对传播理论教学法设计的再思考

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2022-07-30 DOI:10.1080/03634523.2022.2103163

J. Barge

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引用次数: 0

摘要

要创造具有创新性和影响力的传播理论，就必须改进我们的理论化实践。通过对传播理论教材和练习的实践理论分析，探讨了理论化的表现形式以及学生像理论家一样思考的意义。分析表明，交际理论教学法是一种理论化作为实践应用的模式，即用已有的理论和演绎推理来理解交际情境，发展交际实践。作为实践发明的理论化是作为作为实践应用的理论化提供的一种补充方法，其中心是使用溯因法创造理论和解释。本文提出了以理论化为实践发明的传播理论教学法的启示。

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Rethinking the design of communication theory pedagogy

ABSTRACT The creation of innovative and impactful communication theories depends on improving our theorizing practices. A grounded practical theory analysis of communication theory textbooks and exercises explored representations of theorizing and what it means for students to think like theorists. The analysis suggests that communication theory pedagogy embraces a model of theorizing as practical application where existing theories and deductive reasoning are used to understand communication situations and develop communication practices. Theorizing as practical invention is offered as a complementary approach to theorizing as practical application that centers on the creation of theories and explanations using abduction. Implications for communication theory pedagogy grounded in theorizing as practical invention are presented.

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues