育實施之研究--以高中公民與社會科為例
Abstract
本研究探析「三民版」、「南一版」、「翰林版」、「康熹版」、「龍騰版」等五個版本高中公民與社會教科書之媒體識讀課文內容；再輔以深度訪談法了解高中公民與社會科教師對於媒體素養教育與媒體識讀課文內容之看法，目的在於透過研究結論，期能作為永續發展媒體素養教育實施之參考。
研究結論涵蓋教科書及受訪教師兩方面。
在教科書部分，分別就「媒體、資訊與閱聽人」、「媒體資訊的生產」、「媒體監督與近用權」等三大議題進行內容分析與詮釋。研究結果發現：大部分版本教科書之「章節」及「標題」依照課綱編寫，但各版本教科書之課文內容差異則不小；且文本內容對高一學生可能過為艱深。
在受訪教師部分，本研究選擇五位高中公民與社會科教師進行訪談。受訪教師一致認為實際授課後，才能更進一步討論教科書內容是否需要調整；未來若有進修課程，受訪教師則希望加強「媒體近用」、「公民行動及媒體監督」等相關知能。
The research focuses on the “media literacy” content in five different versions, including Sanmin, Nani, Hanlin, Kangsi, and Lungteng, of the textbooks used in senior high school class: Civic and Society. And this research is further supported by in-depth interviews with five senior high school teachers who teach Civic and Society in order to understand the teachers’ thoughts on the media literacy education, as well as the media literacy content in textbooks. The purpose of this research is to make contributions to the media literacy education. The research findings consist of two parts. One is the textbooks about Civic and Society, and the other is the interviews with the five co-researchers, who teach Civic and Society. Regarding the textbooks, the research analyzes three agenda, such as “Media, Information, and the Audience”, “The Products of Media Information”, and “Supervising and Accessing to Media”. The findings show that the chapters and titles in textbooks are mostly arranged according to the general guidelines for senior high school curriculum of Year 2010, but the contents among the five versions vary widely. Furthermore, the contents may be a little difficult for the first grade students in senior high school. Regarding the interviews with five senior high school teachers teaching Civic and Society, all of them regard the need to revise textbook contents could be further discussed after “media literacy” is taught. Lastly, the co-researchers hope to improve the knowledge and abilities about “the access to media” and “the civic action and supervising media” if advanced learning program is offered.
The research focuses on the “media literacy” content in five different versions, including Sanmin, Nani, Hanlin, Kangsi, and Lungteng, of the textbooks used in senior high school class: Civic and Society. And this research is further supported by in-depth interviews with five senior high school teachers who teach Civic and Society in order to understand the teachers’ thoughts on the media literacy education, as well as the media literacy content in textbooks. The purpose of this research is to make contributions to the media literacy education. The research findings consist of two parts. One is the textbooks about Civic and Society, and the other is the interviews with the five co-researchers, who teach Civic and Society. Regarding the textbooks, the research analyzes three agenda, such as “Media, Information, and the Audience”, “The Products of Media Information”, and “Supervising and Accessing to Media”. The findings show that the chapters and titles in textbooks are mostly arranged according to the general guidelines for senior high school curriculum of Year 2010, but the contents among the five versions vary widely. Furthermore, the contents may be a little difficult for the first grade students in senior high school. Regarding the interviews with five senior high school teachers teaching Civic and Society, all of them regard the need to revise textbook contents could be further discussed after “media literacy” is taught. Lastly, the co-researchers hope to improve the knowledge and abilities about “the access to media” and “the civic action and supervising media” if advanced learning program is offered.
Description
Keywords
媒體識讀, 媒體素養教育, 教科書, media literacy, media literacy education, textbooks