遊戲入課：通識教育中以學生為主體的媒體素養教學法

本文旨在論述批判教育與學習者中心的媒體素養教學，以隱性教學為範疇，強調「遊戲」概念下著重設計「互動」及發展「對話」的教學法。遊戲入課一文主要包含兩個主題：第一，課程可視為對話發生的脈絡與逐步產製的文本，在此過程中使學生有能力去分析而非只是消費媒體訊息。第二，參與包含「默識、行動與反思」的過程。本文目的在敘說遊戲入課的實踐特色，形塑教師角色、課程發展與研究實踐的想像力。我們以「媒體素養概論」通識教育課為例，取再現單元中針對刻板印象設計的「造人遊戲」為個案，解釋如何運用「行動中默識」、「行動中反思」、「對行動反思」等概念於教學設計。除描述課程脈絡、設計理念、綱要，並以「討論日誌」為分析資料，詮釋學生對遊戲教學之評估：從「行動中反思」層面看，遊戲教學有助參與感以及反思性討論；就「對行動反思」層面，遊戲有助聯繫學生反思「性別」與「身分」方面的媒體觀看經驗（行動中默識）。最後，我們發現：課程為溝通傳播的一種形式，遊戲中學生參與訊息產製與批判伴隨討論與反思，遊戲入課可視為學生積極參與其日常生活中媒體經驗的賦權過程。

關鍵字

媒體素養；遊戲；隱性教學；批判教育學

並列摘要

The purposes of this paper are to explore the concepts of critical pedagogy, and the student-centered media literacy curriculum, to focus on exploring the principles of implicit teaching, to stress designing ”interaction” and to develop ”dialogue” teaching through discussion of the ”game” concept. This paper includes two main themes: firstly, the notions of ”the curriculum as dialogue context and text”, which are to make students have the ability to analyze rather than absorb information from the media. Secondly, it is argued that participation is a series of process which contains ”tacit knowing”, ”action” and ”reflection” stages.This paper describes the process characteristics of incorporating games into the classroom, texture of teacher character, curriculum development and research in these narratives. We take ”media literacy introduction” in general education as an example. The case study of ”character creation” focuses on stereotype in the representation unit and explains how the concepts of ”tacit knowing-in-action”, ”reflection-in-action”, and ”reflection-on-action” are applied in the design of education curricula. In addition to describing the curriculum context, design concept, and outline, it also utilizes a ”discussion diary” as analytical data to interpret students' evaluation of game teaching. In the ”reflection-in-action” segment, game-teaching will assist the sense of participation and reflective discussion. In the ”reflection-on-action” segment, games can help students reflect on the media observation experience of ”gender” and ”identity” (tacit knowing-in-action). Finally, the curriculum is considered as a communication form with discussion and critical reflection during student production and critique. Games are treated as an empowered process for students to active participate in media experience of their daily life.