臺灣與澳洲媒體素養教育發展與課程內涵之比較研究

A Comparative Study on Development and Curriculum Content of Media Literacy Education between Taiwan and Australia

陳琬字(Wan-Zih Chen)

指導教授 ： 林志忠

國立暨南國際大學/教育學院/課程教學與科技研究所/碩士(2011年)

https://doi.org/10.6837/NCNU.2011.00026

摘要

本研究以臺灣與澳洲的媒體素養教育為主題，採用內容分析法與比較研究法，針對兩國媒體素養教育發展與課程內涵進行分析與比較。首先，從媒體素養教育概念、理論與各國媒體素養教育發展之探討，建構媒體素養教育之理想內涵；其次，分析與比較臺灣和澳洲媒體素養教育之發展；再者，分析與比較兩國課程中媒體素養教育之內涵；最後，依上述結果，提出可供臺灣發展媒體素養教育之建議。
針對上述研究目的，本研究歸納出以下幾點結論與建議。在研究結論部份：(1)理想媒體素養教育內涵應包括瞭解媒體科技與訊息內容等六大面向的能力。(2)六大媒體素養能力又可進一步細分為26項具體能力的展現。(3)臺灣與澳洲的媒體素養教育推動方式皆為由下而上的發展模式。(4)臺灣與澳洲分別以官方正式文件和各州實務經驗為媒體素養發展之基礎。(5)臺灣與澳洲兩地皆預計於2011年正式落實媒體素養教育。(6)臺灣十大基本能力包含的媒體素養能力面向較澳洲的關鍵能力廣泛。(7)就課程綱要融入媒體素養能力之設計，臺灣較澳洲有所不足。(8)臺灣與澳洲皆主要將媒體素養教育融入語文領域中。(9)臺灣與澳洲皆注重媒體使用技能與製作媒體，以及近用媒體表達等能力。(10)《媒體素養教育政策白皮書》與澳洲國定課程綱要皆仍有補充的必要。
至於研究建議部份，則包括：(1)政府應成立專責機構負責媒體素養教育之教材研發等工作。(2)政府應再次修訂現行融入媒體素養教育之課程綱要。(3)政府應依據媒體素養教育之理想內涵發展媒體素養教育之教材。(4)政府應積極辦理相關研習活動，促進教師了解政府推動的政策。(5)各級學校主管應宣導與支持教師推動媒體素養教育。(6)各級學校應協助各領域教師進行在職進修，以充實媒體素養相關知能。(7)各級學校應審視學校媒體素養教育環境，並從中建立健全的媒體教育系統。(8)各媒體機構的專刊內容應有系統性的介紹媒體素養教育相關知識。(9)未來可研究其他國家課程融入媒體素養教育之情形。(10)未來可進行2008年課程綱要媒體素養教育實踐情形之相關研究。(11)未來可實施多元的研究方法針對不同面向進行研究。

關鍵字

臺灣 ； 澳洲 ； 媒體素養 ； 媒體素養教育

並列摘要

The research is based on media literacy education between Taiwan and Australia. Content analysis and comparative study were adopted to analyze and compare development and curriculum content of media literacy education between Taiwan and Australia.
Firstly, ideal content of media literacy education was constructed from discussion of concepts and theories of media literacy education and development of media literacy education of England, Canada, and America. Secondly, the research analyzed and compared development of media literacy education between Taiwan and Australia. Thirdly, the research analyzed and compared curriculum content of media literacy education between Taiwan and Australia. Finally, some suggestions were proposed for Taiwan to improve media literacy education based on the results.
The research presented ten conclusions and suggestions. (1) Ideal content of media literacy education may include the abilities of six aspects, e.g. realize media technologies and message content. (2) The abilities of six aspects can be divided into twenty-six specific abilities. (3)The model of implement of media literacy education between Taiwan and Australia are Bottom-up Model. (4)The official documents and political experiences of each state are adopted to develop media literacy education. (5)Media literacy education will be implemented officially in Taiwan and Australia in 2011. (6)The abilities of media literacy involved in ten-basic competencies in curriculum guideline of Taiwan are more than that in Key competencies of Australia. (7)The abilities of media literacy involved in curriculum guidelines of Taiwan are less efficiency than that of Australia. (8)Media literacy is primarily involved in Chinese of Taiwan and English of Australia. (9)The skills of applying media, making media, and accessing media to express and communicate ideas are all emphasized in Taiwan and Australia. (10) White Paper on Policies of Media Literacy Education and the National Curriculum are still needed to supplement media literacy.
Research suggestions are pointed out as follows. (1)The government may set up an organization for developing material of media literacy education. (2) The government may revise the curriculum guideline which involves media literacy. (3)The government may develop material of media literacy education according to ideal content of media literacy education. (4)The government may hold conferences and activities about media literacy for teachers to understand the policy of media literacy education. (5)The director of each school may guide and support teachers to implement media literacy education. (6)Each school may assist teachers from different learning areas to pursue further education to supplement knowledge of media literacy education. (7)Each school may examine the environment of media and set up a whole media broadcasting system. (8)The knowledge of media literacy education may be introduced systematically within a special supplement of publication published by media organizations. (9)The curriculum content of media literacy of other countries may be studied in the future. (10)The implement situation of media literacy education involved in curriculum of 2008 may be studied in the future. (11)Various research methods may be adopted to research different aspects of media literacy education in the future.

並列關鍵字

Taiwan ； Australia ； media literacy ； media literacy education

參考文獻

吳美美(2004)。資訊素養與媒體素養─數位時代的素養與素養教育。臺灣教育，629，9-14。

吳翠珍(1996)。媒體教育中的電視素養。新聞學研究，53，39-59。

中文部份

公民參與媒體改造聯盟記者會新聞稿(2005)。公民參與監督實踐多元對話。2010年8月21日，取自http://blog.yam.com/citizenwatch/

毛榮富等(2008)。媒介素養概論。台北市：五南。