The Lense, Truth and Dialog : The Research of the media access process of Grade 5 and 6 students and me

• Main Authors: Cheng, Wan-Yu, 鄭宛鈺
• Other Authors: Cheng, Sheng-Yao
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/41124285164223728462

碩士 === 國立中正大學 === 教育學研究所 === 101 === The concept of “records as educational process” was applied in this study to be the structure of the process of the media access of grade 5 and 6 elementary school students and the researcher by using the procedure of the filming of the record films. In the study, two short films were co-produced by the researcher and the students. The main theme was to record the researcher’s and students’ reflection and action towards the media through the process of the media access of them in the films. It is just like a record film of the researcher chasing the meaning of teaching. “The White Paper of Media Literacy” by MOE being the ideal, and the theory based on the “teacher and students co produce media” by David Buckingham in England and “media access as the educational process” by Jin-Ying Ray in Taiwan, 29 and 3 participants respectively participated in the research in different stages of the research, which took a year and five months. The results of the study are as follows: 1. The nature of the media representation could be revealed by the process of the media access of the grade 5 and 6 students. 2. Students’ attitude of critical thinking could be cultivated by the process of the media access of the grade 5 and 6 students. 3. The goal of empowerment on grade 5 and 6 students and teachers could be implemented by the process of the media access. Based on the results, suggestions are listed below. 1. The education in elementary schools shouldn’t be limited by the concept of “media access as high-level ability”. Instead, accessing media is not equivalent to merely using the media. Teachers should take students’ daily experience as the text, set the goal of cultivating citizens and hold the attitude of “equality” and “respect” to co-create and admire the media with students. 2. Teachers’ media literacy and their attitude towards media are the keys to implementing media literacy education in schools. Therefore, the curriculum of media literacy should be involved in teachers’ education and the instruction of media access should be emphasized, too. Key words: media access, media literacy, critical thinking, empowerment, media citizen.