課程目標 (Course Objectives)
1. 學習思辨新聞，分辨好新聞與壞新聞，提升新聞識讀能力
2. 瞭解新聞媒體在民主社會中的「第四權」角色
3. 瞭解市場結構與新聞產製及媒體社會角色的關係
4. 探討科技發展如何影響媒體及新聞內涵
5. 瞭解「再現」意涵，探討媒體如何再現弱勢族群與另類媒體意義
6. 瞭解「媒介接近使用權」的意義，省思全民書寫、公共媒體與公民新聞的關係，實踐媒體公民的傳播權利.Course Objectives
1. Learn to think critically about news, distinguish between good news and bad news, and improve news reading skills
2. Understand the “fourth estate” role of the news media in a democratic society
3. Understand the relationship between market structure, news production system and the social role of the media
4. Explore how technological development affects media and news content
5. Understand the meaning of "representation" and explore how the media represents disadvantaged groups and the significance of alternative media
6. Understand the meaning of "media access rights", reflect on the relationship between national writing, public media and citizen journalism, and practice the communication rights of media citizens.
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. . Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop self-discipline, 3. Be able to use rationality for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.
1.《新聞的騷動─狄波頓的深入報導與慰藉》，艾倫•狄波頓，2014，台北：先覺出版社。
2.《媒體識讀─ 一個批判的開始》 成露茜、羅曉南主編 正中
3.《好新聞 大家踹共》財團法人卓越新聞獎基金會 主編 巨流 2012
自編講義
1. "News Turmoil - De Botton's In-depth Reporting and Comfort", Alan De Botton, 2014, Taipei: Xianjue Publishing House.
2. "Media Literacy - The Beginning of Criticism" Edited by Lucy Cheng and Luo Xiaonan, center
3. "Good news, let's share it" Excellent Journalism Award Foundation Editor-in-Chief Juliu 2012
Self-compiled handouts
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂出席、參與貢獻、與課堂學習心得課堂出席、參與貢獻、與課堂學習心得 Class attendance, participation and contribution, and classroom learning experience |
25 | 鼓勵課堂參與及表達意見(10%)課堂學習心得(15%) |
| 期中小組新聞比較分析作業期中小組新聞比較分析作業 Midterm group news comparative analysis assignment |
25 | 3~5人一組, 比較分析媒體新聞 |
| 另類媒體賞析報告另類媒體賞析報告 Alternative media appreciation report |
25 | 體驗另類媒體及撰寫賞析報告 |
| 期末小組媒體公民權實踐作業期末小組媒體公民權實踐作業 Final group media citizenship practical assignment |
25 | 3~5人一組, 實踐媒體公民權並撰寫反思報告 |
