Assessment Tool Development, Teaching Model Construction, and Curriculum Design of High School Media Literacy
By Haoyu Wang
Introduction
With the arrival of the digital era, the Internet has gradually penetrated into all aspects of people's lives. While people enjoy convenient and fast information transmission and rich and colorful information content, they also face challenges from various media information. In order for people to maintain a clear mind in the complex media world, appropriate media information cognition and judgment ability are essential. At the same time, the flourishing development of media technology also urgently requires the improvement of people's media literacy. The media ecological environment requires people, especially adolescents, to effectively improve their own media literacy level.
At present, many countries around the world have incorporated media literacy education into their primary and high school curriculum, aiming to systematically and comprehensively cultivate students' media literacy and enable them to adapt to the characteristics of the current digital era.
Research have been conducted from five aspects: By analyzing the current context of global media literacy and the challenges faced by contemporary global media literacy education, the challenges faced by contemporary global media literacy education have been summarized; Through a survey on the media literacy of high school students, targeted development paths for media literacy education in high schools have been identified; By comparing the evaluation of media literacy in primary and secondary schools in various countries, the development and validation of media literacy evaluation tools for secondary schools have been carried out; Through theoretical analysis of the construction of media literacy teaching models, high school media literacy teaching model have been constructed; Finally, through the study of the theoretical foundation of curriculum design, the high school media literacy curriculum have been designed from three aspects, including curriculum goal design, curriculum content design, and curriculum evaluation design.
Content
Introduction
I. The Dilemma of Contemporary Global Media Literacy Education
1. The Realistic Context of Global Media Literacy
1.1 Hidden Concerns in the Current Media Landscape
1.2 Problems with the Use of Public Media
2. The Challenges Faced by Contemporary Global Media Literacy Education
2.1 Insufficient Research on Media Literacy Education
2.2 Unsatisfactory Media Literacy Education Practice
2.3 Lack of Social Assistance in Media Literacy Education
II. Investigation on the Media Literacy Condition of High School Students
3. Investigation Objects and Tools
3.1 Investigation Objects
3.2 Investigation Tools
4. Analysis of the Investigation Results on Media Literacy of High School Students
4.1 Analysis of Media Exposure and Utilization of High School Students
4.2 Analysis of the Status of Media Cognition of High School Students
4.3 Analysis of the Status of Media Evaluation of High School Students
5. Discussion on the Media Literacy of High School Students
5.1 Differences in Media Exposure and Utilization of High School Students
5.2 Analysis of Differences in Media Cognition of High School Students
5.3 Differences in Media Evaluation of High School Students
6. Summary of the Media Literacy Condition of High School Students
6.1 There are two conclusions from the analysis of differences in media exposure and utilization among high school students of different grades and genders.
6.2 There are two conclusions from the analysis of differences in media cognition among high school students of different grades and genders.
6.3 There are two conclusions from the analysis of differences in media evaluation among high school students of different grades and genders.
7. Development Path of Media Literacy Education in High Schools
7.1 Integrating Media Literacy Education into Classroom Teaching
7.2 Accelerating the Cultivation of Teachers for Media Literacy Education
7.3 Writing Relevant Textbooks for Media Literacy Education
7.4 Enhancing Social Recognition of Media Literacy Education
7.5 Establishing the Importance of Media Literacy Education from a Policy Perspective
7.6 Organizing Relevant Institutions for Media Literacy Education Research
III. Development of High School Media Literacy Assessment Tools
8. Research on the Evaluation of Media Literacy in Primary and Secondary Schools in Different Countries
8.1 Research on the Evaluation of Media Literacy in Chinese Primary and Secondary Schools
8.2 Research on the Evaluation of Media Literacy in British Primary and Secondary Schools
8.3 Research on the Evaluation of Media Literacy in American Primary and Secondary Schools
8.4 Research on the Evaluation of Media Literacy in Canadian Primary and Secondary Schools
8.5 Research on the Evaluation of Media Literacy in Australian Primary and Secondary Schools
9. Development and Verification of High School Media Literacy Assessment Tools
9.1 Construction of Evaluation Index System
9.2 Design of Test Questions
9.3 Prediction of Test Questions
9.4 Quality of Formal Testing
IV. Construction of Teaching Models for High School Media Literacy
10. Theoretical Analysis of the Construction of Media Literacy Teaching Models
10.1 Basic Concepts of Media Literacy Education
10.2 Constructivist Theory and Its Development
10.3 The Guiding Significance of Constructivist Theory on the Construction of High School Media Literacy Teaching Models
11. The Construction of High School Media Literacy Teaching Models
11.1 Theoretical Basis
11.2 Teaching Objectives
11.3 Operating Procedures
11.4 Teacher-Student Relationshipa
11.5 Teaching Strategies
11.6 Teaching Evaluation
V. Curriculum Design of High School Media Literacy
12. The Theoretical Basis of Curriculum Design of High School Media Literacy
12.1. Ralph W. Tyler's Goal Model
12.2. Lawrence Stenhouse's Process Model
12.3. Schwab's Process Model
13. Design of Curriculum Objectives for High School Media Literacy
13.1 Design Basis for High School Media Literacy Curriculum Objectives
13.2 Media Literacy Curriculum Objectives
14. Content Design of High School Media Literacy Curriculum
14.1 General Principles of Curriculum Content Design
14.2 Principles of Content Design of Media Literacy Curriculum
14.3 Content Organization of High School Media Literacy Curriculum
15. Evaluation Design of High School Media Literacy Curriculum
15.1 Evaluation of Student Academic Level
15.2 Evaluation of the Curriculum Itself
Acknowledgments
References
About the author