多种传播形式下的校园气象科普活动分析  

Analysis on meteorological science popularizing activities in campus in various communication forms

作　　者：原野 杨春竹 郑奕 

机构地区：[1]贵州省气象服务中心,贵州贵阳550002

出　　处：《气象研究与应用》2017年第3期135-138,I0003,共5页Journal of Meteorological Research and Application

摘　　要：利用4种科普活动后收集的小学和中学气象知识试卷,分析了不同科普形式下不同受众群体对校园科普的接收效果,结果表明:总体情况看讲座科普为效果最好的传播形式,可在今后的气象科普宣传中适当增大此类科普活动比例,游戏科普效果最差;专家讲座科普是最容易被小学生接受的传播形式,视频类科普是最不受欢迎的科普形式,在小学生的气象宣传活动中应加大讲座类科普活动的频率、取消或重新调整视频类科普形式的内容;中学生接受4种科普形式的能力则较为均衡,考虑到宣传的多样性,今后的中学气象宣传活动中4种科普形式可齐头并进,以达到多面宣传的效果。Based on results of the meteorological knowledge test papers used in four forms of popular science activities in the primary and middle schools, the reception effects of the different audience groups were analyzed. The results show that： from the overall situation, the best form of communication is lecture, which can be increased the proportion in popular science activities in the future, while the effect of games is worst. Experts lectures are the most easily accepted activities by pupils, video popular activities is the least popular science form. So, we should increase the frequency of lecture class science activities for the elementary students but cancel or adjust the video activities. By contrast, middle school students＂ ability to accept four kinds of popular science forms is relatively balanced. Considering the diversity of propaganda, all four kinds of forms of popular science propaganda activities can be used in the future for middle school students.

关 键 词：科普 视频 讲座 传播效果 

分 类 号：P49[天文地球—大气科学及气象学]