With the popularization of mass media and the appearance of new media in 2 1 century, media has gradually become the main way for people to know, understand and change the world, and media literacy has also become an essential quality for future citizens. In order to meet the requirements of the times, it is particularly important and urgent to educate primary and secondary school students in media literacy so that they can be "critical and independent"-they have the ability to question independently when encountering information.
Media literacy education in primary and secondary schools is conducive to cultivating students' modern civic awareness, enhancing their critical innovation ability, improving the phenomenon of media dependence, improving their ability to identify and use information, avoiding all kinds of irrational behaviors, and experiencing "interaction and symbiosis between people and media" from the perspective of "intersubjectivity", thus gaining a new understanding of life and promoting their all-round physical and mental health development.
First, foreign primary and secondary media literacy education
The research on media literacy education in primary and secondary schools abroad is relatively perfect, mainly focusing on educational theory and organizational practice, and the latter has become the focus and hot spot of research. The research of educational theory mainly focuses on the connotation and essence, development process, development concept and theoretical paradigm of media literacy education, and the research content is continuous transcendence and development. The research of organizational practice mainly focuses on the educational organization of media literacy education in primary and secondary schools abroad, the training of media literacy teachers and the teaching methods of courses. In recent years, teacher education, curriculum and teaching methods have become the focus of research.
(A) theoretical research on media literacy education in primary and secondary schools abroad
1. Connotation and essence of media literacy education in primary and secondary schools abroad
The content of media literacy education is constantly expanding, and the educational objects are constantly updated, from traditional media to emerging media, from mass media to self-media; The educational form has changed from a single educational tendency to the integration with news, educational technology and pedagogy; Educational means also keep pace with the times, from training to analysis to selection, use and evaluation, showing the characteristics of the times, richness and expansibility. In 1930s, Levi's and Thompson put forward that mass culture is pseudo-culture, and trained students to distinguish and resist the erroneous influence and corrosion of mass media (news, advertisements and popular novels). In 1960s and 1970s, American Masman proposed to interpret mass media with the representation paradigm of semiotics. 1992 pointed out in the media literacy leaders' meeting that media literacy education refers to educating students to acquire, analyze, evaluate and create various media information, so as to achieve the purpose of communication. In 1990s, Japan proposed that children's media literacy refers to their ability to critically interpret media information and effectively use media on the basis of understanding the nature of media and common communication technologies and skills. The objects of media literacy include not only mass media such as television, radio and newspapers, but also personal media such as computers and game machines.
2. The development of media literacy education in foreign primary and secondary schools.
The development of media literacy education in primary and secondary schools abroad involves people, society and the country, and it is carried out from top to bottom or from bottom to top. The development of media literacy education in primary and secondary schools abroad has gone through three stages: starting, developing and perfecting. Media literacy education in Britain is a bottom-up process ―― initiated by the grassroots, promoted by social support, and promoted by the later government. Media literacy education in Canada, the United States and Japan has experienced a top-down process, with the establishment of media literacy education organizations in the early stage, the development of media literacy education curriculum resources in the middle stage and the promotion of education departments in the later stage.
3. The theoretical paradigm of media literacy education in foreign primary and secondary schools.
The basic concept of media literacy education in primary and secondary schools abroad is from protectionism to interventionism to openness, and the theoretical paradigm construction is from single to multiple, from independence to integration, from closed to open, constantly improving, with obvious localization characteristics. In 1930s, British teachers acted as vaccines, which was an educational concept of cultural protection and a mechanical paradigm of media theory. In 1960s, Walter put forward the study of children's TV violence learning, paying attention to the influence of media on people, and media literacy education turned to media content control and ethics education. This is an interventionist educational thought and a positivist educational theory paradigm. In 1980s, media teaching and cultural research methods were introduced into classroom teaching, and teaching should be open to students' daily cultural experience. This is an educational concept of cultural integration and a macro-theoretical paradigm of media literacy. Since the 1990s, the focus has been on the differences in students' interpretation of the media and the scientific nature of their methods. Education shows the educational concept of cultural co-prosperity and the theoretical paradigm of cross-cultural media literacy education.
(B) Study on the organizational practice of media literacy education in primary and secondary schools abroad
1. Foreign primary and secondary education organizations and media literacy teacher training
The success of media literacy education in primary and secondary schools in Europe and America is inseparable from the promotion of educational organizations, the development of teacher training and a series of innovative practices. The scientific and standardized educational organization and the systematization and specialization of teacher training are the necessary conditions and important driving forces to promote the development of media literacy education. 1986 The National Media Literacy Education Working Committee was established in Britain, and the University of London offered a teacher training program. In the 1970s, Canada established the National Canadian Teachers' Union, established the Media Literacy Education Association, compiled the Media Literacy Education Guide, and later established the Media Awareness Network to let people know about media education materials. There are two national media organizations in the United States, which organize work and short-term training courses every year and offer bachelor's degrees in media education courses. The United States has established teachers' professional development schools and carried out media literacy teacher education. Japan has innovatively formed a media literacy education model integrating government, schools, families and society.
2. Research on the curriculum and teaching of media literacy education in foreign primary and secondary schools.
There are three modes of media literacy education curriculum in foreign primary and secondary schools, namely, autonomous mode, comprehensive mode and infiltration mode. Curriculum development focuses on curriculum resources and curriculum implementation, such as the promulgation of curriculum standards, the compilation of curriculum textbooks and the integration of curriculum content. Media literacy education in primary and secondary schools in Britain has moved from infiltration mode to comprehensive mode, with English classes and civic classes as the main carriers. The primary and secondary stages of compulsory education in Britain are divided into four key stages, and the requirements of media literacy education are clearly put forward in each key stage of teaching. Curriculum resources are implemented in a thematic way, and teaching is organized in the form of teacher explanation, group cooperation and summary evaluation. 1997, two-thirds of schools in Britain offered advanced media studies courses, and one-third of students took the secondary education examination. Canada adopts the infiltration model, and the local education department has issued guidelines, stipulating that students in grades 7-8 must spend one-tenth of their time in the classroom on media literacy education. In 1990, the United States formulated the curriculum standard of media literacy, which divided media education into four stages: children, junior high school, senior high school and adults. In 200 1 year, Japan set up "comprehensive education" in primary and secondary schools, introduced subjects into literacy education courses, and launched "media education textbooks for primary education", and published a white paper on media literacy education in 2002.
Second, the status quo of media literacy education in primary and secondary schools in China
Media literacy education in primary and secondary schools in China is in its infancy. Universities began to pay attention to the development of media literacy education, while the basic education stage was ignored.
First of all, schools, parents and teachers do not pay enough attention to this. The school thinks that media literacy is equal to information technology, and it is not necessary to carry out media literacy education in computer courses; Parents think that too much contact with the media in class is not good for children; Teachers' worries about exam-oriented education and the lack of media literacy education ability. This will lead to great resistance for parents, teachers and schools to carry out media literacy education in the most basic links.
Second, the lack of media literacy education resources. Due to the lack of teaching materials, teaching cases and educational equipment, the implementation of media literacy education is limited to the exploration stage, and most of them are integrated into school-based courses, so it is unlikely to be widely implemented. It takes more energy and longer time to form a complete curriculum system and popularize it. So many schools don't encourage it. Lack of professional education teachers is one of the important obstacles. Teachers of media literacy education need knowledge of journalism, pedagogy and educational technology. However, as we all know, primary school teachers are very short of relevant knowledge, and media literacy teachers are poorly trained and poorly organized, which leads to the lack of the main body of media literacy education.
Third, the state, scientific research groups and non-governmental organizations are weak. Compared with European and American countries, our government lacks due attention to media literacy education and effective measures and policy guidance. At present, the research team's research on media literacy education mainly focuses on the introduction of foreign languages and the influence of emerging internet on teenagers, and there is less research on traditional paper media, and even less research on the age characteristics of primary and secondary schools. Non-governmental organizations can give full play to their social advantages, set up professional websites and carry out influential activities to support media literacy education in primary and secondary schools.
Third, the enlightenment of foreign primary and secondary school media literacy to China's education
For China, it is necessary to strengthen theoretical research, introduce excellent western media literacy education concepts and implementation strategies, enhance the attention and depth of China's media literacy education theory, improve the practical level of China's media literacy education, and learn a series of innovative practices, so that primary and secondary school students can truly learn to acquire, analyze and use media, improve media literacy and become modern citizens.
(A) the connotation of foreign media literacy education is universal, influenced by the times and culture, with certain cultural tendencies and national values, and has its limitations.
The author believes that Chinese scholars should define the concept of media literacy education by themselves, refine the concept of media literacy in primary and secondary schools, and highlight the media associated with primary and secondary school students, such as paper cartoons and electronic media game machines. In order to avoid the universality of the research object, so that "information technology literacy education" and "media literacy education" will not be confused. At the same time, the focus of media literacy education will shift from college students to primary and secondary school students, aiming at the age stage.
(B) establish a theoretical paradigm of media literacy education in primary and secondary schools with China characteristics.
The development course, basic ideas and theoretical paradigms of foreign media literacy education have played a very important role in our media literacy education. We should not stand still, but face the information society with an open mind. The future media literacy education has the characteristics of great span, diversity and times, so it is necessary to establish an educational concept and theoretical paradigm suitable for China characteristics according to the national conditions and social development of China. We should adopt an open and inclusive attitude towards media literacy education, while maintaining the inherent conservative and meticulous thinking, taking its essence and discarding its dross.
(3) The state, social organizations and scientific research institutions give guidance and support to media literacy education.
The state should attach importance to media literacy education, provide corresponding laws, regulations and institutional guarantees, and use administrative power to promote the development of media literacy education. At the same time, we should invest a lot of manpower, material resources and financial resources to develop our own courses, develop China's Media Literacy Guide and China's media literacy education textbooks, and gradually promote them by learning many excellent local courses and excellent teaching cases, so that local courses can be upgraded to national courses. At the same time, government departments at all levels should provide educational resources, such as teaching materials, video materials and advanced foreign facilities, so that the implementation of media literacy education has a sufficient material foundation. Secondly, we should give full play to the auxiliary role of social groups, such as media literacy education organizations, news media and quality organizations. Forums, lectures, research centers, educational columns, etc. provide an external environment for the development of media literacy education for young people. Finally, it is necessary to give full play to the leading role of scientific research institutions, especially to strengthen the research on media literacy teaching and research communities and set up media literacy education projects. Cooperation can be conducive to the development and in-depth discussion of media literacy education in primary and secondary schools in China. The establishment of media literacy education teachers' unions and organizations can promote the development of media literacy education, establish media literacy education websites and provide the latest and most authoritative information materials.
Play a direct role in promoting media literacy education in schools and teachers.
Schools should change the concept of "exam-oriented education", consider children's future, strengthen the teacher training of teachers' media literacy education, actively encourage the implementation of school-based courses, improve the assessment mechanism of media literacy education, encourage teachers to improve their media literacy ability, strengthen on-the-job learning, and promote the scientific and systematic teacher training. Teachers should carry out more related activities and integrate media literacy education into children's daily lives.
Foreign media literacy education has experienced a long development process and made great achievements in theory and practice, while China has just started, and there is still a big gap with them. We should catch up, combine China's education system, cultural atmosphere and students' thinking characteristics, establish our own media literacy education system, and create an education model with local characteristics, although the road to media literacy in primary and secondary schools in China is still far away. However, as long as we take its essence, discard its dross and keep innovating, the road ahead is bright.
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