信息化社会在给人们的生活带来一系列便利的同时，也带来很多消极影响。尤其是对于处于特殊年龄和心理阶段的初中生，传播媒介使得他们享受到了更广阔的、更快速、更便捷的信息获取，从未有过的大范围、多渠道的人际互动以及更早更广更多的社会参与和社会认识。但同时，由于初中生缺乏独立的判断能力和理性思维能力，又急于寻求个人彰显和他人认同，使得自身极易被泛滥的媒介信息蒙蔽、异化。同时，也会产生人际互动美感下降、规范淡化的后果以及社会认知曲解、定位失衡的危机。媒介素养教育旨在培养媒介素养，即对媒介本身、媒介元素和媒介信息的获取能力、使用能力、批判能力和创造能力，并期望传递正确的媒介利用动机和媒介使用态度。在初中阶段开展恰当的媒介素养教育，对于帮助初中生摆脱媒介信息带来的危机上体现了重要的价值。这从一个方面解释了教育部在其颁发的《义务教育思想品德课程标准（2011年版）》中，提出“提高媒介素养”这一要求的原因。同时，媒介素养教育与思想品德课程在教育目标、教育内容和教育方式上存在紧密的联系，这使得思想品德课程与媒介素养教育在价值实现上呈现出迫切的相互需要和极大的实践可行性。这也从另一个方面解释了为何媒介素养教育会被纳入《课程标准》。

The development of information society brings about convenience for people’s life but also negative impact. Especially for the junior high school students who are teenagers and in special psychological phase of life, media enables them to obtain information in a broader, more rapid and more convenient way. In addition, media provides them the access to the interpersonal interaction in a wide range and from multi-channels and the access to much more and wider social participation and social recognition much earlier. In the meantime, the junior high school students is vulnerable to the inundation of media information owing to the fact that they lack independent judgment and rational thinking ability and are eager to show themselves and to seek for approval of others. Meanwhile, the crisis such as the decline of the aesthetic of interpersonal interaction, neglect of regulations, the distortion of social cognition and location imbalance will arise. Media literacy education aims to cultivate media literacy which refers to the ability to obtain, employ, criticize and create the media itself, media elements and media information; to transmit proper motivation and attitude to use media. It is of great value to help junior high school students to get rid of the crisis result from the impact of media through carrying out the appropriate media literacy education in junior high school. Therefore, it is reasonable why Ministry of Education puts forward the concept of “improving media literacy” in the “curriculum standard of ideology and morality for compulsory education (2011)”.At the same time, the media literacy education and the course of ideology and morality are closely related in terms of the goal, content and way of education, which demonstrates the urgent mutual needs and applicability with regard to the realization of value. That is another reason why media literacy is brought into “curriculum standard of ideology and morality for compulsory education”.