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An attempt to cultivate education power of family and area against to the expansion of solitude TV watching in the age of multi-channel

多频道时代孤独看电视扩张，培育家庭和地区教育力量的尝试

基本信息

批准号：
11480036
负责人：
MURANOI Hitoshi
金额：
$ 4.74万
依托单位：
Fukui University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
1999
资助国家：
日本
起止时间：
1999 至 2002
项目状态：
已结题

项目摘要

The world 'Media Literacy' is now familiar to Japanese. We teach children how to make 'News programs' in elementary school in Japanese. Broadcast stations had started to regulate sex and violence expressions in their TV programs and also they had set 'Time zone for Adolescence and Children'.First, We investigated 'Zapping' in Young people and revealed that they change channel 16 times per 1 hour. What are they watching? Can they recognize TV programs? Many problems appeared before us.2nd, we examined Media literacy TV programs weather they have educational effects on children in cooperation with NHK and Commercial Broadcasts. We showed these programs had enough power. We also counted violence expressions in and after the 'Time zone for Adolescence and Children' for two years. Then, we find significant decrease of violence expressions in the time zone.3^<rd>, we made TV program in cooperation with NHK Fukui Broadcast stations named 'Message from Our School' once a week for 4 years. We made children and students to make the TV programs and 76 schools broadcasted their programs. This trial is a side of writing of Media Literacy.We wrote 3 books in these 4 years. 2 of them are group work with teachers and peoples in broadcast stations and PTA. Most recent book 'Child development and TV' written by Hiroshi Muranoi is selected to good books in 2002 by The Association of Japanese libraries and by The Committee of All Japan School libraries.The next stage, we must develop curriculums and materials of Media Literacy for school and estimate their educational effects on children.

“媒体素养”这个词现在已经为日本人所熟悉。我们在小学里用日语教孩子们如何制作“新闻节目”。广播电台已经开始规范电视节目中的性和暴力表达，并设置了“青少年和儿童时区”。首先，我们调查了年轻人的“Zapping”，发现他们每小时换台16次。他们在看什么？他们能识别电视节目吗？许多问题出现在我们面前。第二，我们与NHK和商业广播公司合作，审查了媒体素养电视节目是否对儿童产生教育效果。我们证明了这些程序有足够的能力。我们还统计了两年来“青少年和儿童时区”内和之后的暴力表达。然后，我们发现，在同一时间段内，暴力的表达显著减少。3 ^<rd>，我们与NHK福井广播电台合作制作了名为“来自我们学校的消息”的电视节目，每周一次，持续了4年。我们让孩子和学生制作电视节目，76所学校播放了他们的节目。这次尝试是媒介素养写作的一个侧面，我们在这四年里写了三本书。其中2项是与广播电台和家长教师会的教师和人民一起开展的小组工作。村井浩（Hiroshi Muranoi）的新书《儿童发展与电视》于2002年被日本图书馆协会和全日本学校图书馆委员会评选为好书。下一阶段，我们必须开发学校媒体素养课程和材料，并评估其对儿童的教育效果。