媒體敎育並非新興概念或領域，相關概念的發展從早期的螢幕敎 育、圖影識讀、媒體識讀、電視識讀，到晚近的「新」識讀能力、視 覺覺知、視覺傳播、批判觀看等，皆是媒體敎育的内容。因應隨著傳 播科技變遷而產生的媒介影響，西方國家發展出以正規敎育與非正規 敎育的多元方式，對兒童與青少.年、甚至成年受眾，提供媒體敎育的 學習途徑。 由於電視用以再現的符號系統，在形成訊息過程中存有多層操縱 的可能性，因而電視素養成爲媒體敎育的核心概念，冀望透過對電視 作全觀的瞭解（holistic understanding )，使個體不僅能消極地「解 毒」電視（detoxification of TV)，進而積極地「解讀」電視（ decoding TV)。本文就英美兩個國家媒體敎育發展的歷史與電視素養内涵加以評 析，並综合其他實施電視素養敎育的國家，發展出電視素養的類目與 内容，共計包括「觀看行爲之管理」、「節目眞實性之區辨」、「勸 服性論證與訊息」、「媒介生態與組織」四大類別，十六個次類目。 本文強調由於台灣媒介生態的錯综複雜，媒體敎育的迫切性尤甚；並 建議國内大眾傳播相關科系應開設媒體較育與媒體研其等課程，以培 養具備媒介素養的公民。

The term "media education" has been explored for decades in some countries such as the United States and the United Kingdom. However, in spite of establishing a more agreeable definition, media education could refer to a number of concepts such as screen education, visual literacy, media literacy, television literacy, new literacy, visual awareness, visual communication, and critical viewing skills. Among various definitions and topics (or medium forms) included in media education, television literacy has been one of the most focused issues and therefore gains most of the attention from researchers. The process of message coding in TV production leaves space for mainpulation out the bases for television literacy. A content survey of the development and curriculum of television literacy of the United Kingdom and the United States was conducted and described. Lastly, the article attempts to develops core concept of television literacy teaching to include four major components: 1) management of viewing behavior or habit, 2)discrimination of fantasy and realtiy, 3)awareness of persuasive nature of televised messages, and 4)understranding of media ecology. Strategies of implementation were discussed.