课堂传播效果：研究的维度与理论的构建

发布时间：2018-04-03 02:07

本文选题：课堂教学　切入点：传播效果　出处：《湖南师范大学》2007年博士论文

【摘要】： 课堂传播效果是教育传播学研究的一个核心课题。目前我国学界对课堂传播研究尚属起步阶段，对课堂传播效果的研究则更少。具体说来，本课题主要研究了如下问题。第一章介绍了课堂传播效果研究的缘起、意义、现状、难点、对象、内容及研究的视角与方法，并对相关概念进行了界定。第二章侧重分析了影响课堂传播效果的各种因子。这些因子包括课堂传播主体、内容、媒体、对象、环境等要素。在课堂传播主体部分，主要分析课堂传播主体智力及非智力因素对课堂传播效果的影响；在课堂传播内容部分，主要分析课堂教学信息与传播效果的关系；在课堂传播媒体部分，从“媒介即讯息”、“媒体人”的形成、不同的媒体文化观、“地球村”的生成等方面分析了媒体对课堂传播效果的影响，并重点分析了三种语言在课堂传播中的效用；在课堂传播对象部分，阐述了有关传播对象的五种理论及对课堂传播的启示、课堂传播对象的三种选择、学生的心理机制与课堂传播效果；在课堂传播环境部分，主要阐析了教师、“意见领袖”、学校环境、家庭环境、社会环境对“信息场”的影响。第三章主要分析了课堂传播过程中的干扰。它从心理学、教育学、传播学等不同视角审视课堂传播中的干扰，并分析课堂传播中干扰的各种形式，包括传播者自身的干扰、信息干扰、媒体干扰、信宿干扰、环境干扰等。第四章探讨了有效传播的基本策略。首先，它从教学论视角对传播效果理论进行了阐发，这些理论包括“认知一致理论”、“议题设置理论”、“沉默的螺旋假说”、“知识沟假设”、“教养(涵化)理论”等，有助于深化对课堂传播效果的研究，亦具有较大的实用价值。然后，它从沟通、“高语境”信息、整合传播、“需要一激励”、游戏传播等方面研究了课堂有效传播的基本策略。第五章对课堂传播效果检测价值、指标、方法、步骤等进行了阐析，提出课堂传播目标、教师传播行为、学生接收行为、教学传播媒体等方面的检测指标，对课堂传播效果检测进行了宏观的分析。本课题研究，一是从视角上有所创新。目前，已经有一些学者用传播的视角来观察“教育”领域的现象，产生了“教育传播学”这门学科，但却较少深入研究“课堂传播效果”。本选题在视角上有一定的创新意义。二是在方法上有所创新。目前，，传播效果研究的主要方法是量化研究，很少从质的方面去考量，本研究则侧重从质的方面入手进行研究。三是具有一定的指导意义。以传播理论和教育理论为基础的课堂传播学，对课堂传播过程的分析，比较接近于真实的动态的教学过程，能更客观地反映课堂传播活动的规律，发现影响课堂传播效果的因子，寻找提高课堂传播效果的途径、方法，指向性较强。四是具有一定的理论价值。课堂传播效果研究是课堂传播研究乃至整个教育传播研究领域的重要课题，但目前对这一课题研究的成果甚少，如能在这一领域有所突破，则具有一定的理论价值。
[Abstract]:The effectiveness of classroom communication is a core issue in educational communication research. At present, the research on classroom communication in Chinese academic circles is at the initial stage, and the effect of classroom communication is less.
In particular, this topic mainly studies the following issues.
The first chapter introduces the origin, significance, status, difficulties, objects, contents and research perspectives and methods of the study on the effect of classroom communication, and defines the related concepts.
The second chapter focuses on the analysis of various factors affecting classroom communication effect. These factors include the main contents, classroom communication, media, object, environment and other factors. In the classroom communication subject, it mainly analyzes the influence of classroom communication subject intelligence and non intelligence factors of classroom communication effect; the classroom communication contents, the main analysis of classroom teaching information and communication effect; in the classroom communication media, from "the medium is the message", "media", different media culture, "the impact of media on the classroom communication effect analysis of the generation of the global village", and focuses on the analysis of the effectiveness of three languages in classroom communication; in the classroom communication object, elaborates five kinds of theories on communication object and Its Enlightenment on the classroom communication, the three choice of classroom communication object, psychological mechanism and classroom communication of students The influence of the teacher, the opinion leader, the school environment, the family environment and the social environment on the "information field" is mainly explained in the classroom communication environment.
The third chapter mainly analyzes the interference of classroom communication. In the process of it from psychology, pedagogy, examine the interference in classroom communication communication from different perspectives, and analyzes the various forms of interference in classroom communication, including disseminator interference, interference information, media interference, information interference, environmental interference and so on.
The fourth chapter discusses the basic strategy of effective communication. Firstly, it is analyzed from the perspective of teaching theory of communication effect theory, these theories include "cognitive consistency theory", "agenda setting theory", "spiral of silence" hypothesis, "knowledge gap hypothesis", "Education (acculturation) theory, help to deepen the study on the classroom communication effect, also has great practical value. Then, it is from the communication, high context, integration of communication, need and stimulation, the game spread on the basic strategy of effective communication in classroom.
The fifth chapter analyzes the detection value, indicators, methods and steps of classroom communication effect, and puts forward the testing indicators of classroom communication objectives, teachers' communication behavior, students' reception behavior, teaching media and other aspects, and makes a macroscopic analysis of the classroom communication effect detection.
In this research, one is the innovation from the angle of view. At present, there are some scholars use communication perspective to observe the phenomenon of education field, resulting in a "communication education" of the subject, but less study on "classroom communication effect". This topic has certain innovation significance in perspective. The two is to innovate in methods. At present, the main method of communication effect research is seldom from the quantitative research, qualitative study, this research focuses on the qualitative study. Three has a guiding significance on communication theory and classroom teaching. Based on the theory of science communication education, analysis the process of classroom communication, the teaching process is close to the real and dynamic, which can objectively reflect the classroom communication activities of the law, found the factors that affect classroom communication effect and find ways to improve classroom communication effect, method, direction The four is strong. It has some theoretical value. The study on classroom communication effect is an important topic of classroom communication research and education communication field, but at present the research results about as a breakthrough in this field, it has some theoretical value.

【学位授予单位】：湖南师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G424.21

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