Research On The Teaching Of News Texts In High School Chinese From The Perspective Of Media Literac

In the digital age,information is noisy and chaotic,and the impact of media on people’s life is more and more far-reaching.Therefore,media literacy,which aims to help people coordinate the "relationship between people and media",has received more and more attention.As an aboriginal in the digital age,senior high students are in a critical period of growth in pursuit of knowledge.Facing the complex information world,having certain media literacy should become one of the necessary abilities.With the new round of curriculum reform,media literacy appears in the Chinese curriculum standards for general senior high schools(2017 edition,2020 Revision)and the unified compilation of Chinese textbooks for senior high schools.Among them,the proposal of "cross media reading and communication" learning task group has effectively promoted the combination of media literacy and middle school Chinese teaching.Also,in theory,there is a close connection between high school language news text teaching and media literacy in improving students’ ability to use media language,guiding students to pay attention to contemporary social culture,improving students’ ability to think critically about news information,and promoting students to adapt to the changes of the media era;in teaching practice,there is also a feasibility of teaching implementation in terms of the consistency of teaching objectives,the compatibility of teaching concepts,and the intersection of teaching content.However,in the actual teaching of Chinese news texts in senior high school,we have only achieved the shallow goals of mastering the theoretical knowledge of news and understanding the basic characteristics of news,while it is difficult to implement the critical ability goal of distinguishing objective facts from subjective statements and grasping the tendency of news.Also,other problems are existing,such as the low level of media literacy of teachers and students,the lack of media literacy content of teaching objectives,the emphasis on theoretical knowledge rather than media practice in the teaching process,the teaching content is simplified,and the teaching effect is not ideal.Therefore,Chinese news text teaching in senior high school should be based,and the reforms should from the aspects of teaching objectives,teaching contents,teaching activities,teaching resources and teaching evaluation,so as to cultivate students’ media literacy.Specifically,in terms of teaching objectives,it is necessary to carefully interpret the "new curriculum standard" and the media literacy requirements in the unified compilation of high school Chinese textbooks,and accurately implement the media literacy objectives;In terms of teaching contents,it is necessary to carefully pay attention to news elements and news essence,so as to cultivate students’ news stance and inclination as well as improve students’ ability of critical reading and rational thinking;In terms of teaching activities,it is necessary to carefully further strengthen the practical activities of news text teaching,actively carry out activities such as news reading,interviewing and writing,and broaden the learning methods of news texts;In terms of teaching resources,it is necessary to carefully provide supporting media resources,improve the integration ability of media resources and expand news media resources;In terms of teaching evaluation,it is necessary to carefully pay equal attention to student evaluation and teacher evaluation,carry out student media literacy evaluation in cross-media,and conduct teacher media literacy evaluation in actual teaching.Nowadays,media literacy plays an important role in the all-round development of middle school students.We should not only make students learn to treat information correctly,but also make students understand the difference between the media world and the real world.It is a feasible way to carry out news text teaching from the perspective of media literacy.I hope that some of the analysis and thinking can bring some enlightenment to the teaching of front-line teachers.