從Freire批判教學論論教師網路媒體素養之培育

Cultivating Teacher’s Media Literacy of the Internet from Freire’s Critical Pedagogy

在《媒體素養教育政策白皮書》頒布的十四年後，我國教育面臨的是新一波網路媒體衝擊。大量意識形態與新興問題，透過網路特有的連結性與量產性影響學習者。為因應此種情境，本研究立基於舊媒體的媒體素養之上，透過對於Freire批判教學論，及其後學建構之再現的批判教學論，與批判媒體素養教育，發展出新世代的網路媒體素養，並闡明教師如何養成批判思考，以帶領學生察覺再現中的意識形態，由自覺、解放，進而實踐社會改善。在實務方面，本研究指出，透過調整課程綱要並配合發展網路媒體素養相關課程；並與師資培育單位配合培養教師網路媒體素養；加上整合教育網絡，持續發展教師網路媒體素養，勢必能帶動由下而上的變革，據以培養我國師生成為具備網路媒體素養的新公民。

Fourteen years ago, White Paper of Education Policy for Media Literacy was announced to provide foundation for media literacy in Taiwan. However, Taiwanese now face a new challenge from the Internet. Through connection and mass production of the Internet, large amounts of ideologies and related issues have been created and influenced students. To face this situation, this study uses a Freirean educational approach to enhance teacher’s critical thinking for leading students to discover ideologies within media representations. Therefore, students and teachers can gain self-consciousness, liberation through this approach, and make praxis for improving social reality. Based on this theory, this study points out three practical ways to cultivate teacher’s media literacy of the Internet, including the new arrangement of official Curriculum Guidelines and curriculum development, improving teaching and research in centers for teacher education at universities, and enhance educational networks, which relate to cultivating citizenship of media literacy of the Internet in the new era.