透過您的圖書館登入
IP:54.197.64.207
  • 期刊

參與媒體素養研習之國民小學教師實施媒體素養教育之調查研究

A Survey Study of the Implementation of Media Literacy Education by the Trained Teachers for Media Literacy in Elementary Schools

摘要


本研究主要探究曾參與媒體素養研習之國小教師實施媒體素養教育之方式、遭遇困難以及因應態度。研究以郵寄問卷方式調查曾參與媒體識讀教育基金會及富邦文教基金會媒體素養研習之772位國小教師,有效問卷共202份。研究結果發現:曾參與研習之國小教師最常利用導師時間以及彈性課程時間實施媒體素養教育;其認為綜合領域以及語文領域最適合進行媒體素養融入教學;但其在媒體素養教育的教學投入程度仍顯不足,亦感受實施困難,但大多願意以積極態度因應。研究亦發現,不同性別、年齡、任教年級及研習次數的國小教師在實施媒體素養教育方式上有顯著差異;不同職務、任教年級、任教地區的研習教師在實施媒體素養教育時所遭遇困難程度有顯著差異;不同性別、教育背景及研習次數的教師因應困難的態度有顯著差異;且其在實施媒體素養教學投入程度與因應態度呈正相關,即越認真實施媒體素養教學,在面臨困難時的因應態度也越正面積極;在教學投入程度與困難感受程度、困難感受程度與因應態度則呈負相關,即越認真實施媒體素養教學,所感受到的困難程度相對較低;且實施媒體素養教學時所感受的困難程度越高,解決難題的因應態度就越不積極。

並列摘要


This study aimed to investigate the current implementation of media literacy education by surveying the teachers who has been trained for implementing media literacy in elementary schools. The study seeks to understand how media literacy education is provided, what kinds of difficulties are encountered, and how teachers react to the difficulties. The research findings include: 1. Elementary school teachers trained in media literacy usually offer media literacy education during homeroom teacher’s time and flexible course hours. They consider general studies and literacy courses to be most suitable for introducing media literacy. 2. Elementary school teachers trained in media literacy were obviously insufficiently involved in the teaching of media literacy education. Despite difficulties in implementation, they still hold a positive attitude towards media literacy education. 3. There is a significant difference in gender, age, class grades, number of workshops participated, and experiences of the trained teachers on these teachers' implementation of media literacy education. 4. There is a significant difference in the position of the teacher, grade level taught, subject taught on the difficulties teachers encountered during the implementation of media literacy education 5. The trained teachers of different genders, ages, class grades, number of workshops participated, and experiences present significant differences in their attitude toward difficulties encountered during the implementation of media literacy education. 6. The involvement in teaching media literacy has moderately positive correlation with teachers' attitude toward difficulties in implementing media literacy. However, teaching involvement and level of difficulties, level of difficulties and attitude toward difficulties are negatively correlated to a low level.

參考文獻


劉莉娟(2008)。中小學教師媒體識讀教學認知對課程設計影響之研究。圖書館資訊學刊。64,68-82。
陸曄、郭中實(2007)。媒體素養的「賦權」作用:從人際溝通到媒介參與意向。新聞學研究。92,1-36。
媒體素養教育政策公聽會問卷數據結果(2002)。台北:富邦文教基金會。2006 年11月18 日,取自http://www.fubon.org/Media/Item_Show.asp?Item_ID=39
(Abdullah, M. H. (2000). Media literacy. ERIC Digest 152. (ERIC Document Reproduction Service No. ED442147)).
Alliance for a Media Literate America (2003). AMLA Founding Declaration. Alliance for a Media Literate America, AMLA. Retrieved December 20, 2008, from http://www.amlainfo.org/about/amla-founding-declaration.

被引用紀錄


郭學政(2017)。問題導向學習策略融入翻轉教室對於國中生媒體近用影響之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2017.00148
洪玉萍(2015)。高中生媒體識讀能力之行動研究─以離島某高中為例〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2015.00950
劉仁儷(2013)。運用紀錄短片教學培養國小五年級學童媒體素養之行動研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2013.00106
江柏瑱(2011)。台灣媒體識讀教材之政治意涵分析〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2011.00768
黃柏偉(2015)。臺中市國中生媒體識讀能力調查研究〔碩士論文,逢甲大學〕。華藝線上圖書館。https://doi.org/10.6341%2ffcu.M0219563

延伸閱讀