教学行为差异的比较与分析——两节录像课的对比研究

新课程倡导培养学生的问题意识，教师是学生学习的引导者、合作者、课堂教学的参与者，以改变学生的学习方式．不同的教师对这些认识存在的差异会具体体现在教学实践过程中．通过定性和定量的分析，横向比较这些差异，有助于教师反思自身的教学行为，加深对新课程理念的认识与理解．     

视像的形式与儿童认知的契合性——以动画片为例

儿童对视像的注意力是极不稳定的,但是动画片为什么能够把儿童的注意力吸引到电视屏幕上,这既是研究者的兴趣所在,也是商业资本的兴趣所在。本文从动画片的运动性与跳跃性、夸张与变形与儿童认知的契合性为论述的焦点,从认知心理学的角度对儿童喜欢动画片的原因进行了深入的分析。     

UML和ROSE在档案网站开发中的应用

UML和Rational Rose,是近几年推出的成熟的系统建模语言和建模工具。本文从档案信息网站开发的应用视角出发,较系统地介绍了UML的基本概念和建模方法,同时结合档案信息网站开发实例,说明了该实例的建模和由Rational Rose生成的页面模型。     

Agency and clientship in public encounters: co‐constructing ‘neediness’ and ‘worthiness’ in shelter placement meetings

This article seeks to develop our understanding of the agency of vulnerable groups who at first sight may not seem to have much agency in their lives. It explores the co‐constructed nature of agency in three Danish homeless shelters. Unlike earlier interview‐based studies, our research is based on naturalistic data drawn from 23 video‐recorded placement meetings. Using concepts from Goffman, we examine how versions of the neediness and worthiness of homeless people are negotiated verbally and bodily between staff and clients. We find that homeless people have to juggle two partly contradictory roles when they are given or take the roles of either a (active) citizen or a (passive) client. Clientship is actively negotiated by both parties and demonstrates the agency of homeless people: they can collaborate with (as clients) or challenge (as citizens) the staff’s attempts to formulate solutions to their troubles. We further examine how the professional ideology of client centredness affects the meeting between the two parties. However, we show that, like any discourse, client centredness has no intrinsic meaning and is played out by actors in very different ways. In work with the homeless, the discourse of client centredness is related to discourses of ‘neediness’, ‘worthiness’ and ‘value for money’ that define agency in different ways and make three different client positions available: the resolute client, the acquiescent client and the passive client.     

“Comments are disabled for this video”: A technological affordances approach to understanding source credibility assessment of CSR information on YouTube

Scarce research has focused on the technological aspects of social media in CSR communication. Many public relations practitioners are reluctant to interact online although social media platforms such as YouTube provide two-way communication interface. Using the MAIN model, this study explored how bandwagon cues (more likes/dislikes) and interaction cues (enable/disable commenting) influence the perceived source credibility assessment (trustworthiness, goodwill, and competence) of CSR information on YouTube. Through a 2 × 2 factorial experiment (N = 204), no interaction effects were found in general; but a main effect of the enabling comment interface existed toward the perceived trustworthiness of the company regardless of likes/dislikes received on the CSR video, which further leads to individual’s attitudes toward the company’s CSR efforts. The finding paves a way for an explanation of the effectiveness of enabling the commenting function of using YouTube to enhance CSR communication.     

Appreciating the world of autism through the lens of video interaction guidance: an exploration of a parent’s perceptions,experiences and emerging narratives on autism

This study seeks to identify understandings and narratives around autism spectrum disorder (ASD) through the application of video interaction guidance (VIG). In adopting a social constructionist approach, the case study used a person-centred model to explore a parent’s experiences and emerging narratives of ASD through the lens of VIG. Findings of the current study suggest that VIG offers an effective tool for in-depth exploration of complex, multi-storied understandings of ASD and the perceived parental role. The intervention was perceived to promote greater awareness of the child’s communication skills, beyond the ‘common’ understandings of ASD, by providing a novel outsider perspective on interactions. The intervention also promoted parental efficacy through recognition of parenting skills in supporting the development of strength-based narratives. VIG was seen to provide a platform for an exploration of existing narratives and the construction of new, preferred realities.     

Developing a digital toolkit for adoptive parents

In this article, the development of a digital ‘toolkit’ for adoptive parents in the children’s social care service of a single local authority is described. A work in progress, the toolkit is to be accessed by parents online and involves a series of videos around parenting topics and the post-adoption therapeutic work undertaken in the service, as well as links to other parenting information and resources. The article combines accounts of the toolkit’s development in the authority and a piece of ‘practice research’ being carried out that makes use of a DVD version.     

影视文化视野内“互文性”经典理论的重新阐释

从巴赫金到克里斯特娃、到德里达,再到罗兰·巴特,"互文性"理论一步一步从潜隐走向敞亮,从笼统概述转向细节研究,从静态的文本分析驶向动态地意义追寻……现在的"互文性"研究在更大的文化空间生发开来,蔓延到影视艺术等文化传媒领域,拓展了娱乐嬉戏的快感传达和文化内涵的深层揭示,也赋予银幕更广意义上的阐释张力.     

高校教育技术“反转”培训模式研究

反转教学也称为翻转课堂（Flipped Class Model）,是利用信息技术改革课堂教学过程的一种“破坏性”创新。文章分析了将反转教学应用在教育技术培训中的优势,构建了教育技术“反转”培训模式,并将其应用在教育技术培训实践中。希望藉此找到教育技术培训新的突破口,提高教育技术培训的针对性、实效性、吸引力。