在现代信息社会，媒介已成为人们获取信息的最重要渠道。青少年学生对媒介的认识、选择与接触，对媒介信息的甄别与判断，以及对媒介的使用等，都直接关系到他们人生观、世界观、价值观的形成，而高中阶段又是学生这些观念形成的重要阶段，因此推进高中生媒介素养教育很有必要。媒介素养是语文素养的延伸，媒介素养教育是一种具有综合意义的语文素养培育工程。本研究将语文时评课作为媒介素养教育融入语文教育的一个切入点，旨在通过时评阅读、时评论辩、时评写作等多种方式相结合，教给学生信息时代最需要的基本视、听、读、写、说的知识与技能，在学习与实践过程中培养他们健康高尚的情感态度与价值观念，从而教会他们正确地使用信息资源以完善自我、促进社会发展。本文主要是结合本校（深圳龙城高级中学）校本课程——语文时评课的开发进行研究。本校自2007年起开设该课程，该课程经历了从最初的个别教师摸索阶段到现在全校范围内开设、全体语文教师共同研讨的集体备课阶段。本校语文时评课以时评阅读课、时评论辩课和时评写作课为主，辅以时评讲座课，这门课受到了学生的欢迎。随着国内外媒介素养教育的研究的深化发展，本校语文时评课课题组将继续挖掘语文时评课的时代内涵，丰富语文时评课的教学模式，促进语文时评课的规范化、系统化、科学化发展，进而推动高中生媒介素养教育的发展。语文时评课引导学生深入阅读印刷文本、辩证思考社会热点、理性表达对社会热点的认知，这些不仅有助于传承印刷文化的宝贵遗产、矫正当今媒介文化生态失衡的环境，更有助于语文课顺应时代的发展潮流，具有持续发展的生命力。但语文时评课与传统的语文课不同，它要求语文教师转变教育教学理念，改进教育教学方法，这就对语文教师本身的媒介素养提出了更高的要求。因此，国内师范院校也应该关注中学媒介素养教育的实践情况，培养具有更高媒介素养的师资队伍。

In the modern information society, the media has become the most important channel of access to information. How does high school student understanding and selecting media, how does they getting in touch with of media, how does they choose and judge information, are directly related to the formation of high school students’ outlook on life, world views, values, and it is the right time for them to form all these concepts. So it is necessary to carry out media literacy education in high school.Media literacy is an extension of language literacy, media literacy education is a comprehensive sense of language literacy training project. This research will language commentary class as media literacy education into language education of a point, aimed at by commentary reading, and commentary argument, and commentary writing, multiple way phase combination, taught students information times most needs of basic depending on, and heard, and read, and wrote, and said of knowledge and skills, in learning and practice process in the training they health noble of emotional attitude and value concept, to church they correctly to using information resources to perfect self, and promote social development.This article mainly combined school-based (Shenzhen Longcheng high school) curriculum development of Editorial Office of Chinese studies, the school has been open language commentary course since 2007, at beginning the course is on the initial exploration stage, now the hole school, all classes take the course, all language teachers to discuss and prepare the lessons. The language commentary class to commentary reading class, and commentary argument class and commentary writing class mainly, auxiliary to commentary lecture class, the course was welcomed by students, reference both at home and abroad research experience, school language commentary class group will continues to mining language commentary class of times connotation, rich language commentary class of teaching mode, promote language commentary class of standardization, and systematic, and scientific development, promote high school students media literacy education. Commentary of Chinese dialectical thoughts on guiding students to read printed text, social cognitive, rational expression on social hot spots, which not only helps to pass on valuable heritage of print culture, ecological imbalance correction in today's media culture environment, more conducive to language courses conform to the trend of development of the times, has continued to develop vitality. But Chinese commentary in media literacy education is different from traditional Chinese, it requires changing educational and idea for language teachers, improve teaching methods, but also on media literacy of Chinese language teachers themselves put forward higher requirements. Therefore, national teacher-training colleges should also be concerned about the practice of media literacy education in middle school, train teachers with higher media literacy.