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王爱伟 《邢台职业技术学院学报》2004,21(4):36-39
深度报道从理念的萌芽到今天的兴盛，已经走过了八十年的历程，在我国新闻界从实务运用到理论的研究仍然方兴未艾。本拟从客观报道及其缺陷、深度报道的产生与源流、我国深度报道的历史状况等三个方面，全面梳理深度报道的源流以及我国深度报道的发展历程，以助于深度报道的进一步研究。 相似文献
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辛亥革命前后，我国已经出现了深度报道。但是由于历史的原因，深度报道一直被划分在通讯的范围之内。1980年代以后，特别是1987年以后，深度报道开始兴盛。但是文体划分标准的不同以及文体和报道方式之争，使得深度报道与通讯的界限一直模糊不清。深度报道作为一种文体长期未被实务界和理论界重视．应以新的文体划分标准来重新确立深度报道的文体地位。以期能划清深度报道和通讯界限。 相似文献
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美，是丰富的，也是个性的。电视深度报道亦然。电视深度报道独具理性美、真实美、深度美、形式美等美学品格，形成了较为完整的电视深度报道美学系统。 相似文献
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深度报道的思维特征是一个较为复杂的问题。然而只有通过深入探析浓度报道的思维方式，并从中找出可遵循的规律、特点，才能进一步提高深度报道的质量。本文作者认为，纵观各种类型的深度报道，其思维方式具有立体性、动态性、求异性、宏观性、双向性等特征。 相似文献
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深度报道是报纸和广播电视相抗衡的一种报道方式，近年来，电视大量采用深度报道手法，开办了许多具有深度报道特质的栏目。报纸如何应付这一冲击？本文拟从转变办报观念、提倡调查性报道、激发读者再造想象、加强栏目定位、在精深和广博上下功夫等几个方面对这一问题试作初步探讨 相似文献
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电视媒体高速发展，对电视从业者提出了更高的标准和要求，这从深度报道的崛起就得到了很好的验证。以揭示新闻事实本质特征为己任的深度报道无论是在传播方式上，还是在观众的反映程度方面，祁显示出了强大的生命力。追求深度报道是新闻工作者的职业追求。 深度报导的生命在于报道的深度，而“度”的把握是深度报道首先要解决好的重点和难点。《焦点访谈》吸引观众的成功因素是“度”的把握准确、到位。因此说，深度报道的灵魂在于“度”。“度”不够．报道就缺乏应有的强度和力“度”。超越界线，走上片面和极端，会导致报道误入歧途。所… 相似文献
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肖鲁仁 《湖南师范大学社会科学学报》2003,32(2):71-73
深度报道是新闻宣传的支柱工程，深度报道的主题定位是决定深度报道能否取得成功的关键性因素。同时，主题定位的准确性、新颖性、深刻性又与作的思维方法关系极大。要搞好深度报道的主题定位，就必须在思维方式上实现三个转变，即从局部思维、微观思维到整体思维、宏观思维的转变；从单向思维、平面思维到立体思维、系统思维的转变；从静态思维到动态思维的转变。 相似文献
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王乐华 《邵阳师范高等专科学校学报》2001,23(1):67-70
电视新闻深度报道是对新闻事实进行多角度，深层次挖掘并展现给观众的一种新闻报道形式，搞好深度报道，可以增加地方台的份量，展示地方台的水平，提高地方台的竞争力，促进地方工作的开展，本着重指出目前地方台在从事电视新闻深度报道方面存在的问题，并探讨地方台在今后的工作中怎样搞好深度报道。 相似文献
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美国深度报道起源的真正时间应是19世纪70年代。从功能角度分析，100多年以来，美国深度报道先后经历了调查、解释和预测三个阶段，逐渐形成了调查型报道、解释型报道和预测型报道，而每一次功能跨越，背后都有着深刻的政治、经济及社会原因。 相似文献
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This study explores the attitudes of future professionals working with students with disabilities towards four exceptionality groups: persons with deafness, with paralysis, with mental retardation (MR) and with delinquent behaviour, and specifically examines how deafness is perceived in comparison with the three other groups. Undergraduate students' (N=177) attitudes towards the four groups were tapped using a semantic differential scale referring to the cognitive, emotional and behavioural components of attitudes. Participants' degree of contact with people with disabilities was also reported. Results indicated that attitudes towards people with deafness were more positive than those towards the other three groups. Attitudes towards persons with paralysis were more positive than towards persons with MR and with delinquent behaviour, except when personality was considered. Emotional reactions and behavioural tendencies towards persons with delinquent behaviour were the most negative. Contact with people with disabilities had significant but low correlations with some aspects of the attitudes towards people with MR and paralysis. In general, the results of this study suggested that deafness was perceived as a physical disability and not as a social phenomenon. They also demonstrated that attitudes towards people with disabilities are a function of the particular disability condition and are multidimensional. 相似文献
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Rachel Sermier Dessemontet Diane Morin Anne G. Crocker 《International Journal of Disability, Development & Education》2014,61(1):16-26
This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID. 相似文献
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AbstractThis study has a twofold objective: to analyse and compare the phonological processes in a sample of Spanish children with hearing loss, both with a cochlear implant and with a hearing aid, with a group with normal hearing; and to determine whether there are differences between the participants with a cochlear implant and with a hearing aid in the frequency and nature of the phonological processes. The sample is made up of 168 participants, eight with hearing loss (four with an implant and four with a hearing aid) and 160 with normal hearing. Samples of spontaneous speech were collected and transcribed using the tools from the CHILDES project. For the analysis, the phonological processes paradigm was adopted, evaluating phonological development based on normative error rates. The participants with a hearing loss show slower phonological development in terms of phonological processes, along with atypical processes. Furthermore, the participants with cochlear implants committed more phonological errors than those that wear a hearing aid. The implications of the results are discussed, and it is recommended that auditory stimulation should be done early in children with hearing loss regardless of their technical aid. 相似文献
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本研究主要运用相关分析法及个人访谈法对来源于高职院校三大类学生的归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感水平分别与他们的自我效能感水平、兴趣水平作了相关分析。结果发现:三类不同学生归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感之间两两相关。对厌学者而言,自我效能与学习策略、动机行为达到非常显著的相关,与兴趣水平达到显著的相关,与学校环境存在不显著的负相关。兴趣水平与焦虑水平、自我效能达到非常显著的相关,与学校环境达到显著相关,与归因存在负相关。对次厌学者而言,自我效能与学习策略达到非常显著的相关,与动机行为达到显著相关,与学校环境、归因倾向呈现低等程度的负相关。乐学类学生的自我效能与动机行为产生了显著的正相关,与学校环境、归因方式产生低度负相关;他们的兴趣水平与动机水平、焦虑水平、自我效能、动机行为产生了中低度相关,与归因、学校环境、学习策略产生了中低程度的负相关。 相似文献
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山西省高校教师工作满意度的调查研究 总被引：16，自引：0，他引：16
通过对山西省七所高校281名教师进行的工作满意度的调查研究表明:女性教师要比男性教师的工作满意度要高,但在工作满意度的各个维度上并无显著差异;不同婚姻状况在上级满意度、工作环境满意度、晋升的满意度上存在差异显著。未婚教师整体上要比已婚教师的工作满意程度高。不同年龄段的高校教师在工作满意度的各个维度上差异均显著,尤以30-39岁、40-49岁年龄段的高校教师工作满意度的得分低;不同学历的高校教师在对上级、对工资的满意度上差异显著;不同职称的高校教师在工作满意度的各个维度上差异均为显著,讲师与副教授工作满意度的得分较低;不同工作时间的高校教师在工作本身满意度、上级满意度以及工作环境满意度的维度上存在显著差异,工作时间为11-20年的高校教师各项工作满意度的指标得分均较低。 相似文献
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Can a dog be used as a motivator to develop social interaction and engagement with teachers for students with autism? 
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下载免费PDF全文 Kathryn Stevenson Scott Jarred Vivian Hinchcliffe Kathryn Roberts 《Support for Learning》2015,30(4):341-363
Research into children with autism indicates that therapeutic sessions with dogs might provide a way of encouraging social interaction and reducing solitary or repetitive behaviours. With recent educational ASD interventions aimed at providing ways of encouraging intrinsic motivation to socially engage, it is possible that sessions with dogs could be used in a similar way. The present study involved three students with ASD who were given five sessions with a dog and their teacher. Sessions followed a semi‐standardised approach and were recorded and coded on social behaviours, with qualitative observations made. Pre and post measures entailed ADOS‐2 assessments and teacher questionnaires. Results suggest that students' responses in sessions were highly individual; all showed an increase in meaningful social interactions with dog and teacher, reduction in solitary or repetitive behaviours within the sessions and reported generalisation effects in some areas. The study lends support to the research base on the beneficial impact of dogs for children with autism and suggests that sessions with dogs in school could act as a way to strengthen interactions and engagement with teachers. 相似文献
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Preparing preschool teacher candidates for inclusion: impact of two special education courses on their perspectives 下载免费PDF全文
下载免费PDF全文 Salih Rakap Oguzcan Cig Asiye Parlak‐Rakap 《Journal of Research in Special Educational Needs》2017,17(2):98-109
Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre‐service stage might influence their perceptions towards children with disabilities and their inclusion. The purpose of this study was to examine the impact of two special education courses on (1) preschool teacher candidates' general attitudes towards inclusion, (2) their willingness to work with children with significant intellectual, physical and behavioural disabilities within inclusive classroom settings and (3) their level of comfort in interacting with children with disabilities. A four‐part survey was administered to participants four times throughout the study, once before and after each course. The survey package included (1) a demographic information form, (2) the Opinions Relative to the Inclusion of Students with Disabilities Scale, (3) an adapted version of the Teachers' Willingness to Work with Children with Severe Disabilities Scale and (4) the Interaction with Children with a Disability Scale. The results showed that both special education courses positively influenced teacher candidates' attitudes, willingness and comfort levels. However, impact of the second course focused on helping teacher candidates learn and apply instructional strategies to work with children with disabilities in inclusive classrooms was much larger. Implications of the study findings in relation to future research and practice are discussed. 相似文献
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David Lansing Cameron Bryan G. Cook Melody Tankersley 《International Journal of Inclusive Education》2013,17(12):1335-1354
The purpose of this study was to examine the different types and patterns of 1:1 interactions provided by general educators, special educators and paraprofessionals to children with mild disabilities (n?=?13), severe disabilities (n?=?13), and children without disabilities (n?=?13) in inclusive classrooms. General educators, special educators, and paraprofessionals' 1:1 interactions with students in three comparison groups were recorded in 17 elementary and middle school classrooms using a partial interval observation system. We found significant differences with respect to interaction frequency and content. Teachers and paraprofessionals had consistently more 1:1 interactions with students with severe disabilities, followed by children with mild disabilities, and then students without disabilities. In comparison to special education teachers and paraprofessionals, general educators interacted significantly more frequently with children without disabilities and children with mild disabilities. In contrast, paraprofessionals interacted significantly more often with students with severe disabilities and less frequently with children with mild disabilities and students without disabilities. Instructional interactions in social, behavioural, and functional domains were infrequent in these classrooms. We conclude with a brief discussion of the implications of these findings for future research and practice. 相似文献
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李辉山 《唐山师范学院学报》2014,(3):128-132
党的十八大报告深刻而全面地阐释了中国特色社会主义的科学内涵,标志着我们党对中国特色社会主义的认识更加深刻、更加准确。中国特色社会主义道路、理论体系、制度统一于中国特色社会主义伟大实践中,也就形成了中国特色社会主义旗帜。深刻理解和准确把握旗帜、道路、理论体系、制度之间的关系,高举中国特色社会主义伟大旗帜,坚定中国特色社会主义的道路自信、理论自信、制度自信,是提升中国特色社会主义的境界,夺取中国特色社会主义新胜利、推进中国特色社会主义事业向前发展的重要保障。 相似文献