當自媒體教育遇到核心素養

When We Media Education Meets Core Competencies

新冠病毒疫情期間之「停課不停學」，凸顯出自媒體應用在教育議題的急迫性。值此趨勢，本研究藉由文獻分析，歸結幾項研究發現：一、揭示「自媒體」發展背景，提出其定義為網路、公眾與連結等三要素構念，據此論述「自媒體教育」之要素、內涵及其定義。二、以自媒體教育要素檢證出其與《十二年國民基本教育課程綱要總綱》各核心素養間有密切關係，例如網路要素能對應B2素養，公眾要素能對應A2及C1素養，連結要素則對應A2、B1及C2等素養。三、總綱各學習領域素養內涵融入自媒體教育的確可行，例如，在「公眾」要素上，E-B2、J-B2與U-B2的基本素養符應「探索」模式需求，E-A2、J-A2與U-A2的後設思考，E-B2、J-B2與U-B2的識讀媒體，以及E-C1、J-C1與U-C1的公民意識等內涵能滿足「參與」模式需求；而E-B1、J-B1與U-B1的符號表達，E-C2、J-C2與U-C2的團隊合作，E-A2、J-A2與U-A2的解決問題及U-C1參與社會公共事務，更能實踐「賦權增能」模式。在「連結」要素上，E-B2、J-B2與U-B2基本素養連結網路知識，能展現「探索」模式；且E-B1、J-B1與U-B1的符號連結集體智慧，實踐「參與」模式；又J-B1與U-B1的同情溝通融入E-C2、J-C2與U-C2的人際和諧互動，能落實「增權賦能」模式。惟在「網路」要素上，E-B2、J-B2與U-B2的基本素養尚無法滿足「賦權增能」模式的需求。最後，本研究建議我國應超越資訊與媒體素養的框架，整合規劃各學習階段的素養內涵，以全盤發展自媒體教育。綜上發現，本研究希冀為後續相關領域研究者提供前瞻性思維與行動的指引。

During the COVID-19 pandemic, the closure of school education gave this research the idea of We media education to assist school education. In response to this trend, this study summarizes several findings through literature analysis: First, this paper reveals the background of the development of “We-media”, and proposes its definition as the three elements of the “Web”, “We/public”, and “Connect”. And it discusses the connotation of the elements and definition of “We media education” accordingly. Second, it has been verified by We media education elements that it is closely related to the core competencies of Curriculum Guidelines of 12-Year Basic Education of Taiwan. For example, the web element can correspond to B2 competency, the we/public element can correspond to A2 and C1 competencies, and the connection elements can correspond to core competencies such as A2, B1 and C2. Third, it is indeed feasible to integrate the content of core competencies of each educational stage in the Curriculum Guidelines into We media education. For example, in terms of the “We/public” element, the basic competencies of E-B2, J-B2 and U-B2 correspond to the requirements of the “Explore” model; the meta-thinking of E-A2, J-A2 and U-A2. The media literacy of B2, J-B2 and U-B2, and the civic awareness of E-C1, J-C1 and U-C1 can meet the needs of the “Engage” model; while the symbolic expression of E-B1, J-B1 and U- B1, the teamwork of E-C2, J-C2 and U-C2, the problem-solving of E-A2, J-A2 and U-A2, and the participation of U-C1 in social and public affairs can implement the “Empower” model. In terms of the “connect” element, the basic competencies of E-B2, J-B2, and U-B2 to connect knowledges on the web, which can show the “explore” model; and using symbols to communicate of E-B1, J-B1 and U-B1 connect public wisdom, practicing the “Engage” model; and integrating the feeling empathy for others between J-B1 and U-B1 into the harmonious interpersonal interaction of E-C2, J-C2 and U-C2 can implement the “Empower” model. However, in terms of the “Web” element, the basic competencies of E-B2, J-B2, and U-B2 cannot yet meet the needs of the “Empower” model. Finally, this research suggests that Curriculum Guidelines should go beyond the framework of information and media literacy, and integrate and plan the competencies content of each educational stage in order to develop We media education. In summary, this study hopes to provide forward-looking and action guidance for subsequent researchers in related fields.