“四全”媒体环境下新闻传播学类课程“全息课堂”的建设  

The Construction of “holographic class” in Journalism and Communication Courses in Universities——Take the School of Media of Linyi University as an Example

作　　者：杨中举 YANG Zhongju(School of Media,Linyi University,Linyi 276000,China)

机构地区：[1]临沂大学传媒学院

出　　处：《济宁学院学报》2019年第5期62-66,共5页Journal of Jining University

摘　　要：习近平提出的“四全”媒体观,对高新新闻传播学科建设全息课堂提供了重要支撑与动力。全息课堂建设基于宇宙全息论有关部分与整体关系的理论,把课程内容、实践内容、师生群体、教学媒介、教学时空与场所等分解成一个个体现整体知识系统的全息包,以“四全媒体+微传播”构建全息课堂知识传达与获取的媒介体系,延展教学时空,分解教学内容,改变师生传受双方阵容,推行项目式、分享式、模拟式的教与学,由师生共同主导完成相关知识的传授、讨论、研究,独立与合作相结合完成相关新闻作品、影视作品、广告作品等的创作与制作;培养学生创新性、全息性思维能力。Holographic classroom construction based on the theory of the relationship between part and whole in holographic theory of the universe;The course content,the content of practice,the group of teachers and students,the teaching media and the teaching space and time field are decomposed into a holographic package which embodies the whole knowledge system.Constructing media system of knowledge transmission and acquisition in holographic classroom with“all media micro propagation”,Extending the teaching time and space,decomposing the teaching content,changing the lineup of teachers and students,carrying out project,sharing,simulation teaching and learning,Study on common lead related knowledge,discussed by teachers and students,the combination of independent and in collaboration with related news works,film and television works,creation and production of advertising works;Cultivating students'creativity and holographic thinking ability.

关 键 词：全息课堂 全息包 新闻传播学 全息论 

分 类 号：G642.421[文化科学—高等教育学]