“视觉文化与媒介素养”课程核心理念与教学设计  

Key Concepts and Teaching Design of the Course Visual Culture & Media Literacy

作　　者：张舒予[1] 

机构地区：[1]南京师范大学教育科学学院

出　　处：《现代远程教育研究》2012年第2期38-43,共6页Modern Distance Education Research

基　　金：教育部哲学社会科学重大攻关项目"国民艺术素养教育研究"(09JZD0009);江苏高校优势学科建设工程(南京师范大学教育学);国家级精品课程"视觉文化与媒介素养"

摘　　要：响应读图时代的文化形态转变与视觉教育需求,南京师范大学在全国首开"视觉文化与媒介素养"课程。课程建设历经十年,从无到有,从有到优。该课程的核心理念体现在理论研究与教学实践的互动、课程模型的分层与融合、课程资源的多元立体化体系三个方面。课程教材的教学设计思想也体现在三个方面:一是内容上注重理论基础与实践体验的结合,二是结构上重视内容模块的合理分类和引导,三是形式上突出立体化(文本+多媒体课件+专题网站)的特色。课程教学实践表明:学生通过学习能够提高对图像世界的认知与解读,同时提高自身的审美能力和媒介素养。Visual Culture ＆ Media Literacy was a totally new course in China when it was first opened to the postgraduate students in Nanjing Normal University in 2001, in response to the cultural transition of the Picture Era and the need for visual education. The course has been constructed for more than 10 years by the Institute of Visual Culture Research of Nanjing Normal University. Key Concepts of the course are： interaction between theoretical research and teaching practice, stratification and the fusion of course models, multiple and dimensional system of course resources. The instructional design concepts of teaching materials are： combination of theoretical foundations and practical experiences in its content, reasonable classification and guidance of content modules in its structure and the dimensional feature （with text, multimedia courseware and theme website） in its form. Instructional practice of this course shows that students＂ cognition and understanding of the visual world is improved, as well as their aesthetic capacity and media literacy.

关 键 词：视觉文化 媒介素养 核心理念 教学设计 

分 类 号：G423[文化科学—课程与教学论]