| Summary: | 我國教育部於2002年10月24日公佈了「媒體素養教育政策白皮書」，成為亞洲第一個由政府教育主管機關主導媒體素養教育推動的國家。然而時至白皮書頒布即將屆滿四年的今天，真正落實到學校教育的作為卻十分有限。除了相關的研習訓練不足、學校行政人員與家長的質疑之外，有心嘗試媒體素養教學的教師遭遇到的最大困難，在於苦無容易上手的教材可以依循。
研究者以三年來擔任媒體素養研習講師，與參加研習的教師和尋求輔導的教學團隊互動的經驗中發現，不易在教學現場實踐媒體素養教育的原因，在於教師個人對於媒體的知識基模不足，以致於無法自行設計教學活動，而坊間雖有極少數的出版品指導媒體素養教學，但教學活動中往往需要用到大量媒體範例，必須靠教師自行蒐集，而且這些課程多採獨立教學，並非配合現有學科進行融入教學，所以會有教學時間的困難。
因此，本研究在形式上以與現有學科融入教學的方式進行媒體素養教學，翦除教學時間的疑慮，並以降低門檻為原則，發展媒體素養教育融入健康與體育學習領域第二學習階段之教學設計。更進一步藉由實驗教學的過程，觀察並分析學生在媒體素養融入健體領域的學習表現，以評估此套課程的合宜性，以及探討在國小實施媒體素養教育融入健體領域可能遭遇的困難。
根據研究結果提出以下結論：
一、健體領域的七個主題軸中，除了第三主題軸「運動技能」之外，其餘六個主題軸皆有能力指標或課文內容，能直接或間接與媒體素養的五大核心概念進行連結，兩者十分適合進行融入教學。
二、從學生的學習表現可知：切合生活經驗較能引起學生興趣、媒體素養也需要精熟學習、廣告議題是學生的最愛、缺乏實用性的內容學生反應冷淡、新聞議題最不受歡迎、學生樂於接受媒體素養教學、學生只要上課不要作業、一般學科的表現不盡然複製到實驗教學。
三、媒體素養教育融入健體領域教學的難處在於：實際進行有教學時間不足之虞、上課的視聽輔助教材仍需教學者花費心思準備、教學活動需要視聽設備協助教學、學生對健體課旣有的認知難改變、教案中部分能力指標引用牽強。
根據研究結果提出下列建議：
一、對於教育行政機關，建議：建構媒體素養之分段能力指標、以近中遠程計畫落實媒體素養教育之推動。
二、對於未來相關研究，建議：跨領域統整與重大議題連結、發展媒體近用課程、進行質量並重的教學效果研究。 === Our Ministry of Education announced “The Government’s Media Literacy White Paper” on October 24, 2002.Taiwan become the first one country who impetus the media literacy education by the government in Asian. Today, the white paper promulgates soon expires for four years, truly carries out in the school education extremely to be limited. Besides the related study training insufficiency, the school administrative personnel and guardian's question, the most major difficulty to the teacher who attempt the media literacy teaching, there is no easy seat of teaching material to be allowed to rely on.
Researcher who held the post of the media literacy lecture for the past three years, discover through the interaction with the teacher who join the seminar or the teaching team who need the counseling, it’s not easily to implement media literacy in the school, lay in the teacher to be insufficient regarding the media elementary knowledge, causes to be unable independently to design the teaching activity, however in the market although had few publications to be allowed to instruct the media literacy teaching, but in the teaching activity often needed to use the massive media model, those had to collect by the teacher voluntarily, moreover most of these curricula taken the independent teaching, didn’t intergrade and coordinated with the existing curriculum, therefore could have the problem in the teaching time.
Therefore, this research take the way which the curriculum intergrades with the media literacy teaching, eliminates the anxiety of teaching time, and take reduces the threshold as the principle, the development media literacy education intergrades into the second study stage design of the health and physical education. Further the affiliation by the experimental teaching process, observes and analyzes the student intergraded into health and physical education performance in the media literacy, appraised this set of curricula inappropriateness, as well as the discussion intergrades into health and physical education curriculum possible bitter experience difficulty in the elementary school implementation media literacy education.
Proposes the following conclusion according to the research:
1. In the seven major subjects of the health and physical education, besides the third major subject "the movement skill", other six major subjects all has the competency standards or the text content, can be direct or indirectly carry on with the media literacy five big cores concept links, two extremely suitably carries on intergrades the study.
2. Knew from student's study performance: The case which suits the experience of life comparatively to be able to arouse the student interest, the media literacy also needs unceasingly to study, the advertisement subject is the student most loves, the deficient usable content student responded desolate, the news subject is most not welcome, the student to be glad accepts the media literacy teaching, the student so long as attend class does not want the homework, the general discipline performance not to be able completely to duplicate the experimental teaching.
3. The difficulty of media literacy education intergrades into health and physical education: Actual carried on the teaching time insufficiency, the teacher still need to take a lot effort to prepare the media supplementary teaching materials, the teaching activity needs the equipment of media assistance, the student the cognition which had regarding health and physical education is very difficult to change, some parts of the competency standards quote inappropriate.
Proposes the following suggestions according to the research:
1. The suggestion of the educational administration institution: Constructs impetus partition competency standards, by the near medium and long-range plan realization media literacy education.
2. The suggestion of the relate research in the future: The cross domain conformity and the significant subject link, the development media nearly with the curriculum, carries on quality and quantity both given due importance the teaching effect research.
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