CAJ | 학술논문

美国的媒介素养教育起步于20世纪60年代，发展历程大致经历了萌芽、兴起和发展三个几段，其目的主要包括培养学生的批判思维能力，要求学生学会学习和自我表达，使其免受媒体负面信息的影响。虽然，美国媒介素养教育已发展得比较成熟，但仍存在着对媒介素养教育的认识有偏差、缺乏统一的课程标准、师资力量不足等一系列问题，而其未来的发展主要表现出专业化、大众化、多元化和跨学科化等趋势。
미국적매개소양교육기보우20세기60년대，발전역정대치경력료맹아、흥기화발전삼개궤단，기목적주요포괄배양학생적비판사유능력，요구학생학회학습화자아표체，사기면수매체부면신식적영향。수연，미국매개소양교육이발전득비교성숙，단잉존재착대매개소양교육적인식유편차、결핍통일적과정표준、사자역량불족등일계렬문제，이기미래적발전주요표현출전업화、대음화、다원화화과학과화등추세。
Media literacy education in America started in the 1960s, and it has been experienced three stages which are germination, emergence and development. It’s main purpose is that to develop student’s critical thinking skills and require them to learn how to study and self-expression , so that they can avoid the influence from the negative information. Although media literacy education in America has developed to some extent, there are also many problems. For example, people’s knowledge of media literacy education is not comprehensive; It does not have uniifed curriculum standards and teachers are not professional, and it’s developing trends in the future are specialization, popularization and diversiifcation.