融媒体技术的迅猛发展使得数字媒介产品更加融入个体日常生活环境，互联网、移动设备、视觉传达和传统媒介技术的融合使个体更容易访问、消费和传播媒介信息。然而，以全新的形式参与媒介环境的个体被迫面对复杂、庞大、动态的信息，传统的媒介素养不足以支持对信息来源可靠性的准确辨别。现阶段，不少学者对学生数字媒介产品的极高使用率表示担忧，新的媒介信息环境向学生对社会和科学的认知提出了挑战。本研究分析已有的媒介素养和科学素养后发现，它们共同指向一种新的批判性思维，即个体评估信息来源的可信度，并了解信息的生产方式和传播结构的能力。本研究以提升中学生科学媒介素养为教育目标，建构了科学媒介素养课程设计通用框架和基本流程，开发了相应的课程案例，并在实践中进行了分析、验证和迭代。

    本研究围绕科学媒介素养教育理念展开课程设计和实践。在媒介素养和科学素养的指导下，探析了科学媒介素养教育理念的发展脉络和实践内涵；通过整合科学媒介素养课程设计的理论指导、素养融合、关键要素和学习过程层面，对课程设计通用框架进行了建构；通过学习主体分析、活动任务梳理、课程逻辑建构和课程评价标准，对科学媒介素养课程设计的基本流程进行了设计，并开发了相应课程案例，为此类课程的探索提供了设计思路。在两轮课程实践中，通过逐课分析学生课堂作品和课后访谈并回顾教学情况，总结了在面向我国中学生的科学媒介素养教育活动中可能存在的问题，并针对问题进行归纳和溯源，提出相应教学策略和课程设计改进方案，为相关课程的教育实践提供了经验。

    本研究旨在促进学生对各类媒体中出现的科学信息进行批判性审查的能力，通过完善总结科学媒介素养课程的设计框架、教学课例和实践经验，为融媒体时代下的科学素养教育提供了新的方案。

      The rapid development of fusion media technologies has made digital media products more integrated into individuals' daily life environments, and the convergence of the Internet, mobile devices, visual communication, and traditional media technologies has made it easier for individuals to access, consume, and disseminate media information. However, individuals who participate in the media environment in new forms are forced to confront complex, large, and dynamic information, and traditional media literacy is insufficient to support accurate identification of the reliability of information sources. Analysis of existing media literacy and science literacy reveals that together they point to a new kind of critical thinking, namely the ability of individuals to assess the credibility of information sources and to understand how information is produced and how it is distributed. With the educational goal of enhancing secondary school students' science media literacy, this study constructs a general framework and basic process for designing science media literacy courses, develops corresponding course cases, and analyzes, validates, and iterates on them in practice.

      This study develops curriculum design and practice around the concept of science media literacy education. Under the guidance of media literacy and science literacy, the development and practice of the concept of science media literacy education are explored. The basic process of curriculum design was designed through the analysis of learning subjects, activity tasks, curriculum logic construction and curriculum evaluation criteria, and corresponding curriculum cases were developed to provide design ideas for the exploration of such curriculum. In the two rounds of curriculum practice, through analyzing students' classroom works and post-class interviews and reviewing the teaching situation lesson by lesson, we summarized the possible problems in the science media literacy education activities for Chinese secondary school students, and summarized and traced the source of the problems, proposed corresponding teaching strategies and curriculum design improvement plans, and provided experiences for the education practice of related courses.

      This study aims to promote students' ability to critically examine scientific information appearing in various media, and provides new solutions for science literacy education in the age of integrated media by improving and summarizing the design framework, teaching examples and practical experiences of science media literacy courses.