大學影片鑑賞教學模式之發展與效果—以女性主義及生命教育為影片議題

Developing and Refining Film Appreciation Instruction for Feminist and Life Education Films

影片是當前大學生最常接觸的媒體，但目前影片鑑賞教學的研究仍為不足。研究者將藝術品的藝術鑑賞方法融入影片鑑賞特質，且兼顧學習者的感受與詮釋，建構大學中的影片鑑賞教學模式，希望為日後影片鑑賞教學實務與研究提供發展方向，也作為改進鑑賞相關教學之參考。本研究採行動研究方法，進行研究資料蒐集與分析。首先透過文獻探討建構影片鑑賞教學之模式，之後實施於兩屆新生的「視覺傳播概論」課程中，第一、二年班級都採用四部影片，各歷時十四週，採用觀察、訪談、文件分析、問卷等方式蒐集資料。研究結果顯示影片鑑賞教學的賞析細目需要融入影片特色而加以調整，可增列學生（觀者）感受、見解或經驗的省思。問卷資料與質性調查結果顯示學生能瞭解與分析影片的形式、技法、意涵等；藉由影片的反思，促成想法甚至行為的改變。教師可融入議題，設計相關問題讓學生思考；引導性的討論比開放性討論更有效率；且良好設計之學習單、報告可用來檢驗學生的學習成果。

Film is a medium to which contemporary university students have the most exposure. However， little research has been conducted on teaching film appreciation. In this study， art appreciation methods are adapted for film appreciation in the attempt to establish a new teaching model for film appreciation in Taiwanese universities that enables students to express personal responses. This approach opens up new possibilities for future teaching practice and research while serving as a reference for improving film appreciation education. This study employs an action research method for data collection and analysis. A model for teaching film appreciation was established based on literature review and implemented in a freshman course titled “Introduction to Visual Communication” for two consecutive years. Four films were used over 14 weeks in both years the course was offered， and data was collected through observation， interviews， document analysis (worksheets， feedback forms， reflection notes)， and questionnaires. Results show that the implementation of teaching film appreciation must be adjusted in accordance with the characteristics of films studied by addressing student (viewer) reaction， personal views and experience. Students were able to understand and analyze film formats， techniques and meaning. Their self-reflection encouraged changes in their thinking and sometimes even behavior. Guided discussions were found to be more effective than free discussion. Well-designed worksheets and both oral and written reports were useful for evaluating learning outcomes.