關於傳播學如何教的一些創新想法與作法－以「傳播理論」課為例

本文延續近年來眾多研究者對傳播教育的持續反思，試圖透過對知識內涵的探索重新定位課程教學與研究的關連本質。本文係以政大傳播學院「傳播理論」課程之授課經驗為例，討論如何運用「程序性知識」、「共同建構」、「敘事智能」等概念於課程教學。除簡短描述此三概念之理論背景外，本文也詳論課程內的執行過程（教學實踐活動）與執行成效評估（學生對教學活動的評鑑結果）。從期末評鑑所示觀之，寄望透過學習者（大二學生）自行選材、閱讀文獻、篩選素材、包裝呈現而能獲取並整理較為寬廣知識基礎之初衷業已達成，而其成果多可歸功於同學們的自主學習精神，從而建立了一個適合大學部學生之多面向「理論觀」，有助於未來在其他進階課程採取與傳統不同之學習途徑。

關鍵字

課程教學；傳播理論；共同建構；程序性知識；敘事智能

並列摘要

Following earlier discussions on the legitimacy issue of the communication studies in Taiwan, in this paper we turn our attention to the pedagogical issues associated with new teaching methods adopted in the course of communication theories. Instead of using the instructor assigned textbooks, students were encouraged to select, read, and present books, as well as theories, for a purpose to build up their own theoretical basis. According to the evaluation results, this new way of teaching was appreciated by most students because they were allowed to create a different learning perspective in which the ”learning by doing” doctrine was maintained.

並列關鍵字

innovative teaching ； communication theories ； procedural knowledge ； co-construction ； narrative intelligence

參考文獻

蔡瑛、臧國仁(2007)。「創意／創新」與時間概念：敘事理論之觀點。新聞學研究。93，1-39。

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關於傳播學如何教的一些創新想法與作法－以「傳播理論」課為例

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