基于模因论的大学生网络素养教学设计研究  

The Teaching Design of College Students’Network Information Literacy Based on Memetics

作　　者：耿瑞利 王雅晴 孙晓旭 张珂 GENG Ruili;WANG Yaqing;SUN Xiaoxu;ZHANG Ke(School of Information Management,Zhengzhou University,Zhengzhou,450001,China;Zhengzhou Data Science Research Center,Zhengzhou,450001,China;Institute of Medical Information,Chinese Academy of Medical Sciences,Beijing 100021,China)

机构地区：[1]郑州大学信息管理学院,河南郑州450001 [2]郑州市数据科学研究中心,河南郑州450001 [3]中国医学科学院医学信息研究所,北京100021

出　　处：《上海理工大学学报（社会科学版）》2024年第5期497-502,共6页Journal of University of Shanghai for Science and Technology：Social Sciences Edition

基　　金：郑州大学2022年度课程思政重点项目(2022ZZUKCSZ016)。

摘　　要：引导大学生群体在网络空间中成为正能量的宣导者和错误舆论的制止者对于社会发展来说尤为重要。网络素养作为衡量高校素质教育成果的重要指标,亟需探寻切实有效的培养范式。通过系统分析和文献研究,深入探讨模因论内涵,结合我国大学生网络素养教学现状,依据模因生命周期四阶段理论开展大学生网络素养教学设计:理论教学对应模因同化与模因记忆阶段,旨在实现网络素养中知识层面素养的提升;实践教学对应模因表达,实现技能层面素养的提升;教学跟踪对应模因传输,重在心理层面网络素养的提升。基于模因论进行大学生网络素养教学设计,可以为我国高校网络素养教育教学提供新思路。It is particularly important for social development to guide college students to advocate positive public opinion and oppose negative public opinion in the network space.Since network literacy is an important factor to measure college students’quality education,it is urgent to explore a practical and effective training paradigm.Based on the in-depth analysis of the connotation of memetics and the status que of teaching college students’network literacy,we carried out a teaching design of college students’network literacy including the four stages of the life cycle of memetics.Theoretical teaching corresponds to the stage of meme assimilation and meme memory,improving students’comprehensive knowledge of network literacy.Practical teaching corresponds to the expression of memes,improving their skill in network literacy.Teaching tracking corresponds to the transmission of memes,improving their network literacy at the psychological level.This research can provide new ideas for college students’network literacy education and teaching.

关 键 词：模因论 网络信息素养 教学设计 高等教育 

分 类 号：G622[文化科学—教育学] G250