從新聞傳播領域學生的學習歷程看媒體實習經驗的教育意義

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題名	從新聞傳播領域學生的學習歷程看媒體實習經驗的教育意義
作者	劉光瑩 Liu, Kwang Yin
貢獻者	方念萱劉光瑩 Liu, Kwang Yin
關鍵詞	實習情境學習新聞教育反思性學習學習
日期	2008
上傳時間	18-Sep-2009 19:47:57 (UTC+8)
摘要	從高等教育學與術的辯論出發，本研究聚焦在實習的議題，以新聞傳播系所學生的學習經驗出發，探討學習者對於校外實習經驗的反思，以探索他們對於學習生涯的意義與自我觀的演變。研究者透過深度訪談以瞭解新聞傳播系所學生在校外實習遭遇的困難，及應變的心理機轉，並發現在實習歷程中，學生遭遇到最主要的困難在於角色定位不明、實習時間不足，難以融入實踐社群，自然無法近用到工作所需之結構性資源。在實習期間的觀察與反思，學生會將以往所學作為實作的基礎，但也會因為組織環境的差異而有所調整，乃至於在新的工作情境中發展出和在校時截然不同的學習策略。回到學校進行後續學習時，學生亦會對先前實習經驗進行反思，瞭解到學校環境和實務環境的基礎差異，並將這樣的反思回饋到自己對生涯規劃和新聞專業的想像上。研究者建議，新聞傳播系所在教學時，應教導學生在實習工作中觀察的技巧，要看到程序性知識的精髓，而非僅是複製技能，並在實習之後將實習的經驗視為觸發反思的契機，鼓勵學生分享實習的經驗，從中學習成長。另外，也呼籲收實習生的媒體單位，能將實習生的角色做妥適的運用，以創造產學雙贏。
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描述	碩士國立政治大學新聞研究所 95451002 97
資料來源	http://thesis.lib.nccu.edu.tw/record/#G0095451002
資料類型	thesis

dc.contributor.advisor	方念萱	zh_TW
dc.contributor.author (Authors)	劉光瑩	zh_TW
dc.contributor.author (Authors)	Liu, Kwang Yin	en_US
dc.creator (作者)	劉光瑩	zh_TW
dc.creator (作者)	Liu, Kwang Yin	en_US
dc.date (日期)	2008	en_US
dc.date.accessioned	18-Sep-2009 19:47:57 (UTC+8)	-
dc.date.available	18-Sep-2009 19:47:57 (UTC+8)	-
dc.date.issued (上傳時間)	18-Sep-2009 19:47:57 (UTC+8)	-
dc.identifier (Other Identifiers)	G0095451002	en_US
dc.identifier.uri (URI)	https://nccur.lib.nccu.edu.tw/handle/140.119/36819	-
dc.description (描述)	碩士	zh_TW
dc.description (描述)	國立政治大學	zh_TW
dc.description (描述)	新聞研究所	zh_TW
dc.description (描述)	95451002	zh_TW
dc.description (描述)	97	zh_TW
dc.description.abstract (摘要)	從高等教育學與術的辯論出發，本研究聚焦在實習的議題，以新聞傳播系所學生的學習經驗出發，探討學習者對於校外實習經驗的反思，以探索他們對於學習生涯的意義與自我觀的演變。研究者透過深度訪談以瞭解新聞傳播系所學生在校外實習遭遇的困難，及應變的心理機轉，並發現在實習歷程中，學生遭遇到最主要的困難在於角色定位不明、實習時間不足，難以融入實踐社群，自然無法近用到工作所需之結構性資源。在實習期間的觀察與反思，學生會將以往所學作為實作的基礎，但也會因為組織環境的差異而有所調整，乃至於在新的工作情境中發展出和在校時截然不同的學習策略。回到學校進行後續學習時，學生亦會對先前實習經驗進行反思，瞭解到學校環境和實務環境的基礎差異，並將這樣的反思回饋到自己對生涯規劃和新聞專業的想像上。研究者建議，新聞傳播系所在教學時，應教導學生在實習工作中觀察的技巧，要看到程序性知識的精髓，而非僅是複製技能，並在實習之後將實習的經驗視為觸發反思的契機，鼓勵學生分享實習的經驗，從中學習成長。另外，也呼籲收實習生的媒體單位，能將實習生的角色做妥適的運用，以創造產學雙贏。	zh_TW
dc.description.tableofcontents	第一章緒論 7 第一節：研究背景與問題意識 7 一、高等教育：學術與實務取向的恆久辯論 8 二、銜接理論與實務經驗的橋樑 10 三、學習者作為建構學習歷程的主體 12 第二節：研究目的與研究問題 14 第二章文獻探討 16 第一節：反思性學習 16 一、從行為主義到建構主義學習典範 17 二、由反思中建構的學習歷程 21 第二節：情境學習 27 一、以參與情境的方式來學習 29 二、以合法的身份進行邊際參與 30 三、結構性資源的近用 31 四、情境學習是建構社會認同的過程 33 第三節：小結 38 第三章研究方法 41 第一節：研究架構與研究流程 41 第二節：研究方法 45 第三節：研究對象 48 第四節：訪談題綱設計 51 第五節：研究資料整理與分析 53 一、資料整理 53 二、形成分析框架與討論 53 三、資料分析方式 55 第六節：研究的信度與效度 58 第四章研究結果分析與討論 60 第一節：分析背景資料 60 一、實習計畫的不同樣貌 60 二、實習單位對工作的要求 63 三、實習單位的組織與管理 65 第二節：進入實習場域的歷程 67 一、參加實習的動機 67 二、在實習場域中的角色定位 72 三、運用資源的方式 76 四、實習生進入工作場域的困難與發展出的因應方式 80 第三節：在實習場域中的學習與反思 85 一、從實務運用的情況反思先前所學 85 二、反思組織對個人的規訓 95 三、小結：實習場域中的學習與反思 99 第四節：實習之後展開的旅程 107 一、後續學習方向的浮現 109 二、後續運用實習所得的情況 118 三、實習經驗對生涯規劃方向的影響 123 第五節：小結 132 第五章研究結論與建議 136 第一節：研究結論 136 一、實習生會以邊緣為增權的位置，向實務工作的核心移動 136 二、新聞傳播系所學生的實習經驗 137 三、在罅隙的階段，實習生對情境中實踐的複雜性有所反思，進而以經驗構築出學習的歷程 142 第二節：建議 144 一、給新聞傳播系所學生的建議 144 二、給新聞傳播系所的建議 146 三、給實習單位的建議 147 第三節：研究限制與未來展望 148 一、研究限制 148 二、未來研究建議 149 附錄一：大學新聞傳播相關系所及校外實習課程一覽 151 附錄二：訪談題綱 152 附錄三：台灣新聞記者協會「新聞倫理公約」 154 參考文獻: 155 中文部分 155 英文部分： 156	zh_TW
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dc.language.iso	en_US	-
dc.source.uri (資料來源)	http://thesis.lib.nccu.edu.tw/record/#G0095451002	en_US
dc.subject (關鍵詞)	實習	zh_TW
dc.subject (關鍵詞)	情境學習	zh_TW
dc.subject (關鍵詞)	新聞教育	zh_TW
dc.subject (關鍵詞)	反思性學習	zh_TW
dc.subject (關鍵詞)	學習	zh_TW
dc.title (題名)	從新聞傳播領域學生的學習歷程看媒體實習經驗的教育意義	zh_TW
dc.type (資料類型)	thesis	en
dc.relation.reference (參考文獻)	中文部分	zh_TW
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