TWEP—基于“5W”和青少年主体的宝石矿物科普模型重构

TWEP:The Gem Mineral Science Model Construction Based on the“5W”and the Principal Position of Teenagers

当今,针对青少年的宝石矿物科普大都是以知识介绍为主,通过实物展示、画册详述、视频播放、口头讲解等方式,让青少年获得宝石矿物的相关知识。这虽能在一定程度上达到科普目的,但却使青少年在科普活动中处于被动接收的地位,丧失学习的主动性。文章通过对拉斯韦尔"5W"传播过程模式的分析,重构针对青少年宝石矿物科普的模型TWEP,确立青少年在宝石矿物科普中的主体地位,合理拟定科普目标,结合当今的媒体技术,设计理想的科普工作模式,使科普效率最大化。

Nowadays, science popularization of gem minerals for teenagers is mainly concerned with knowledge which is introduced by exhibiting real gem minerals, providing albums and video clips of gem minerals and giving live explanations. Though by doing these we can popularize the scientific knowledge of gem minerals to a certain extent, we make teenagers accept the knowledge passively. This paper aims to reconstruct gem mineral popularization model TWEP with an analysis of Harold Dwight Lasswell＇s ＂5W＂ propagation mode, and tries to lead teenagers to know gem minerals actively with a purpose of make science popularization of gem mineral knowledge the most efficient to meet a proper goal under the assistance of current multimedia technology and proper working mode.