【摘要】：我國新聞傳播學(xué)教育起步較晚,屬于西方舶來品,本土化教學(xué)先天不足,后期雖然發(fā)展迅速,卻存在諸多問題,鑒于新聞傳播學(xué)有極高的實踐性和應(yīng)用性要求,實踐性教學(xué)成為了人才培養(yǎng)的關(guān)鍵性策略,注重培養(yǎng)學(xué)生在綜合運用所學(xué)知識和技術(shù)解決實踐問題的能力。針對高校新聞院系實踐性教學(xué)所呈現(xiàn)出來的理論與實踐相脫離、實踐課堂流于形式等問題,我們需要構(gòu)建在學(xué)習(xí)過程中融合知識傳授和實踐活動為一體的新聞?wù)n程學(xué)習(xí)模型,改善目前新聞專業(yè)傳統(tǒng)教學(xué)過程中的一些不足。 作為21世紀(jì)一種重要的學(xué)習(xí)方式——以學(xué)習(xí)者為中心的體驗式學(xué)習(xí)引發(fā)了作者的思考,本文主要在文獻(xiàn)閱讀的基礎(chǔ)上,搜集和整理國內(nèi)外關(guān)于體驗式學(xué)習(xí)應(yīng)用研究的領(lǐng)域和現(xiàn)狀,然后結(jié)合調(diào)查問卷的形式分析了新聞實踐課程的現(xiàn)行模式,在宏觀分析課程體驗缺失的基礎(chǔ)上設(shè)計出針對學(xué)習(xí)過程的新聞體驗課程模型,從課程目標(biāo)確立、課程內(nèi)容設(shè)計、課程情境創(chuàng)設(shè)、課程評價等四個方面進(jìn)行研究。本研究是對新聞體驗課程理論的進(jìn)一步完善,也對相應(yīng)的教學(xué)實踐具有一定的指導(dǎo)意義。 首先我們在體驗式學(xué)習(xí)模型的基礎(chǔ)上按照知識分類理論把新聞?wù)n程內(nèi)容劃分成陳述性知識、程序性知識、技術(shù)性知識和意識性知識,結(jié)合情境引入的五個原則和三種途徑來激發(fā)學(xué)習(xí)者的學(xué)習(xí)興趣,然后創(chuàng)設(shè)既包含對基礎(chǔ)知識的掌握又包含對應(yīng)用能力的拓展的新型考核方式,構(gòu)建了新聞?wù)n程中基于知識分類的體驗式學(xué)習(xí)模型,最后用實驗班和對照班的實踐成果分析來佐證模型的有效性,總結(jié)本文的創(chuàng)新之處和存在的不足,并對體驗式學(xué)習(xí)和新聞?wù)n程的結(jié)合進(jìn)行了展望。
[Abstract]:The education of journalism and communication in our country started relatively late and belongs to the western countries. The native teaching is deficient in nature. Although it developed rapidly in the later period, there are many problems. In view of the high practical and applied requirements of journalism and communication, Practical teaching has become the key strategy of talent training, and the ability of students to solve practical problems by comprehensive application of knowledge and technology is emphasized. In order to solve the problems such as the separation between theory and practice in practical teaching in journalism colleges and departments in colleges and universities, and the mere formality of practical classroom, we need to construct a learning model of journalism curriculum that integrates knowledge teaching and practical activities in the course of study. To improve the traditional teaching of journalism in the process of some shortcomings. As an important way of learning in the 21st century, learner-centered experiential learning has aroused the author's thinking. This paper is mainly based on literature reading. Collecting and sorting out the field and present situation of the applied research on experiential learning at home and abroad, and then analyzing the current mode of journalism practice course with the form of questionnaire. Based on the macro analysis of the lack of curriculum experience, this paper designs a news experience curriculum model for the learning process, which is studied from four aspects: the establishment of curriculum objectives, the design of curriculum content, the creation of curriculum context, and the evaluation of curriculum. This research is the further improvement of the news experience curriculum theory, and also has certain guiding significance to the corresponding teaching practice. First of all, on the basis of experiential learning model, we divide journalism curriculum contents into declarative knowledge, procedural knowledge, technical knowledge and conscious knowledge according to the theory of knowledge classification. Combining the five principles and three ways introduced by the situation to stimulate the learners' interest in learning, and then create a new assessment method, which includes both the mastery of the basic knowledge and the expansion of the ability to apply. This paper constructs an experiential learning model based on knowledge classification in journalism curriculum. Finally, the effectiveness of the model is proved by the analysis of the practical results of the experimental class and the control class, and the innovations and shortcomings of this paper are summarized. The combination of experiential learning and journalism course is also prospected.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G210-4;G642

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