英國Assignment代寫：British media literacy education
Most people think that the British media literacy education of the historical starting point, is the ER weiss and his students Dennis Sampson literature criticism published in 1933, the culture and environment: to cultivate critical awareness. The core concept of Levi's is cultural protection, that is, to maintain the purity and health of national cultural tradition, language, values and national spirit. Based on this concept, the purpose of education about mass culture is understood to encourage students to "discriminate and resist". Through this kind of education, students can prevent the wrong influence and corrosion of mass media and consciously pursue virtue and values in line with the traditional spirit. Levi's book for the first time on the introduction of media literacy in schools education made a systematic elaboration and put forward a complete set of recommendations. The author has designed a series of classroom exercises on news, advertising and popular fiction.
The late 1950s and early 1960s were the second stage of education media literacy in the UK. This period's concern is Raymond Williams and Richard hogg's writings. They believe that the expression of culture is diverse, both elegant, aristocratic form, but also the daily life of the popular form. Therefore, mass culture and elite culture have the same value of their own existence. We should not criticize and reject mass culture without analysis, but distinguish the content of mass culture. In order to teach this view of the school teachers, Stewart hall and paddy Werner, published in 1964, the "public art". In this book, the author put forward many Suggestions and countermeasures on media literacy education, especially on film literacy education. In this way, cultural research methods that do not emphasize "immune function" have been introduced into school teaching ideas and reflected in the official education report.#p#分頁標題#e#
In the 1970s, the "screen theory" was first put forward by the academic circle, which expressed another view of education of media literacy. A representative organization that advocates this view is the education association for film and television. The group publishes two magazines, screen and education. Screen education in the school of the teaching practice of the most influential representative when pushing lane ? mas. His book TV education and media education believes that the semiotic method can provide a calm, objective, rigorous and accurate analysis method. Students are asked to put aside their own subjective likes and dislikes and find out the ideological attempt hidden behind the media text through systematic analysis. It frees itself from the influence of the text. This form of analysis is combined with a detailed study of the political economy of media organizations.
Since the 1980s, education of media literacy has been officially incorporated into the national curriculum system of the United Kingdom. Education from primary school to middle school has been implemented, and the popularity of computers and the Internet has endowed education with a new growth point. Media literacy education is no longer defined as a education that is naturally opposed to students' media experience, and it is no longer regarded as just a way of discrimination or insight into hidden ideology. Instead, students should understand media content together and help them develop an ability to understand media objectively and use media constructively.
In the UK, education of media literacy refers to lifelong learning and lifelong education. Through rich media material presentation, it requires the educated to improve their ability to judge social facts and, in particular, to form independent judgment consciousness. Under the influence of semiotics, the main content of education of British media literacy is divided into three parts: "firstly, it is to teach the rules of coding and decoding commonly used in mass media to students"; Secondly, "let students understand the fact that all media content is constructed through symbols, and understand its characteristics"; In addition, students are taught to explore the encoding and decoding rules behind media.
Media literacy education became part of the formal education system in the 1970s. In the late 1980s, England and wales incorporated education media literacy into the national curriculum system of primary and secondary schools, combined education media literacy with existing disciplines through various forms of topics, and focused on cultivating students' cultural taste. British media literacy education takes "media institutions -- who produces media texts?" ", "media type -- what is the form of media text? ", "media technology -- how are media texts produced? ", "media language -- how do readers understand the meaning of text? ", "the audience of media -- what is the target audience? ", "media expression -- how does text reproduce reality? These six aspects are the connotation of media literacy education, which implements the formal schooling course from kindergarten to senior high school, and has a complete evaluation system. By 1997, nearly two-thirds of schools in the UK were offering advanced media studies and more than a third of secondary school students had taken the secondary education certificate in media studies.#p#分頁標題#e#
In September 2002, a "citizenship course" was added to the national curriculum as part of the education statutory curriculum for secondary schools. The British government believes that if media literacy education can be organically combined with the basic education of students, it will have a great beneficial impact on their "citizenship" in adulthood, so that they can have a deeper understanding of democratic society and the role of media in democratic society, and participate in social life with a positive attitude. In the civic curriculum syllabus, the importance of media literacy is confirmed, and students are required to accept education of these topics in the course of key stages.
In addition, the British media literacy education system attaches great importance to the cultivation of teachers. Many colleges in the UK, such as the university of London and the university of Southampton, have education teacher training programs for media literacy.
From the perspective of the development history of education of media literacy in foreign countries, education of media literacy in western countries has a process from folk appeal to government attention. Only with the intervention of the government can education of school media be carried out smoothly. The British government plays an important role in promoting media literacy education. China's media education has just started, and the promotion of media education by the voluntary force of the people cannot be guaranteed to be carried out formally and continuously. Therefore, it is necessary for the government to pay more attention to the education of media literacy, and act as a promoter to create conditions for the promotion of media education by virtue of its own coercive and authoritative features and to include media education into the scope of school education. Just like any other teaching field, media literacy education should also have theoretical research in this field, which requires professional research of experts. Only through professional research, can we have a relatively clear understanding of the current teaching, know the problems in the teaching process, and solve the problems, etc. Education research on media literacy in China has gradually stepped out of the stage of translation and introduction, and on this basis, efforts have been made to construct the knowledge system of media literacy and media literacy research in China. But most of the research is still relatively simple, the most important, and has not formed effective practice and theoretical guidance. Therefore, it is of great significance for the development of education of media literacy in China to promote further in-depth and systematic research on education of media literacy and point to the practice of education of teenagers.
The cultivation of young people's media literacy must be closely related to the school curriculum system, because the core concepts of media literacy will also appear in other fields of literacy cultivation, including literature. British English teachers often use TV or film texts adapted from literary works for teaching, which shows that media literacy has an inseparable internal relationship with literary literacy and other literacy. Media literacy is not only the response, interpretation and critical reading of media texts. Although these items are also part of media literacy, they are by no means the whole. Media literacy also includes the production content of media products. Therefore, media literacy is also associated with other creative development courses, such as music, art, design and digital technology. According to the actual situation of China, media literacy education can be introduced into the consistent learning fields and courses of education of the school in order not to increase the course burden of students. Separate classes are not considered for the time being, or media education can be taken as an optional course and not included in the assessment and scoring criteria. Media literacy education is not the knowledge of traditional fields, but the teaching approach that takes media issues as the breakthrough point. Teacher is the most important is to develop sensitivity to the media issues, and integrated into the teaching of thinking strategy, the other students take the initiative to emphasize on the teaching method of reflection and cognition, respect the learner's individual experience, from the demonstration process of equal dialogue, value clarification, media literacy education is not the purpose of the pursuit of truth and objective interpretation of the standard, the teachers do not need to set up a standardized knowledge system, but to grasp the pluralistic information evaluation attitude. At the critical moment of spreading events, teachers pass on the views of media literacy to students.#p#分頁標題#e#
The key factor of school media literacy education lies in teachers. Only teachers who know media and have certain media literacy knowledge can improve students' media literacy level. At present, in normal colleges and universities in China, normal university students who are engaged in education work in the future do not accept the formal media literacy education, so it is difficult to achieve professional media literacy teachers at this stage. The teacher training of media literacy education requires universities to have sufficient training plans for teachers, and media colleges and universities have considerable responsibilities. Relatively speaking, journalism and communication colleges and universities have profound professional knowledge of journalism and communication, relatively perfect curriculum construction, and practical experience in media education. In training ways, in addition to the regular media literacy education teacher training, media and universities to carry out the diversity of on-the-job training courses, refresher courses, etc., the summer vacation to short-term training school teachers at all levels, make them master medium basic knowledge, media operation principle and simple media products production, and school teachers and improve the ability of media literacy education.