發(fā)布時(shí)間：2018-06-04 04:09

  本文選題：歷史感知 + 媒體�。� 參考：《學(xué)術(shù)研究》2017年08期

【摘要】：進(jìn)入21世紀(jì),新媒體迅速發(fā)展,歷史知識(shí)的載體和傳播平臺(tái)日益多元化,公眾對(duì)于歷史內(nèi)容的需求也急劇上升。傳統(tǒng)媒體也試圖以新的方式提供歷史內(nèi)容,影響公眾的歷史感知。隨著媒介的變革對(duì)史學(xué)生態(tài)的沖擊,歷史與媒體的關(guān)系成為歐美公眾史學(xué)的重要課題。歷史在公眾領(lǐng)域如何通過不同媒體得以建構(gòu)、解讀和傳播?不同的媒體如何影響公眾的歷史感知?媒體本身的及時(shí)性、現(xiàn)實(shí)性與歷史的傳承性、穩(wěn)定性之間存在怎樣的關(guān)聯(lián)?在歷史教育中,如何解讀和教授"視覺素養(yǎng)"?本文嘗試回答這一系列問題,這無論對(duì)理解歷史在不同媒介的表征、呈現(xiàn)、解讀與傳播,還是對(duì)于中國(guó)公眾史學(xué)的建構(gòu),都大有裨益。
[Abstract]:In the 21st century, with the rapid development of new media, the carriers and platforms of historical knowledge are becoming more and more diversified, and the public demand for historical content has risen sharply. Traditional media also try to provide historical content in a new way to influence public perception of history. With the impact of media transformation on the ecology of historiography, the relationship between history and media has become an important subject of public historiography in Europe and America. How can history be constructed, interpreted and disseminated through different media in the public domain? How do different media influence the public's perception of history? What is the connection between the timeliness of the media itself, reality and the inheritance and stability of history? In history education, how to interpret and teach "visual literacy"? This paper attempts to answer these questions, which is of great benefit to the understanding of the representation, presentation, interpretation and dissemination of history in different media, as well as to the construction of Chinese public historiography.
【基金】：國(guó)家社科基金項(xiàng)目“美國(guó)公眾史學(xué)研究”(14XSS007)的階段性成果
【分類號(hào)】：G206;K03
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本文編號(hào)：1975837