本文關(guān)鍵詞：教育技術(shù)學本科“視覺素養(yǎng)”課程設計研究　出處：《南京師范大學》2012年博士論文　論文類型：學位論文

  更多相關(guān)文章： 教育技術(shù)學 本科生 視覺素養(yǎng) 課程設計 研究

【摘要】：讀圖時代的到來使各種視覺信息無處不在,沖擊著人們的眼睛和心靈。視覺轉(zhuǎn)向在全球范圍內(nèi)成為一個不爭的事實,同時對現(xiàn)代人的視覺素養(yǎng)提出了更高的要求。于教育技術(shù)學本科生而言,視覺素養(yǎng)教育更是具有重要意義,因為他們不僅是視覺信息的接受者,同時還是視覺資源的開發(fā)者、傳播者等。設計針對教育技術(shù)學本科生的視覺素養(yǎng)課程是幫助他們發(fā)展視覺素養(yǎng)的有效途徑之一。視覺素養(yǎng)所涉及的范圍頗為廣泛,設計視覺素養(yǎng)課程時要充分考慮接受者需求、視覺信息的類別等多方面因素,從而圈定某一范圍,并以此為切入點開展視覺素養(yǎng)課程設計,而不是面面俱到。視覺素養(yǎng)課程的目的是“授人以漁”,而非“授人以魚” 論文梳理了國內(nèi)外大量視覺素養(yǎng)課程設計的研究并分析與研究相關(guān)的定義,為教育技術(shù)學本科視覺素養(yǎng)課程設計的走向提供參考。通過分析教育技術(shù)學本科生的社會化、學科性等特征,提出了視覺素養(yǎng)的兩個維度和兩個層而,確定了針對教育技術(shù)學本科生的視覺素養(yǎng)內(nèi)涵,為視覺素養(yǎng)課程設計的目標和內(nèi)容研究起到指導作用。論文分析了教育技術(shù)學本科課程體系,對視覺素養(yǎng)課程設計進行了需求分析,明確了課程設計的模式和要素,將“視覺素養(yǎng)”課程設計分為四個部分：制定“視覺素養(yǎng)”課程目標、選擇與組織“視覺素養(yǎng)”課程內(nèi)容、評價“視覺素養(yǎng)”課程設計以及制定“視覺素養(yǎng)”課程實施方案�；凇耙曈X課程”設計的元素開展教育技術(shù)學本科視覺素養(yǎng)課程設計研究。 首先,對“視覺素養(yǎng)”課程目標進行定位,提出目標制定的宏觀和微觀原則、目標制定的步驟,從視覺素養(yǎng)課程的基礎層面和專業(yè)層面分別制定針對教育技術(shù)學本科生的視覺素養(yǎng)課程目標,既包含總體目標,又包含具體目標。其次,明確“視覺素養(yǎng)”課程內(nèi)容選擇與組織的理念,以社會環(huán)境、學生興趣、視覺符號等方面作為選擇課程內(nèi)容的依據(jù),并從橫向、縱向和綜合三個方面對“視覺素養(yǎng)”課程內(nèi)容的基礎層面和專業(yè)層面進行合理組織,從而形成“視覺素養(yǎng)——你會‘看’嗎?”與“視覺素養(yǎng)——你會‘畫’嗎?”兩個層面的課程內(nèi)容。然后,對設計好的“視覺素養(yǎng)”課程目標和內(nèi)容進行前設性評價和后置性評價,在課程實施之前對課程內(nèi)容和目標進行一定的評價并對教學效果進行一定的預測；最后,制定“視覺素養(yǎng)”課程實施方案,確定課程實施的去向、途徑和步驟,為教育技術(shù)學本科“視覺素養(yǎng)”課程的實施提從參考方案。
[Abstract]:With the arrival of the era of reading pictures, all kinds of visual information are everywhere, impacting people's eyes and hearts. Visual turning has become an indisputable fact in the global scope. At the same time, it puts forward higher requirements for modern visual literacy. For undergraduate students of educational technology, visual literacy education is of great significance, because they are not only the recipients of visual information. And a developer of visual resources. The design of visual literacy curriculum for undergraduate students of educational technology is one of the effective ways to help them to develop visual literacy. Visual literacy involves a wide range. When designing the visual literacy curriculum, we should fully consider the needs of the receiver, the category of visual information and other factors, so as to delineate a certain scope, and as a breakthrough point to carry out the visual literacy curriculum design. Not everything. The purpose of the visual literacy course is to teach people to fish, not to teach people to fish. The paper combs a large number of domestic and foreign visual literacy curriculum design research and analysis and research related definitions. Through the analysis of the characteristics of the socialization and discipline of educational technology undergraduate students, this paper puts forward two dimensions and two layers of visual literacy. This paper determines the connotation of visual literacy for undergraduate students of educational technology and plays a guiding role in the research of the objectives and contents of the curriculum design of visual literacy. The thesis analyzes the undergraduate curriculum system of educational technology. This paper analyzes the needs of the visual literacy curriculum design, clarifies the mode and elements of the curriculum design, and divides the "visual literacy" curriculum design into four parts: the formulation of the "visual literacy" curriculum objectives. Choose and organize "Visual Literacy" course content. This paper evaluates the curriculum design of "visual literacy" and formulates the implementation scheme of "visual literacy" curriculum. Based on the elements of "visual curriculum" design, the research on the curriculum design of undergraduate visual literacy in education technology is carried out. First of all, the goal of "visual literacy" curriculum positioning, set up the goal of macro and micro principles, goal formulation steps. From the basic level and the professional level of visual literacy curriculum, the visual literacy curriculum objectives for undergraduate students of educational technology are formulated, including both the overall goal and the specific goal. Secondly. Make clear the concept of "visual literacy" curriculum content selection and organization, with social environment, student interest, visual symbols and other aspects as the basis for selecting the curriculum content, and from the horizontal. Vertical and comprehensive three aspects of the "visual literacy" curriculum content of the basic and professional levels of reasonable organization, thus forming "visual literacy-will you 'look'?" "and" Visual Literacy-can you 'paint'? "two levels of curriculum content. Then, the design of the" visual literacy "curriculum objectives and content of pre-evaluation and post-evaluation. Before the implementation of the curriculum, the contents and objectives of the curriculum are evaluated and the teaching effect is predicted. Finally, the author formulates the implementation plan of "Visual Literacy" curriculum, determines the direction, ways and steps of the curriculum implementation, and puts forward the reference scheme for the implementation of the "Visual Literacy" course of the undergraduate course of Educational Technology.
【學位授予單位】：南京師范大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：G40-057;G652.3

【參考文獻】

相關(guān)期刊論文 前10條

1 李爽;視覺符號的抽象程度與意義表達[J];北京理工大學學報(社會科學版);2003年05期

2 袁恩培;聶森;;解析圖形在包裝視覺傳達力中的作用[J];包裝工程;2007年11期

3 張舒予;王帆;;視覺素養(yǎng)培養(yǎng)與民族文化傳承[J];當代傳播;2008年04期

4 張浩;;試論高校學生視覺素養(yǎng)培養(yǎng)[J];當代傳播;2010年03期

5 張倩葦;視覺素養(yǎng)教育:一個亟待開拓的領域[J];電化教育研究;2002年03期

6 張景生,謝星海;淺論教育技術(shù)價值觀[J];電化教育研究;2004年11期

7 朱靜秋,張舒予;信息技術(shù)支撐下的視覺素養(yǎng)培養(yǎng)(下)[J];電化教育研究;2005年04期

8 沙景榮,王曉晨;教育技術(shù)學本科專業(yè)人才培養(yǎng)的工程學思想[J];電化教育研究;2005年07期

9 南國農(nóng);中國教育技術(shù)學專業(yè)建設的發(fā)展道路[J];電化教育研究;2005年09期

10 張軍征,劉志華;教育技術(shù)學專業(yè)本科教育定位的探討[J];電化教育研究;2005年10期

相關(guān)博士學位論文 前3條

1 韓延倫;大學生文化素質(zhì)教育課程設計研究[D];華東師范大學;2003年

2 董玉琦;信息教育課程設計原理：要因與取向[D];東北師范大學;2003年

3 張倩葦;教育技術(shù)學視野中的技術(shù)與課程發(fā)展研究[D];華南師范大學;2007年

，

本文編號：1416368