英國媒體教育研究─兼論對我國的啟示

• Main Author: 葉春蓮
• Other Authors: 楊忠斌
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/29285302240527510405

碩士 === 國立彰化師範大學 === 教育研究所 === 98 === This study aimed to probe the media education in the United Kingdom and from it, to provide the media education in Taiwan with further suggestion for development and practice. First of all, the reason and the structure for this study were described in chapter one. After clarified the importance of media education, the researcher divided the media education in the UK into three parts: media literacy and education, media theory and policy, and media education practice. In chapter two, the study probed the media literacy and education to clarify the purpose and the content between them. Then the researcher considered the media education as the way to cultivate media literacy. In chapter three, the study provided a historical review of media education in the UK. Three phases of media education were classified into the inoculation approach, the discrimination approach, and the demystification approach. Media education in the UK had influenced by the theory of Elitism, Cultural Studies, Semiotics, Ideology, the concept of hegemony, and the social contexts of media production and consumption. In chapter four, the researcher tried to describe the role of media education from the education policies in UK. For example, in the Nation Curriculum, the media education was infused into English curriculum. The government also cooperated with private organization to develop teaching materials for teachers and students. The administration support, curriculum development and designs, strategies of teaching, and the assessment were discussed delicately. In chapter five, the researcher criticized the media education in the UK and summed up some results to inspire the media education in Taiwan. Finally, there were four conclusions: 1. the theory induced the development and practice of the media education; 2. the media education policies needed to be supported by well-planned consideration; 3. the curriculum development and practice needed to correspond with the aims and spirit of media education; 4. well-structured teacher training system was definitely important to be built.