ABSTRACT

This article reflects upon the media pedagogical method called Media Life Study to enhance the international master students learning on transcultural media literacies. The action research was implemented on a Transcultural Perspectives in Media Education course held in spring of 2016 as part of Erasmus + -project (e-Mel.org) at the University of Tampere in Finland. The theoretical framework from media education, transculturalism and autobiography are employed with empirical data from four learning phases: individual narrative, group production, video news, and learning diary. The findings show that Media Life Study as a reflexive pedagogical method brings opportunities and awareness of the transcultural society.

摘要

本文对称为“媒体生命研究”的媒体教学方法进行了反思，以加强国际硕士生对跨文化媒体文学的学习。这项行动研究是根据2016年春季在芬兰坦佩雷大学的Erasmus +-project（e-Mel.org）计划的一部分，在媒体教育中的跨文化视角课程中进行的。运用来自媒体教育，跨文化主义和自传的理论框架，结合来自四个学习阶段的经验数据：个人叙述，集体制作，视频新闻和学习日记。研究结果表明，媒体生活研究作为一种反思性的教学方法，为跨文化社会带来了机遇和意识。