Research On Strategies And Practices For Improving High School Students’ Media Literacy From The Perspective Of Task Groups

The development of society cannot be separated from human progress,which is closely related to the development of society.From the Primitive Society to the information society,from writing to the emergence of new media,and the birth of financial media,the demand for human literacy level is getting higher and higher.Both citizens in the society and students in the teaching environment need to have media literacy to improve themselves.In the current environment,media literacy is often intertwined with digital literacy,information literacy and other concepts,especially the group in this study is high school students.Therefore,this article combines relevant domestic and international research and proposes through conceptual definitions that high school students’ media literacy refers to the process of understanding the production and dissemination of new media works,being able to have an appreciative perspective on new media works,and possessing relevant aesthetic abilities.In the process of personal production and life development,possess relevant technical methods to obtain,judge,understand,use,and process new media information,especially in connection with subject learning,to promote self-improvement.The improvement of students’ media literacy ability level is related to whether they can adapt to society.This study aims to measure students’ media literacy level.Based on the meta framework of the citizen media literacy evaluation framework,a high school media literacy evaluation framework was constructed by integrating the requirements of high school Chinese curriculum standards for students’ media literacy level,and a high school media literacy evaluation scale was developed.The framework is divided into three dimensions: deconstruction,application,and awareness,9 level 2 indicators,and41 descriptive indicators.The overall improvement of students’ media literacy level is tested through different dimensions,indicators,and items.In terms of specific strategies and methods,unlike traditional research,this study does not enhance media literacy in the information technology classroom,but relies on teaching texts in Chinese language teaching to enhance learners’ media literacy in learning task group teaching.This not only provides textual support for the improvement of media literacy,but also truly values media literacy.Adhering to Dell’s audio-visual teaching theory and relying on new media tools,In this study,the cross media reading and communication learning task group in senior high school Chinese learning is integrated with the three basic functional learning task groups(literary reading and writing,speculative reading and expression,and practical reading and communication learning task groups)as the basic ability learning task group in senior high school Chinese learning,It completely runs through all the contents of Chinese learning in senior high school except for language ability),puts forward cross media teaching strategies and operational programs,and conducts teaching around related topics.The strategy referred to in this study includes two aspects,both a teaching paradigm and a collection of several teaching plans guided by the paradigm.At the specific design level,guided by Dell’s audiovisual teaching theory and integrating digital Bloom’s information tool classification ideas,considering the position of different new media in different learning task groups based on the characteristics of different learning task groups,and improving students’ media literacy through the use of different new media.For the task group of literary reading and writing learning,this study introduces short videos for integration,achieving comparative analysis between literary texts and film and television texts.Through teaching relevant knowledge of video recording and editing,students are encouraged to use video platforms for cross media text re creation and dissemination.In the task group of speculative reading and expression learning,researchers introduce official websites,allowing students to collect information through official websites,learn how to obtain,judge,understand,use,and process information,and enhance their sense of responsibility.In the practical reading and communication learning task group,in this task group,students are encouraged to independently collect information,accept media learning,create and cross media texts to enhance their overall media literacy.This teaching practice revolves around social hot topics,through the characteristics of different learning task groups,supplemented by teacher guidance and student-centered learning,to achieve the process of students’ independent learning and creation.This process is not only the process of students using new media to create and learn cross media texts,but also an important process of improving the media literacy level of high school students in all dimensions.Researchers hope that in each process,learners can not only improve their level of media literacy,but also develop the idea of lifelong autonomous learning.We can also improve our media literacy level and receive media literacy education independently to enhance our own media literacy level and adapt to the rapid development of future society.At each stage,researchers propose specific teaching action plans around strategic methods.Through the comparison of data from three rounds of quasi experiments,it was found that at each stage,students’ media literacy levels were improved in different dimensions of application,deconstruction,and consciousness.After the quasi experiment,the students’ media literacy level was elevated from a lower level to a higher level.Through interviews with students,it was learned that students have gradually developed a sense of self acceptance of media literacy education and self improvement of media literacy levels.Finally,by revising the practical strategy,this study aims to achieve its generalizability.