📚 AS Edexcel Media Studies: 2026 Exam Changes and Trends | AS Edexcel 媒体：2026年考试变化与趋势
The AS Edexcel Media Studies qualification is evolving to reflect the rapidly changing media landscape. From 2026, students can expect notable updates to set products, assessment objectives, and the incorporation of emerging digital formats. This article explores the key changes and trends that will shape the exam, helping teachers and learners prepare effectively.
AS Edexcel 媒体研究资格考试正不断演变，以反映快速变化的媒体格局。从2026年起，学生将看到指定文本、评估目标以及新兴数字格式方面的显著更新。本文探讨将影响考试的关键变化与趋势，帮助教师和学习者高效备考。
1. Revised Close Study Products (CSPs) | 修订的近文本
Edexcel regularly refreshes the set CSPs to ensure relevance. For 2026, the board is expected to replace older advertising campaigns with digital-first examples, such as influencer marketing on TikTok or branded content on YouTube. Print-based products will be reduced in favour of cross-media franchises. These changes reflect the shift from traditional broadcast to participatory culture.
Edexcel 定期更新近文本以确保时效性。2026年，预计委员会将用数字优先的案例（如 TikTok 网红营销或 YouTube 品牌内容）取代旧的广告活动。印刷媒体产品的比例将减少，转向跨媒体系列。这些变化体现了从传统广播到参与式文化的转变。
Additionally, music video CSPs may now include K-pop groups or viral dance challenges, highlighting globalised media flows. Newspaper set texts might shift to purely digital editions, forcing students to consider how interactive infographics and hyperlinks change news consumption.
此外，音乐视频近文本可能包含 K-pop 组合或病毒式舞蹈挑战，凸显全球化媒体流动。报纸指定文本可能转为纯数字版，迫使学生思考交互式信息图和超链接如何改变新闻消费。
2. Digital Convergence and Platform Integration | 数字融合与平台整合
The 2026 specification places greater emphasis on digital convergence—how content is produced, distributed, and consumed across multiple platforms. Exam questions will require learners to analyse the synergy between a film, its social media accounts, and companion apps. For instance, a movie release is now inseparable from its Twitter hashtag campaign and Spotify playlist.
2026年大纲更侧重数字融合，即内容如何在多平台上生产、发行和消费。考题将要求学习者分析电影、其社交媒体账号及配套应用之间的协同作用。例如，电影发行如今已离不开其 Twitter 话题标签活动和 Spotify 播放列表。
This trend extends to media industries, where conglomerates use vertical integration to control everything from production to streaming. Students must be able to map how a Marvel film feeds into Disney+ series, merchandise, and user-generated TikTok trends.
这一趋势延伸到媒体产业，集团利用垂直整合控制从制作到流媒体的一切。学生必须能够绘制一部漫威电影如何延伸到 Disney+ 系列、周边商品和用户生成的 TikTok 趋势。
3. New Media Forms: Podcasts, Short-Form Video and Live Streaming | 新媒体形式：播客、短视频与直播
Traditional media forms like newspapers and radio are being supplemented by podcasts and short-form video platforms such as TikTok and YouTube Shorts. The 2026 CSP list is likely to feature a true-crime podcast or a daily news explainer series. Students must study narrative construction, audience engagement, and the economics of these formats.
传统媒体形式如报纸和广播正被播客和短视频平台（TikTok、YouTube Shorts）所补充。2026 年的近文本列表很可能包含真实犯罪播客或每日新闻解读系列。学生必须研究这些格式的叙事构建、受众参与度及其经济模式。
Live streaming on Twitch or Instagram Live also enters the curriculum, bringing concepts of liveness, parasocial interaction, and monetisation via subscriptions. The distinction between producer and consumer blurs further, requiring updated theoretical frameworks.
Twitch 或 Instagram Live 上的直播也进入课程，带来现场感、准社会互动和通过订阅盈利的概念。生产者与消费者之间的界限进一步模糊，需要更新的理论框架。
4. Changes to Component 2 Set Texts | 第二部分指定文本的变化
Component 2 (Media Forms and Products in Depth) will see a shift toward more contemporary set texts. Older television dramas might be replaced with recent series from streaming services like Netflix or Amazon Prime. This change requires learners to engage with complex serialised storytelling and binge-watching culture.
第二部分（媒体形式与深入作品）将转向更现代的指定文本。较早的电视剧可能被 Netflix 或 Amazon Prime 等流媒体服务的最新系列取代。这一变化要求学习者接触复杂的连载叙事和刷剧文化。
Magazine and radio products may also be updated to include digital-only brands, such as an online fashion platform or a podcast network, challenging traditional genre classifications and encouraging discussion of how media forms are converging.
杂志和广播产品也可能更新，包含纯数字品牌，如在线时尚平台或播客网络，挑战传统的类型分类，并鼓励讨论媒体形式如何融合。
5. Revised Assessment Objectives | 修订的评估目标
Edexcel will fine-tune assessment objectives to better test digital literacy. For example, AO2 (analysis) now explicitly asks for evaluation of platform-specific techniques, while AO3 (evaluation) expects critical comparison between online and offline media products. The weighting for ‘media contexts’ may increase, demanding understanding of regulatory and economic factors.
Edexcel 将微调评估目标以更好地测试数字素养。例如，AO2（分析）现在明确要求评价特定平台技术，而 AO3（评价）则期望对线上和线下媒体产品进行批判性比较。”媒体语境”的权重可能增加，要求理解监管和经济因素。
Low-order recall questions will decline, replaced by prompts that ask students to synthesise ideas across different media forms and theoretical perspectives. The use of unseen media texts in exams will become more frequent, testing real-time analytical skills.
低阶记忆题将减少，取而代之的是要求学生综合不同媒体形式和理论观点的题目。考试中使用不熟悉的媒体文本将更加频繁，以检验实时分析能力。
6. Non-Exam Assessment (NEA) Adjustments | 非考试评估的调整
The NEA brief will likely incorporate more choices related to digital content creation, such as producing a social media campaign or a podcast episode. The marking criteria will emphasise interactivity and audience participation. Learners must demonstrate technical skills in editing software and an understanding of metadata and SEO.
非考试评估任务简介可能会纳入更多与数字内容创作相关的选择，例如制作社交媒体活动或播客剧集。评分标准将强调互动性和受众参与。学习者必须展示视频编辑软件的技术技能以及对元数据和搜索引擎优化的理解。
Reflective commentaries will need to address platform-specific constraints—for example, how Instagram’s square format shapes visual composition, or how algorithmic discoverability influences editorial decisions. Teachers are encouraged to integrate digital production workshops early in the course.
反思性评论需要解决平台特定的限制——例如，Instagram 的方形格式如何塑造视觉构图，或者算法可发现性如何影响编辑决策。鼓励教师在课程早期就融入数字制作工作坊。
7. Audience Interactivity and Participatory Culture | 受众互动与参与式文化
As audiences move from passive consumers to active participants, the 2026 exams will probe how media producers encourage UGC (user-generated content), fan fiction, and remix culture. Students must analyse how hashtags, challenges, and comments shape meaning and extend media life. This trend links to Jenkins’ theories of convergence culture.
随着受众从被动消费者转变为主动参与者，2026年考试将探讨媒体制作者如何鼓励用户生成内容、同人小说和再混文化。学生必须分析话题标签、挑战和评论如何塑造意义并延长媒体寿命。这一趋势与詹金斯的融合文化理论相关。
Games and interactive documentaries may appear as CSPs, requiring understanding of branching narratives and player agency. Questions could ask how audience participation alters the intended message, making reception theory more dynamic.
游戏和交互式纪录片可能作为近文本出现，要求理解分支叙事和玩家能动性。问题可能会问受众参与如何改变预期信息，使得接受理论更加动态。
8. Representation and Identity in a Globalised Media Landscape | 全球化媒体景观中的表征与身份
Representation studies will expand to include intersectionality and global perspectives. CSPs may feature LGBTQ+ influencers, disability representation in advertising, or racial diversity in video games. Questions may ask students to compare national media norms with global streaming content, reflecting the tension between local identity and global formats.
表征研究将扩展到包含交叉性和全球视角。近文本可能涉及 LGBTQ+ 影响者、广告中的残障表征或电子游戏中的种族多样性。问题可能要求学生比较国家媒体规范与全球流媒体内容，反映地方身份与全球格式之间的张力。
Theories such as Hall’s representation and hooks’ oppositional gaze will be applied to new contexts like AI-generated avatars and deepfakes, raising ethical discussions on authenticity and stereotyping in synthetic media.
霍尔表征、胡克斯对抗性凝视等理论将被应用于 AI 生成头像和深度伪造等新语境，引发关于合成媒体中真实性和刻板印象的伦理讨论。
9. Global Media Industries and Regulation | 全球媒体产业与监管
The 2026 spec will deepen the study of global media conglomerates like Disney, Netflix, and Tencent. Questions will ask how these companies navigate different regulatory environments (e.g., GDPR in Europe vs. CCPA in the US). Students must understand the impact of net neutrality, algorithmic curation, and regional licensing on content availability.
2026年大纲将深化对迪士尼、Netflix 和腾讯等全球媒体集团的研究。问题会询问这些公司如何应对不同的监管环境（如欧洲的 GDPR 与美国加州的 CCPA）。学生必须理解网络中立、算法策划和区域授权对内容可用性的影响。
Public service broadcasting will be contrasted with subscription-driven models, and learners may need to discuss how regulation shapes public interest content. Comparative case studies between BBC Three and YouTube Originals could feature in exam scenarios.
公共服务广播将与订阅驱动模式进行对比，学习者可能需要讨论监管如何塑造公共利益内容。BBC Three 和 YouTube Originals 之间的比较案例研究可能出现在考试情境中。
10. Streaming and On-Demand as the Norm | 流媒体与点播成为常态
Linear broadcasting is in decline; streaming is now the default mode for many demographics. The 2026 exams will expect learners to evaluate how on-demand platforms use data analytics to personalise recommendations and shape production decisions. An exam question might involve comparing the distribution of a BBC drama on iPlayer versus its acquisition by Netflix.
线性广播日渐式微；流媒体如今是许多人群的默认模式。2026年考试将期望学习者评价点播平台如何使用数据分析来个性化推荐并影响制作决策。试题可能涉及比较 BBC 剧集在 iPlayer 上的分发与被 Netflix 收购后的情况。
The rise of FAST (free ad-supported streaming TV) channels and platform exclusivity deals will be relevant, as students analyse how these economic models affect audience choice and the cultural prominence of certain texts.
FAST（免费广告支持的流媒体电视）频道和平台独占协议的兴起也将被涉及，学生将分析这些经济模式如何影响受众选择和某些文本的文化显著性。
11. Changes to Exam Question Styles | 试题风格的变化
Edexcel will introduce more applied and synoptic questions, combining multiple media forms in a single prompt. For example, a question could ask ‘To what extent do social media algorithms shape the representation of gender across a magazine front cover and a YouTube influencer video?’ Short-answer questions may include data interpretation from charts showing media usage patterns.
Edexcel 将引入更多应用性和综合题，在一个提示中组合多种媒体形式。例如，一道题可能会问”社交媒体算法在多大程度上塑造了杂志封面和 YouTube 网红视频中的性别表征？”简答题可能包括对展示媒体使用模式的图表进行数据解读。
Stimulus materials will increasingly be digital, potentially embedding short video clips or interactive timelines within the exam paper. This shift demands that students practice analysing multimedia sources under timed conditions.
刺激材料将越来越多地采用数字形式，可能在试卷中嵌入短视频片段或互动时间线。这一转变要求学生练习在限时条件下分析多媒体资源。
12. Preparing for 2026: Study Strategies | 2026年备考策略
To succeed, students should engage with a wide range of contemporary media products beyond the CSPs. Build a glossary of digital terms, practice comparing media contexts, and regularly write timed essays on platform convergence. Follow media news sites like The Guardian Media to stay updated. Creating a personal media diary can also deepen analytical skills.
为取得成功，学生应广泛接触近文本之外的当代媒体产品。建立数字术语词汇表，练习比较媒体语境，并定期限时写作关于平台融合的论文。关注《卫报》媒体频道等新闻来源以保持更新。创建个人媒体日记也能深化分析能力。
Teachers should scaffold analysis by using the theoretical framework (media language, representation, industries, audiences) to examine new platforms. Mock assessments should mirror the new question styles, and collaborative projects can simulate NEA demands. Early familiarisation with the 2026 CSP booklet is crucial once published.
教师应通过理论框架（媒体语言、表征、产业、受众）来指导学生分析新平台。模拟评估应反映新的试题风格，合作项目可模拟 NEA 要求。一旦发布，尽早熟悉 2026 年近文本小册子至关重要。
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