Research On The Cultivation Of High School Students’ Media Literacy Based On The "Cross-media Reading And Communication" Learning Task Group

The "Chinese Curriculum Standards for General High Schools" promulgated in2017 takes the "cross-media reading and communication" learning task group as one of the three compulsory courses,and arranges it in compulsory,optional compulsory and optional learning stages in combination with other task groups for which specific and tiered demands are set..This is the first time that the curriculum standard clearly incorporates the lietracy and application of media into the curriculum system.It is a close response to the call of the times and the needs of students,and also reflects the aim to put into practice the social function of the Chinese course.This study is based on the current situation of the "cross-media reading and communication" learning task group in teaching practice,and based on the demands of the curriculum standard.Through questionnaires and interviews of in-practice teachers and students,it investigates and analyzes the understanding and implementation of the task group,and finds that in teaching practices,there are problems such as the underestimation of Chinese learning,the generalization of teaching content and the solidification of evaluation methods.The root causes are the backwardness of the school’s media environment,the lack of teachers’ own media literacy and the weak awareness of students to resort to media tools.Based on this,the author has designed two training paths: First,based on the type of media,the teaching content of language learning features "cross-media".According to the characteristics of different media types,different teaching contents and priorities are determined,and therefore two classroom modes are established,namely exploration learning with "media awareness" as the teaching focus and project learning with "media resources" as the teaching content.Second,integrate other task groups and use "cross-media" as a teaching tool for language learning.According to the employment of media elements in other task groups,the two learning task groups of "whole-book reading and discussion" and "contemporary cultural participation" are taken as typical examples in a bid to present the importance of "cross-media reading and communication" learning task group in enriching the classroom form,providing teaching support and facilitating students’ understanding of knowledge.Combined with the teaching practice of the training path,the author proposes training strategies in three aspects including the selection of media content,the organization of learning activities and the implementation of teaching evaluation.