教育技术学本科“视觉素养”课程设计研究

发布时间：2018-01-12 23:05

本文关键词：教育技术学本科“视觉素养”课程设计研究　出处：《南京师范大学》2012年博士论文　论文类型：学位论文

【摘要】：读图时代的到来使各种视觉信息无处不在,冲击着人们的眼睛和心灵。视觉转向在全球范围内成为一个不争的事实,同时对现代人的视觉素养提出了更高的要求。于教育技术学本科生而言,视觉素养教育更是具有重要意义,因为他们不仅是视觉信息的接受者,同时还是视觉资源的开发者、传播者等。设计针对教育技术学本科生的视觉素养课程是帮助他们发展视觉素养的有效途径之一。视觉素养所涉及的范围颇为广泛,设计视觉素养课程时要充分考虑接受者需求、视觉信息的类别等多方面因素,从而圈定某一范围,并以此为切入点开展视觉素养课程设计,而不是面面俱到。视觉素养课程的目的是“授人以渔”,而非“授人以鱼” 论文梳理了国内外大量视觉素养课程设计的研究并分析与研究相关的定义,为教育技术学本科视觉素养课程设计的走向提供参考。通过分析教育技术学本科生的社会化、学科性等特征,提出了视觉素养的两个维度和两个层而,确定了针对教育技术学本科生的视觉素养内涵,为视觉素养课程设计的目标和内容研究起到指导作用。论文分析了教育技术学本科课程体系,对视觉素养课程设计进行了需求分析,明确了课程设计的模式和要素,将“视觉素养”课程设计分为四个部分：制定“视觉素养”课程目标、选择与组织“视觉素养”课程内容、评价“视觉素养”课程设计以及制定“视觉素养”课程实施方案。基于“视觉课程”设计的元素开展教育技术学本科视觉素养课程设计研究。首先,对“视觉素养”课程目标进行定位,提出目标制定的宏观和微观原则、目标制定的步骤,从视觉素养课程的基础层面和专业层面分别制定针对教育技术学本科生的视觉素养课程目标,既包含总体目标,又包含具体目标。其次,明确“视觉素养”课程内容选择与组织的理念,以社会环境、学生兴趣、视觉符号等方面作为选择课程内容的依据,并从横向、纵向和综合三个方面对“视觉素养”课程内容的基础层面和专业层面进行合理组织,从而形成“视觉素养——你会‘看’吗?”与“视觉素养——你会‘画’吗?”两个层面的课程内容。然后,对设计好的“视觉素养”课程目标和内容进行前设性评价和后置性评价,在课程实施之前对课程内容和目标进行一定的评价并对教学效果进行一定的预测；最后,制定“视觉素养”课程实施方案,确定课程实施的去向、途径和步骤,为教育技术学本科“视觉素养”课程的实施提从参考方案。
[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.
【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G40-057;G652.3

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