傳播通識教育的創新與反思：以「媒體識讀」課程教學規劃與實踐為例

本研究以「由下而上」（bottom-up）的「問題導向學習法」（Problem-based Learning; PBL）作為傳播通識教育教學方式，檢驗其教學成效是否更優於傳統單向「由上對下」（top-down）的主題導向教學模式。透過準實驗研究法，本研究於104學年下學期以便利取樣選取某大學所開設的「媒體識讀」課程二個班級作為研究對象，實驗組（A班，58位學生）實施PBL教學法，對照組（8班，52位學生）實施傳統教學法，檢視兩種不同教學法學生的學習成效是否有差異。本研究以研究者自行發展「媒體識讀」所強調的三大構面及五大基本能力的課程核心作為檢視兩組學生在上課之前與之後的差別，透過t檢定比較兩組學生在實施不同教學方法後發現，實驗組學生對於該課程所關注的課程核心及教學成效均極顯著優於對照組學生。此外，實施PBL教學法的班級學生對於媒體識讀知識的建構、素養觀與行動力等課程核心能力，教學成效亦較優於傳統教學。建議未來有關媒體識讀相關課程能適度導入PBL教學法，以增進教學成效。

關鍵字

媒體識讀；通識教育；傳播教育；問題導向學習法

並列摘要

The main attempt for this research is to examine whether using Problem Based Learning (PBL) as a bottom-up teaching strategy achieves better teaching effectiveness as compared to the top-down traditional topic oriented teaching strategy in delivering ＂media literacy＂ of general education. This research was based on the sampling of a university's two ＂media literacy＂ classes in 2nd semester of 20 15, with an experimental group which consists of 58 students in class A, and a control group which consists of 52 students in class B. An assessment on the teaching effectiveness is conducted with class A using a PBL teaching strategy and class B using a traditional teaching strategy. The students' comprehension ability of ＂three perspectives＂ and ＂five core abilities＂ of media literacy which are developed by the author is also further analyzed. By gathering statistics from the t-test, the research result indicates that after using PBL as teaching strategy in ＂media literacy＂, class A's teaching effectiveness and the core abilities of media literacy is significantly higher compared to class B. As class A's students demonstrated higher abilities in building and equipping the knowledge of media literacy. This research recommends that those who teach media literacy can adopt PBL as teaching method to enhance effectiveness in teaching.