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 course in the social field is to create students’ ability to acknowledge differences, be willing to affirm themselves, appreciate others and respect differences.
This course discusses the major topics of media cultivation.
In recent years, the so-called fake news has affected the people's judgment on public affairs and the intention to vote, which has forced democratic countries around the world to start to correctly observe the fake news. Taiwan has even created the term "knowledge war" to elevate the fake news phenomenon to national security issues.
Therefore, when people now mention media reading, the first reaction is that this is to teach everyone how to distinguish the truth of the news. But in fact, this kind of thinking often limits the understanding of the "media reading". As long as we jump to the cognitive framework of "media = news", we will find that what media reading requires is not "news" or just identifying "true and false".
To sum up, media reading is to interpret the information and read the information provided by the intermediary/device: In addition to identifying the truth of the message, it also includes interpreting the content, nature or hidden purpose of reading the message, understanding the attributes of the media itself, how to provide the message, how to produce and present the message, whether the message is hidden behind the message, how the media (online) can make everyone have a unique relationship, and even want to burn the ointment and keep the sundial and sacrifice. ; Finally, and most importantly, the recipient of the message, that is, the so-called listener, must reflect back and reflect on how the message or media affects their own knowledge; when encountering the message, it must have the ability to effectively understand the information and dispel the (electronic) media's envy without being controlled by it. Especially when the information explosion is around, before deciphering the information, you should also know how to choose the information, and even know how to avoid letting yourself stay out of the huge torrent of information to maintain your physical and mental health.
Based on the above ideas, this course will open the imagination space for media reading. In addition to discussing the relevant issues of true and false news, and practicing interpretation of news, we will adopt the fast rhythm of online information circulation and updates, and guide or discuss issues, and will expand and extend to the quarrels between observation and discussion, extending to the quarrels, class disputes, Douyin phenomenon, and Chat. Gpt's impact, online justice, social media, media creation, etc., and other various media phenomena or issues. In addition, this course also designs weekly reading news and disabling the mobile phone (at least) two weeks of operation, so that students in the course can deeply influence the media's perception and daily life in dynamic and quiet practice.
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 Fall of Childhood". Translated by Zhaojun. Taipei: Far-lift Publishing House
2016 "Entertainment to Death". Cai Chengzhiliu. Taipei: Cat Head Publishing House
Takashi Takashi 2020 "The Realm Only by Reading" Long Jiahui translation. Taipei: Adopting culture
Carr, Nicholas 2019 "The Internet makes us stupid?" Wang Nian translated. Taipei: Cat Head Publishing House
Sun Zhongxing 2023 "Take Social Science". Taipei: Sancai
Ronson John 2016 "Country Public Review". Wear to the middle. Taipei: Shangzhou 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 Disable mobile experience |
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 Recognition |
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) Students’ independent practice (including attendance) |
10 | 出席/完成通識中心所舉辦之活動或作業 |
