| Preface begins pupils raised the urgency of media literacy education to students in rural communities as a starting point, concerns the status of media literacy education in rural primary school, according to Communication theory proposed research. In today’s proliferation of media tools, media literacy is not being taken seriously, but is heavily dependent on large groups of young people and media production, we are faced with the negative impact of the media in the end what can be done? Internet pornography, violence, or false information,"Idol" worship is serious. Entertainment "spoof cultural flooded eye, mainstream values eventually been seriously affected. Some young people even a life of crime, these examples are too numerous to mention.The first part of qualitative research, the main gathering research scholars of media literacy through literature and summarized, defines the western concepts of media literacy and media literacy major Western countries studied historical context. In1933, Levi Strauss and his students Sampson published works of literary criticism-" Culture and the Environment:A Critical Consciousness ", the first introduction of " media literacy education" and systematically expounded. Media Literacy Education Research UK after a total of five stages:the initial end of education (early1930s to1950s) enjoy the stage of mass culture (late1950s to early1960s), decryption ideological stage (1970s s), beyond protectionist phase (20since the1980s), to conduct phase (late1980s). Early American and British media literacy education philosophy is similar to the main trend of the defense, but with the popular trend of strengthening the media, the American scholar proposed "protection","ready", media literacy education "fun" composed of three elements U.S. media literacy research has six nodes. Canada focus on media literacy) Public Education, the leading media critical spirit. January1982, UNESCO convened the International Conference on Media Literacy Education in Munich, Germany, the participating countries jointly issued the " Declaration on Media Education " presents the basic concepts of media literacy education. But like before that with Japan, the relationship between media and politics too closely so Arrested Development. Followed by analysis of the domestic media literacy research and research status, including Hong Kong and Taiwan and mainland China. Our media literacy education early enlightenment, but only a preliminary understanding of the paper-based media, and the corresponding Methods, has not yet formed the early critical consciousness. Really started early practice was still a country deeply influenced by the British Hong Kong. Hong Kong media literacy study the impact of the UK by early with a critical consciousness, and the government provides a good aid to facilitate the development of media literacy education, so in practice and achieved good results. The educational theory Taiwan’s long-term military and political affected," citizen media " voice high, but less action. Early introduction by mainland scholars translate foreign research results, Bu Wei is a Chinese media literacy research systems theory " first person" but overall, the mainland media literacy education inexperience theoretical copying abroad, mobility and execution are not enough, but the positive is its rapid development, consciousness began to sprout from perceptual to rational thinking thinking and action.The second part of the use of empirical research methods, through field questionnaires, case studies media exposure eastern Hubei rural pupils, and the status of the auxiliary media interviews contact with local rural students in-depth interviews, and then analyzes the status quo of media literacy and rural pupils causes.This research reaches the following conclusions:rural elementary school students are mostly left-behind children with low household income. All elementary school students have access to extracurricular books, television and broadcast. More than half rural elementary school students have access to internet. Elementary school students have limited access to media, and the time of exposure to media is unstable. Most rural elementary school students express their demands on media information, but they are not active to construct media facility. The demands on media content are mainly for entertainment. Elementary school students’ attitudes towards the credit of media information mainly depend on opinions from parents and friends, rather than teachers. This indicates that elementary school students’ media opinion leaders originate from parents and friends, instead of teachers. The penetration rate of new media has been improved to some extent, but elementary school students’ skill of new media use is inadequate. The opinion leaders of new media originate from friends. Parents and teachers do not guide elementary school students’media exposure correctly. The main causes include four aspects. First, the economic development of rural areas cannot satisfy elementary school students’ demands on media information. Second, family and school do not provide diversified media tools and facilities for elementary school students to use. They also fail to play the role of delivering current media information to elementary school students effectively. Third, the media tends to focus on entertainment. Finally, there are no adequate television programs aiming at children.Besides, the researcher also discusses the ontology construction of rural elementary school students’media literacy. Having realized the urgency of implementing media literacy education among rural elementary school students, the researcher provides base points for rural elementary school students’media literacy education.Pupils media literacy education is imminent:the media environment is becoming increasingly complicated; growth and development needs of students; bring different values intrusion development of media globalization; purpose and significance of media literacy education and the future of our country is entrusted with the expectations of all children is consistent.The fourth part, the researcher investigates the specific approaches of implementing media literacy education, including cultivating media literacy in school and family and among elementary school students. The researcher also discusses the content design of media literacy course. Finally, the researcher summarizes four periods of media literacy education in western countries, and analyzes the characteristics. The limitations of this research are also presented in this part.I Bronfenbrenner based on external environmental factors influence people’s "big systems theory " research:micro systems, intermediate systems, the outer layer of the system, macro systems, timing systems. This is just a series of external factors, remove the external factors, the most important factors affecting literacy is a primary medium, but also the core and the key is to improve the quality of their pupils:We should actively develop critical awareness of the medium pupils. We should understand the primary contact with the media during the reaction process information and make a positive response. In practical terms, I believe that it should be placed in their other subjects taught, especially in the liberal arts and technical disciplines of knowledge. Meanwhile, according to the actual situation, the majority of rural pupils can learn media production, production and other processes through the study of theoretical knowledge, no ability to go all the practices. Thus the teaching of theory-based, practical supplement. Meanwhile, the theoretical knowledge must be combined with the existing primary curriculum design assistance adding media literacy education content. So that it can achieve the purpose of maximizing resources applications. In addition, the text selection should be close to the actual text of the mass culture dominated pupils real life. |
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