社會領域的課程目標在於啟發學生能夠承認差異，願意肯定自我、欣賞他人與尊重差異。
本課程是討論媒體素養的大主題。
近年來因為所謂的假新聞橫行，影響到民眾對公共事務的判斷與選舉投票意向，致使世界各地區的民主國家，不得不開始正視假新聞的問題，台灣甚至還打造了”認知作戰”的詞彙，將假新聞現象，上升到國安問題。
也因此，當眾人現在一提到媒體識讀時，第一個反應就是，這是要教大家如何辨識新聞的真假。但事實上，這樣的思維往往限縮了對「媒體識讀」這件事的理解。只要我們跳開「媒體=新聞」的認知框架，就會發現，媒體識讀需要「識讀」的可不是「新聞」而已，也不只是辨識「真與假」。
概括的說，媒體識讀就是在解讀訊息，解讀中介物/裝置所提供的訊息: 除了辨析訊息的真偽之外，還包括解讀訊息的內容、性質或隱藏的目的，了解媒體本身的屬性、提供訊息的方式、如何製作呈現訊息，訊息背後(是否)潛藏目的，媒體(網路)如何讓大家情有獨鍾，甚至願為之焚膏繼晷、犧牲奉獻；最後，也是最重要的，訊息的接受者，也就是所謂的閱聽人，要回頭反思自身，訊息或媒體如何在影響自己的認知；在與訊息遭遇時，要具備甚麼樣的能力，才能有效的解讀訊息，擺脫(電子)媒體的誘惑，而不為其所左右。特別是在身處在資訊爆炸的今天，在解讀訊息之前，還要知道如何選擇訊息，甚至要知道如何避免讓自己沉沒在巨大的資訊洪流中，以維持自己的身心健康。
基於上述的想法，本課程將打開對媒體識讀的想像空間，不只討論真假新聞的相關議題，以及練習解讀新聞之外，我們將採取網路訊息流通與更新的快節奏，與問題引導或討論的方式，將觀察與討論的觸角，擴大延伸到詐騙訊息、課綱爭議、抖音現象、Chat Gpt的衝擊、網路正義、社群媒體、媒體造神…等各式各樣的媒體現象或議題。除此之外，本課程還設計每週解讀新聞，以及禁用手機(至少)兩週的作業，讓修課同學能在動與靜的練習中，深刻體會媒體對我們的認知與日常生活的影響。
The goal of the social field curriculum is to inspire students to recognize differences, be willing to affirm themselves, appreciate others and respect differences.
This course discusses the large topic of media literacy.
In recent years, because of the rampant so-called fake news, which has affected people's judgments on public affairs and voting intentions in elections, democratic countries in various regions of the world have had to begin to face up to the problem of fake news. Taiwan has even coined the term "cognitive warfare" , raising the phenomenon of fake news to a national security issue.
Therefore, when people talk about media literacy, their first reaction is that it is to teach everyone how to distinguish the authenticity of news. But in fact, this kind of thinking often limits the understanding of "media literacy". As long as we break away from the cognitive framework of "media = news", we will find that what media literacy needs to "read" is not just "news", nor is it just "true and false".
In a nutshell, media literacy is about interpreting information and interpreting the information provided by intermediaries/devices: In addition to identifying the authenticity of the message, it also includes interpreting the content, nature or hidden purpose of the message, understanding the properties of the media itself, the way the message is provided, how to produce and present the message, (whether) there is a hidden purpose behind the message, the media (network) ) How to make everyone have a special liking for it, and even be willing to burn ointment and sacrifice for it? contribution; finally, and most importantly, the recipient of the message, the so-called listener, must look back and reflect on himself and how the message or media affects his or her own cognition; what kind of abilities should he have when encountering the message? Only in this way can we effectively interpret information, get rid of the temptation of (electronic) media, and not be influenced by it. Especially in today's era of information explosion, before interpreting information, you need to know how to choose information, and even know how to avoid sinking yourself in the huge torrent of information to maintain your physical and mental health.
Based on the above ideas, this course will open up the imaginative space of media literacy. In addition to discussing issues related to true and false news and practicing interpreting news, we will adopt the fast pace of online information circulation and updating, with question guidance or The method of discussion expands the scope of observation and discussion to various media phenomena such as fraudulent messages, syllabus controversies, Douyin phenomenon, the impact of Chat Gpt, online justice, social media, media god-making, etc. or issue. In addition, this course is also designed to interpret news every week and disable mobile phones (at least) for two weeks, so that students can deeply understand the impact of media on our cognition and daily life through dynamic and still exercises. .
Postman, Neil
1994《童年的消逝》。蕭昭君譯。台北: 遠流出版社
2016《娛樂至死》。蔡承志譯。台北: 貓頭鷹出版社
齋藤孝 2020《讀書才能抵達的境界》。鍾嘉惠譯。台北: 采實文化
Carr, Nicholas 2019《網路讓我們變笨?》。王年愷譯。台北: 貓頭鷹出版社
孫中興2023《詐騙社會學》。台北: 三采
Ronson John 2016《鄉民公審》。戴至中譯。台北: 商周出版社
Postman, Neil
1994 "The Disappearance of Childhood". Translated by Xiao Zhaojun. Taipei: Yuanliu Publishing House
2016 "Amusing Ourselves to Death". Translated by Cai Chengzhi. Taipei: Owl Publishing House
Saito Takashi 2020 "The realm that can only be reached by reading". Translated by Zhong Jiahui. Taipei: Caishi Culture
Carr, Nicholas 2019 Is the Internet Making Us Dumb? Translated by Wang Niankai. Taipei: Owl Press
Sun Zhongxing 2023 "Sociology of Fraud". Taipei: Sancai
Ronson John 2016 "Village Public Trial". Translated by Dai Zhi. Taipei: Shang and Zhou Publishing House
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 禁用手機心得禁用手機心得 Thoughts on disabling mobile phones |
20 | 個人作業；禁用時間至少三週， |
| 每週新聞識讀每週新聞識讀 Weekly News Reading |
30 | 分組作業。可以提供假新聞供大家判讀；也可以分析新聞內容 |
| 期末課堂報告期末課堂報告 Final class report |
40 | 分組作業；題目自選，與媒體現象有關即可 |
| 學生自主實作(含出席情況)學生自主實作(含出席情況) Student independent implementation (including attendance status) |
10 | 出席/完成通識中心所舉辦之活動或作業 |
