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在教育传播中,传播符号包括语言符号和非言语符号。传播学家德伯惠斯特教授的研究发现:人们在面对面的交谈中,语言的传播仅占35%,而非言语的传播则占65%。在家庭教育中,家长们往往重视并善于使用语言符号教育孩子,而对非言语符号却未给予应有的重视。其实,非言语符号的教育方法是极为丰富的。非言语符号是指语言符号以外的可以通过视觉、听觉、触觉、嗅觉感知的姿势、音容、笑貌、气味、颜色等概念的总称。从教育传播学的角度来分析,家庭中的非言语符号包括两方面的内容:一是由教育者施予受教育者的经验的或意识的、自觉或不自觉的非言语符号;二是指家庭环境因素(包括音响、色彩、气味等)对受教育者产生影响的非言语符号。家庭作为一个具有“面对面”交往特
In educational communication, communication symbols include language symbols and nonverbal symbols. A study by the communication scholar Professor Debord Whist found that people communicate only 35% of face-to-face conversations, while non-verbal communication accounts for 65%. In family education, parents often value and are good at using language symbols to educate their children, but do not give due importance to nonverbal symbols. In fact, non-verbal symbols of education is extremely rich. Non-verbal symbols refer to concepts other than linguistic symbols that can be perceived through vision, hearing, touch, smell, posture, tone, smile, smell and color. From the perspective of educational communication, the non-verbal symbols in the family include two aspects: one is the experienced or conscious, conscious or unconscious non-verbal symbol imposed on the educated by the educator; Non-verbal symbols that affect the educator due to family environment factors (including sound, color, smell, etc.). Family as a “special face to face ” deal special