國中教師媒體素養能力與媒體素養融入領域教學之關聯——以教師背景、創新行為為調節變項

A Study of Junior High School Teachers' Knowledge of Media Literacy and Media Literacy Integrated in Course: Teacher's Background and Innovative behavior as Moderator

曾苡軒(TSENG YI-HSUAN)

指導教授 ： 陳學志

國立臺灣師範大學/教育學院/創造力發展碩士在職專班/碩士(2022年)

https://doi.org/10.6345/NTNU202201170

摘要

隨著科技的發展與新媒體的崛起，媒體素養已成為全世界教育的主要議題，自108新課綱將媒體素養納入核心素養中，更奠定其地位，但媒體素養不能僅靠課綱訂定，更是需要有教師專業能力輔以支持。然而在目前教學時間不足、教材缺乏的情況下，教師如何突破現狀以進行媒體素養教學，更是值得探究的課題。因此，本研究旨在檢視國中教師的媒體素養能力，以及教師是否能將媒體素養融入領域教學之中，又更深入探討教師的創新行為以及教師背景變項的調節效果。本研究以便利取樣方式針對全台教師發放問卷，共回收413份研究資料，並針對資料進行t檢定、變異數分析、皮爾森相關分析與調節分析等方法進行研究假設考驗。研究結果發現：
1. 現職國中教師對於自身媒體素養能力與媒體素養融入教學能力有正向態度。
2. 教師之教學年資及任教領域對教師媒體素養能力有顯著差異。
3. 教師之教學年資、任教領域以及參與研習狀況對教師將媒體素養融入領域教學有顯著差異。
4. 教師媒體素養能力與媒體素養融入領域教學有顯著正相關。
5. 教師之創新行為對教師媒體素養能力與媒體素養融入領域教學有促進調節效果。
最後將依據研究結果，探究意義與價值，並對現職國中教師、學校行政單位以及教育行政單位提出相關實務性建議。

關鍵字

媒體素養 ； 教師媒體素養能力 ； 創新行為

並列摘要

With the development of technology and the rise of new media, media literacy has become a major issue in education worldwide. Since the inclusion of media literacy in the new Curriculum Guidelines of 12-Year Basic Education, and its status has been further established. However, media literacy cannot be determined only by the policy, but also needs the support of teachers' professional competence. However, given the current shortage of teaching time and materials, it is worth exploring how teachers can break through the status quo in order to teach media literacy. The purpose of this study is to examine the media literacy competencies of middle school teachers and whether teachers can integrate media literacy into teaching, and to further explore the moderating effects of teachers' innovative behaviors and teachers' background variables. A total of 413 questionnaires were collected, and the data were tested by t-test, analysis of variance, Pearson correlation analysis, and adjustment analysis. The study found that:

1. Middle school teachers have a positive attitude towards their media literacy competencies and their ability to integrate media literacy into teaching.
2. Teachers' teaching years and teaching fields have significant differences in teachers' media literacy competencies.
3. Teachers' teaching years, teaching fields, and participation in media classes have significant differences in teachers' integration of media literacy into field teaching.
4. There is a significant positive correlation between teachers' media literacy competencies and media literacy integration into field instruction.
5. Teachers' innovative behaviors have a moderating effect on teachers' media literacy competencies and media literacy integration into field teaching.

Finally, based on the results of the study, practical recommendations will be made to serving middle school teachers, school administrative units, and educational administrative units.

並列關鍵字

Media Literacy ； Teachers' Media Literacy Competencies ； Innovative Behaviors

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