论文部分内容阅读
人们对知识的习得总是渴望获得具体的、可以触摸的具象认知,对抽象的概念推理多存在下意识的抵触排斥。播音主持艺术专业亦是如此。学生在初入大学时获得的是抽象的理论,对于实践技能却无法触摸。实训语音基础课虽然被纳入学生参与及教师互动的内容,但它的功能及具体应用仍停留在从理论到理论的认知中。课程存在训练内容空洞,训练目的、理论与实践的融合及实际运用间有隔阂等问题。文章通过对结构课程的探究和改进明晰学生对本专业的方向性的认知。
People’s acquisition of knowledge is always eager to obtain concrete, palpable figurative cognition, and to reject the exclusion of abstract conceptual inference. The same is true for broadcast hosting arts. Students get abstract theories when they first enter college, but can not touch practical skills. Although the basic course of training speech is incorporated into the contents of student participation and teacher interaction, its function and application still remain in the theory-to-theory cognition. There are some problems in the course such as the empty training content, the purpose of training, the integration of theory and practice, and the gap between practical application. The article clarifies students’ cognition of the directionality of the major through the exploration and improvement of structural courses.