当前课堂交往异化原因及对策分析

针对我国当前课堂交往存在着的师生交往和生生交往异化现象,分析课堂交往异化原因,立足于主体间性,提出课堂交往的实践策略,提升课堂交往的合理性,还课堂交往以本真,使课堂交往焕发出生命的活力。     

Liking and Other Reactions After a Get-Acquainted Interaction: A Comparison of Continuous Face-to-Face Interaction versus Interaction that Progresses from Text Messages to Face-to-Face

Increasingly, people are making initial connections through social networking and online dating sites. However, we have limited information about how the use of computer-mediated communication (CMC) compares to face-to-face (FtF) for making initial social connections. The purpose of the present study was to compare liking and other affiliative outcomes of dyads who become acquainted in an interaction that progressed from CMC, to Skype, and finally to FtF versus dyads who became acquainted entirely FtF. The dyads engaged in a three-segment, structured self-disclosure task to become acquainted and were randomly assigned to either the continuous FtF condition (n = 48) or the CMC to FtF condition (n = 40). Participants’ reactions were assessed after each segment of interaction. Comparisons after the first segment revealed that those who interacted over CMC-text reported less enjoyment of the interaction, in addition to less liking of, closeness with, and perceived similarity to their discussion partner than those who interacted FtF. However, participants in the CMC to FtF condition increased in their positive reactions over the course of the interaction to a greater degree than did those in the continuous FtF condition, and consequently were able to catch up to them by the end of the final segment of interaction. Overall, our study suggests that although initial communication through online-text may elicit less positive impressions of an interaction partner relative to FtF, these effects may be mitigated upon partners moving quickly to FtF or through other rich channels (video).     

Developing an equalities literacy for practitioners working with children,young people and families through action research

ABSTRACT

The Marginalisation and Co-created Education (MaCE) project was developed between the University of Southern Norway, VIA University in Denmark and the University of Cumbria in the UK and funded by Erasmus+. The project aims to co-create proposals to achieve an equitable and socially just education system through participative action research with ‘Early School Leavers’. This paper establishes a conceptual framework called ‘Equalities Literacy’ that evolved from the first action research cycle of the project. The framework is informed by the practice experience and theoretical knowledge of the international and interdisciplinary research team. It is applied to one youth narrative in this paper to illustrate its efficacy in revealing socio-cultural in/equalities. The Equalities Literacy framework is proposed to challenge and inform practice and further research. Further, the ‘Indirect Approach’ is introduced and located within action research as a participatory methodology that other researchers may wish to adopt.     

The Conversational Geography of Word-of-Mouth Communication and Marketing Practices

This study was a test of the utility of a diary-based methodology for revealing how word-of-mouth (WOM) marketing agents perceive their campaign and non-campaign-related WOM communication episodes. A modified version of the Iowa Communication Record, originally designed for presenting the “geography of everyday conversation,” was the base for the collection of 2,088 self-reports of the agents' WOM episodes. Data were subjected to a principal components factor analysis. The resulting factors—communication quality, value, impact, relational change, and conversational control—served to gauge differences attributable to the institutional nature of the WOM, sex of respondent and conversational partner, relationship type, and day of week.     

远程教育传播的传受双方研究

在远程教育传播本中,传受双方及其相互关系受到了传播渠道变革带来的重要影响。本文试图借鉴传播学研究的基本范式及其主要理论,在比较研究的基础上初步展开远程教育传播传受关系的基础性研究,并在分析远程教育传播传受关系研究的目的与意义基础上,从传者和受者两个方面对研究对象进行基本分析。     

Communication for Development: A Personal Experience with Implications for Development Policy

Abstract

Purpose: Communication for Development (C4D) is a new academic discipline and profession for addressing human dimension concerns in development, such as local participation, integration and capacity building, which are the main issues limiting aid effectiveness. However, my experience in Malawi, one of the poorest countries in Africa and where a multitude of international development experts attempt to bring about change have, perhaps, never heard about C4D. When the concept was explained, these officials felt C4D was precisely what Malawi and developing countries, need. It left me feeling that the success rate of poverty-reduction programming could be greater if C4D education was provided for development decision-makers and field staff, especially agricultural extension workers.

Design/methodology/approach: The paper is a critical review of the literature on the role of agricultural extension education in development, focusing on how C4D can strengthen extension performance.

Findings: The study found that development policymakers in Malawi, governmental, nongovernmental, bilateral and multilateral, support the C4D idea once they become knowledgeable about it.

Practical implications: Therefore, the practical implication is that educating policymakers about C4D will increase donor investments in pilot C4D projects, a strengthening of agricultural extension systems, and success of poverty-reduction programs.

Originality/value: It is hoped that readers will find the C4D strategy stimulating, the author's experience enlightening, and the C4D proposal an innovative way of improving aid effectiveness.     

Back to basics: working with young children with autism in inclusive classrooms

Young children with autism benefit from various adaptations made to an early childhood classroom. This article includes modifications for both teacher‐directed and child‐initiated activities. Adaptations are given for the classroom environment, daily schedule, sensory needs, transitions and general teaching strategies. The techniques described are especially important when working with young children with autism, but are also helpful for all young children. The information provided is gained from several years of experience working with young children with autism in schools, homes and childcare.     

师生交流的传播学分析

师生交流是一个贯穿教育全过程的重要概念,对它的研究不能仅仅停留在师生之间教学内容的传达上。该文以传播学的理论来分析师生交流的形式、手段、主要内容及不同定位产生不同的效果等,意在使师生交流在更宽的领域得到更深入的研究。     

《山楂树之恋》:改写历史和重塑价值

《山楂树之恋》用"史上最干净的爱情"引起了观影热潮。这部影片的风格具有古典主义倾向,在一定程度上,改写了当代中国对文革的历史记忆,重塑了当代中国的价值体系。由于影片是浪漫主义化和古典主义化地双向改写历史,使之不足以为当代中国的价值重塑提供强大的言说力量。     

电脑辅助交际中非语言交际的研究现状与发展

在网络和新媒体蓬勃发展背景下,电脑辅助交际中非语言交际研究的基础,历史沿革,现状和发展。     

Simmering on the Back Burner: Communication with and Disclosure of Relationship Alternatives

The term “back burner” describes a desired potential romantic/sexual partner with whom one communicates with the intent of establishing a future romantic or sexual connection. Contemporary communication technologies (e.g., mobile phones, social networking applications) facilitate connections with back burners. Two survey studies (Ns = 347, 374) showed that back burner communication is relatively common among college students; however, college students also have many romantic or sexual interests that they do not consider back burners. Additionally, although most college students will not fully disclose their communication with back burners to their partners, approximately half fully disclose communication with romantic or sexual desirables to their partners. Therefore, the results of this study suggest that back burners can be distinguished from those with whom we would entertain having a romantic or sexual connection. Theoretically, they can also be distinguished from other types of casual sexual relationships.     

Responsibilities,preparedness, and job satisfaction of paraprofessionals: working with young children with disabilities

To support teachers with their classroom responsibilities, schools have increasingly turned to paraprofessionals for assistance, with the largest numbers of paraprofessionals employed in the field of special education. Owing to this important role that paraprofessionals now perform in the education of children with disabilities in the USA, we set out to investigate the responsibilities that paraprofessionals working with young children with disabilities had. We were also interested in identifying how paraprofessionals and the teachers with whom they work alongside perceived the paraprofessionals' level of preparedness for their roles and their job satisfaction. Fifty‐two paraprofessionals and 59 teachers of young children with disabilities participated in the study. Overall, both paraprofessionals and teachers indicated that paraprofessionals were generally well prepared for activities they frequently engaged in and both viewed themselves as collaborative members of an educational team.     

深度学习导向下小学数学交流策略的实践分析

知识型经济时代的到来使社会逐渐提升了对人才的要求,需具有一定的逻辑思维能力以及掌握一定的数学思想方法与数学交流能力。与传统教学方式相比,深度教学有着巨大的优势与良好的发展前景,不仅能够培养学生良好的逻辑思维与数学思想,还能在教学的同时贯彻素质教育,促进学生素质水平的提升。     

Computer-Mediated Coping: Exploring the Quality of Supportive Communication in an Online Discussion Forum for Individuals Who Are Coping with Racial Discrimination

Coping with racial discrimination can be a complex and challenging endeavor, because individuals often feel powerless and stigmatized. Social support can help people cope more effectively with racial discrimination. This study examines the type and quality of supportive communication in an online forum for people who have experienced racial discrimination by examining messages’ person centeredness and facework. A total of 1,203 messages from an online support forum were coded for support type, person centeredness, and facework features. Despite the sheer volume of support, most messages were only moderately person centered, and most advice messages did not adequately attend to targets’ negative face. Our findings uncover some of the benefits and limitations of online social support, and we discuss implications for online forum moderators and participants.     

在线交互活动中学习者批判性思维发展轨迹研究

批判性思维是知识经济时代人才所必备的高阶思维,在线交互活动是发展学习者批判性思维的重要途径。但目前对在线交互活动中批判性思维的行为特征及其发展轨迹还缺乏深入的研究。故基于“多媒体课件设计与开发”课程,采用滞后行为序列和认知网络分析对学习者批判性思维发展轨迹进行分析。结果显示:(1)学习者批判性思维行为模式呈现多元化态势,批判性思维深度在不同阶段的表现有所不同;(2)核心参与者批判性思维行为在“创造”层级占据首位,边缘参与者批判性思维行为在“分析”层级占据首位;(3)学习者可分为优秀型、被动型、问题型和跟随型四种类型;(4)提问次数、被教师回复次数、被同伴回复次数与“评价”和“创造”层级的批判性思维显著相关,被点赞次数与“评价”层级的批判性思维显著相关,回复他人次数与“理解”和“分析”层级的批判性思维显著相关。     

浅析通信电源的发展与系统的安全防护

本文对通信电源的现状、发展作一些简单回顾与分析,并对通信电源在整个通信系统的重要性,安全性及日常维护等方面阐述了自己的粗浅看法。     

The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings

The engagement and adult and peer interaction of 37 young children with a range of disabilities was measured in free play, group, and meal-routine activities in inclusive childcare settings. A significant effect for activity type was found for total engagement, active engagement, and passive engagement, with the children being more engaged in free-play and meal-routine activities than group activities. Free-play and meal-routine activities provided better opportunities for active engagement than did group activities, but children were more actively engaged during meal-routine activities than during free play. Passive engagement was more commonly observed during group activities. Children interacted more with their peers during free play. When children with a diagnosis of autism spectrum disorder were compared with children with other disabilities, they were found to be significantly less engaged during free play and interacted less with their peers. The implications of these findings for inclusive practice in childcare settings are discussed.