國民中學教師媒體素養教育認知與融入領域教學現況之研究－以臺南市國中為例

A Study of Teachers' Knowledge of Media Literacy and Integrated Instruction in Junior High Schools of Tainan City

趙品灃 ； 何曉芬

《工業科技教育學刊》 13期 (2020/11) Pp. 151-172

https://doi.org/10.6306/JITE.202011_(13).0011

摘要

教育部2002年在媒體素養教育政策白皮書中，提出教師應發展和編撰媒體素養教育融入各學習領域教材；另外108年科技領域課綱審議時，也在科技領域「學習內容」中加入媒體識讀及資訊倫理；由此可知，具備認識媒體、善用媒體、解讀媒體、批判並監督媒體能力之重要性；本研究以臺南市國中教師為研究對象，採問卷調查法，共發放415份問卷，扣掉1份無效問卷，有效問卷佔98.5%，以SPSS25.0統計軟體進行資料分析。本研究結論為，臺南市國民中學教師媒體素養教育認知現況良好，達「中高程度」，其中以「影響和近用媒體」程度最佳，在「思辨媒體再現」則仍有進步空間。教師媒體素養教育認知融入領域教學現況屬「中上程度」，以「教學素材」層面表現最佳，但在「教學評量」運用則稍顯困難。教師媒體素養教育認知與融入領域教學有顯著正相關，媒體素養教育認知程度較高者，其課程融入程度越高，遭遇困難則越少。不同性別、服務年資、任教領域及是否參加研習之不同背景變項教師在其「媒體素養教育認知」上具顯著差異。不同性別、任教領域、學校規模、是否研習及是否閱讀白皮書之不同背景變項教師在「融入領域教學」上具顯著差異。

關鍵字

國中教師 ； 媒體素養教育認知 ； 融入領域教學

並列摘要

Policy White Paper on Media Literacy Education, from Ministry of Education 2002, proposed that teachers should develop and compile teaching material for media literacy. Besides, media literacy and information ethics are added to learning contents of science and technology field at the curriculum guidelines review meeting, 2019. This shows the importance of the abilities of understanding media, using media well, interpreting media, criticizing and supervising media. The research adopted Questionnaire to collect and analyze data, and the participants are teachers in junior high schools in Tainan City. Four hundred fifteen questionnaires were distributed. 415 questionnaires were collected, 414 of which were valid with 98.5 % response rate. The data were compiled and analyzed with Software SPSS 25.0. The research revealed the following results: First, teachers in junior high schools in Tainan City have an upper-intermediate level of media literacy awareness, with ＂media access＂ being the most understood, and ＂appraising media representation＂ being less understood. Second, teachers' ability to integrate media literacy into their teaching is above average, especially in designing ＂teaching material＂. However, the implementation of instruction evaluation is a little more difficult for teachers. Third, there is significant relation between teachers' awarenesses of media literacy and integrated instruction. The higher the teachers' awareness, the higher the teachers' implementation. Teachers with higher implementation encountered less difficulties. Next, there are significant differences in teachers' media literacy with different genders, durations of service, fields of teaching, and participation in related workshops. Last, there are significant differences in teachers' integrated instruction with different genders, fields of teaching, sizes of schools, participation in related workshops and understanding of Policy White Paper on Media Literacy Education.

並列關鍵字

teachers in junior high schools ； teachers' knowledge of media literacy ； integrated instruction