台灣偶像劇弔詭價值觀分析及國小學童實施議題中心教學法之探討

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題名:
台灣偶像劇弔詭價值觀分析及國小學童實施議題中心教學法之探討
著者: 陳建儒; Chen, Chien-Ru
吳知賢; Wu Chih-Hsien; 國民教育研究所
主題: 偶像劇; 弔詭; 國小學童; 議題中心教學法; trendy drama; paradox; elementary school students; issue-centered approach
描述: 本研究之目的在分析現今台灣偶像劇弔詭價值觀以及國小學生實施偶像劇議題中心教學法對於其批判思考能力的成效，故本研究分為偶像劇弔詭價值觀之文本分析研究與議題中心教學實驗研究兩個部分。在文本分析研究以台灣偶像劇內容之弔詭價值觀，以民國90年3月至民國91年11月間播出九部偶像劇為研究分析樣本，以「兩代」、「財富」、「成就」、「性別」以及「愛情」為分析類目。在實驗研究方面，採取準實驗研究法來進行，實驗對象為台南市某國小六年級兩個班級共46人。實驗組學童進行15節共600分鐘的實驗教學處理，控制組不做任何實驗處理。實驗教學前與教學結束後，實驗組與控制組學童皆實施「康乃爾批判思考測驗(X)級」，以了解其批判思考能力的改變。實驗組學生並接受「議題中心教學法意見調查」以反應其對議題中心教學法的接受度與建議。本研究之主要發現如下：一、台灣漫畫改編偶像劇內容在「兩代」、「財富」、「成就」、「性別」以及「愛情」的議題上呈現弔詭價值取向。二、實驗組學生在批判思考測驗後測之「總分」、「歸納」及「演繹」分測驗，顯著優於控制組學生，顯示議題中心教學法能提昇國小學生整體批判思考能力、歸納能力及演繹能力。至於「考察訊息可信度（觀察）」及「確認隱含的假設」能力，兩組的差異則未達顯著水準。三、在五次議題的的過程中，可以發現部分學生逐步發展面對問題、澄清問題、提出解釋等能力。四、偶像劇議題中心教學法可以和媒體識讀教育結合，有助於學童批判思考能力，擴大學童多元思考角度。五、學生對本研究所設計的議題中心教學模式採正面的評價，他們認為這種教學模式可以提升昇自己的表達能力及可以和其他科目作結合。根據上述結論本研究提出建議供電視製播單位、國小教師、家長以及未來研究之參考。關鍵字：偶像劇、弔詭、國小學童、議題中心教學法
A Study of Taiwan Trendy Drama and the Effects of the Issues Centered Approach on Elementary School Students’ Critical Thinking Advisor: Dr. Wu Chih-Hsien Student: Chen Chien-Ru ABSTRACT The purposes of the study were to analyze the paradox of Taiwan trendy drama, and to investigate the effects of the issues- centered approach on critical thinking on elementary school students. This research analyzed Taiwan trendy drama that broadcasted during May 2001 to November 2002. This research analyzed Taiwan trendy dramas on ”generation”, ”wealth”,” achievement”, ”gender” and “affair”. As to the experiment research, the effects of the teaching were assessed by using “the quasi-experimental design”. The subjects of the experiment were 46 six-grade in two classes from an elementary in Tainan City. The experiment was lasted for 600 minutes. The quantitative data included the Revised Test of Conell Critical Thinking (Level X), which was applied to the experimental and control groups for pre and post tests. Issues-Centered Approach Evaluation which was applied to the experimental group after the intervention. The results of this study were as follows: 1. The contents of Taiwan trendy drama show paradox on issues “generation”, “wealth” , ” achievement”, “gender”, and “affair”. 2. The experimental group’s total , “induction” and “deduction” scores of Critical Thinking Test were significantly higher than the control group, while the two group’s score of “credibility” (observation), and “assumptions” did not show significant differences. 3. According to the observation, the students developed critical thinking ability in the issues discussion and thinking process. These ability included understand the issue, to clarify the issue, and to explain the reasons 4. The experimental teaching, enhanced the attitude and ability of students’ critical thinking, and helped the students to think in various perspectives. 5. The students had high appraisal of the issues-centered program. They indicated that the issues-centered approach promoted their expression ability and the learning interest. According to above conclusions, this study provided suggestions for Taiwnan Trendy drama series maker, elementary school teachers, parents, and future research. Keywords: trendy drama, paradox, elementary school students, issue-centered approach
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建立日期: 2004
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4578
資源來源: NUTN IR

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台灣偶像劇弔詭價值觀分析及國小學童實施議題中心教學法之探討

陳建儒; Chen, Chien-Ru 吳知賢; Wu Chih-Hsien; 國民教育研究所 2004

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