Research On The Supporting Subjects Of Pre-service Teachers' Media Literacy Education In The United States

With the rapid development of new media and modern information technology,the mass media has a penetrating influence on pre-service teachers.The new media,such as network and mobile phone,have the most direct influence on the pre-service teachers,and the guidance of the world outlook and values of pre-service teachers even surpasses the influence of higher school education.Facing the overwhelming media information,how to enhance the media literacy education of pre-service teachers is a real problem to be solved urgently.Compared with the developed countries,such as the United States,Canada,Britain and Australia,the media literacy education for pre-service teachers still exists a big gap in the theory and practice of media literacy education for pre-service teachers in China.Among them,the United States is a typical country of media literacy education for preservice teachers.After more than half a century of development,it has gradually formed a system and system of media literacy education with its own characteristics.Because pre-service teachers' media literacy education is inseparable from good guidance and control such as government,universities,social organizations and other supporting bodies.The media literacy education for pre-service teachers should make full use of all political groups,social organizations and other forces to build these support subjects into the concept of media literacy education for pre-service teachers,spread the advanced culture of media literacy for pre-service teachers and carry out the participants of pre-service teachers' media education.In China,due to the lack of support from the government,social organizations and institutions of higher learning,the development of the support body of pre-service teachers' media literacy education is not perfect.Therefore,the focus of this article is focused on the support subject of the media literacy education of the pre-service teachers in the United States,and on the basis of the analysis of the latest data and the integration of the existing literature on a large number of colleges and universities,social organizations,government departments,professional websites and so on in the United States,and the media of the pre-service teachers in the United States.In the course of the development of education,the role and practice of the related subjects are the main content,and the policy and practical suggestions to promote the development of media literacy education for pre-service teachers in China are the ultimate goal.This paper first introduces the development course of media literacy education for pre-service teachers in the United States.On this basis,it analyzes the support subjects of the media literacy education of the pre-service teachers in the United States,including the institutions of social organization and the beauty of the main body of the media literacy education of the pre-service teachers in the United States and the main body of the promotion of the media literacy education for the pre-service teachers of the United States.The government of the pre-service teacher's media literacy education guarantee body and the primary and secondary school as the practice base of the American media education for pre-service teachers.The third part of the thesis is a summary of the characteristics of the media literacy education for the pre-service teachers in the United States,including the clear support of the main body,the diversification of the support subject,the leading role of the supporting body and the cooperation of the main body.The fourth part of the paper points out the problems existing in the main body of the media literacy education support for the pre-service teachers in the United States,mainly the unbalanced development of the media literacy education of the pre-service teachers in the states of the United States and the excessive commercialization of the media literacy training institutions for pre-service teachers,there are relatively few universities in the us that offer media literacy education courses for pre-service teachers.The fifth part of the paper,on the basis of the previous analysis,puts forward some suggestions on the development of the media literacy education for pre-service teachers in China,which is synchronized with the government,institutions of higher learning,social organizations and primary and secondary schools.Combined with China's national conditions,we explore a road with Chinese characteristics for pre-service teachers' media literacy education support.