Research On Rural Left-behind Children’s Media Literacy Education

Since the Reform and Opening-up, as the rapid social and economic development, more and more rural people have been leaving to work in cities and have made great contributions to China’s industrialization, urbanization and modernization drive. However, facing the longstanding restriction of urban-rural dual economic and household registration system, a vast majority of these rural migrant workers have to leave their children in the rural homeland as they are confronted with difficulties in job-hunting, earning money, social welfare, education for their children and so on in the cities, which further leads to a large number of left-behind children in the rural areas. As the children are in a critical stage of physical and mental development with immature outlook in life, value and morality, they are easily be addicted to TV programs, internet and other mediums due to the inadequate family affection and supervision. Therefore, how to nurture their ability in reasonable and objective understanding, utilizing, serving their life and learning, and active participation in mediums is a significant issue for the society.At present, there are quite limited studies concerning media literacy education of rural left-behind children and even less practical activities have been taken in this field. Therefore, such practical activities are conducive not only to the popularization and theoretical development of media literacy education, but moreover to the cultivation of left-behind children’s expression consciousness and action ability、 qualified citizen and harmonious development of our society through participating in activities. Based on the practice of media literacy education in Mingyang Middle School in Ye County of Pingdingshan City, Henan Province.The present study carries out a thorough discussion on the content and method of media literacy of rural left-behind children and reflects its significance on the media literacy education of rural left-behind children by employing relevant theories in communication, sociology, politics and education and adopting participatory action practice, in-depth interview and questionnaire.The present study concludes that:(1) situational, appreciation-oriented, and participatory teaching approach supplemented by rewards and smile can be used in media literacy education class to activate classroom atmosphere and promote the initiatives of student’s participation, which leads to satisfactory results;(2) The ultimate goal of participation is empowerment. Empowerment can be attained by improvement of media literacy education of rural left-behind children, through extending the subject scope of education, fully exerting the participants’initiative, enriching the content of education, and carrying out multiple organizing ways.