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一、媒介素养教育课题研究产生的背景中国在建构和谐社会的过程中,要重视和抓好媒介素养教育。媒介素养教育始于20世纪30年代的欧洲。当时,有鉴于电影和广播等大众传媒在商业驱动下制作生产“低水平”的媒介信息产品,对社会造成精神追求误导,对广大青少年成长带来负面影响的情况,英国学者和丹麦教育工作者提出了新的教育主张。在研究工作中,他们明确地反对大众传媒的流行文化价值观念和审美趣味,极力主张对社会成员加强媒介素养教育,让其获得对媒介信息的处理能力,能自觉地辨别和抵制大众传媒的不良影响,借助媒介信息完善自我、塑造自我、推进社会的进步。这样一个具有当今人类普遍意义的研究课题,在20世纪70年代得到正式确立。
First, the background of media literacy education research background China in the process of building a harmonious society, we must attach importance to and do a good job of media literacy education. Media literacy education began in Europe in the 1930s. At that time, in view of the mass production of “low-level” media information products, such as films and broadcasts, driven by commerce, the misogynistic pursuit of society and the negative impact on the growth of adolescents, the British scholars and Danish educators Proposed a new educational proposition. In the research work, they explicitly oppose the popular cultural values and aesthetic taste of the mass media, and strongly advocate strengthening the media literacy education for members of the society so that they can gain the ability to handle media information and can consciously identify and resist the malfeasance of mass media Influence, use the media information to improve themselves, shape themselves and promote social progress. Such a research project with the universal significance of humankind was formally established in the 1970s.