教育劇場結合媒體素養之探究──以國中表演藝術教學為例

隨著傳播科技的快速發展，媒體逐漸引導民眾的生活方式及價值觀，同時也具備教育文化之傳承，其影響力不容小覷。教育部於2002年十月公布「媒體素養教育政策白皮書」，在2009年公布的國、中小課綱中，正式納入媒體素養議題；在「十二年國民基本教育課程綱要」的三大面向內的九大項目中，規劃出「科技資訊與媒體素養」之項目。在國中藝術與人文學習領域－表演藝術教學中，藉由教育劇場表現手法，教師以演教員（actor-teacher）身分，課前須設計教學活動；演出期間要不斷和觀眾對話、拋出問題，引導觀眾分享己見，在正反意見中創造出多方反思，藉此引導學生導入媒體素養議題，最終引導學生了解媒體思辨內容、思辨媒體再現，具備批判性思考能力。本文將藉由其他領域結合媒體素養教案及文獻整理，設計以國中表演藝術教學結合媒體素養之教案，從教學中觀察教案是否能執行，同時記錄學生反應。本研究根據研究結果，提出跨領域教學活動發展相關建議，供未來研究者參考。

關鍵字

媒體素養；教育劇場；表演藝術教學；跨領域教學

並列摘要

With the rapid development of Communication Technology, the media has gradually played an important role in people's lifestyles and values as well as the succession of education and culture and Taiwan is no exception. In fact, Taiwan's Ministry of Education officially announced its "Media Literacy education Policy White Paper" in October, 2002. Accordingly, Media Literacy is also adopted in Grade 1-9 Curriculum Guidelines in 2009 and Grade 1-12 Curriculum Guidelines in 2014. To cultivate students' Media Literacy, teachers, just like actor-teacher, need to continually converse with audience(students), offer problems and guild them to share their opinions with each other in the process of "Theatre-in-Education" teaching. That is to say, Theatre-in- Education makes students acquire the ability of Media Speculation, Speculation Media and critical thinking. In addition to literature review, the researcher will design a lesson plan, which combines art teaching with Media Literacy, on the basis of lesson plans from other fields and will put it into practice. During the action research, the researcher will make sure whether this lesson plan will execute or not and record feedback from students and data. The results of this research will offer suggestions about Interdisciplinary Teaching for researchers in the future.

並列關鍵字

Media Literacy ； Theatre in Education ； Performance teaching ； Interdisciplinary Teaching

主題瀏覽