本文選題：媒介素養(yǎng)　切入點(diǎn)：新媒體環(huán)境　出處：《東北師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：在新媒體環(huán)境下，危機(jī)事件的突發(fā)性特點(diǎn)日益明顯，雖然非典事件已經(jīng)逐漸淡出了大眾的視野，但是隨著近幾年各類危機(jī)事件的頻發(fā)，危機(jī)傳播似乎開始作為一種特點(diǎn)鮮明的傳播方式介入到了受眾的媒介生活中。 新媒體帶來的開放式的媒介環(huán)境促進(jìn)了自媒體在受眾群體中的廣泛應(yīng)用，然而這種開放自主的傳播方式似乎也讓受眾在參與或試圖參與危機(jī)傳播時(shí)對(duì)傳播內(nèi)容的判斷略顯盲目。如日本地震后，我國國民“搶鹽風(fēng)波”事件的發(fā)生，這表面上是受眾對(duì)于微博內(nèi)容的盲目信賴和轉(zhuǎn)發(fā)，但同時(shí)我們也認(rèn)為這是一定程度上受眾媒介素養(yǎng)缺失的表現(xiàn)。 我國受眾群體龐雜，通過對(duì)現(xiàn)有研究的總結(jié)以及實(shí)際生活觀察，我們發(fā)現(xiàn)大學(xué)生在現(xiàn)下新媒體環(huán)境中表現(xiàn)出的群體特點(diǎn)更加的明顯，將他們作為研究對(duì)象能夠更具有現(xiàn)實(shí)意義，因此，本研究意在立足于傳播學(xué)和認(rèn)知心理學(xué)等相關(guān)理論之上，以我國東、西、中部地區(qū)部分大學(xué)的在校大學(xué)生為例，通過對(duì)危機(jī)傳播潛伏、爆發(fā)、延續(xù)和痊愈四個(gè)階段和信息流、影響流以及噪音流三個(gè)流派的詳細(xì)分析，再針對(duì)大學(xué)生媒介素養(yǎng)在危機(jī)傳播中的即時(shí)化、失衡化和碎片化特點(diǎn)進(jìn)行闡述，意圖在現(xiàn)有的理論基礎(chǔ)上從認(rèn)知、態(tài)度以及行為三個(gè)層面來對(duì)媒介素養(yǎng)概念進(jìn)行解構(gòu)。最后，再通過對(duì)相關(guān)變量的數(shù)據(jù)分析以及訪談的修正，得出了公共危機(jī)傳播中“特有”的大學(xué)生媒介素養(yǎng)，即在現(xiàn)今的危機(jī)傳播中，大學(xué)生雖然接觸媒介頻繁，但是上網(wǎng)目的不夠明確；媒介參與空間在逐漸擴(kuò)大，但是參與動(dòng)機(jī)不強(qiáng)；同時(shí)，他們?cè)谑褂妹浇榉矫�，人際傳播的傳播方式需要受到重視。針對(duì)如上結(jié)論，在研究的最后還提出了相關(guān)的危機(jī)傳播中的大學(xué)生媒介素養(yǎng)教育策略，意求從危傳播的獨(dú)特角度來完善大學(xué)生媒介素養(yǎng)教育。
[Abstract]:In the new media environment, the sudden characteristics of crisis events are becoming increasingly obvious. Although the SARS incident has gradually faded out of the public view, but with the frequent occurrence of various kinds of crisis events in recent years, Crisis communication seems to be involved in the media life of the audience as a distinctive means of communication. The open media environment brought by the new media promotes the wide application of self-media in the audience. However, this kind of open and autonomous means of communication also seems to make the audience's judgment on the content of communication slightly blind when they participate in or attempt to participate in the spreading of the crisis. For example, after the earthquake in Japan, the people of our country "robbed salt" of the incident. This is on the surface the audience to Weibo's content blind trust and forward, but we also think that this is a certain extent of the audience lack of media literacy performance. The audience groups in our country are numerous and complicated. Through the summary of the existing research and the observation of actual life, we find that the group characteristics of college students in the new media environment are more obvious. Therefore, the purpose of this study is to base on the relevant theories of communication and cognitive psychology, and take some college students in the east, west and central regions of China as an example. Through the detailed analysis of the three schools of crisis propagation latency, outbreak, continuation and recovery, and information flow, influence flow and noise flow, and then aiming at the instant transformation of college students' media literacy in crisis communication, On the basis of the existing theories, the author attempts to deconstruct the concept of media literacy from three aspects: cognition, attitude and behavior. Finally, through the data analysis of relevant variables and the revision of interviews. This paper draws a conclusion that "unique" media literacy of college students in public crisis communication, that is, in the current crisis communication, although college students are in frequent contact with the media, the purpose of surfing the Internet is not clear enough, and the media participation space is gradually expanding. However, the motivation of participation is not strong; at the same time, they need to pay attention to the communication mode of interpersonal communication in the use of media. In view of the above conclusion, in the end of the study, it also puts forward the relevant media literacy education strategies for college students in crisis communication. It is intended to perfect the media literacy education of college students from the unique angle of dangerous communication.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G206-4;G645.5

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