语文教育中师生关系的传播学原理分析

【作者】 唐春梅；

【导师】 陶保平；

【作者基本信息】 华东师范大学 ， 教育， 2006， 硕士

【摘要】 传播学是研究社会信息系统及其运行规律的科学，广义上的语文教育也是一种传播行为。本文从传播学视角切入，把语文教育过程作为一个传播系统，用动态的发展观和全局整体观审视语文教育中的师生关系。 传播者与受传者是传播过程五要素中唯一的两个“人”的因素，它们是一个对子，在传播过程中居于核心地位。其基本关系是“传”与“受”，传播者力图将自己的信息、观点、意图“传”且“通”至受传者。从传播学的视角来看待，师生关系即传、受关系。本文由此切入，从四个方面进行分析，以期为语文教育实践带来借鉴：一、概说传播学之后，从传播学的角度分析了作为一种传播活动和方式的语文教育。指出从语文教育活动的基本构成要素与行为过程来看，语文教育过程不只是一种教学实践活动的过程，同时也是一种信息传播活动的过程。二、从传播学中传播者与受传者间关系的理论出发，通过对语文教育传播活动中主体与客体及其互动问题的分析，揭示出语文教育传播活动中主客体互动关系是一种动态的双重结构的主客体关系，且有其特殊性。并且，由传播双方心理场的有限重合性的理论可知，在一定的课堂时空内，传播双方心理场的重合部分越大，则愈可能产生和谐的传播。说明只有传、受双方形成积极互动，协同进化，教与学才能形成良性循环。三、指出语文教育传播过程中的主客体关系体现在教育传播过程各环节之中，并通过各种传播媒介和符号作用而互动，使语文教育传播过程成为双向动态性活动过程。这一传播过更多还原

【Abstract】 Communication science is a science of social information system and its operating rules. In a broad sense, Chinese teaching is also a kind of communication. (The author of) this paper tries to regard Chinese teaching as a communication system and carefully examines the teacher—student relationship with the viewpoints of dynamic development and full-scale comprehension from the perspective of communication science.The communicator and receiver play key roles as a pair in the communication process. They are the only "person" ones of the five elements in the process. Their basic relationship is conveying and receiving . A communicator manages to convey his information、 view and intention to a receiver. The teacher-student relationship is the same as the communicator and receiver. In this paper the author analyses the "convey" and "receive"relationship to attempt to bring references for Chinese teaching in following four aspects. The first: After giving a brief introduction of communication science, the author analyses the Chinese teaching as a communication activity in details. The author holds the view that Chinese teaching is not only a teaching practice process but also an information communication process from the respects of basic elements and behave process in Chinese teaching .The second: by analyzing the subject-object relationship and their interactions in Chinese teaching communication activities on the basis of the communicator-receiver relationship theory, it reveals their interaction relations as a dynamic and dual-structural relationship with its更多还原