The Selection And Presentation Of The Content Of Media Literacy Education In The Moral Education Textbook Of Junior Middle School From The Perspective Of Curriculum Sociology

With the advent of the information age,all kinds of media are constantly emerging,and the amount of media information is huge.In order to better adapt to the information society,media literacy has become an essential character and key ability for middle school students.The research on the content of media literacy education in the existing moral education textbooks is an examination and reflection of the current media literacy education in the moral education curriculum in junior middle schools.It is helpful to provide reference for the compilation of moral education textbooks in China in the future,and enhance the adaptability of the textbooks to the media literacy education of students.Based on the theory of curriculum sociology,this study analyzes and interprets the selection and presentation of the media literacy education content in the "Morality and the Rule of Law" textbooks of grade 7-9 compiled by the Ministry in 2016.Through the initiation of educational research,the attention of educational policies and the confirmation of curriculum standards,media literacy education finally entered the official curriculum system and became legal knowledge.Through the selection of "amount of knowledge","content dimension" and "value orientation" of the content of media literacy education,the curriculum decision-makers give the media literacy education with specific value.In terms of "amount of knowledge",6 of the 53 sections include media literacy in the text.Among the 952 activity designs,167 activity designs include media literacy education content.In terms of "content dimension",textbooks have higher requirements for media literacy in the student's tool and ethics dimensions,and lower requirements for media literacy in the theoretical and creative dimensions.In terms of "value orientation",the content of media literacy education is consistent with the socialist core value system,and it aims to guide students to use the media to actively participate in social public life and spread positive energy.When presenting the content of media literacy education,textbook writers realized the construction and guidance of specific values through the design of discourse structure,discourse strategies,and character roles.The use of"weak classification"and"weak framework"in discourse structure is conducive to giving play to the initiative and creativity of teachers and students.In the discourse strategy,through the"intertext"and logical"rhetoric"of authoritative texts such as laws and regulations,the statute about media literacy is subtly passed to the students.In the shaping of characters,through the demonstration of positive characters and the warning of negative characters,they vividly showed students the information about the rights and obligations of specific social roles in the media environment.In the future,curriculum decision makers can refer to the "social realism" theory.And when choosing the content of media literacy education,we should add "strong media knowledge" while insisting on paying attention to the students daily life and taking into account the students life experience.When presenting the content of media literacy education,both logic and experience should be considered.By coordinating the "classification" and "framework" of the content of media literacy education,we can scientifically grasp the integrity of knowledge and the level of student life.By optimizing the level of "intertext" and "rhetoric" of the content of media literacy education,the discourse strategy of the textbook and the characteristics of students' physical and mental development should be taken into consideration.