# 第五讲来源台账

## 核心方法

- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. *Qualitative Research in Psychology, 3*(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? *Qualitative Research in Psychology, 18*(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
- Braun, V., & Clarke, V. (n.d.). Doing reflexive thematic analysis. Thematic Analysis. https://www.thematicanalysis.net/doing-reflexive-ta/
- Braun, V., Clarke, V., & Hayfield, N. (n.d.). Teaching thematic analysis: Lecture resources. Thematic Analysis. https://www.thematicanalysis.net/lecture-resources/

## AI与主题分析

- De Paoli, S. (2024). Performing an inductive thematic analysis of semi-structured interviews with a large language model: An exploration and provocation on the limits of the approach. *Social Science Computer Review, 42*(4). https://doi.org/10.1177/08944393231220483
- Nguyen-Trung, K. (2025). ChatGPT in thematic analysis: Can AI become a research assistant in qualitative research? *Quality & Quantity, 59*, 4945–4978. https://doi.org/10.1007/s11135-025-02165-z
- Prescott, M. R., Yeager, S., Ham, L., Rivera Saldana, C. D., Serrano, V., Narez, J., Paltin, D., Delgado, J., Moore, D. J., & Montoya, J. (2024). Comparing the efficacy and efficiency of human and generative AI: Qualitative thematic analyses. *JMIR AI, 3*, e54482. https://doi.org/10.2196/54482

## 发表案例与本地材料

- Yuan, R., Lee, I., Xu, H., & Zhang, H. (2020). The alchemy of teacher mindfulness: Voices from veteran language teachers in China. https://doi.org/10.1080/19415257.2020.1814383
- Chan, C. S. C. (2018). Proposing and illustrating a research-informed approach to curriculum development for specific topics in business English. *English for Specific Purposes, 52*, 27–46. https://doi.org/10.1016/j.esp.2018.07.001
- `../materials/practice/Exercise_RUNNING MATE_QualitativeInterview.docx`：Running Mate × Rosé质性练习原稿。品牌、合作、人物与访谈均为教学合成材料。
- `../materials/research/3. Case studies_build stories for two individuals_yuan2020.pdf`：Yuan et al. (2020)本地全文。

## 视频拓展

- 凯莉彭（发布者）. (n.d.). *19岁创业，25岁身家过亿：三代经商家族，是怎么教孩子的？* [视频]. Bilibili. https://www.bilibili.com/video/BV1mugS61Eju/
  - 受访者：Alina Su；短片时长约4分43秒。
  - 课堂用途：识别背景研究、场景问题、结果追问、倾听与故事弧线。
  - 视频简介提供的完整访谈：上集 https://www.bilibili.com/video/BV1A1T16REvt/ ；下集 https://www.bilibili.com/video/BV1RANp6TE9e/
  - 课件保留4张教学评论截图，并在图注中标明来源；未把完整视频复制到课程文件夹。
- 如何设计一份访谈提纲？ https://www.bilibili.com/video/BV1jB4y1D7xa/
- Interview数据分析方法②：Thematic Analysis的步骤 https://www.bilibili.com/video/BV1s8411K7Hd/
- 北京大学《质性研究方法》课程 https://www.bilibili.com/video/BV1ohYzzgE3C/
- 访谈技巧与文本分析讲座 https://www.bilibili.com/video/BV1yKVpz9EPm/

## 口径说明

- 第四讲的Running Mate量化数据、第五讲的4名受访者及其表达均为课堂教学合成材料，不应被引用为真实商业事实。
- B站短片经过剪辑。课件对可见问答链作教学拆解，不据此推断完整访谈的全部提问顺序，也不把人物经历提炼为普遍成功公式。
- 原练习将AISAS中的S写成Services；新版统一修正为Search。
- AISAS在本讲只作为可能的敏感概念或对照框架。课堂主分析以数据中的意义模式为中心，避免把五个阶段当作预设答案。
- 四位受访者不足以支持总体性别结论。新版用S2、S3等反例检验“性别决定反应”的简化叙述，并把兴趣、粉丝身份、产品判断与分享门槛作为更可检验的机制。
- 本课采用Braun与Clarke的反思性主题分析作为主要教学框架。六个阶段是递归过程，分析者的立场、判断与解释需要被明确记录。