下面是小编精心整理的信息传播：what 和how（共含9篇），仅供参考，大家一起来看看吧。同时，但愿您也能像本文投稿人“我想归零”一样，积极向本站投稿分享好文章。
当前，我国各类传播活动十分活跃，传播技巧日益讲究，特别是商品宣传、广告策划、公关艺术倍受青睐。面对这些五光十色的传播现象，不禁使人想起传播过程中的两个要素：What（什么）和How（怎样），觉得对它们似有重新认识和讨论的必要。
一
众所周知，传播学的奠基人之一拉斯韦尔，曾经用五个W表述人类传播的基本过程。他说：“说明传播行为的一个简便方法就是回答下列问题：谁传播（Who）？传播什么（Say What）？通过什么渠道（In Which Channel）？向谁传播（To Whom）？有什么效果（With What Effect）?”
这五个W模式的功绩在于第一次简洁明了地说明了人类传播活动的基本过程，第一次明确地指出了传播学研究的五个基本领域，即控制分析、内容分析、渠道分析、对象分析和效果分析。半个多世纪来，传播学界在这些基本领域进行了广泛深入的研究，取得了丰硕的成果。
但是，拉斯韦尔模式没有提到How to Say（怎样说）。尽管他在谈到内容分析时曾经说过：“可以把这一专题（指内容分析）细分为意图研究和方式研究――前者研究信息，后者研究构成信息诸因素的配置方式。”但在笔者看来，这个“后者”，与其说是属于Say What的范畴，倒不如说是How to Say的问题。
不过How to Say的内涵还不止于此。这个How，还应包括在什么时候说，在什么情况下说，用什么方式说，怎样说，以及各种说法的交织配合、设计运用等诸多方面。 How to Say的内涵如此广泛而丰富，因此它理应从“内容分析”项下分离出来，成为一个单独的研究领域。
也就是说，“说明传播行为”除了五个W以外，还应加上一个H，还应该回答“怎么传播”的问题，还应该专门研究传播的策略和技巧。实际上西方传播界已经花了许多力气研究这个How，可惜没有在传播模式里明确地体现出来，这种情况似应纠正。
二
在人类传播活动中，这个How往往具有难以估计的神奇力量。如果不讲究传播的技巧和艺术，不懂得How to Say，尽管传播者真理在手，也难免要败下阵来。例如第三国际领导人季米特洛夫曾经讲过一个他亲身经历的故事。30年代初期，他曾出席柏林一个失业工人的大会。有位共产党员上台讲演，开口就说：“同志们，共产国际执委全会刚才开完，全会指出了拯救工人阶级的道路，同志们，全会对你们提出的最主要的任务就是夺取工人阶级的多数。全会认为……。”在场的失业工人当时最迫切的愿望是要就业，要生活，要面包，这位共产党员对此全然不顾，却一味重复“夺取工人阶级多数”的口号，当然让人不耐烦了，结果未等演说完毕就被轰下台去。
现代社会中传播方式越来越复杂多样，这就使How的施展领域越来越宽广。例如，言语传播和文字传播互相依存，互相交织，如何使它们相得益彰，实现最佳配置？这就大有讲究。又如，广播媒介出现之初，其中的语言材料通常是照稿宣读，后来人们逐步发现了这种方式的缺陷。心理学家的研究表明，同样的语言材料，采用读的方式，听众只能记住大约10%，而采用讲的方式，则能记住33%。因为讲的方式节奏从容自然，更具描述性，更能和听众实现情绪的交流。有鉴于此，对话形式和主持人节目就在广播和电视中广泛地兴起了。
How的力量不仅严重影响What的传播效果，有时甚至会把What弄得面目全非。西方宣传术中就有这种技巧。比如被称作“洗牌作弊”(Card Stacking)的宣传术，就是在传播活动中专门选择有利于自己的论据，完全撇开不利于自己的论据，有时甚至故意使事件的时间顺序、因果关系前后颠倒、相互错位，以适应自己的宣传要求。这就有点象影视艺术中的蒙太奇手法。这种手法如果任意使用到写实性的传播活动中，就会改变客观事物的本来面目，有时甚至产生以假乱真的严重后果。1989年东欧和西方反共势力关于罗马尼亚蒂米什瓦拉事件的宣传，便是这种以假乱真的例子。这次示威群众与警察冲突的事件，之所以成了陈尸数万的“灭绝种族的惨案”，成了促使齐奥塞斯库政权垮台的导火线，原因之一就在于这些反共势力大做了How的文章。它们运用蒙太奇手法，把坟墓里挖出来的在**以前自然死亡的一批尸体和死婴的画面同示威现场的画面联结起来，把狂热的人群、火光和鲜血、哭泣和呼喊、枪炮场面和爆炸声，剪辑成一幅腥风血雨的残暴景象，在电视台反复播放，西方传媒又推波助澜、广为传播，最后竟然铸造了一个十分荒唐的结局。
三
如此说来， Say What是不是无足轻重了呢？当然不是。从整体上说，What 和How之间，What始终是基本的起决定作用的方面，它从根本上规定和制约着How所能发挥的作用的范围和程度。
关于What，西方传播学者通常按其社会作用分为新闻、教育、劝说、商业、娱乐等类别，这当然是有益的。但是笔者认为研究What，还得剖析其根本性质，探索它是否客观地反映了外部世界的真实面貌，是否正确地揭示了外部世界的发展规律，是否真正代表了人类社会的根本利益。这就是说，传播内容必然有个真实与虚伪、正确与谬误、正义与非正义的问题，是否具备叙事的真实性、说理的科学性、主张的正义性的问题。西方传播学者很少谈论这一问题，而在我们看来，这是讨论What、讨论What和How的关系的基本出发点。
关于How，笔者认为基本上是两个层次：一为内容的组织和表达，诸如先说和后说，详说和略说，集中说和分散说，一面说和两面说，叙事、抒情和议论等等。这里关系到写作方法、语言技巧和修辞艺术，基本要求是使What具备吸引性、易解性，具备感染力、说服力，具备对受传播者的适宜性、针对性。二是传播方式的策划、配置和运作。这里牵涉到更为广泛的问题，如口语和文字，语言符号和非语言符号，印刷媒介和电子媒介，单一渠道和多种渠道，时机和场合，策略和手段等等的组合和运用。这一层次需要更高的策略性和运筹能力，传播者的主观能动性也有着更为广阔的天地。
在任何传播活动中，What总是第一位的，How则是第二位的，后者总是为前者服务的。服务质量有高低之分、优劣之别，但是巧妇难为无米之炊，没有内容就谈不上表达的技巧。内容是不真实的、不科学的、非正义的，尽管传播时说得天花乱坠，终究要露出马脚的。内容是真实的、科学的、正义的，尽管传播技巧粗糙一些，终究还是可以不断改善的。历史上先进的政治力量开始出现时一般都没有良好的传播手段，没有训练有素的传播人才，可是他们毕竟由小到大、由弱到强地发展起来，最终取得胜利，决定的因素在于他们传播的是真理，因而得到人民的拥护。
论文信息传播：WHAT 和HOW来自
当然，‘第二位”不等于是不重要的。How的重要性和神奇力是在于它是传播方程式里的一个不可小看的变数。可以说，传播的效果实际上是What和How的乘积（而不是两者的和）。设定What是个常数，那末乘积的大小就取决于How这个变数。如果What是高分，How是低分，传播的效果难免平平。如果How只有零分，即使What的分数很高，两者的`乘积还是零，这种传播的结果当然是一无所获、一事无成了。
四
按一定的是非标准来衡量，What这个常数还有正负之分。负数的What乘以正数的How，引来的必然是负面效果。谎话和谣言常使不明真相的人深信不疑，虚假广告往往能招徕不少顾客，谬误的东西有时会被人奉为真理，封建迷信也能吸引众多的善男信女。危害社会的倒行逆施，在特定的环境中也会被一些人奉为义举而为之献身。由于传播者巧妙地施展传播策略和技巧，这些违背真实性、科学性、正义性的内容，仍然会得逞于一时，给社会带来严重的危害。
但这只是一种近期效果，从长远来说，负数的What终究要被多数人抛弃的。不真实的信息终究会被揭穿。蒂米什瓦拉事件的真相不是在几个月后就大白于天下，被法国新闻界人士称为“二十世纪最大骗局”么？不科学的歪理终究会被抛弃。不义的言行主张终究会遭到多数人的反对。从远期效果而言，尽管传播者在How上得分甚高，What的负面影响或迟或早会被历史的长河吞没。说到底，这还是What的决定性、制约性使然。
鲁迅在《捣鬼心传》里说过：“捣鬼有术，也有效，然而有限，所以以此成大事者，古来无有。”这确是至理名言。
五
前面说过，西方传播学者历来重视How to Say，这方面的论著很多，可是认真讨论What的真实性、科学性、正义性的文字却少得可怜。这当然同他们的世界观以及他们所处的社会环境密切相关的。至于实际传播活动中，更是实用主义、功利主义盛行，只要能够引起轰动，只要能够让人相信，就是“效果”和 “成功”，至于黑白真伪常常是抛之脑后的。
但是，对于我们来说，似乎应该有点批判精神，应该从关于What和How的理性分析中，悟出一些东西来。
一是要重视How在传播活动中的能动作用，要重视对How的研究。切不要自以为真理在手、事实在握，就必定会无往而不胜，切不要老讲无人爱听的套话、空话，切不要再重复种种不讲传播策略、技巧、方法的傻事了。
二是不要忘记What在传播活动中的决定作用。传播活动要取得效果，特别是长远效果，始终离不开What的真实性、科学性和正义性，为此我们要始终把传播内容的真实性、科学性和正义性放在首位来考虑。千万不要反其道而行之，认为传播技巧是万能的，可以改变一切的。关于这个道理，西方不讲东方讲，人家回避我们正视，因为我们是彻底的唯物主义者，我们的传播归根结底是要为人民的利益服务的。
环顾当前我国的传播风气，后面一点似乎更有强调的必要。随着市场经济的发展，社会生活中各类信息传播和经济宣传空前活跃，传播者的策略意识、技巧观念也空前提高。但是传播活动中华而不实甚至弄虚作假的风气也大为滋长。在我们的组织传播和大众传播中，就在这些本该十分严肃而神圣的活动中，强调传播技巧而背离内容的真实性、科学性、正义性的事例不也在与日俱增么？这不仅有违社会主义的传播道德，而且也违背传播活动本身的规律。须知广告也好，公关也好，经济宣传和政治宣传也好，归根结底群众还是要看你是否货真价实、诚实可信，是否确有道理、让人心服，你宣传的东西是否真正符合公众的利益和需要。摆噱头，耍花腔，夸张渲染，耸人听闻，固然也能得逞于一时，但到头来失去民心的还是那种只讲技巧、不讲内容真实的传播者自己。总之，当人们越来越讲究怎样说（How to Say）的时候，笔者要提醒各类传播者、特别是肩负着人民重托的各级公务员和大众传播人员：请经常想想你究竟在说些什么（Say What）。
信息传播：what 和how
例句：
What does “evidence” mean?
是什么意思？
Did you see what happened?
你看见出什么事了吗？
What bloody awful weather!
多么糟糕透顶的`天气！
How old is this building?
这座建筑已有多少年了？
Describe how you did it.
谈谈你是怎样做这事的。
How does the story end?
这个故事结局如何？
带有how的感叹句
用来感叹形容词、副词或动词,其结构：
（1）How＋形容词＋主语＋谓语!
How happy he is!他是多么的'幸福啊!
（2）How＋副词＋主语＋谓语!
How hard he is working now!他现在工作得多么的努力呀!
（3）How＋主语＋动词!
How her mother worried!她母亲是多么地担心啊!
（4）How+形容词+a(an)+可数名词单数形式
How interesting a book it is!多么有趣的一本书啊!
（5）How+ many,much,few,little+名词+主语＋谓语!
How little food they have!他们的食物多么少啊!
What bloody awful weather!
多么糟糕透顶的`天气！
What are those buildings?
那些建筑物是什么？
What exactly do you mean?
你到底什么意思？
How old is this building?
这座建筑已有多少年了？
Describe how you did it.
谈谈你是怎样做这事的。
How does the story end?
这个故事结局如何？
用法不同：
what：what+a/an+形容词+可数名词单数+主语+谓语，what作关系代词时，其含义是“所…的事(物)”。可用来引导主语从句，表语从句，宾语从句或同位语从句。当引导主语从句，其所指的名词必定是单数。
how：how作“多么，多少”解时，指达到什么程度，到何种地步，后接形容词或副词。how还常用于感叹句中，可修饰谓语动词，在句中作状语，表示程度，意为“多么，何等”。
How to answer “what are your salary expectations?”
面试中必问的问题之一：“ 你的期望薪资是多少?”
HR在问你这个问题时，他们心里已经有了个“数目”，如果你给出的期待工资太高，他们很可能直接就拒绝你了，如果太低，又委屈了自己，
How to answer “what are your salary expectations?”
，
这个问题没有唯一的答案，但有一些可行的方法是大家可以参考的：
在面试前做足功课，调查下自己技能能拿到多少的工资，再看下你即将申请的这个行业的工资待遇情况是多少。
了解行业情况后，确定一个你能接受的最低工资，以这个最低工资高出10% 的'数字告诉面试官，这个就是你的预期工资。
你也可以给面试官一个范围， 例如 40K～42K , 请确保好最低的那个数字是你能接受的。
告诉面试官预期工资时，要记得自信!!!
What and How Should Teachers Do
by Zhang Guoyou ,Technical school of ShouguangThe new century is the era with advanced science and technology as well as filled with fierce competitions. Thus the students are required to have the capabilities in information collection, organization, operation, and evaluation, as well as the abilities in problem solving, reasoning with criticism, and cooperating with others. To achieve this objective, besides innovating educational contents, rewriting textbooks, highlighting course designs, and improving students’ capabilities, modern educational technology should be introduced into teaching processes. Correspondingly, the instructors are required to change their ideas and roles. The discussions on this topic in the book of Fundamentals to the Applications of Modern Educational Technology, has caught a lot of attentions among the teacher in primary and secondary schools. That book was published by Anhui Education Press, as one of the series books for continuing education for the teachers in primary and secondary schools in Anhui Province.
What is Modern Educational Technology?
Five aspects are concluded in that book. First is the design of learning procedures and resources. In order to reach the expected teaching goals, the teachers should analyze the students’ characteristics and the teaching contents, then optimize the teaching issues with respect to the materials, the structures, the applied media, the programs, the demonstration means, the human-computer interactions, and so on. Then appropriate teaching strategies are set up accordingly. Second is the development of learning procedures and resources. The associated techniques, such as the visual and audio like electronic sound and television, electronic publishing, computer aided technologies (e.g., CAI and ICAI), as well as the technique integration, should be applied to the research and development of the education and teaching processes. Third is the application of the learning procedures and resources. Apply and distribute new types of media and information techniques, and make them in regulations so as to keep the education innovation constantly. The fourth is associated with the management of learning procedures and resources. Scientifically organize the teaching system and the educational issues in information, resources, and research, etc. Fifth is the evaluation for the learning procedures and resources. Highlight the summaries and general evaluations on the education and teaching systems. Conduct quantitative measurements and comparisons based on the references, the results of which are used as the main standards for monitoring of education quality.
The modern educational technology is a new term relative to that of traditional education. In the history of educational technology development, the formation of media techniques in the beginning of this century is generally believed as the start of the modern educational technology. The educational technology is not completed, however, without either the traditional or modern educational techniques.
The information era challenges the education, and new requirements are enforced to the teachers. The teachers should meet these new needs, and hold the historic tasks for education innovation, develop qualified personnel for this cross-century period for the country and society. Besides their current professional knowledge in their own disciplines, the teachers must clearly realize the necessity of learning and mastering the fundamental theories of modern educational technology and its corresponding applications. First of all, there is a problem associated with the change of ideas and roles. Then which aspects of ideas should the teachers change?
The teachers at the Beijing 65th Secondary School believed that, as occurred in other areas, the revolution in science and technology certainly results in a significant innovation in ideology in education. With the development of modern educational technology and the introduction into the teaching field, it is necessary for the teachers not only to learn and handle these new theories and techniques, but also to take care of the changes in education ideology, which consists of new ideas in qualified personnel, teaching, and schools. The classical teaching was that the instructors taught knowledge from textbooks, whereas the students learned knowledge from textbooks too. The education functionality was very unique. The modern education believes that the teaching is a multi-functional process. It not only consists of knowledge learning, technique training, and intelligence development, but also includes the development of the students’ comprehensive abilities and characteristics. To achieve this goal needs the applications of various modern technical means such as computers, audio-videos, courseware, and tele-education, etc. Classically the students were treated as the passive knowledge-receivers, whereas the teachers as the main aspects in education. The modern education, however, believes that the students are not only the objects of the teaching, but also the main aspects of the study activities. In learning, the students are the integration of both subjective and objective aspects. And the modern educational technology provides the possibilities of enhancing the interactions between teachers and students, and highlighting the functionality of the students. The traditional schools believed that the formal schools were only those with full-time courses and enclosure walls. These ideas have been changed with the development of computers and tele-education. The modern schools are not being constricted by time and space any more, and in turn, the school ideology has also been modified accordingly. It can be seen that the formation of the modern ideologies in teaching, students, and schools has a close relationship with the development of educational technology. It is impossible to understand this aspect thoroughly without mastering the modern educational techniques.
Teachers were the knowledge distributors in old teaching systems. Their main roles in the future education, however, are the teaching designers, organizers, helpers, and demonstrators for moral qualities. The teachers act not only as the students’ elders and directors, but also as their friends and partners. With respect to these new changes, the teachers at Beijing 9th Secondary School believed that, as stated in the aforementioned book, in modern and future education, education is no longer restricted to school teaching, it also consists of the education from families and the society as well. The teachers should pay attentions not only to classrooms, but also to the society. In addition, due to the rapid development in science and technology, knowledge is updated quickly. The knowledge and techniques students learned from schools are not enough to meet their needs for a whole life. Therefore, teachers must set up the concepts of learning for whole lives, and must realize that the aims of school education is not limited only to teach the available knowledge. They must also teach the students the capabilities of how to study, get new knowledge, and process information. The students must also be trained to keep enthusiasms and motives in learning. These are the very benefits to the students for a whole life.
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how和what引导的感叹句有什么不同：
1、由“what”引导的感叹句：“what”意为“多么”用作定语，修饰名词(被强调部分)，单数可数名词前要加不定冠词a/an,复数可数名词或不可数名词前不用冠词。结构如下：
(1)What a/an+(形容词)+单数名词+谓语
What a fine day it is!天气多么好啊!
(2)What+(形容词)+复数名词+谓语
What funny stories they are!他们是多么可笑的故事啊!
(3)What+(形容词)+不可数名词+谓语
What great progress he has made!他取得了多么大的'进步呀!
2、由“how”引导的感叹句：“how”意为“多么”，用作状语，修饰形容词或副词(被强调部分)。如果修饰形容词，则句中的谓语动词用系动词;如果how修饰副词，则句中的谓语动词用行为动词。结构如下：
结构：
(1)How+形容词+主语+谓语!
How happy he is!他是多么的幸福啊!
(2)How+副词+主语+谓语!
How hard he is working now!他现在工作得多么的努力呀!
(3)How+主语+动词!
How her mother worried!她母亲是多么地担心啊!
How interesting a book it is!多么有趣的一本书啊!
(5)How+ many,much,few,little+ 名词+主语+谓语!
How little food they have!他们的食物多么少啊!
