最後，基於研究結果與目前媒體素養教育現狀，針對教育政策、資深教師、生手教師以及後續研究層面，提出幾點建議。 The study aims to realize and discuss the dialectic model of expert teacher in media literacy with hermeneutic circle. It starts with the literature reviews in three aspects: hermeneutics, media literacy and dialogue theory, which is followed by semi structured interview of the teachers of media literacy. Meanwhile related document are collected by focus group inter- views and analyzed in order to understand the literacy consciousness development process, teaching strategies, dialectic model and the different reflection on teaching between students and teacher.
The result indicated that studied the communication theory was the key point of awakening media literacy consciousness. Media literacy consciousness is a successive and shifting process, influenced by implement and reflected. The effecting factors of dialogue between teacher and students include curriculum design, the background knowledge of students, and teacher’s great resource. During dialogue, teacher used convergent and divergent strategies to lead students thinking, in which convergent strategy was divided by thinking form into two shapes. Through convergent and divergent strategies interwork, different dialectic models were constructed.
At last, on the bases of study analyzes and the actuality of media literacy education. The suggestions are proposed for education policy, expert /novice teachers, and the researcher for media literacy in the future.
