媒介教育的問題吸引了不少研究者的興趣

1、媒介教育的問題吸引了不少研究者的興趣，無論是教學(xué)法、心理學(xué)，還是批判領(lǐng)域。俄羅斯媒體教育者在過去10年出版了很多這一領(lǐng)域的專業(yè)書籍。這些書籍主要的觀點(diǎn)是什么？對媒介教育產(chǎn)生什么樣的作用和影響呢？本文將為你解答。Dr. Irina ChelyshevaMedia Education ProceedsThe problem of media education causes huge interest of researchers in the field of pedagogics, psychologies, art criticism. Russian media educators pub

2、lished many books about it in the last 10 years (L.Bazhenova, O.Baranov, N.Kirillova, S.Korkonosenko, S.Penzin, N.Hilko, etc.). Among the most solid works of last years it would be desirable to allocate works of the President of the Russian Association for film and Media Education Prof.Dr. Alexander

3、 Fedorov (he is the author more than 350 scientific publications on media education subjects). Only for last five years A.Fedorov published about ten monographies, manuals (see, for example, CD “Media Education. Media Pedagogic. Media Journalism, 2005 - the edition of the Russian Committee of the UN

4、ESCO Program of UNESCO “Information for All”, made basically from texts of the works of A.Fedorov). Alexander Fedorov's manual “Media Education and Media Literacy” is one of the important editions in view of opening new specialization for Russian students of pedagogical and liberal arts universi

5、ties “Media education” (official N 03.13.30). The author comprehensively analyzes problems of modern media literacy, theoretical and methodical approaches to the problem of media education, etc.). A.Fedorov created harmonous theoretical system of media education, the detailed analysis of key approac

6、hes and concepts of modern media education. He presented the role and a place of a media education in modern social and cultural situations, the basic positions of UNESCO in relation to media education, the content-analysis of various definitions of media education. The philosophical concept of M.Ba

7、htin and V.Bibler about “dialogue of cultures” used this as methodological basis of a media education positions. A.Fedorov results the analysis of the given concept in the media education context, considering potentialities of modern media culture, creating “unprecedented opportunities for dialogue

8、of cultures in global (dialogue of cultures, the nations, the countries), in interpersonal, and in introvert (inside of personality) levels. The media education bases on opportunities of "dialogue of cultures” which allows to avoid national isolation to leave on a level of comparison, the compa

9、rative analysis of various didactic approaches in the different countries of a planet, and, hence, is constant to improve the pedagogical theory and a technique” 1, p.13.Perhaps, one of the major problems of modern media education is definition of the basic terminological concepts and theoretical co

10、ncepts. Media education - rather new pedagogical direction, which historical roots are different in the different countries by virtue of political, ideological, methodological, etc. reasons. A.Fedorov is carried out the comparative analysis of the different classifications, theoretical approaches (c

11、ultural studies, sociocultural, protection, semiotics, ethical, aesthetic theories, the theory of “consumption and satisfaction”, the theory of media education as development of critical thinking/autonomies, democratic thinking of audience), described from the point of view of genesis of the central

12、 ideas and substantive provisions.The perception of media texts that is "perception" of “media reality”, feelings and ideas of authors of media texts, expressed in audiovisual, existential image” 1, pp.134. This media perception has a lot of parameters (connected with frequency of dialogue

13、 with media and qualitative characteristics of media text, knowledge of the theory and history of media culture, etc.). Clearly, that the basic parameters of development of youth audience in relation to media culture are different levels of development and are taken into account at the media texts a

14、nalysis. Certainly, studying of the theory and history of media education has the essential importance for the future teachers. However organization of practical works of students has the important place in professional pedagogical preparation. What is way A.Fedorov wrote about the basic methodical

15、principles, forms and methods of media education lessons. It is known, that the technique of a media education is based on cycles of the creative tasks, allowing to develop levels of media literacy. Thus in modern media education literature not always can find concrete methodical recommendations whi

16、ch could be applicable for teachers practice. Fedorov gives the details of methodical recommendations for the media education lessons, used in practice of universities and schools, media centers. In the manual programs of training courses on specialization "Media education", successfully r

17、ecommending themselves in practice are widely submitted by preparation of the future media educators. Problem questions for realization of media education lessons are very useful for the practice, representing the big interest for realization of discussions, "round tables”, debates and conferen

18、ces. It is thought, that the materials placed in media education webs will be interesting to independent studying students (for example, http:/edu.of.ru/mediaeducation, http:/www.medialiteracy.boom.ru) which addresses also contain in materials of the manual. Besides in each chapter the basic knowled

19、ge and the skills got by students during studying are designated, and at the end of sections questions and the tasks considerably facilitating work with the manual are submitted. In 2005 professor A.Fedorov published two monographies “Media Education of Future Teachers” and "Media Education in

20、the Western Countries” (last - together with Dr.A.Novikova). The urgency of the researches which have served by a basis for the given editions, is caused by the objective reasons connected to activization of media education process in Russia and abroad; an official recognition of a media education i

21、n the Russian pedagogical science; assignment the official status for media education as university level discipline; opening of the university specialization “Media education” for students of pedagogical and liberal arts universities.The monograph “Media Education of Future Teachers” includes the a

22、nalysis of the basic questions of the theory and a technique of media education (a substantiation of model of media education of future teachers, classification parameters of development of media literacy of students, methodical recommendations for the organization and realizations of media educatio

23、n lessons). On the basis of the skilled - experimental work which have been carried out by A.Fedorov, the attitude of students and practising teachers to the problem of media education is revealed. Some more details about the course of the experiment submitted in the monography: research work was or

24、ganized in control and experimental groups of the Taganrog State Pedagogical Institute, 90 students have taken part in it. At the initial stage of experiment ascertaining of levels of media literacy of students was carried out, which basis was author's classification of parameters (motivational,

25、 contact, information, interpret and creative) development of a media literacy 2, pp.92-115. The questioning including some questions and creative tasks was offered to the future teachers. After realization of forming experiment repeated ascertaining during which efficiency of classification paramet

26、ers of media literacy was revealed, efficiency of the developed model and a technique of media education methods with students is confirmed. It would be desirable to note, that at the description of the experimental work we can find in the tables/charts. The full text of questions and tasks are also

27、 submitted. The received results are analysed. The special attention is deserved with the interrogation of teachers of different age groups submitted in the monograph for revealing their attitude to media education problems. It is necessary to note, that in the history of Russian media education sim

28、ilar interrogation will be carried out for the first time, therefore the results get the special importance in conditions of perfection of Russia education. Teachers participated in interrogation of some municipal schools of Taganrog (57 persons). The analysis of interrogation convincingly testifies

29、 to insufficient knowledge of teachers in questions of media education, weak use of rich developing potential of media education in teaching and educational process (though the majority interrogated recognize a huge role of media in life of society and mark importance of development of independent,

30、critical thinking of school audience). In this connection there is abundantly clear the necessity of preparation of media literate teachers.In the monograph “Media Education of Future Teachers” has found reflection illumination of the important event for media education - the first All-Russia Intern

31、et-conference of Russian Association for Film and Media Education, which participants of steel conducting researchers and media educators - O.Baranov, S.Gudilina, V.Gura, N.Kirillova, A.Korochensky, V.Monastyrsky, S.Penzin, L.Usenko, A.Fedorov, A.Sharikov, etc. The circle of questions of conference

32、was wide enough: opportunities of media education in modern educational space were discussed, questions of media education theory and technique were considered, the most serious problems of Russian media educators, etc. Materials of conference allow the reader to reveal the basic prospects of the further development of media educationAt last, and the appendix to the monograph we can find programs of training courses on specialization 03.13.30 "Media Education” for students of pedagogical