推動媒體素養教育具有多向度的重要價值，但學者論述媒體素養教育重要性的觀點有時過度強調公民社會的價值，造成媒體素養教育偏向內容批判與近用。本研究透過重新檢視媒體素養教育的重要性，回顧我國近四分之一世紀以來推動媒體素養教育、課程發展的歷程與特色，探討現階段媒體素養教學與課程的實施困境，期能重新定位媒體素養課程的實施意涵，進而提出其未來展望。本研究歸納我國媒體素養教育與課程的發展特色，可區分為倡議鼓吹、草根行動、政策宣示與紮根啟動四個階段。統整各階段實施媒體素養教學與課程的缺失，發現普遍對媒體素養教育的核心意義缺乏共識、教學未能兼顧新舊媒體、教師欠缺媒體素養與融入領域教學的知能等困境。本文建議重新定位媒體素養教育理論，應注意經濟產業與科技發展的內涵，強調媒體實作課程應回歸思辨能力，確立課程融入與轉化的教學策略；同時，有關媒體素養教學、課程對理性社會、文化產業、知識經濟、課程優質化的具體貢獻，本文亦提出展望。

Media literacy education has multi-dimensional functions. The value of civil society in Taiwan has been stressed. Media literacy ignores the holistic aims of the media, such as correlation of segments of society, transmission of the social heritage from one generation to the next, entertainment and sales promotion of the consumer goods. Thus the "White Paper of Media Literacy Education Policy" focuses on criticizing the content of media and extending citizens' rights to access the media. Teachers are led to a difficult position, especially, because of their lack of the theoretical knowledge concerning education, culture, economics, and community interaction. In Taiwan, the development of media literacy education in the past 25 years can be classified into advocacy, grassroots movement, policy-declaration, and performance periods. In summary, the difficulties for school teachers in implementing media literacy education are that they don't reach consensus about the definition of media literacy, that they don't have the capabilities to teach both the traditional and new media, and that their perception about media literacy is improper. The study argues for redefining the theoretical foundations about cultural, economic and technological demands. The curriculum transformation should be in harmony with teaching strategies. Thus, it is hoped that media literacy can contribute to a rational society, promote the cultural industries, develop the knowledge-driven economy, and improve the education quality.