本研究為一個協同行動研究,希望透過解析電視手機廣告的內容,發展出一套適用於國小五年級的媒體識讀性別教育教學方案,並透過教學行動的實踐探討學生的表現,以及教師在實踐過程中可能遇到的困難與解決之道。 在研究的第一階段,研究者分析2004-2005年之間在電視中經常播放的21則手機廣告,透過文本分析探究廣告中所呈現出性別互動型態與相關的意識型態,研究者分析歸納出「象徵性符碼」、「廣告反映出不對等的社會關係」與「刻板的性別互動關係」三項主題。在第二階段的教學行動中,研究者選取了八則適合學生程度的手機廣告作為上課的教材,並設計了四個活動單元。考量國小學童的瞭解程度,課程設計以「性別刻板印象」為主,透過教學活動的進行,增進學童的性別意識。 研究者發現在課程實施方面,學生對手機的熟悉度高。雖瞭解廣告行銷意圖,明白廣告的誇張化呈現,以及對於個人奮鬥歷程的簡化,但部分學生觀念卻仍難免受傳統性別互動模式影響。另外,學生對於顛覆傳統性別形象的接受度提升,亦能在課堂對話中提出自己的想法,透過演出自編廣告內容,學生在互動、對話中增加自信與學習趣味,同時其自我概念及性別意識也有提升。本研究也針對課程設計與實施提出一些建議,希望提供給未來從事相關研究之教育工作者參考。
This collaborative action research was about the development of media literacy for fifth-grade student around 11-12 years old. The researchers explored the teaching process of a media literacy curriculum of gender equity education. The researchers started by analyzing twenty-one TV advertisements of cell phone from gender perspectives. In terms of textual analysis, the researchers explored the gender stereotypes and ideology which are embedded in the ads. Then, the researchers developed the media literacy curriculum and put it into action. The curriculum was designed according to the results of textual analysis. The researchers found that students were able to decode some gendered images and some exaggerated effect in the ads, yet still influenced by traditional strong gender stereotypes in general. This paper is concluded by proposing some reflections and suggestions for future researchers. A number of limitations of this study was also mentioned in the conclusion.