全球教育展望

本研究通过对初中《道德与法治》教科书中媒介素养教育内容进行的文本分析，发现其内容选择突出媒介素养的工具维度和伦理维度，引导学生关心国情社情，强调民主参与。其呈现方式采用“弱分类”与“弱构架”的语篇结构，赋予学生较大学习自主权；运用互文和逻辑修辞的话语策略，潜移默化地开展教育。教科书将学生“赋权”为媒介信息和产品的创造者，重视其作为公民的媒介素养培养，体现了一种超越保护主义范式的媒介素养教育观。未来教科书在选择媒介素养教育内容时应兼顾学生的生活经验与“强有力的媒介知识”,在呈现教科书内容时应兼顾学生的认知水平与知识的科学逻辑。

Through the textual analysis of the content about media literacy education in the junior middle school textbook “Morality and Law”, it was found that the content selection emphasizes the tool and ethical dimensions of media literacy, guiding students to be concerned about national and social issues and emphasizing democratic participation. Its presentation uses a discourse struture of “weak classification” and “weak framework”, giving students greater autonomy in learning. It employs intertextuality and logical rhetoric strategies to subtly carry out education. The textbooks empower students as creators of media information and products, paying great attention to the cultivation of media literacy as citizens, reflecting a view of media literacy education beyond protectionst paradigm. In the future, when selecting content for media literacy education in textbooks, consideration should be given to both students' life experiences and “strong media knowledge, ” and when presenting textbook content, consideration should be given to students' cognitive levels and the scientific logic of knowledge.