The continuity of the ideas of media pedagogy of the «perestroika» period in today's educational space
DOI:
https://doi.org/10.47475/2070-0695-2022-10102Keywords:
media education, comparative analysis, Russia, USSR, 1984–1991, modernity, similarities, differencesAbstract
The results of a comparative analysis of domestic media education in the perestroika period and the present have demonstrated an identical understanding of the need for its development by media educators in the context of major global trends. We have stated that a large number of currently relevant media-educational technologies were developed in the second half of the 1980s. They are based on the integration of domestic and foreign methods adapted to the conditions of the Russian educational space. A similarity of the two historical periods is the understanding of the need to study and reasonably integrate world trends in media-educational activities. An important distinguishing feature of modern media-education from the media-education of the perestroika period is the expansion of the understanding of the necessity not only of forming a media-literate student, but also of developing the level of media-information competence of the teacher himself. The purpose of media-education becomes media-information competence, expressed in a number of levels. This article presents our developed qualification requirements (as part of the professional standard) for teachers in primary and secondary general education programs in the field of media and information competence.
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