Research On Media Literacy Training Strategies Of Preschool Teachers

People’s access to information is always inseparable from certain media support.At present,the characteristics of media networking,digitization and intelligence are increasingly obvious.Generally,more than 80 percent of the information people get comes from electronic media,and media languages such as sound,image,animation and video are gradually replacing written language.Media literacy in the information age is the basic quality of citizens.The further advancement of educational informatization in China is restricted by the technical acceptance of educators to a certain extent.Scholar Yu Shengquan put forward that the primary task should be to focus on improving the media literacy of teachers as an important driving force to promote the common development of technology integration education.The main content of this paper includes four aspects:First of all,based on other scholars’ existing studies on teachers’ media literacy,a questionnaire on media literacy of preschool teachers was independently compiled.Taking preschool teachers as research objects,this paper analyzes the status quo of their media literacy,and divides the media literacy structure of preschool teachers from three dimensions:media cognition and emotion,media proficiency,media reflection and social sharing.Among them,media cognition and emotion include two secondary structural elements:understanding of media knowledge and technology and media availability and ease of use,and media proficiency includes three secondary structural elements:willingness to use media,maintenance of media use and problem solving in the process of media use.Media reflection and social sharing include two secondary structural elements:media metacognition and reflection and media information sharing.According to the results of questionnaire recovery analysis,the self-compiled Questionnaire on Media Literacy of preschool Teachers has good reliability and validity.Secondly,the sample results obtained from the Questionnaire on Media Literacy of preschool teachers are analyzed and the status quo is explained.The objects of this study were preschool teachers distributed in urban,urban and rural areas in Nanping,Zhangzhou and Ningde,Fujian Province,and randomly distributed questionnaires.A total of 503 preschool teachers were investigated in order to understand the status quo of media literacy of preschool teachers.The analysis of the questionnaire results shows that the overall level of media literacy of preschool teachers is relatively high.In terms of each dimension,the average score of each dimension in descending order is as follows:understanding of media knowledge and technology>maintenance of media use>media information sharing with peers>problem solving in the process of media use>media metacognition and reflection>media availability and ease of use>willingness to contact and use media.In terms of demographic variables,there are significant differences in the two dimensions of "willing to contact and use media"and "maintenance of media use" in terms of professional title.There are no significant differences in the gender,educational background,teaching age and location of kindergarten in the media literacy of preschool teachers.The third part is about the analysis of the problems existing in the media literacy of preschool teachers.Specifically,there are three problems as follows:First,there is more room for preschool teachers to improve their media proficiency;Second,preschool teachers’understanding of media knowledge and technology is relatively weak;Third,compared with young and new teachers,old teachers are less willing to contact and use media.At the same time,three factors affecting the media literacy of preschool teachers are explored:the teaching age and professional title of preschool teachers are part of the internal factors affecting the media literacy of preschool teachers;The media technology support and media literacy training form of kindergartens are external factors that affect the media literacy of preschool teachers.The unification of media use standards and policies and regulations for preschool teachers is the key factor affecting the media literacy of preschool teachers.Finally,countermeasures and suggestions are put forward for kindergarten teachers to improve media literacy.First of all,lay a solid foundation,build a teacher media literacy community,and help new and old preschool teachers to jointly improve their media literacy.Secondly,with core support,the park will strengthen the input of media literacy and enrich the training forms.Finally,the core planning is to build a unified connotation of media literacy for preschool teachers and refine standards for media use.