國小高年級媒體素養課程規劃與教學實施之行動研究

An Action Research of Curriculum Planning and Implementation of Media Literacy Education for the 6th Grade Students

學校實施媒體素養教育之重要性，在能提供學生發展對不同媒體的認識，及參與反思媒體內容及影響力的學習機會。研究者以協同合作之教學行動研究形式，徵詢一位國小六年級教師參與合作，並以其授課班級為研究場域，共同規劃及評估媒體素養教育實施過程對教師教學專業知能及學生媒體素養能力發展之影響。資料收集方法包括：研究者省思日誌、教室觀察記錄與教師省思、與教師之半結構式錄音訪談、與學生小組之錄影訪談、課程實施前後之結構式問卷調查，及相關文件之收集與分析。根據資料分析結果，此文以納入協同合作形式於此課程實施之影響，提出結論。一、知識經驗互惠與課程規劃發展：研究者與教師藉由彼此間相互回饋方式，持續課程規劃發展與教學反思，此歷程不僅幫助教師能整合媒體於教學主題的擬定實施，並能反思媒體教材的適當與應用性；而藉由實施之教學主題與方法，學生則受益於能知覺思考媒體內容，及認識不同媒體特性與近用方式。二、權力對等關係與教學實施限制：研究者對權力對等關係的關注及避免教師教學壓力的考量，卻也相對限制教學過程中的反省修正，致使此課程在促進師生間充分對話及發展學生問題思考能力部份，均有待再修正改進。

The implementation of media literacy education in schools should be directed towards developing students' understanding of the different types of media while providing them with opportunities for personal reflection on the content and effects of media. An action research was carried out with a group of grade-6 students and their teacher at one elementary school to evaluate the teacher's teaching and students' learning about media. Multiple methods of data collection were used for the purpose of triangulation, including research diary, classroom observations and field-notes taking, teacher's reflective feedback, semi-structured tape-recorded interviews with the teacher, group video-recorded interviews with the students, questionnaires, and documents. Based on the research findings, conclusions in two respects were given on evaluating the impact of adopting a mutual collaborative mode in the conduction of this action research. 1. Mutual feedback and curriculum planning: the on-going mutual feedback between the teacher and the researcher had helped the teacher develop specific skills of integrating media into topic teaching and reflection on media use. The students had also benefited from learning the media including the development of a better understanding of media and their use. 2. Equal status and teaching limitations: the researcher's concerns over sustaining equal status to lessen the teacher's tension had, to some extent, limited our mutual feedback on the teaching process. Therefore, there should have been more substantive dialogues between the teacher and the students, and the critical thinking skills of students should also have been elicited and developed.