儿童媒介素养教育的挑战与应对  

The Challenges and Responses to Children’s Media Literacy Education

作　　者：安冬 AN Dong

机构地区：[1]河北师范大学教育学院,河北石家庄050000

出　　处：《中国教育学刊》2025年第1期98-104,共7页Journal of The Chinese Society of Education

基　　金：2023—2024年度河北省社会科学基金青年自选项目“义务教育阶段教师媒介素养教育模式构建研究”(项目编号:HB23JY044)研究成果。

摘　　要：随着媒介信息技术的发展,媒介素养概念的内涵与外延都在发生变化。信息素养、网络素养和数字素养有其各自特征,同时与媒介素养形成相互间的流动、促进和融合。儿童作为媒介使用者,其媒介素养主要由认识媒介、分析媒介、参与媒介和道德责任四部分内容构成。对儿童媒介素养的培育需要超越技术化的教育倾向,辨析媒介经验与现实经验的关系,激活远距离的道德责任意识。儿童媒介素养教育实践路径可以从建构儿童“个人定位”、实施“自我反应模式”、培育儿童的道德想象力三方面展开。With the development of media information technology,the connotation and extension of the concept of media literacy are changing.Information literacy,network literacy and digital literacy have their respective characteristics,and simultaneously form a mutual flow,promotion and integration with media literacy.As media users,children's media literacy mainly consists of four parts:understanding media,analyzing media,participating in media and moral responsibility.The cultivation of children's media literacy needs to go beyond the tendency of technical education,distinguish the relationship between media experience and practical experience,and activate the sense of long-distance moral responsibility.The practical path of children's media literacy education can be developed from three aspects:the construction of children's “personal orientation”,the implementation of “self-response mode”,and the cultivation of children's moral imagination.

关 键 词：媒介素养 儿童媒介素养 媒介素养教育 

分 类 号：G40-012[文化科学—教育学原理]