澳大利亚的媒介素养教育及启示  

Australia's Media Literacy Education and Its Implications

作　　者：李先锋[1] 董小玉[2] 

机构地区：[1]乐山师范学院文学与新闻学院,四川乐山614000 [2]西南大学新闻传媒学院,重庆400715

出　　处：《教育学报》2012年第3期38-45,共8页Journal of Educational Studies

基　　金：国家"211工程"重点学科建设项目"基础教育课程改革深化与教学创新研究"(项目编号:教重[2009]01)阶段性成果之一

摘　　要：澳大利亚被世界公认为是当代西方开展媒介素养教育最好的国家。在国家多元文化政策、新社会运动、教育改革等因素积极影响下,它走过了四十多年历程。至今,澳洲已形成了系统的国民媒介素养教育体系、跨文化的批判性教育模式、明晰的媒介素养教育标准。基于澳洲经验,我国可以从宏观上分层次推进国民媒介素养教育;微观上,强化媒介课程设计和教学创新。在课程标准层面,尽量明确媒介素养教育的内容和要求;在课程开发上,平衡多元文化与不同层次的媒介活动;在教学层面,探索批判式的媒介素养教学模式,从而凝聚社会、学校、家庭的合力,使媒介素养教育更好地适应我国中小学以及更高水平的教育课程,进一步拓展我国媒介素养教育的广度、深度与效度。Australian media literacy education has been widely recognized as the best one in the con- temporary western world. It has a long history of more than forty years under the influence of many posi- tive factors, such as the multi-cultural policies, new social movements, and education reforms. So far, Australia has formed a system of national media literacy education, the critical cross-cultural education models, and the clear standards for media literacy education. Based on Australian experience, the medialiteracy education at macro level can be carried out level by level in China; at the micro level, importance should be attached to media curriculum design and innovative teaching. With regard to curriculum stand- ards, the content and requirements of media literacy education should be clarified; as for curriculum devel- opment, the multi-culture and different levels of media activities should be balanced; in terms of teaching, the critical teaching style in media literacy should be explored to make media literacy education fit the edu- cation curriculum at primary and secondary or even higher levels in China through the cooperation of school, family and society and thus to further expand the breadth, depth and validity of media literacy edu- cation in China.

关 键 词：澳大利亚 媒介素养教育 推动因素 跨文化批判模式 

分 类 号：G43[文化科学—教育学]