일본문화수업을 통한 미디어리터러시 교육

Abstract

This paper discusses how students in the information age can improve the media literacy through their classes, the ability to critically understand it and become a wise media consumer in the flood of various information. As a concrete method, the Japanese culture was searched for high interest by students through the Internet, and discussion and presentation were conducted based on this. The discussion topics selected by the students were the World Heritage of Japan, the Tokyo Olympics in Japan, the average life expectancy in Japan, the My Number System, the Dokdo issue, the Korean Wave, and the economic policies and politics of Abe. Presented. Students were asked to discuss the differences in the contents of the articles depending on the subjects of the Internet portal articles. Rather than simply organizing and accepting the searched content, the discussions were based on critical interventions to cultivate insightful views and improve student communication and negotiation skills. As a result, the overall media literacy skills improved, as indicated by the survey conducted two times before and after class. In the first questionnaire, the scores of opportunity areas were high, whereas in the second questionnaire, the scores of the critical competence areas were able to understand the media’s attributes and influence and to accept them critically. The citizenship area showed low scores in both the first and second surveys. In the area of ​​citizenship, the level of participation is low, so that correct education should be carried out in the future so that active participation in social issues can be achieved. Nevertheless, the scores on the question of generosity in the area of ​​citizenship were markedly improved in the second round, and it was judged that it was effective to instruct students to actively express their opinions on their own and other opinions. In conclusion, the results of the instruction to critically accept the differences between Korea and Japan media in class are considered in the survey. Media education based on such critical thinking is essential to living the knowledge-based society of the 21st century and the era of the 4th Industrial Revolution, and is essential for students to go out and become wise media consumers and members of democratic society.