發展青少年以紀錄片形式參與社會教學模組之設計

本研究目的是以模組化的方法探討青少年紀錄片的教學設計，著眼於社會議題的聚焦、故事鋪陳的創意、與社會連結的確立，以因應學生走出教室，參與社會的教育趨勢。以設計研究法，透過教學模組迭代循環設計，解決學生的紀錄片指導問題。研究對象為52位青少年在2010至2016年的16個紀錄片題材發展。研究結果開發出三個教學設計，分別為「基礎流程模組」、「加入故事鋪陳模組」和「加入提案釐清模組」，可實際使用於青少年紀錄片製作之教學。

關鍵字

故事線；紀錄片；教學模組；概念構圖

並列摘要

The purpose of this study was to explore the teaching design of instructional modules for teenagers to make documentaries. To conform to the educational trends asking students to step outside the classrooms and participate in the society, the method of process flow diagram was applied to help students clarify social issues, invent creative stories for documentaries, and therefore establish connections with the society. The method of design research through multiple iterative processes was employed. The subjects were 52 teenagers who produced 16 documentaries from 2010 to 2016. Three instructional modules were constucted from this study. They were ＂foundational process module＂, ＂joining storytelling module＂, and ＂adding viewpoint for clarification module＂ which could be used separately or simultaneously in teaching. These modules could be used as guidelines to help students form storylines for documentaries from their own viewpoints that could lead to social participation.

並列關鍵字

concept mapping ； documentary ； instructional module ； storyline

參考文獻

九把刀（監製），Raye（導演）（2013）。十二夜【DVD】。台北：居爾一拳、群星瑞智藝能。[Giddens Ko (Producer), & Raye (Director). (2013). Twelve nights [DVD]. Taipei: Giddens Co., Ltd. & Star Ritz Co., Ltd.]

Google Scholar

于富雲、陳玉欣(2008)。概念構圖對不同空間能力之國小學童自然科學習成效的影響。教育心理學報。39，83-104。

李文華（2015 年12 月15 日）。彰化芳苑海牛車申請世界文化資產。取自https://tw.news.yahoo.com/全球唯-海牛車-爭取世界文化資產-011026460.html[Li, W. -H. (2015, December 15). “Oxcart” applying for world cultural assets in Fangyuan, Changhua. Retrieved from https://tw.news.yahoo.com/全球唯-海牛車-爭取世界文化資產-011026460.html]

Google Scholar

林緯倫、連韻文、任純慧(2005)。想得多是想得好的前提嗎？探討發散性思考能力在創意問題解決的角色。中華心理學刊。47(3)，211-227。

洪振方(1998)。科學創造力之探討。高雄師大學報。9，289-302。

Google Scholar

國際替代計量

發展青少年以紀錄片形式參與社會教學模組之設計

全文下載

主題瀏覽