以連環漫畫導入小學社會科霸凌議題教材設計創作研究

Abstract

現今的社會科教育僅限於教科書以及出版社廠商提供的電子書教材，又因教學時間擠壓，老師不外乎就是講解完課文然後播放相關影片，老師只能使用這些拼湊式的素材進行社會科教學。108課綱素養導向的社會科教學目標看似美好，但是以教學現況來說，老師只採用廠商教科書進行教學幾乎很難達成所謂的「素養」；此外，目前的社會科對於「霸凌」概念解釋非常模糊，給予的教學影片也十分不足，無法應付現今校園需求，本研究透過設計一段完整情境、並做成社會科的補充教材，而「漫畫」擁有描述完整情境的優勢，因此非常適合提供給教學現場的老師。本研究透過文獻分析法分析什麼是漫畫語言，再用案例分析法分析日本與美式漫畫的漫畫語言。本研究的漫畫創作參考了日本漫畫的敘事方式以及美式漫畫的分鏡設計，分別為日本漫畫中的表達「言外之意」以及美式漫畫使用「擬聲詞」設計分鏡，盡量融合這兩種漫畫的漫畫語言以傳達重要概念。研究者透過漫畫創作連結教育觀念，並找尋漫畫敘事與教育上的平衡，期望學生能透過漫畫知道遭遇校園霸凌時的具體處理方法、知道如何維護自己的權利，並尊重和同理他人，以及擁有獨立思考和解決問題的能力。對於老師來說，老師可以利用故事情境進行課堂討論，將爭議點投射到學生身上，引導學生思考「如果是自己，該怎麼辦？」，再以討論刺激內化學生的同理心。最後，研究者發現漫畫最適合融入社會科教學之中，透過完整的情境描述，學生獲得的體會比單獨閱讀教科書有用許多，也更接近108課綱中的素養導向。Social studies education nowadays is limited to textbooks and e-books provided by publishers, and due to the crowded teaching time, teachers can only use these patchwork materials to teach social studies after explaining the text and showing the related videos.108 The goal of teaching social studies with the syllabus oriented on literacy may seem to be good, but in terms of the current situation, it is almost impossible to achieve the so-called “literacy” by using only textbooks provided by publishers. In addition, the current social studies curriculum has a very vague explanation of the concept of “bullying”, and the teaching videos provided are very insufficient to meet the needs of today's campuses. In this study, we designed a complete scenario and made it into a supplemental teaching material for the social studies curriculum, and “comics” have the advantage of describing a complete scenario, which is very suitable for teachers in the teaching field. In this study, we analyzed what comic language is through literature analysis, and then used case studies to analyze the comic languages of Japanese and American comics. The manga creation in this study makes reference to the narrative style of Japanese manga and American manga's frame design, respectively, the expression “extra-verbal meaning” in Japanese manga and the use of “onomatopoeia” in American manga, and tries to integrate the manga language of these two types of manga in order to convey the important concepts. The researcher connects educational concepts through the creation of comics and finds a balance between comic narratives and education, hoping that through comics, students will know how to deal with bullying in school, how to protect their rights, and how to respect and empathize with others, as well as have the ability to think and solve problems independently. For teachers, they can make use of the story to conduct classroom discussions, projecting the points of contention onto the students and guiding them to think about “What should I do if I were in their shoes? and v then use the discussion to stimulate the internalization of students' empathy. Finally, the researchers found that comics are most suitable for integration into social studies teaching. Through the complete depiction of the situation, students gained a much more useful experience than reading textbooks alone, and it is also closer to the literacy orientation in the 108 syllabus.