小学媒介素养“晶体”课程评价及实践研究

Research of “Crystal” Curriculum Assessment and Practice of Primary Media Literacy

通过大量的媒介素养课程理论研究，在此基础之上提出了小学媒介素养“晶体”课程评价及其评价设计，并对其“晶体”课程实践过程及结果进行评价问题及文化研究。该研究主要运用质化研究方法，以吉林省靖宇县某小学为实验基地进行课程实践。文章共从四个方面展开论述。首先，“晶体”课程评价的提出及其依据；其次，从课程评价的视域、参加者、评价方式和评价标准来阐释“晶体”课程评价的设计；再次，从微观层面上探讨“晶体”课程评价的问题设计及实施方法；最后，以小学媒介素养课程中的“摄影”课程为例，对其进行课程评价的实践及其文化研究，并在此研究基础上提出“教室风险”“文化惰性”的概念。总之，全文对小学媒介素养课程进行评价问题及实践研究，旨在完善小学媒介素养课程实践的同时，也为我国小学媒介素养课程实践及评价问题提供可能参考框架。

Based on large range of study on the theory of media literacy courses，this paper proposes the concept of ＂crystal＂ curriculum evaluation and method for evaluation design and provides the evaluation and cultural study on both the practical process and results of the ＂crystal＂ curriculum. It is mainly uses the method of qualitative research. and chooses a primary school in Jingyu County of Jilin Province as the experimental base for curriculum practice. This paper is discussed from four aspects. First of all， proposed the idea of the ＂crystal＂ curriculum evaluation and support evidence.Secondly， elaborate the ＂crystal＂ curriculum evaluation from the view of curriculum evaluation， Participants， Curriculum evaluation mode and Curriculum evaluation standard four aspects. Again， it is discuss the implementation method of problems in design of “crystal” curriculum evaluation from microcosmic level. At last， the research takes a “photography” course of primary media literacy courses as an example， and research on practice and the culture of the curriculum evaluation，on the basis of which proposed the concept of “classroom risk” and “cultural inertia”. In a word，The research is about “crystal” curriculum assessment of practice process and results. This paper aims to improve the the curriculum practice of primary media literacy curriculum， it also may provide a reference framework for curriculum practice and evaluation of primary school media literacy curriculum in our country.