幼兒園教師媒體經驗之研究

Abstract

本研究之研究目的在於冀圖透過個人生命體驗的內涵探究幼兒園教師的媒體經驗。透由敘述訪談採集幼兒園教師之媒體經驗，並選取兩個案作為不同媒體經驗間的對照，歷經四個步驟之文本解析：文本敘述基本視框規範分析、段落內容結構描述、整體形塑及個案間比對，遂而整理出個體媒體經驗中之主要意涵。對於生命中頻繁接觸媒體的個體而言，其媒體經驗在「時間」以及「與他人互動」兩層面的交織中形塑而成，時間層面包含了媒體的科技發展以及個體的生命成長，而個體在每個生命階段的社會角色與他人互動中藉由媒體為中介，媒體經驗從中產生意義。而對於生命中少於接觸媒體的個體而言，媒體經驗內涵中含有個體接觸媒體的「主體性驅力」與「社會性驅力」，主體性驅力為個體依據其主體性意識去揀選對自身有助益的媒體，而社會性驅力是因時勢所趨而使得生活中必須有媒體才可符應社會性需求以及與社會產生連結。個體接觸媒體源於生活中的需求，且以媒體做為滿足這些需求的中介，然而對媒體採不同接觸意向的個體，其生活中分別對媒體的依賴程度有其高低之別，接觸媒體主體性意識低的個體對媒體的依賴程度較高，反之，則依賴程度較低。透由個案間之解析，本研究認為可從幼兒園教師之媒體經驗內涵中窺見媒體經驗育化個體之作用，以及影響媒體素養狀態之生成，而個體於教學中實施與媒體相關之教學活動，亦與自身過往媒體經驗有關。由此更為肯認幼兒園教師應將媒體經驗轉化為教育知識，應據其歷時較久的媒體經驗判斷幼兒媒體經驗的走向，引導幼兒形成有價值的媒體經驗，甚至可運用教學資源規劃適合幼兒學習的媒體教學活動。

The purpose of this study is to explore the media experience of teachers through the connotation of personal life experience. Via the narrative interview to collect kindergarten teachers’ media experience. Then choose two cases to be the contrast between different media experience. The processes have four steps of text analysis: 1. Analyze the basic boxes of text narrative 2. Structural describe paragraphs 3. Sculpture whole content 4. Contrast between cases. Through these processes then integrated the main connotation of individual media experience. As far as individual who contact with media frequently is concerned, the media experience is sculptured through the two perspectives: “Time” and “Interact with others”. “Time” includes the development of media technology and the growth of individual’s life, and “Interact with others” means individual who be the social roles on every life stages interacted with others via media, then his or her media experience generates meaning from it. As far as individual who is less in contacting with media is concerned, the connotation of media experience includes individual’s “Subjective driving force” and “Social driving force” when contacting with media. “Subjective driving force” means individual select helpful media according to his or her subjective conscious. “Social driving force” means individual must have media in life to conform social needs and link with society, due to the trend of fashion.Individual contacts with media due to his or her needs in life, take media as intermediary to fulfill these needs. It shows different in dependence degree between two kinds of individuals who have different conscious while contacting media; individual with low subjective conscious is more dependent on media, whereas vice versa is less dependent. Through analyzing between cases, this study considers that media experience could educate individual and affect the growth of media literacy, it is seen from the connotation of kindergarten teachers’ media experience; while individual implements media-related teaching activities, also related with their own past media experience. So that this study confirms kindergarten teachers should transfer their media experience to educational knowledge, determine the direction of children’s media experience, then lead them to become valuable media experience, even could execute media teaching activities with teaching resource.