「美感」與「媒體」共舞：通識教育中影音鑑賞的規劃與實踐

Curriculum of ＂Aesthetic＂ and ＂media＂-Exploring the Idea and Practice of the Video Appreciation in General Education Curriculum:

鄧宗聖(Tzong-Sheng Deng)

《關渡通識學刊》 9期 (2013/12) Pp. 93-129

摘要

本文目的是探索在大學通識教育中，如何以美學素養為基礎，同時融入媒體素養與以及民主素養的教學活動於「影音鑑賞」的通識課程，以及實踐過程中帶給學生的感受與影響。研究主體為私立科技大學通識課程中非藝術本科的學生。在課程理念上，企圖建構以美感為始、媒體為基礎的學習社群，並且應用以素養理論為基礎的相關核心概念，將美學素養中的經驗分享、批判思考以及合作建構等概念做綜合性討論。除此之外，教學者應用網路學園的數位平台協助學生在上面進行分享、討論的學習，設計「議題討論日誌」並採用「定位課程主題」、「對教學的領受」、「從領受發現的議題」、「反思並思索行動」等四階段來提升鑑賞能力。結果發現，日常生活的影音鑑賞，對學生美學素養建構與發展的表現，有積極、正向情緒的影響。課程中規劃的探索技能、討論行動策略與專家經驗敘事等高層次行動，給予學生深刻印象。除此之外，如何在通識課程中強化參與動機、意見交流與批判性思考可以進一步做思考。最後，期許本文對以美感主體導向、媒體文化為基礎的學習社群發展有所貢獻。

關鍵字

美感體驗 ； 美學素養 ； 媒體素養 ； 影音鑑賞

並列摘要

The purposes of this study were to investigate how to build basis aesthetics literacy and integrate media literacy and democracy literacy in general curriculum for undergraduates, as well as their feeling and impact on students' ＂literacy construction.＂ in design and practice. The research subjects included non-art education students participating in a university general curriculum of video appreciation. In design of action, learning community herein, aesthetics-oriented and media-based learning community that applies literacy-based theories as its core concept, integrates a democracy of knowledge-sharing, critical-thinking and co-construction, in addition to applying a web platform with the aim of assisting students with their learning in the video general curriculum. In the group, the members implement dialogue and discussing based on the four-stage model (topic in curriculum, share in teaching, issue in learning, action in reflection ) advocated by issue daily record, and join in the interactive discussions in the web learning community. The results indicate that the video appreciation learning communities and video text from student's life present positive influences on the aesthetics literacy construction developed by students. Furthermore, aesthetics and media inquiry skills, discussing-action strategies and expert experience narrative are the main factors that enable students to produce high-level literacy construction. In addition, students' motivation for participating in classroom, advancing feedback opinions, and employing critical thinking must be strengthened. Finally, the study proposes suggestions for the future development of aesthetics subject-oriented and media literacy-based learning community education.

並列關鍵字

aesthetics experience ； aesthetics literacy ； media literacy ； video appreciation