透過行動載具輔助紀錄片初學者之教學設計：以社區探索紀錄片為例

Adoption of Exploration of the Local Community to Guide Students to Make Documentaries via Mobile Devices

10.6123/JCRP.2019.01_9(1).0002

游政男(Yu, Cheng-Nan)

行動載具 ； 紀錄片 ； 概念構圖 ； 故事線 ； mobile device ； documentary ； concept mapping ； storyline

傳播研究與實踐

9卷1期（2019 / 01 / 01）

33 - 64

繁體中文

行動科技轉化教學目標具創新的潛力，本研究目的在應用行動載具輔助國中學生以紀錄片的方式，尋根家鄉故事。教學過程運用行動載具（本研究為iPad）的輕薄特性，配合錄影、概念構圖與故事線軟體，應用於紀錄片初學者之收集資料與創意產出，並以紀錄片成就參與社會的教學目標。研究採設計研究法，透過設計、實施、評鑑過程，讓研究結果能有效解決實際教學問題，運用系統性分析不同教學設計與成果間的交互作用，期能建立行動載具運用在社會參與紀錄片的理論。研究結果開發出三個教學設計：起始概念資料架構、故事線的排列與選擇、豐富故事線組織與架構，可獨立或組合使用於紀錄片之教學，轉化社會參與的教學目標，產出學習成果。

Mobile technology could transform teaching objectives into innovation potential. The study focused on the process of teaching junior students to explore local community, and to make a documentary about social participation. Students made use of the features of tablets (iPads for example) such as portability, video filming, concept mapping and frieze applications. A documentary were created which concerned about social participation, practice, and creativity. A design research method was used that intended to transfer classrooms from academic work factors to actual learning environments. The methodology encouraged reflective thinking practice among students, teachers, and researchers. The study result designed three teaching steps that could be used separately or assembly to be a whole process. The steps concluded ＂foundational concepts map establishing,＂ ＂storyline arrangement trying＂ and ＂rich storyline frieze wall creating.＂ The research made suggestions in guiding students to use documentary forms to tell stories with vernacular creativity.

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