解放軍文職招聘考試休眠效果-解放軍文職人員招聘-軍隊(duì)文職考試-紅師教育
發(fā)布時(shí)間：2017-08-27 09:24:28休眠效果（霍夫蘭）：在經(jīng)過一段時(shí)間后，信源與觀點(diǎn)有分離的傾向。休眠 效果（sleepereffect）：低可信度信源發(fā)出的信息，由于信源可信性的負(fù)影響，其內(nèi)容本身的說服力不能馬上發(fā)揮，處于一種睡眠狀態(tài)。經(jīng)過一段時(shí)間，可信性的負(fù)影響減弱或消失以后，效果才能充分表現(xiàn)出來。Whitehead發(fā)現(xiàn)的可信度的4個(gè)主導(dǎo)因素（1968）1.值得信賴（trustworthiness）：正確 錯(cuò)誤；誠(chéng)實(shí) 不誠(chéng)實(shí)；值得信賴 不值得信賴；公正 不公正2.專業(yè)性或能力（expertness or competence）：有經(jīng)驗(yàn)的 無經(jīng)驗(yàn)的；有專業(yè)風(fēng)度的 無專業(yè)風(fēng)度的3.活力：進(jìn)取的 溫順的；主動(dòng)的 被動(dòng)的4.客觀性：頭腦開放的 頭腦封閉的；客觀的 主觀的其中，前兩項(xiàng)因素被廣泛引用☆說服/態(tài)度改變的具體技巧之三：訴諸恐懼根據(jù)學(xué)習(xí)理論（Learning theory：態(tài)度是由學(xué)習(xí)得來的，態(tài)度的改變與學(xué)習(xí)同時(shí)進(jìn)行），強(qiáng)烈的恐懼訴求會(huì)導(dǎo)致更多的態(tài)度變化，因?yàn)樗鼤?huì)激勵(lì)人們更多的注意、感知與學(xué)習(xí)，從而增強(qiáng)接受傳播建議的動(dòng)機(jī)恐懼訴求：大眾傳播中使用的一種技巧，進(jìn)行威脅或者在受眾中激起恐懼。經(jīng)典研究：賈尼斯 費(fèi)什巴赫，1953，對(duì)大一新生的牙齒衛(wèi)生控制實(shí)驗(yàn)1.將大一新生隨機(jī)分為4組，3組為實(shí)驗(yàn)組，1組為控制組2.實(shí)驗(yàn)組的講座材料：1）第1組：輕度恐懼訴求（X光片、素描）2）第2組：中度恐懼訴求（輕微損壞的牙齒、口腔疾?。?）第3組：高度恐懼訴求（真實(shí)、嚴(yán)重的爛牙幻燈片）控制組的講座材料：關(guān)于人類眼睛構(gòu)造與功能3.實(shí)驗(yàn)前后一周，各做一次測(cè)量。前后比較可顯示他們是否會(huì)因?yàn)橹v座而改變牙齒衛(wèi)生習(xí)慣實(shí)驗(yàn)結(jié)果：1.恐懼訴求所喚起的心理緊張程度與訴求的強(qiáng)弱順序基本一致；2.訴求強(qiáng)弱順序與說服引起的態(tài)度和行為的變化相反；3.1967年，賈尼斯綜合其他研究概括出恐懼訴求與態(tài)度改變間的 倒U 形曲線模式：高恐懼信息和低恐懼信息導(dǎo)致少量態(tài)度改變，中等恐懼信息導(dǎo)致最大量的態(tài)度改變。
解放軍文職招聘考試Lectures and Discussions-解放軍文職人員招聘-軍隊(duì)文職考試-紅師教育
發(fā)布時(shí)間：2017-08-29 21:47:23Directions:For this part, you are allowed 30 minutes to write a composition on the topic: Lectures or Discussions. You should write at least 120 words following the outline given below in Chinese.1． 一些學(xué)生贊成講座式教學(xué)2． 另一些學(xué)生偏愛討論式教學(xué)3． 你的看法Lectures and DiscussionsThere is a heated debate over the role of lectures and discussions in the classroom. Some people believe that lectures can help students learn more quickly. In contrast, others hold that discussions can stimulate students to learn by themselves.Those who hold the first opinion suggest that students attend more lectures. In their view, by giving lectures teachers help students master the knowledge they ve accumulated over years of study and research. However, others think that in a discussion, the teacher usually guides the students instead of dominating them. They argue that to get involved in a discussion, students have to develop their ability to analyze problems independently.In my opinion, I stand on the side of neither idea. First of all, either method has its disadvantages. Furthermore, each student has his or her preference. Thirdly, lectures ate preferable to discussions in the teaching of science subjects, and on the contrary, discussions are preferable to lectures in studying the humanities. Therefore, we should adopt different teaching methods according to different subjects.
