媒体素养教育“流行艺术”范式:形成、理念与启示  

The Media Literacy Education's Pop Arts Paradigm:The formation,Educational Ideals and Inspirations

作　　者：李廷军[1] 

机构地区：[1]华中师范大学教育学院,湖北武汉430056

出　　处：《外国教育研究》2011年第9期45-49,共5页Studies in Foreign Education

基　　金：教育部人文社会科学研究2008年度青年基金项目<环境的现代发展与创造性人才成长研究>(项目编号:08JC880016)

摘　　要：20世纪50年代中后期,伴随着"流行艺术运动"在英、美等国家的蓬勃开展,媒体素养教育"流行艺术"范式应运而生。基于"甄别"取向,该范式以其鲜明的文化包容和艺术欣赏的教育理念与实践,昭示着我国应当构建一种基于文化和审美等多维向度的、超越保护主义的媒体素养教育。In the late 1950s,with the rapid development of ＂Pop Art Movement ＂ in the UK, the US and other western countries,the media literacy education＇s ＂pop art paradigm＂ came into being. Based on the ＂ discrimination＂ approach and the distinct educational ideas of cultural identity as well as artistic appreciation, this paradigm suggests that we should follow a media literacy education beyond protection,which is supposed to focus on the culture literacy dimension ,the Aesthetics literacy dimension as well as some other important literacy dimensions.

关 键 词：“流行艺术运动” 媒体素养教育 艺术欣赏 甄别 

分 类 号：G40-014[文化科学—教育学原理]