The Comparative Study On Urban And Rural Preschool Teachers’ Media Literacy In Chongqing

With the development of information society, the media has formed a huge network, covering every corner of modern life. It is well known that preschool teachers as preschool-education en lighteners should focus on improving the level of media literacy themselves when they are transmitting the media information. At the same time, the teachers can integrate it into teaching activities, and influence the little kids gradually while guiding to enlighten the media literacy of the little kids. Therefore, it is very important and urgent to explore the development of the media literacy of preschool teachers.As China begin researching on media literacy late, there are not only more theoretical researches and less empirical researches according to the research of the media literacy. Moreover, the researches just focus on the single aspect but less comparative study. It mainly display not only in the imbalance of the groups of the study, but also on the lack of attention to the media literacy of preschool teachers. Based on the research background of Chinese media literacy, the author use Questionnaire survey method, the interview method and the comparative method to found the current situation of the urban and rural preschool teacher’s media literacy.The result of the investigation indicates that the media literacy of urban and rural preschool teachers in Chongqing is not good, which needs further improvement. The study shows that there have obvious differences and the same problems on the ability of media, the differences is that the urban preschool teachers’ consciousness of reflection are lower than the rural preschool teachers’, and the same problem is that the urban and rural preschool teachers are lack media awareness and enthusiasm.There is no significant difference on media knowledge between the urban and rural preschool teachers,and the same problem is that the urban and rural preschool teachers are lack of media knowledge. There has obvious differences on the consciousness of media,the difference is that the rural preschool teachers have a weakness ability to use media, the urban preschool teachers’ application ability of media needs further improvement, and the urban preschool teachers are badly in grasp the media information, and the same problem is that the urban and rural preschool teachers’ media ability needs to be further development.In view of the present condition of the media literacy of the urban and rural preschool teachers. Then the author analyses the impact factors of the kindergarten teacher’s media literacy form the governmental departments, department of education, the entity of society, the kindergartens and the preschool teachers.In view of the impact factors of the media literacy of the preschool teachers, this study attempts to integrate the five channels of education in the society and puts forward some relative suggestions. Governmental departments should not only provide guarantees on regulations and policies but also enlarges the allocations and utilize of the rural education resources. Department of education should organize the curriculum construction of media literacy in the universities and give more attention on the training of the urban and rural preschool teachers. The entity of society should give support and help. The most important is, the kindergartens should create favorable environment for the development of the media literacy of preschool teachers, carry out the training, and increase the cooperation of the society. Generally speaking, the urban and rural preschool teachers should improve their media literacy themselves overtly through the summary and reflection.