技術型高中學生媒體識讀能力之研究──以高雄市某技術型高中為例

在媒體識讀教育之前，學生已經具備相當的媒體接觸經驗，在龐大的媒體資訊下，若學生對於自我的媒體識讀沒有足夠的認知，媒體可能造成許多負面的影響，本文主要探討技術型高中學生所具備的媒體識讀能力情形。以利在透過教育體制推動媒體識讀教育時，可以有系統地讓民眾在教育階段提升解析媒體資訊的能力。在相關文獻探討後，本文認爲Buckingham的理論與教育部108課綱中媒題識讀相互呼應，因此以其理論及課綱中的媒體識讀內容發展問卷，試圖透過問卷調查瞭解技術型高中學生的媒體識讀能力，期待在了解媒體識讀能力情形之後，提出後續相關的結論與建議。研究發現：本量表經項目分析和因素分析後刪除5題保留25題，且Cronbach's a值.926，具有高度的內部一致性。在結果分析中顯示，商業經營科和食品加工科在媒體再現層面表現最好，達顯著差異。使用3種媒體數量的學生在媒體語言層面表現最好。

The purpose of the study is to explore the media literacy abilities of current vocational high school students. A literature review of media literacy and 108 curriculum development suggests that vocational high school students should be equipped with media literacy abilities. A questionnaire was developed based on the media literacy content of the 108 curriculum and Buckingham's (2003) definition of media literacy. Students in Kaohsiung City took the survey. Item analysis and factor analysis (SPSS 22.0) of the survey showed that with the removal of 5 questions from the original 30-item questionnaire, the Cronbach's a value reached .926, indicating a high degree of internal consistency. There were significant differences in the media literacy abilities of vocational high school students in different departments. In terms of the level of media representation, students in the Department of Business Management performed best while those from the Department of electrical and mechanical, the worst. Significant differences were also found in the language level between students who used different types of media. Students who used three types of media had the best media literacy cognitive ability.