核心素养视野中的影像教育:以中国台湾为例
The Moving Image Education in View of Core Competences: Taking Taiwan Area as an Example
  
DOI:
中文关键词:  核心素养;影像教育;美学素养;媒介素养
英文关键词:core competences, moving image education, aesthetics literacy, media literacy
基金项目:教育部人文社会科学研究青年基金项目“中国城市化进程的影像表达及其美学诠释”(项目编号:16YJC760035)和浙江省教育厅一般科研项目“媒体融合语境中的中国电影产业模式变革”(项目编号:Y201533823)的阶段性研究成果
作者单位
林玮 浙江大学 
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中文摘要:
      影像教育是核心素养得以实践的重要手段。它可以顺应专业教育大众化与普泛化的趋势,将影像训练拓展于教育之中,并通过对媒体近用权的强调,形成对日益泛滥的消费文化的反制。美学素养和媒介素养是我国台湾地区影像教育的两个支点,它们分别包括影像叙事、情感沟通,影像解读、社会批判两种面向,突出了影像教育的生活指向和社会指向。台湾地区的影像教育主要通过融入课程、专案教育和社会教育三种途径来实现。
英文摘要:
      The moving image education is an important means of cultivating core competences. It can comply with the trend of mass higher education by developing the professional film education to education system. Although emphasizing the rights of access to the media, the moving image education may counter the over-flooding of consumerism on arts and culture. Taiwan’s moving image education is practiced on two pivots: aesthetics literacy and media literacy. The former is manifested as visual narration and emotional communication; while the latter being image interpretation and social criticism. Taiwan’s moving image education has three ways: infusion curriculum, project management and social education.
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