本文選題：課堂教學　切入點：傳播效果　出處：《湖南師范大學》2007年博士論文

【摘要】： 課堂傳播效果是教育傳播學研究的一個核心課題。目前我國學界對課堂傳播研究尚屬起步階段，對課堂傳播效果的研究則更少。 具體說來，本課題主要研究了如下問題。 第一章介紹了課堂傳播效果研究的緣起、意義、現(xiàn)狀、難點、對象、內(nèi)容及研究的視角與方法，并對相關(guān)概念進行了界定。 第二章側(cè)重分析了影響課堂傳播效果的各種因子。這些因子包括課堂傳播主體、內(nèi)容、媒體、對象、環(huán)境等要素。在課堂傳播主體部分，主要分析課堂傳播主體智力及非智力因素對課堂傳播效果的影響；在課堂傳播內(nèi)容部分，主要分析課堂教學信息與傳播效果的關(guān)系；在課堂傳播媒體部分，從“媒介即訊息”、“媒體人”的形成、不同的媒體文化觀、“地球村”的生成等方面分析了媒體對課堂傳播效果的影響，并重點分析了三種語言在課堂傳播中的效用；在課堂傳播對象部分，闡述了有關(guān)傳播對象的五種理論及對課堂傳播的啟示、課堂傳播對象的三種選擇、學生的心理機制與課堂傳播效果；在課堂傳播環(huán)境部分，主要闡析了教師、“意見領(lǐng)袖”、學校環(huán)境、家庭環(huán)境、社會環(huán)境對“信息場”的影響。 第三章主要分析了課堂傳播過程中的干擾。它從心理學、教育學、傳播學等不同視角審視課堂傳播中的干擾，并分析課堂傳播中干擾的各種形式，包括傳播者自身的干擾、信息干擾、媒體干擾、信宿干擾、環(huán)境干擾等。 第四章探討了有效傳播的基本策略。首先，它從教學論視角對傳播效果理論進行了闡發(fā)，這些理論包括“認知一致理論”、“議題設(shè)置理論”、“沉默的螺旋假說”、“知識溝假設(shè)”、“教養(yǎng)(涵化)理論”等，有助于深化對課堂傳播效果的研究，亦具有較大的實用價值。然后，它從溝通、“高語境”信息、整合傳播、“需要一激勵”、游戲傳播等方面研究了課堂有效傳播的基本策略。 第五章對課堂傳播效果檢測價值、指標、方法、步驟等進行了闡析，提出課堂傳播目標、教師傳播行為、學生接收行為、教學傳播媒體等方面的檢測指標，對課堂傳播效果檢測進行了宏觀的分析。 本課題研究，一是從視角上有所創(chuàng)新。目前，已經(jīng)有一些學者用傳播的視角來觀察“教育”領(lǐng)域的現(xiàn)象，產(chǎn)生了“教育傳播學”這門學科，但卻較少深入研究“課堂傳播效果”。本選題在視角上有一定的創(chuàng)新意義。二是在方法上有所創(chuàng)新。目前，，傳播效果研究的主要方法是量化研究，很少從質(zhì)的方面去考量，本研究則側(cè)重從質(zhì)的方面入手進行研究。三是具有一定的指導意義。以傳播理論和教育理論為基礎(chǔ)的課堂傳播學，對課堂傳播過程的分析，比較接近于真實的動態(tài)的教學過程，能更客觀地反映課堂傳播活動的規(guī)律，發(fā)現(xiàn)影響課堂傳播效果的因子，尋找提高課堂傳播效果的途徑、方法，指向性較強。四是具有一定的理論價值。課堂傳播效果研究是課堂傳播研究乃至整個教育傳播研究領(lǐng)域的重要課題，但目前對這一課題研究的成果甚少，如能在這一領(lǐng)域有所突破，則具有一定的理論價值。
[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.

【學位授予單位】：湖南師范大學
【學位級別】：博士
【學位授予年份】：2007
【分類號】：G424.21

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