全球化语境下跨文化交际中的文化间性论     

周乐乐  李理 《常熟理工学院学报》2008,22(7)

间性理论在文化领域的应用,即文化间性理论.这一理论的一个特征就是多元主体的相互作用和对话交流.跨文化交际活动中,多元文化主体之间的对话和交流是交际活动的重要内容.文化的进步和发展必然离不开文化主体之间的相互作用,建立更加完善的文化间性理论将促进跨文化交际更加顺利地进行.  相似文献   

Interactive video usage on autism spectrum disorder training in medical education     

Elif Taslibeyaz  Onur Burak Dursun  Selcuk Karaman 《Interactive Learning Environments》2017,25(8):1025-1034

This study aimed to compare the effects of interactive and non-interactive videos concerning the autism spectrum disorder on medical students’ achievement. It also evaluated the relation between the interactive videos’ interactivity and the students’ decision-making process. It used multiple methods, including quantitative and qualitative methods. The participants were 60 medical students, divided into two groups. One group watched an interactive video while the other watched a non-interactive video. Pre- and post-tests were used to evaluate the students’ relevant achievements in each group. Moreover, a think-aloud protocol was used to evaluate the decision-making process of the group who watched the interactive video. The pre- and post-test results indicated an increase in the achievements of students in the tested groups. Students who watched the interactive video were found to be more successful. Finally, watching interactive videos was shown to positively affect medical students’ decision-making process.  相似文献   

Advanced distance education technology and hands-on science     

William J. Boone 《Journal of Science Education and Technology》1996,5(1):33-46

Distance education technology can be used to increase the teaching of science in schools. However, the use of the technology must be carefully monitored. This paper describes the general use of 2-way video/2-way audio technology to link three remote sites and a studio. To evaluate the instructiors' and participants' use of this technology, video recordings ofall 11 (2-hour) broadcasts were reviewed. In general, the instructors were able to conduct a semester long hands-on science course, however, there were many science teaching techniques that had to be altered for this technology. When this technology is used for hands-on science, the hardware itself must be improved so that continuous interaction can take place between the studio and all remote sites. Science topics and activities may prove to be one of thebest fields to present with the technology, because of the practical lab based nature of science. Hands-on science activities seem to lessen the feeling of distance between remote sites and the studio.  相似文献