Research On Strategies Of Cultivating Students' Media Literacy In Junior Chinese Reading Teaching

In the process of network technology innovation and new industrial transformation,the network and life are becoming more and more integrated,showing a concomitant relationship.On the one hand,mobile networks,social software,short videos,live webcasts,etc.can be seen everywhere,increasing the convenience of life;on the other hand,the Internet and education have gradually merged,and a variety of smart teaching ecology has emerged,which is important for students' lives.Learning has had a great impact,and the interpenetration of various network media has gradually diversified the channels for learners to receive information.Information acquisition is no longer a problem.What is difficult is how to extract or process information in such an information-saturated era.The "General High School Chinese Curriculum Standards(2017 Edition)" puts forward the task group of "cross-media reading and communication",focusing on cultivating students' "core Chinese literacy" and "media literacy",with the purpose of guiding high school students to learn about cross-media information acquisition.Enable students to correctly understand,analyze,and judge the content of multi-media communication,examine the ideological connotation of information with correct values,and cultivate a truth-seeking attitude.Senior high school education is a continuation of junior high school education,and it has become an inevitable trend to infiltrate media literacy education in junior high school Chinese reading teaching.The paper first uses the literature research method to find the relationship between media literacy education and junior high school Chinese reading teaching;then uses the classroom observation method to observe the high-quality classroom teaching collected in the 2019 "One Teacher One Excellent Lesson,One Lesson One Teacher" activity.Demonstrate the feasibility of the integration of the two;finally,use the case study method to deeply interpret the paper materials of the case,so as to summarize the specific feasible strategies.The research thinking of "theoretical analysis-practical observation-induction and summary" presents the relevant content of cultivating students' media literacy in the teaching of junior high school Chinese reading.details as follows: First of all,the article theoretically analyzes the implications of cultivating students' media literacy in junior high school reading teaching.Media literacy is a key ability and an abstract concept that requires a clearer understanding of media literacy.Researchers use communication and pedagogy to further explain the connotation of media literacy and media literacy education,focusing on the research objects.Then by comparing the goals,contents and methods of Chinese reading teaching and media literacy education to illustrate the close relationship between the two.Immediately afterwards,the paper demonstrated its necessity from the perspectives of individual sociality and subjectivity.From the perspective of individual subjectivity,media literacy education is to meet the requirements of the core literacy of Chinese and help cultivate students' critical reading thinking.One of the essential qualities of social development;from the perspective of social development's requirements for talent training standards,media literacy education is in line with the development direction of language education,and the relevant concepts and content of media literacy education contained in the "Compulsory Education Chinese Curriculum Standards" are also a key factor.Then,the article clarifies the feasibility of cultivating students' media literacy in middle school reading teaching from two aspects of content carrier and specific operation,that is,to find the content of media literacy education and explain its implementation process.On the one hand,I first sorted out the media literacy content in the Chinese reading teaching with the edition of the junior high school textbook,and found that news texts,film and television texts,and Internet-related comprehensive reading are all effective carriers for cultivating media literacy;on the other hand,from Ministry-level excellent courses screened out three cases related to media literacy education: news interpretation,film and television works appreciation,and comprehensive reading activities,further explaining the teaching concepts and specific implementation methods embodied in actual cases.Finally,based on the general principles of teaching,the thesis determines "teaching objectives-teaching content-teaching methods-teaching evaluation" as the analysis framework,and summarizes beneficial practices and specific implementation strategies.The goal is the criterion of action,so we must first clarify the target requirements of media literacy education in reading teaching;secondly,we need to integrate the relevant content of media literacy education in reading teaching,and combine reading with the reading of media literacy information;then create a media context and carry out Media activities and effective questioning exercise students' critical thinking;finally,media literacy education is implemented in the two main bodies of teacher teaching and student learning to ensure the stable and continuous development of the teaching process.