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1. Introduction to Communication Theory
The word communication is translated from English, and some people translate it into communication, communication, communication and so on. It comes from the Latin communicure, which means to share or share. Nowadays, communication is generally regarded as a social activity that a specific individual or group, that is, a communicator, uses certain media and forms to transmit and disseminate information to recipients. According to the range and objects of people involved, communication can be divided into four types: interpersonal communication, organizational communication, mass communication and self-communication
People put forward various communication theories and modes, of which two main modes are engineering mode and psychological mode. Among them, the engineering model is represented by Shannon-Weaver model.
In the 1940s, mathematician Claude E. Shannon put forward a mathematical model about the communication process out of his interest in telegraph communication. This model was originally a one-way linear model. Soon, he cooperated with Warren Weaver to improve the model and add a feedback system (Figure 2- 1). This model was later called Shannon-Weaver model, and its technical application was a great success.
Figure 2- 1 Shannon-Weaver model
The mental model focuses on the source of information, the recipients and the communication effect, especially the influence of communication on the recipients.
A.J. Romiszowski integrated the advantages of engineering model and psychological model, and formed a two-way communication model more suitable for education (Figure 2-2).
Figure 2-2 Bidirectional Propagation Mode
2. The application of communication theory in teaching
Many researchers use the concept of communication theory and the elements of related models to explain the teaching process, and put forward many theoretical models about the teaching communication process, which laid a theoretical foundation for educational communication. This is mainly manifested in the following aspects.
(1) Explain the elements involved in the teaching process.
H lasswell, an American political scientist, put forward the linear communication model to express the five basic elements "5W" in the general communication process, and some people developed it into the "7W" model (Table 2- 1). Each "W" is similar to a corresponding element in the teaching process, and these elements naturally become an important factor to be concerned, analyzed and considered in the teaching design, so as to study the teaching process and solve teaching problems. This 7w refers to:
Table 2- 1: 7W mode
Who, teachers or other sources of information
What did Sayswat say about the teaching content?
Which channel teaches the media through what channels?
Who teaches who, that is, students?
What effect is used to produce what effect? Teaching effect
Why is it a teaching purpose?
Where is the teaching environment under what circumstances?
(2) Point out the two-way teaching process.
The early communication theory believed that communication was a one-way indoctrination process. It believes that the receiver only passively accepts the information and can only accept the intention of the sender. This kind of communication thought ignores the initiative and autonomy of the receiver, which is obviously a one-sided understanding. The model proposed by osgood and Shi Lamu emphasizes that both parties are active communication subjects. The receiver not only accepts and explains the information, but also reacts to it, which shows that communication is a two-way interactive process, and the communication process can be continuously circulated through the feedback mechanism. The dissemination of teaching information is also realized through the communication between teachers and both sides, so the design of teaching process must pay attention to the analysis and arrangement of teaching and learning, and make full use of feedback information to adjust and control at any time to achieve the expected teaching objectives.
(3) Determine the basic stages of the teaching exchange process.
The process of teaching communication is a continuous dynamic process. But in order to facilitate the study, Guonong Nan and Li Yunlin divided it into six stages (Figure 2-3).
Figure 2-3: Six stages of educational communication process
Determine the teaching information: The first step in the process of teaching communication is to determine the teaching information to be transmitted. What information is conveyed depends on the teaching purpose and training goal of the course. Generally speaking, the written teaching materials of the course are carefully compiled by experts according to the syllabus, which usually reflects the teaching information to be conveyed. Therefore, in this communication stage, teachers should study the text materials carefully, carefully analyze the teaching content of each unit, break the content down into several knowledge points, and determine the learning level required by each knowledge point.
Choosing media: choosing the media to spread information is actually the activity of information coding. What kind of symbols and signal media are used to present and transmit certain information is a complex problem, which needs a set of principles to guide. For example, media that can accurately present information content should be selected; It should conform to the students' experience and knowledge level and be easy to accept and understand; It is easy to get, the cost is not big, and it can achieve good communication effect.
Media transmitting information: at this time, two problems must be solved first: First, how far and how wide the signal should be transmitted. According to the requirements of signal transmission, we should make good use of the medium to ensure the quality of signal transmission. The second is the order of information content transmission. Before the application of media, we must do a good job in the structural design of information transmission, and transmit information step by step according to the designed scheme when the media is running. When transmitting signals, the medium should minimize all kinds of interference to ensure the transmission quality.
Receiving and interpreting information: At this stage, students receive signals and interpret them as information meaning, which is actually an activity of information decoding. Students first receive signals from various media through various senses, and then students interpret symbols into information meanings according to their own experience and knowledge, and store them in their brains.
Evaluation and feedback: After receiving the signal to explain the information, students have increased their knowledge and developed their intelligence. However, whether they have achieved the intended teaching purpose needs to be evaluated. There are many ways and methods of evaluation, such as observing students' behavior changes, asking questions in class, doing homework after class, and giving regular feedback.
Adjustment and retransmission: by comparing the obtained feedback information with the predetermined teaching purpose, we can find the shortcomings in the process of teaching communication, so as to adjust the teaching information, teaching media and teaching order for retransmission. If problems are found in classroom questioning, they can be adjusted immediately; If problems are found in after-school homework, group counseling and individual counseling can be carried out; If problems are found in distance teaching, additional counseling materials can be distributed, or face-to-face counseling can be organized within a certain range.
(D) Reveal some laws in the process of teaching communication.
With the gradual combination of communication and pedagogy in modern teaching, teaching is often regarded as a process of information dissemination, forming a process and law of comprehensively applying the theories and methods of communication and pedagogy to study and reveal educational information dissemination activities in order to obtain the best educational effect.
Consensus method: the so-called consensus refers to respecting the level and characteristics of students' existing knowledge and skills and establishing communication relations; On the other hand, it means that teachers create relevant knowledge and skills for students through various methods and media according to the teaching objectives and content characteristics, so that students' existing knowledge and skills have a meaningful connection with the materials to be learned, thus meeting the requirements of communication. In teaching communication activities, the common knowledge and skill base is the premise of teacher-student communication. The selection, combination and transmission of teaching information should first consider the level and characteristics of students' existing knowledge and skills and their development potential. Due to the dynamic balance in the process of teaching communication and the continuous development of students' mental level, the state of "consistency" is always relative, always based on "inconsistency?" Consensus? No consensus? "Cycle. For example, in the process of creating consensus experience, teachers must set the teaching goal at the "nearest development area" of students, that is, the level of knowledge that students can reach.
Law of resonance: the so-called resonance means that the "information source frequency" of teachers transmitting information is close to the "natural frequency" of students receiving information, which produces resonance in information exchange and communication. It is a necessary condition for maintaining and developing teaching communication activities and achieving better communication effects. Too fast or too slow communication speed, too large or too small capacity will destroy the conditions for teachers and students to resonate, thus causing the stagnation of the communication process. The transmission rate and capacity of teachers or information sources must meet the students' cognitive rate and acceptable level. But this alone is not enough to produce the resonance phenomenon of information dissemination. Teachers also need to create a democratic, relaxed and emotional communication atmosphere, that is, both teachers and students should establish a cooperative relationship; We should also pay attention to collecting and processing students' feedback information from time to time, and adjust and control the process of teaching exchange activities in time. In order to produce and maintain resonance phenomenon, various information symbol systems, ways and methods should also be exchanged rhythmically.
Selection rule: any teaching communication activity needs to choose teaching content, methods and media, which is the premise of adapting to students' physical and mental characteristics and better realizing teaching objectives, with the best "cost-effectiveness ratio", that is, the principle of minimum cost, as the goal. The field of educational technology is most concerned about the choice of teaching media. Generally speaking, the choice of media by teachers and students is always in direct proportion to the possible returns or results, and inversely proportional to the efforts required. Accordingly, when selecting media, we should consider reducing the cost as much as possible and improving the effectiveness of the media. If the effect is the same, we should choose low-priced media; If the cost is the same, it is necessary to choose a medium with great efficacy.
Matching law: The so-called matching refers to the analysis of students, contents, objectives, methods, media, environment and other factors in a certain teaching communication activity environment, so that various factors can correspond organically and harmoniously according to their own characteristics, and the teaching communication system is in a good circulation state. The purpose of matching is to combine the characteristics of various related elements around the established teaching objectives and give play to the overall functional characteristics of the teaching system, because each element has multiple functional characteristics and significance. The characteristics of the goal stipulate that all relevant elements must play their functions related to the goal in order to achieve the established goal optimally. Otherwise, these related elements will be loose and have balanced functions. In teaching communication activities, it is inevitable to use a variety of media, and each media has its own different and diverse functional characteristics. Only by fully understanding them, making full use of their strengths and avoiding their weaknesses, combining them rationally and using them scientifically can they complement each other, and it is absolutely impossible to make a matching effect.
3. The role of media in teaching communication
When the media is used to transmit information for the purpose of education and teaching, it is called educational communication media, and it becomes the intermediary between the sender and the receiver. People regard it as a tool to transmit and obtain information.
In general teaching theory research, educators, learners and learning materials are regarded as components of the teaching system. They have certain goals in the teaching environment and produce certain teaching effects through appropriate interaction. For the convenience of later discussion, we call it the ternary model of teaching system. In modern educational communication activities, the media plays a considerable role, so the media must be regarded as one of the elements of the teaching communication system, so we get the four-element model of the educational communication system as shown in Figure 2-4. The four-element model is actually extracted from the three-element model, because we regard the learning materials as media teaching information, and divide the learning materials into "teaching information" (that is, content) and "media" as the content carrier. These four elements interact with each other in an appropriate teaching environment, resulting in a certain teaching effect.
Figure 2-4 Structure Diagram of Educational Communication System
4. Functional conditions of communication process
The combination and connection of various elements of the teaching system constitute the structure of the system. This structure may be static, and the static structure has little effect. Only when the elements in the system interact with each other under the control of information dissemination to produce a dynamic process can the unique functions of the system be formed. The dynamic process in the teaching system is the process of teaching communication, which has certain stages, certain functional conditions and certain basic laws.
The function of the teaching system is mainly realized through the information transmission within the system, and in order to make the above-mentioned teaching exchange process effective, the teaching system itself must meet the following conditions.
First, from the perspective of teachers. As a subsystem of the teaching system, teachers should have high standards and excellent performance. Teachers play a leading role in the teaching system, so it is necessary to deeply understand the student elements, content elements, method elements and media elements and their interaction. There are three main conditions for teachers to realize their functions: first, teachers should have a certain degree of knowledge gap with students in the subject areas they teach, so teachers are required to keep learning and improving and master the cutting-edge knowledge in the scientific field; Second, we must have certain means and abilities to impart knowledge, such as good language expression ability and teaching methods, and be able to use various teaching media and teaching facilities; Third, we should have the ability to control teaching activities, including the relationship between ourselves, students and teachers and students. In a word, teachers in the teaching system should be proficient in majors, textbooks, students, correct teaching attitudes and good communication skills.
Second, from the perspective of students. The task of students is to complete the learning tasks stipulated by the teaching system, so that all aspects of moral, intellectual and physical development can be developed accordingly, which is also the primary symbol of the realization of the functions of the whole teaching system. There are three main conditions for students to realize their functions: first, students should have clear learning goals, form positive learning attitudes and actions, and unify personal learning needs with social needs; Second, students should have certain learning ability and master certain learning methods. As the main body of learning, they must receive information through various channels unimpeded and have good psychological preparation; Third, students should have self-control ability, be able to adjust their learning goals and actions, cooperate closely with teachers, make full use of feedback from all sides, modify learning measures and complete learning tasks.
Third, from the teaching content. The teaching content should be something that has been scientifically tested and proved to be correct, and constantly updated according to the development of society and the requirements of the times. Frontier knowledge with potential development significance should also be appropriately included in the teaching content, and attention should be paid to the connection between theory and practice. The organization and arrangement of teaching content should not only conform to the logic or knowledge structure of the subject itself, but also conform to the cognitive characteristics of students, such as paying attention to the continuous differentiation from the whole to the part and from the general to the individual; Serialize the content structure from known to known; Integrate and connect, so that the content of teaching materials is vertical and horizontal; The concrete form conforms to the students' psychological maturity level and reflects the guidance of learning methods, which should not only be accepted by students, but also guide students to explore.
Fourth, from the perspective of teaching methods. The selection of teaching methods should pay attention to three "consistences" and three "considerations", that is, the characteristics of conforming to teaching laws and principles, conforming to teaching objectives and tasks, and conforming to teaching content, and considering the adaptability of students, the feasibility of teachers and the possibility of environment. There are many methods available in the teaching system, and each method has its advantages and disadvantages. Therefore, we must choose teaching methods reasonably according to the specific situation. In addition, various teaching methods are always permeated with each other, so these methods must be reasonably combined to complement each other.
Fifth, from the perspective of teaching media. The selection of teaching media should consider the learning tasks, students' characteristics, teaching management and economic costs. Like teaching methods, there are many media available in the teaching system, and each media has its own advantages and disadvantages. Therefore, we should also choose to use it comprehensively according to the situation. The difference is that whether the teaching media can play a role in the teaching system will also be restricted by some practical factors such as its own characteristics and uses, such as the possibility of storage or acquisition of hardware and software of media resources; The complicated procedures of media operation and the training time of learning operation; Stability of functions when using media; Flexibility and synergy when multiple media are used together; Special requirements for environmental conditions such as time and space when using media.
The above-mentioned functional conditions of the five elements of the teaching system ensure the normal dissemination of teaching information and become the basic characteristics of the system operation. But its communication effect depends not only on the functional strength of each element in the system, but also on the relationship between each element. In other words, in order to achieve good communication effect, it is also necessary to make the teaching system conform to the laws or rules of the information dissemination process.
Return to the peak
Second, the relationship between educational communication and educational technology
Educational communication is an activity in which educators choose suitable residential content according to certain purposes and requirements and transmit knowledge, skills, ideas and concepts to specific educational objects through effective media channels. It is also a process of information exchange between educators and educatees. Educational technology is the theory and practice of designing, developing, applying, managing and evaluating learning process and teaching resources. Educational communication is the theoretical basis of educational technology, which is inextricably linked with educational technology. We discuss from the following aspects:
1.
The overall goal of educational communication and educational technology is to serve education, that is, to promote and improve the quality of human learning. The core idea of educational technology is systematic method: according to specific goals and the study of human learning and communication, the combination of human and material resources is used to promote more effective teaching. Learning resources designed or selected and used to promote learning, such as information, personnel, materials, equipment, skills and environment. The purpose of educational communication is to spread knowledge and skills by means of various communication means and skills, and to improve the ability of educated people to obtain information, analyze information, absorb information, use information and exchange information.
2. Objectives
Communication system, communication mode, communication content, communication symbol, communication channel, communicator and receiver, communication environment and communication effect involved in educational communication research teaching; Educational technology is the study of learning process and teaching resources. Corresponding to educational communication, the elements of learning process (teachers, learning content, learning media and learners) correspond to the elements of communication process (disseminators, information, media and recipients); Teaching resources (including information, personnel and equipment, learning environment, etc.). ) also corresponds to the communication subsystem.
3. Practice areas
From the media point of view, educational technology has experienced the development track of visual education, audio-visual education and audio-visual communication, that is, using audio-visual media to assist and spread teaching models to promote learning. China's educational technology was introduced with the concept of audio-visual education in the early stage. At that time, it mainly studied the application of audio-visual media communication, and developing the efficacy of audio-visual communication was the main practical field of educational technology.
4. Method
Educational communication focuses on the way of information transmission. Through the coding and decoding of audio-visual media communication, the choice of media environment and the implementation of media communication skills, the effect of spreading knowledge can be achieved. Before educational communication activities, communicators, as the first organizer, should design relevant learning contents, learning approaches and learning difficulties for the recipients; In the process of communication, teaching knowledge should be effectively transmitted to the audience through the extended function of media communication information; In the later stage of communication activities, timely analyze the feedback information and difficult problems of the audience, and design remedial measures and solutions. Similarly, under the guidance of systematic methods, educational technology makes an overall analysis of various elements in education and teaching and their relationship with the environment, carries out curriculum development and teaching design, establishes relevant strategic plans to solve problems in education and teaching, tries solutions and modifies the trial results, so as to make the teaching process go smoothly and achieve the best teaching effect.
5. Method
The main means of educational communication is to use the media to spread knowledge and pay attention to two-way communication in the teaching process. In the dissemination of knowledge, the application of media occupies a great position and plays an important intermediary role. Mcluhan, a famous Canadian communication scholar, even put forward the view that media is information. Media, as an extension of human organs, endows human senses with the information it contains. In recent years, through the research and application of modern media, the communication effect of media is more remarkable and extensive. In modern educational technology, an important teaching method is to use advanced media for teaching activities. For example, the use of slides and projection media will help improve the teaching effect; Through network roaming, the educated can gain more and more comprehensive knowledge. Under the guidance of modern educational ideas and methods, with the help of various powerful modern educational media, not only teachers can teach conveniently and smoothly, but even students can become the subject of self-dissemination of knowledge. The development of media technology has become a powerful driving force for the progress of modern education.
The above are some common points between educational technology and educational communication. We can find the connection and difference between them.