「媒體」一般指的是報紙、廣播、電視、網路新聞等大眾媒體，本課程將媒體擴大理解為包括語言、文字、書籍、電話、無線電、電腦和手機等被用來承載訊息、作為溝通工具的「媒介」。理論上，「媒體素養」教學應廣泛運用各式各樣的媒體，讓學生以實際操作的方式融入媒體之中；然而，在這個人手一機，人們透過手機、平板、電腦等工具，沉溺於虛擬世界的時間日益超過日常生活世界的時代，不只是人們的生活彌漫於電腦網路世界之中，一般社會大眾的思維也越來越被人工智慧取代。因此，現代人與媒體的關係，已不再是傳播學家麥克魯漢半個世紀前所說的「媒體是人的延伸」，而是倒轉過來，「人是媒體的延伸」──人成為資訊汪洋大海中的滄海一粟，某種缺乏靈魂、肉體、意識與意義的存在。
在此情況下，學校「媒體素養」教育的實體上課如果還有存在的必要性，莫不在於把學生的心智帶回到教室之中，透過師生以及學生之間的對話，重新建立起人與人之間直接面對面溝通的橋樑，使參與者在此情境中，共同思考媒體對人的影響，以及人的因應之道。
本課程透過「真實嗎」與「好拍嗎」兩個哲學式的提問，從實然與應然──事實真偽與價值判斷──兩個層面，藉由布希亞對波斯灣戰爭新聞報導的另類解讀，以及桑塔格對戰爭與受苦影像的深刻反省，分別探討「大眾媒體的實在」與「新聞攝影的倫理」兩大主題。最後再經由與社會實踐相關的第三個主題「怎麼做」，為如何「有自覺地使用媒體」，給出一些具體可行的方法。其中涉及如何揭穿假新聞、如何洞悉政治宣傳、如何保護個人資料、如何避免手機成癮、如何擺脫同溫層效應、如何遠離網路霸凌，以及如何主動出擊對抗不實或仇恨言論等議題。為增進同學對教材的理解，教師授課除了透過投影簡報講解文本內容，並將針對課程主題以及與之相關的時事話題，引導同學參與討論或交互辯論；此外，還會分享個人多年的媒體工作經驗，以及在人文社會科學不同領域的學習心得，使增進科際整合與跨文化傳播的學習效果。
為強化實體授課、面對面教學的效果，這門課要求同學進教室來上課，因此每堂課都會點名。教師授課時會一再發問，並依主動回答或點名回答的次數計算學生的平時成績，主動提問者額外加分。期待同學們歷經這門課的知識洗禮，都能碰撞出智慧的火花，讓自己較好地認識媒體、解讀新聞，並且更有充分準備地因應數位新時代的來臨。

"Media" generally refers to mass media such as newspapers, radio, television, and online news. This course expands the understanding of media to include "media" such as language, writing, books, telephones, radios, computers, and mobile phones that are used to carry information and serve as communication tools. In theory, "media literacy" teaching should make extensive use of a variety of media, allowing students to integrate into the media in a practical way. However, in this era where everyone has a mobile phone, and people use mobile phones, tablets, computers and other tools, they spend more time in the virtual world than in the daily world. Not only people's lives are permeated in the computer network world, but the thinking of the general public is also increasingly replaced by artificial intelligence. Therefore, the relationship between modern people and the media is no longer what communication scientist McLuhan said half a century ago, "the media is an extension of people." It has become the other way around, "people are an extension of the media" - people have become a drop in the ocean of information, a kind of existence lacking soul, body, consciousness and meaning.
Under such circumstances, if there is still a necessity for physical classes of "media literacy" education in schools, it is all about bringing students' minds back to the classroom, and re-establishing direct face-to-face communication bridges between people through dialogue between teachers and students, so that participants can jointly think about the impact of media on people in this situation, and how people should respond.
This course uses two philosophical questions: "Is it real?" and "Is it easy to photograph?", from the two levels of what is and what should be - the authenticity of facts and value judgments - through Busia's alternative interpretation of news reports on the Persian Gulf War, and Sontag's profound reflection on images of war and suffering, respectively exploring the two major themes of "the reality of mass media" and "the ethics of photojournalism." Finally, through the third theme "how to do it" related to social practice, some specific and feasible methods are given for how to "consciously use media". It covers topics such as how to debunk fake news, how to discern political propaganda, how to protect personal data, how to avoid mobile phone addiction, how to escape the stratosphere, how to stay away from online bullying, and how to proactively combat false or hate speech. In order to enhance students' understanding of the teaching materials, teachers will not only explain the text content through projection presentations, but also guide students to participate in discussions or interactive debates on the course topics and current affairs topics related to them. In addition, teachers will also share their many years of media work experience and learning experiences in different fields of humanities and social sciences to enhance the learning effect of interdisciplinary integration and cross-cultural communication.
In order to enhance the effect of physical teaching and face-to-face teaching, this course requires students to come into the classroom to attend class, so roll call will be taken in every class. Teachers will ask questions repeatedly during class, and students' usual scores will be calculated based on the number of active answers or roll call responses. Those who actively ask questions will receive extra points. I hope that after the baptism of knowledge in this course, students will be able to generate sparks of wisdom, so that they can better understand the media, interpret news, and be more fully prepared to cope with the advent of the new digital era.

1.Baudrillard, Jean（布希亞）著，邱德亮、黃建宏譯，2003，《波灣戰爭不曾發生》（La guerre du Golfe n’a pas eu lieu[法], 1991）。台北：麥田。
2.Sontag, Susan（桑塔格）著，陳耀成譯，2004，《旁觀他人之痛苦》（Regarding the Pain of Others[美], 2002）。台北：麥田。
3.Theisen, Manfred（泰森）著，王榮輝譯，2019，《向下扎根！德國教育的公民思辨課7──「過濾氣泡、假新聞與說謊媒體──我們如何避免被操弄？」：有自覺使用媒體的第一步》（Nachgefragt: Medienkompetenz in Zeiten von Fake News: Basiswissen zum Mitreden[德], 2019）。台北：麥田。

1. Baudrillard, Jean, translated by Qiu Deliang and Huang Jianhong, 2003, "The Gulf War Never Happened" (La guerre du Golfe n’a pas eu lieu [France], 1991). Taipei: Wheatfield.
2. Sontag, Susan (Sontag), translated by Chen Yaocheng, 2004, "Regarding the Pain of Others [US], 2002). Taipei: Wheatfield.
3. Theisen, Manfred (Tyson), translated by Wang Ronghui, 2019, "Take Root Down!" Civic Reflection Lesson 7 of German Education - "Filter bubbles, fake news and lying media - how can we avoid being manipulated?": The first step to consciously use the media" (Nachgefragt: Medienkompetenz in Zeiten von Fake News: Basiswissen zum Mitreden [Germany], 2019). Taipei: Wheatfield.