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|Other Titles: ||The Relationship between Imagination and Learning Environment of Video/ Film Students|
imagination;video education;learning environment
|Issue Date: ||2016-09-05 17:21:36 (UTC+8)|
|Abstract: ||本研究探討想像力評測指標、促發影視系所學生想像的學習環境因素、這些因素在不同製作階段之作用,以及環境因素與想像力 的相關性。研究團隊針對國內10所影視相關校系進行 1,037 名樣本的調查,研究結果顯示,想像力可細分為再造性想像與創造性想像;促發想像的環境因素有:物理環境、學習資源、組織措施、社會氣氛,和文化特質等。影視學生需要透過參考資料及同儕討論來 促發想像,以協助完成前製;而學校設備、工具與系所文化則是影 響學生在製作階段想像的主要來源;在後製階段,除了教師鼓勵 外,學生同樣會較受設備與同儕之影響。|
The purpose of this study is to explore the indicators of imagination, to analyze what environmental factors can stimulate imagination, to explore how these factors stimulate imagination in different production phases, and to examine the relationship of environmental factors and imagination. The research targets are 1,037 students in the field of video production from 10 universities across Taiwan. The results of this study showed that imagination could be divided into reproductive and creative imagination. The influences in the learning environment were deconstructed into five factors: physical component, learning resources, organizational measure, social climate, and human aggregate. Our results also showed that the majority of students express their needs for learning materials and discussing with classmates in the pre-production phase; the situated learning activity is important for imagination stimulation in the production phase; and both discussing with classmates and the situated activity are essential in the post-production phase.
|Relation: ||廣播與電視, 35, 95-116|
Journal of Radio & Television Studies
|Data Type: ||article|
|Appears in Collections:||[廣播與電視] 期刊論文|
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