强化受众意识:地方报刊改革的着力点     

唐励 《湖南科技学院学报》2008,29(9)

随着我国社会主义市场经济体制的建立和发展,强化受众意识成为今天不容忽视的现实命题和地方报刊改革的着力点。当前,我国地方报刊存在着重市场轻导向、重自身轻大众、重高端轻民众、重西化轻本土等等一些淡化受众意识的现象。文章认为,解决这些问题,强化地方报刊的受众意识需要坚持的几点原则是：社会责任原则、“三贴近”原则、真实性原则、本土原则和平等原则。  相似文献   

受众分层视角下的图书受众与图书出版研究     

徐来  蔡凤娟 《出版科学》2009,17(6):64-67

借用大众传播学中的受众分层方法,将以图书为媒介的受众划分为阅读趋零型、目标明确型和营销导向型,分别分析三种类型受众的特征,初步探讨图书出版针对三种类型受众的可行发展途径。研究表明：培养阅读趋零型受众的阅读习惯（兴趣）、保证目标明确型受众的图书资讯和购买渠道需求的双满足、综合运用好威信效应、晕轮效应和从众心理以引导营销导向型受众的图书购买决策,是建立在受众分层基础上的图书出版的可行发展路径。  相似文献   

受众公关——媒介竞争制胜的重要策略     

管文娟 《襄樊职业技术学院学报》2008,7(3):138-140

随着我国传媒市场竞争的加剧,受众公关已成为媒介提升核心竞争力的必然选择。如何选择恰当的公关途径,避免公关误区,已成为媒介建立、维系和受众之间的良好关系,达到竞争制胜目的的关键。  相似文献   

我国城市电视台在大型体育赛事报道中的应对策略探析     

申亮  陆慧娟  李仕松 《南京体育学院学报(社会科学版)》2008,22(5)

采用文献资料法、逻辑分析等方法,就城市电视台在诸如北京奥运会这样的大型体育赛事报道期间所面临的现状加以分析,指出其特点。研究认为,城市电视台在大型体育赛事中确保其一席之地,首先要对自己进行客观、全面的分析,扬长避短、发挥优势,要以"平视"的角度看待自己——既不可妄自菲薄,又不可盲目而动。具体应对宏观及微观策略为:宏观上:1)跨媒体联合:结缘网络、增强报道互动性;2)跨区域联合。微观策略上:1)抓住贴近性,跟踪报道本地运动员,唤起当地观众的情感共振;2)设置群众参与节目或内容,增强报道的体验性(互动性);3)避资讯劣势,信息解读故事化;4)合理利用资源。  相似文献   

当代中国阶层分化体育观众培养启示   总被引：2，自引：0，他引：2  

王雪峰  肖锋  高力翔 《北京体育大学学报》2010,(6)

采用文献资料法、归纳法、演绎法和逻辑分析法对当代中国社会阶层分化的标准、结果、作用及其对人们意识和行为的影响进行分析和综合,并据此提出了培养体育观众的五个切入点。  相似文献   

CBA职业篮球联赛观众市场调研分析     

朱建国 《吉林体育学院学报》2010,26(5):70-72

通过对华东和华北等地区CBA职业篮球联赛篮球观众消费特点、观众观看比赛的动机、观众观看比赛的行为进行调查分析,得出我国城镇具有较好的篮球观众基础,这是进一步开发我国职业篮球市场的有利条件。  相似文献   

Building personalised homework from a learning analytics based formative assessment: Effect on fifth-grade students' understanding of fractions     

José Antonio Rodríguez-Martínez  José Antonio González-Calero  Javier del Olmo-Muñoz  David Arnau  Sergio Tirado-Olivares 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):76-97

This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.

Practitioner notes

What is already known about this topic

• Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
• Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
• Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
• There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.

What this paper adds

• Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
• Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
• Using ARS for the teaching of fractions has a positive effect in terms of student motivation.

Implications for practice and/or policy

• Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
• Researchers should continue exploring these potentially beneficial educational implementations in other areas.

  相似文献