“跨国寄养”背景下我国农村侨乡留守儿童媒介素养研究  

Research on Media Literacy of Left-behind Children in Rural Hometown of Overseas Chinese under the Background of "Multinational Fostering"

作　　者：王佑镁[1] 

机构地区：[1]温州大学,浙江温州325000

出　　处：《现代远距离教育》2013年第4期55-61,共7页Modern Distance Education

基　　金：2011年度教育部人文社会科学研究项目(编号:11YJC880120)"跨国寄养背景下我国侨乡留守儿童的信息化教育支持研究";2011年度浙江省哲学社会科学规划课题(编号:11ZJQN021YB)"新时期我国侨乡留守儿童的数字化学习研究"的研究成果之一

摘　　要：在"跨国寄养"教育情境下,媒介接触与使用对于弥合侨乡留守儿童与父母在教育时空上的限制至关重要。采用分层抽样调查研究方法,从媒介的使用与满足出发,对浙江、福建及广东等地240位农村侨乡留守儿童媒介素养状况进行研究和对比分析。结果发现,由于农村侨乡教育环境与媒介环境的影响,缺乏相应的媒介素养教育机会,留守儿童对媒介的认知有效利用率普遍有待提高,留守儿童媒介素养偏低。要提升侨乡留守儿童的媒介素养,需尽快建立侨乡特色的中小学媒介素养教育体系,充分整合社区资源开展面向侨乡留守儿童的媒介教育活动,积极创设丰富的侨乡留守儿童媒介素养教育新平台,以此政府和社会形成合力助推侨乡儿童媒介素养提升,促其个体发展与社会融合。In the education context of multinational fostering, media contact and use is vital to bridge the restrictions in educational space and time between Left - behind Children and parents in hometown of overseas Chinese. In the view of media use and satisfaction, this study explored the status of media literacy of 240 Left - behind Children from hometown of overseas in Zhejiang, Fujian and Guang- dong province with stratified sampling method. This result shows that, because of the educational context and media environment in the rural hometown of overseas, the level of media literacy of Left - behind children is very low, and media use and media cognition is not good too. This paper put forward five Countermeasure and suggestion to promote the level of media of left - behind children, including building the system of middle and primary school media education with characteristic of hometown of overseas, launching the media ed- ucation activity integrated community resources for left - behind, creating the new platform of media literacy education, and integrating the power of government and society to promote the media literacy education, individual development and social inclusion.

关 键 词：跨国寄养 侨乡留守儿童 媒介素养 

分 类 号：G40[文化科学—教育学原理]