初探「科學新聞製播情境」課程的實施與成效

Abstract

本研究目的在開發科學新聞製播情境教學課程。研究者將「科學不一樣」科學育傳新聞的製播過程，轉化成科學新聞製播情境課程。實際用於高職專題製作課程口頭發表階段課程中。透過科學新聞製播流程的引導下，學生扮演科學新聞製播中三個主要角色(總編輯記者、責任記者及主播)，完成各角色不同的專家任務，協助學生製作出專題的口頭發表。製作一個好的口頭發表，學生首先需要充分理解製作主題相關的內容，並且在有組織架構的規劃下，考量報告的內容和呈現方式是否能夠讓觀眾理解，撰寫報告內容。負責進行口頭報告同學，須將這些內容轉化成為符合日常溝通口語的講述方式，並且運用口語表達的技巧(適當說話速度、與觀眾眼神交流..等)，進行口頭發表。科學新聞以能夠清楚傳遞一項正確科學新知給觀眾為主要目標。以科學不一樣新聞為例，其製播過程中，記者需要理解其中的科學內容，並在總編輯記者的架構規劃下，撰寫新聞稿。而主播則將內容轉換為口語化的描述，而這個過程與培養學生能夠製作出專題口頭報告的目標相符。且由於科學新聞製播過程順序及各角色分工明確，因此，本研究課程使用科學新聞製播情境，並且以學生能理解專題製作科學內容、能夠製作可理解的內容以及提升口頭報告技巧作為本次的課程目標。本研究課程開發，依循ADDIE模式進行。課程分析階段，藉由訪談十位教學經驗均在十年以上，且開設專題製作課程達五次以上的高職在職教師，了解目前在高職專題製作發表階段，教師指導學生製作口頭發表時所遭遇的問題， 並以協助教師解決遭遇問題，做為研發科學新聞製播情境課程的參考依據。另外，研究者訪談兩位媒體專家，參考其建議，確認課程中的角色設定，以求課程中的科學新聞製播情境，能夠更為貼近真實情況。本次課程參與學生，為十位台灣北部高職二年級學生，分為兩組。實施課程名稱為”專題製作 ”課程，持續四周(合計共八堂課)，頻率為一周一次，每周時間為二節課(100分鐘) 。在課程結束後，訪談八位教師，針對課程進行評鑑。資料蒐集分為量化及質性資料，量化資料有學生課前課後的專題科學內容成就測驗、學生口頭發表得分以及採用改編自Germann（1988）「對科學的態度量表」的「對於科學新聞製播情境課程的情意」問卷，作為學生對於課程滿意程度的調查，以了解學生對於課程的喜好程度。質性資料蒐集，研究者以訪談方式，抽樣訪談參與課程的學生，以及課程結束，訪談八位高職教師，藉由觀看學生發表影片、課程錄影紀錄以及課程教案評鑑課程。為課程提出修改建議。由本研究蒐集的資料，進行分析後，可得到以下結果。1.科學新聞製播的課程有助於提升學生對於科學專題內容的理解。 2.學生在科學新聞製播的課程中的發表影片成果，可以幫助八年級生理解科學。3.情意量表呈現出學生不一定會喜愛科學新聞媒體製播課程。4.跨科協同教學可以輔助教師進行科學新聞媒體製播的教學策略。5.角色分配會影響學生對科學新聞媒體製播課程的愛好程度。6 受訪教師大多肯定這樣的教學方式。7.口語發表技巧需要長時間訓練。The purpose of this research is to develop a situational teaching curriculum of science news production and broadcasting . The researchers transformed the production and broadcasting process of"Science is different" science edu-communication news into a situational curriculum of science news production and broadcasting. It is actually used in the course of the oral presentation stage of the special subject production course of higher vocational education. Guided by the production and broadcasting process of science news, students will play the three main roles in science news production and broadcasting (the editor-in-chief reporter, responsible reporter and anchor), complete expert tasks with different roles, and assist students in producing oral presentations on special topics. To make a good oral presentation, students first need to fully understand the content related to the production theme, and under the planning of an organized structure, consider whether the content and presentation of the report can be understood by the audience, and write the content of the report. Students who are responsible for oral presentations must convert these contents into a way of speaking in line with daily communication and oral presentation, and use oral expression skills (appropriate speaking speed, eye contact with the audience, etc.) to make oral presentations.The main goal of science journalism is to be able to clearly convey a correct scientific knowledge to the audience. Taking science different news as an example, in the production and broadcasting process, journalists need to understand the scientific content, and write press releases under the structural planning of the editor-in-chief. The anchor, on the other hand, converts the content into colloquial descriptions, a process that aligns with the goal of training students to produce thematic oral presentations. And because the scientific news production and broadcasting process sequence and role division are clear, this research course uses the science news production and broadcasting situation, and it is based on the students' ability to understand the special production of scientific content, to be able to create content that others can understand, and to improve oral reporting skills. the course objectives. The development of this research course follows the ADDIE model. In the course analysis stage, through interviews with ten in-service teachers in higher vocational colleges who have more than ten years of teaching experience and have set up special production courses for more than five times, we can understand the current situation of teachers guiding students to make oral presentations in the stage of producing and publishing special topics in higher vocational colleges. The problems encountered, and to help teachers solve the problems encountered, as a reference for the development of scientific news production and broadcasting situational curriculum. In addition, the researchers interviewed two media experts, and based on their suggestions, they designed the roles in the course, so that the scientific news production and broadcasting situation in the course could be closer to the real situation. The students participating in this course are ten second-year students of higher vocational colleges in northern Taiwan, divided into two groups. The name of the implementation course is"Thematic Production" course, which lasts for four weeks (a total of eight lessons), the frequency is once a week, and the weekly time is two lessons (100 minutes). After the course, eight teachers were interviewed to evaluate the course. Data collection is divided into quantitative and qualitative data. Quantitative data include students' achievement tests on topical science content before and after class, students' oral presentation scores, and the "Attitudes toward Science Scale" adapted fromGermann (1988). The Attitudes of Science News Production and Broadcasting Situational Curriculum" questionnaire as a survey of students' satisfaction with the curriculum. For qualitative data collection, the researchers conducted interviews with the students who participated in the course, and at the end of the course, interviewed eight vocational teachers, and evaluated the course by watching students' videos, course video records, and course briefs. Suggest revisions to the course. After analyzing the data collected in this study, the following results can be obtained. 1. The course of science news production and broadcasting helps to improve students' understanding of the content of science topics. 2. The students' published video results in the course of science news production and broadcasting can help the public understand science. 3. The Attitude Scale shows that students do not necessarily like science news media production and broadcasting courses. 4. Interdisciplinary collaborative teaching can assist teachers in the teaching strategy of scientific news media production and broadcasting. 5. Role assignment will affect students' interest in science news media production and broadcasting courses. 6 Most of the visiting teachers affirmed this teaching method. 7. Oral presentation skills require long-term training.