Academic literature on the topic '社交模式'

在中国经济启动内循环的背景下，经济增长模式发生了新变化。论文聚焦于互联网经济在后疫情时代的高速发展期，分析了直播带货、社交电商、流量变现这三个维度，为品牌营销突围的新出路。以美人燕品牌为例，浅析直播带货从盈利方式、受众、展现形式、互动形式都比传统电商和传统直播更丰富；社交电商因社交性、互动性强而受到消费群体的喜爱、为品牌降低获客成本；流量变现对“人、货、场”赋能变现逻辑更加清晰。总结美人燕滋补品类精准定位营销策略以及轻资产、小成本实现盈利的三种新模式。

随着网络与移动数字技术的迅猛发展，手机app以及在线网络社交平台成为了课堂教育之外的重要学习形式。学习形式突破了时间、空间的限制，学习者可以随时随地进行学习。语言社会学理论认为，学习语言就是学习文化。当前全球化背景下，语言的边界逐渐模糊，随着全球公民概念的提出，跨文化能力成为了全球公民应具备的素养之一。本研究基于语言社会学、社会文化理论等理论基础，从社会文化理论梳理、跨文化能力的培育与发展、移动数字平台的衍生功能出发，提出一些思考。

This research examines the role of icts (Information and Communication Technologies) in blurring work-leisure boundaries among a recent wave of Chinese migrants in Britain, identifying a rising mode of ict-mediated diasporic sociality. In particular, it examines an emerging ict-sustained after-work culture that extends their labor process into the leisure setting. Based on in-depth interviews and participant observation, the findings demonstrate how the limited human and social capital Chinese migrants possess encourages them to seek help for work and building client relationships within co-ethnic social ties through leisure events in non-working hours. This type of after-hours labor is discursively constructed as leisure and is characterized by its ict-savvy sociality. 本文指出一種由傳播科技中介的新興離散社群社交形式，分析傳播科技如何在新一代的中國移民中模糊他們工作與休閒的界線。透過訪談與參與觀察，本文的研究發現指出中國專業工作者由於其移民的經驗而有較為受限的人力資本和社會資本，這使得他們傾向利用非勞動工時在同族裔的專業工作者之中尋求社會資本。這些下班後的離散社交實踐具有幾種特點，包括：將勞動包裝為休閒並延伸至消費主義式的場景中、傳播科技在這些社交實踐之中的象徵性功能、以及扁平化的資訊傳播結構。 (This article is in English).

传统的课堂教学模式已无法迎合新时代大学生的身心特征，亦无法满足当今社会对复合型人才的迫切需求，因而基于大规模开放在线课程MOOC的新型教育模式——SPOC应运而生。本文以智慧职教及其附件职教云为载体，利用康复治疗技术专业教学资源库的资源，采用翻转课堂的形式，将课堂教学与在线教学进行交互式融合设计，以多元化的评教评学方式进行教学效果监测，实现了对传统课堂的颠覆，进而进一步探索康复治疗技术专业SPOC教学新模式。实践表明，SPOC既融入了MOOC的优点，又填补了传统课堂教学的不足，进一步完善了职业教育教学的模式，从中提高了教师运用信息化技术开展课堂教学活动和科学研究的能力，转变了学生的学习方式和学习习惯，提高了学生运用网络教学平台开展自主学习、协作学习的能力，使教学效果和教学目标得到进一步提升。

本研究以一例大学生社交焦虑症来访者为例，通过严格的个案概念化形成对其认知信息加工模式的评估和理解 , 选用认知行为疗法进行咨询 , 并采用症状自评量表（SCL-90）对求助者进行咨询前后测评，评估症状改善情况。结果：有留守经历大学生在人际互动中特有的认知信息加工模式可能为：他人和世界是冷漠的，不可能获得爱和理解。咨询后求助者躯体化、抑郁、焦虑因子分均低于前测，主观困扰减少。结论：（1）认知行为疗法可以对个体的认知信息加工模式形成有效的理解。（2）有留守经历大学生因早年缺乏父母的关爱和陪伴，很难形成安全型依恋关系。（3）这种不安全型依恋关系会内化形成自己的内部工作模式，对其认知信息加工模式产生长期的负面影响。 Taking a case of a visitor who is a college student with social anxiety as an example, through the evaluation and understanding of his processing mode of cognitive information formed by strict case conceptualization, the study selects and uses cognitive behavioral therapy for counseling, and adopts SCL-90 to evaluate the patient before and after counseling, and evaluates the improved condition of symptoms. Results: In interpersonal interaction, the typical processing mode of cognitive information of college students with left-behind experience may be that others and the world are indifferent, and love and understanding are hardly gained from them. After consulting, with the reduced subjective distress, the scores of somatization, depression and anxiety factors of help seekers were lower than those of the pretest. Conclusion: (1) Cognitive behavioral therapy can form an effective understanding of processing mode of individual cognitive information; (2) College students with left-behind experience can hardly form a secure attachment relationship because they grow up without the care and company from their parents; (3) This insecure attachment relationship will internalize and form its own internal working mode, which will have a long-term negative impact on its processing mode of cognitive information.

碩士
國立彰化師範大學
輕度障礙教育研究所
99
The purpose of the study is to investigate how the Skillstreaming program enhances the social skills of a student with Asperger Syndome. This study adopts the withdrawal design (A-B-A') of single subject design method. The participant is a senior high school student with Asperger Syndrome. The experimental independent variable is “Skillstreaming program”, and the dependent variable is “knowing and expressing feelings” skills of the participant. Data are analyzed by visual analysis and peer interview. The results of this study are as follows: 1. The Skillstreaming program has the positive treatment and immediate effects on improving “knowing and expressing feelings” skills of the senior high school student with Asperger Syndrome. 2. The Skillstreaming program has positive treatment and immediate effects on decreasing the false performance of “knowing and expressing feelings” skills of the senior high school student with Asperger Syndrome in specific situation. 3. The peers have a good validity of the social skill performance of the participant. 4. The peers have a good validity of the Skillstreaming program for the participant. Key Words: Skillstreaming program(Structured learning), Asperger Syndrome, social skills