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20世纪30年代初期,英国学者开始倡导媒介素养教育,目的是为了反对传媒中的流行文化价值观念,训练青少年抗拒大众媒介中提供的“低水平的满足”。此后,媒介素质教育的理念和观点逐步发生转变,澳大利亚、加拿大、法、德等国也先后将媒介素养教育设为全国或部分地区中小学的正规教育内容。世界各国在媒介素养教育实践中,摸索出不同的教学模式及经验。其中,比较有代表性的是三大模式。
In the early 1930s, British scholars began to advocate for media literacy education in order to oppose popular cultural values in the media and to train young people to resist the “low level of satisfaction ” provided by the mass media. Since then, the concepts and perspectives of media-based quality education have been gradually transformed. The countries with educational literacy education in Australia, Canada, France, Germany and other countries have successively set up formal education contents for primary and secondary schools nationwide or in parts. In the practice of media literacy education in various countries in the world, they have found different teaching modes and experiences. Among them, the more representative are the three major modes.