看过原版《运输汽车》(THE TRANSPORTERS)的朋友共同交流一下

ccdbee

    今年年初才知道有这么一部动画片，网上搜索后知道它对星宝的情绪、情感和认知等方面有帮助，但同时得知我国并没有引进。

    当时，我和爱人嘴上说的和眼前浮现的都是这个片子，想“无论如何也要从英国买到它”。由于语言和文字都不算精通，我们费尽了周折……。绕了大半个地球，历时一个月时间，动画片终于到了我家。

    这段时间一直在看，感觉这部片的魅力并不在于从头到尾地看一遍，我想这也不是剑桥专家的初衷。

    我家星宝的情绪没有什么问题，注意力、模仿、听指令明显差。每次看时，都是妈妈解说。说来也神奇，第一次看，她就很专注，通过她的眼神可以看出，她在注意片中车前的脸部表情。第一段她看的次数最多，几乎每次都看，现在发现，有时她边看边跟着“挤眉弄眼”地做表情，看到固定的地方会流露出相同的情感。于是，我们每天都是让她看两遍第一段，然后，看第二段，第三段，这样可以加深印象。回头看用户手册，我们的操作与上面的要求差不多，就是宝宝愿意看哪一段，就让他反复看。

    一个多月时间，我们只给宝宝看过三段，她爸她妈也没有从头到尾完整地看过一次。

    每一小段尽管也就五分钟时间，但其中又细分为可以单独播放的若干个小段，如果星宝喜欢某一段落，可以反复地看这一小段，来加深对人物表情和情景的印象和认识。可见剑桥专家的细心。

    看过后，还感觉剑桥专家对细节也特别专著。片中背景经常会时不时地出现圆形的东西，应该是吸引宝宝注意力的元素吧！在“疏”和“堵”的问题上，剑桥专家选择了“疏”。

    动画片的内容中还有重要的一项是互动小测试，有难易之分，让星宝来选择回答，答案马上揭晓。错误时，伴随着语音的画面是冒着汽的臭鱼；正确时，伴随着语音的画面是行进的拖拉机，一大一小两个轮子特别突出。很遗憾，我家星宝的语言、认知，理解甚至指认能力都不好，还不能做出回答选择。

    但这不足以否认剑桥专家的高明：看了不能白看。

    以上是我看我家星宝看这部动画片和我看这部动画片的印象。看后感觉，在自闭症的研究纵深和重视程度等方面，我国与英美有差距。好莱坞大片一部部引进，大河之舞也已经跳进春晚舞台，一部对自闭症有帮助的小小动画片，我国怎么就不能引进？那样，我们的星宝不就可以看到专业配音的“运输汽车”了吗？

    一个犹如天外来客的宝宝能降临我家，是上苍对我们夫妻的青睐。近五天，先是我感冒，接着是宝宝感冒，当今天下午宝宝午睡醒来，我提议带宝宝去商场的儿童游乐园去玩，顺便我再买一套运动装，爱人觉得很惊讶，因为我们都在病着。我说：“和宝宝形影相随地‘在一起’，让我的生命有了新的意义”。

    “新意义”下的生活让我们一家变得已经无欲无求，每天尽量让宝宝快乐地训练和生活，一段时间她可以进步一点点，我们已经心满意足。

彬彬的叔叔

能把视频发到网上吗，这样就可以让更多的家常一起分享资源了。

人在多伦多

我在另一个帖子里发了他们的网站了。可以在线看的。就是不知道国内能不能访问。但是在线的效果不那么清晰。而且另外的帖子也在讨论已经让伊甸园字幕组的热心人翻译了呢。在耐心等等吧。

mxd899

如果有中文版就好了！国内有卖的吗？

秋爸爸

国内大多数家长手里都是从网上下载下来的D版，下载地址可以去搜索。
伦敦腔，无字幕。故事旁白较多，虽简单，高中英语足以，但每次都给孩子口译太麻烦。
D的也没有楼主正版DVD的那些互动quiz。更没有说明书。
所以，估计给孩子用的家长很少。我也没有给孩子看。
即便是中文的，个人觉得能力在以琳三组（含）以下的孩子看这个可能比较难。

这个片子最大的特点就是，每个卡通头脸的表情极为丰富和醒目夸张，以此来教对他人情感的理解。但是理解情感变化需要有很多认知逻辑能力，比如，缆车故障-走不了，刮风-摇摆-恐惧，担心-帮助-救援，等等故事情节的理解。那都不是简单的事。

楼主若能讲解该碟的说明书最好。大家鼓掌。
另一贴子中说已经请字幕组翻译的大侠，若能把Rip下来的英文字幕，先贴上来，也定有帮助。

xcm

我也给孩子看了网上下载的运输汽车,光看表情,没给他翻译,看了两个月,好象也没什么大的进步,最起码目光对视还是一样差,其他人看后你们觉得对你们的孩子有帮助吗?

一刺

http://v.youku.com/v_show/id_XNzM1ODI0OTY=.html

人在多伦多

咦。秋爸爸，他们的网站上就有QUIZ呀。国内看不到吗？

http://www.thetransporters.com/quiz1.html

翻译组的大侠们真不简单。
嗨，很多事情不是没有想到，但是就是没做到。或者是懒，或者是没信心。
看看翻译组的大侠们，不得不为他们的爱心感动。

ccdbee

以琳的论坛里真是人才济济。
刚刚看到，中文字幕版的“运输汽车”已经在网上并可以下载了！伊甸园字幕组可爱的人们真是可敬。
这样，在宝宝看原版的时候，我这个几乎听不懂英语的人，也可以担当解说了！呵呵！！！

另：“运输汽车”网站，我家电脑一直打不开。用楼上朋友的链接，一下子就打开了！呵！
好几个月了，我只知道我买“运输汽车”花了多少钱，却一直不知道人家网上卖多少钱？这回终于知道了！

笑咪咪

http://v.youku.com/v_show/id_XNzk0MDMwNDQ=_rss.html
这里的有字幕

秋爸爸

谢谢上面几位。
还希望楼主把你那正版碟附的说明书的官方指示给传达一下。

xiaowang

可以扫描下说明书 我们可以翻译出来 ^_^

杨爸爸

谢了，我也下给儿子看看！

mxd899

我下载的是英文版，中文字幕的。
看时如何给小朋友解释？有说明书吗？

flyingfruit

"一个犹如天外来客的宝宝能降临我家，是上苍对我们夫妻的青睐。" 我喜欢这句

ccdbee

今天才搞明白，原版的《运输汽车》里包含有英文字幕。
默认是没有字幕的，英文字幕是可选项，具体是在Settings中。
Settings下有三个选项，1.Quiz  2.Shuffle  3.Subtitles
通过在线翻译，Subtitles的意思是字幕，Quiz是测验，Shuffle是什么意思没有全明白。
默认的是off，每次播放前，选on，英文字幕就出现了。
唉！我是不懂啊！还好，我爱人差不多全能看懂。

人在多伦多

我从网站上找到了他们的英文官方指示。麻烦小王了。
Activity Suggestions for teachers & parents/carers
Teachers and parents or carers can extend the educational potential of The Transporters through a variety of activities dealing specifically with emotions. Here are some ideas from which to develop lesson plans and activities using The Transporters that will reinforce a child's understanding of emotions, their causes and consequences, and their associated facial expressions.
•        Make use of repetition
•        Use the episode themes
•        Select episodes by emotion
•        Use the quizzes
•        Use the vocabulary of emotions
•        Draw attention to facial features  
•        Look at changes in expressions
•        Point out the importance of eye direction
•        Mime emotional expressions
•        Discuss the causes and consequences of emotions
•        Transfer understanding from the screen to real life

Make use of repetition
Repetition is valuable. When children enjoy a film, they may watch it over and over again. With children who have autism, repetitive playing of a favourite film may be even more common. It is important to allow the child to replay the episodes again and again, as a means of reinforcing an understanding of the emotions and social interaction.
Often, the child may prefer to replay certain parts of the episodes (eg where spinning wheels are shown). If this happens, try to interest the child in watching the whole episode. Help the child to focus on faces and interactions. Make the section she or he is interested in appear at the end as the reward for the child's attention to the emotional parts. You can do this by selecting their favourite Chapter from the Episodes menu.
If a child favours specific episodes, possibly because they feature characters they like, allow these episodes to be replayed. In parallel, encourage the child to watch other episodes, perhaps by looking for the part their favourite character plays in them, or by searching for other characters who express similar emotions to those expressed by the favourite character.

Charlie uses Grab to help Sally in Charlie Saves the Day
For example, if the child likes Charlie because he saves Sally's day by using Grab in Charlie Saves the Day, try to encourage the child to watch other episodes in which Charlie appears, other characters who use Grab, or other characters who feel proud (the way that Charlie feels after rescuing Sally).

Use the episode themes
In the episode guide on the website and in the booklet, each episode summary is followed by themes for discussion with the child. The themes include a description of the key emotion, its causes, how it feels and how it can be recognised in others. In addition, themes of social relationship that are brought up in the episode are highlighted for discussion (for example, the importance of keeping promises, or the importance of saying 'sorry').
Each theme includes two types of questions to be discussed with the child: questions about the feelings and actions of the characters in the episode, followed by questions about the feelings and experiences of the child watching the series.
Try to start discussing the themes by using the characters in the series, to avoid the child rejecting discussion of difficult themes (such as apologising). After a child has successfully recognised the themes in the episode, ask about his or her own experience. This will get the child emotionally involved with the themes and could help with the transference of learning into everyday life.

Select episodes by emotion
Select an emotion the child can understand and look for this emotion across the different episodes and in different characters. Look for the similarities in the causes and the expression of the emotion in different characters in the different episodes.
For example, when learning about 'happy', discuss how happiness is the result of doing something one likes, or of getting what you want. Look for examples of this in the different episodes (eg Sally is happy when she gets Dan's passengers because she likes chatting to passengers, and now she will have more passengers to chat with). You can use the episode themes for more ideas about causes of emotions.

Use the quizzes
Take the episode quiz immediately after watching each episode. This will reinforce the ideas portrayed in the episode.
Take quizzes based on each emotion to assess the understanding of a specific emotion throughout the series.
Take a mix of questions at an advanced stage, to enhance the child's ability to recognise emotions beyond a specific episode.
Start on EASY-level quizzes and move to HARD-level quizzes when you feel that the child can succeed.
Make sure that when answering quiz questions, the child uses information from the facial expressions. Children who have difficulties looking at faces often use situational cues to come up with an answer (eg the question clip takes place in the quarry, so the correct answer will be the one that also takes place in the quarry). Explain to the child that the question and answer won't necessarily come from the same scene, so he or she needs to look at the emotion on the characters' faces to find the correct answer.

Use the vocabulary of emotions
The series could help to increase the use of emotion words in the child's speech, even when little language is used. Stress the labels of emotions when they appear in the episodes.
Ask the child to try to remember all the emotion words in an episode. Encourage the child to use these labels in their everyday speech. Try to use these emotion words explicitly when you speak to the child and to others.

Draw attention to facial features
Many children with autism do not show any interest in faces, and don't know where to look for social and emotional cues in the face. Associate the feelings the characters feel with the expressions on their faces. Show the child how, when something happens to the characters, their expression changes. Show the child examples from his or her everyday life (eg 'Look at your sister's face. She is happy to see you, like Barney was happy to see Jennie').
Draw children's attention to the facial regions that are most important for emotional expressions - the eyes and the mouth. Compare different facial expressions to pinpoint the differences in the shape of the important facial features. Close-up shots of the faces showing their emotions are a strong feature of each episode. You and the child can compare them, to see how the eyes and mouth are different in the portrayal of different emotions.
Compare facial expressions of different characters expressing the same emotion and find common features in them (eg all the happy ones smile with their mouth and their eyes).

Look at changes in expressions
Help the child to notice changes in expression that relate to changes in the plot. Sometimes this will be clearly stated by the narrator (eg 'Traffic lights were one of Jennie's favourite things. They always made her happy. But as Jennie approached the station her expression changed'). At other times, the transition can be seen only on the character's face. Associate these transitions with the plot.
Explain how the change in the plot brought about a change in the way the character is feeling and in the way this new feeling is expressed on the character's face.

Point out the importance of eye direction
Ask where the character is looking and why. Associate where the character looks with what the character knows (eg 'Oliver does not look in Dan's direction; he doesn't know Dan is going to shout “Boo” at him, and he is surprised when Dan does so').
Discuss the role of eye direction in predicting what the character wants to do next and what their intentions are (eg 'Oliver is looking towards Dan and Sally when he wants to have someone to talk to'). Emphasise how gaze direction is a cue for communication with other characters - when a character wants to communicate with another, she or he looks into the other character's eyes.
Note when one character is deliberately avoiding looking at another. Mention how the character is feeling, eg, are they avoiding looking at the other character because they are sorry, ashamed or unfriendly?

Mime emotional expressions
Some children with autism use very limited facial expressions. For these, the DVD could be used to enhance the expression of emotion in their face. Select the child's favourite characters and ask the child to mimic them.
Practise expressing the emotions facially in the same way that the characters do. Do it in front of a mirror, or film it and compare it with the expressions shown in the series. Encourage the child to think about what happens to his or her mouth, eyes, forehead, eyebrows, the angle of their head, the position of their neck and shoulders. Create role-play around emotional situations.

Discuss the causes and consequences of emotions
Emotions are confusing for children with autism partly because they find it hard to predict what causes emotions. The Transporters offers lots of examples of causes of emotions and their consequences. Encourage the child to analyse the causes of different emotions.
Try to focus on two kinds of causes: causes that relate to the situation (eg getting stuck on the rail makes Jennie sad), and causes that relate to a character's beliefs, thoughts, feelings or wishes (eg 'Charlie believed that Jennie took his school run on purpose. When she said it was a mistake, he was surprised').
Look for common features and underlying principles in the causes of the same emotion. Look at the episode themes above for some ideas (eg characters are excited when they are about to do something they like, or something that is special or important: 'Dan is excited about making Oliver laugh'; 'Jennie is excited about going to get the mayor').
Contrast emotions with each other to look at the differences in the context of their causes (eg 'When something I like is going to happen, I'm excited. When something I don't like is going to happen, I'm worried').
Observe the consequences of emotions - how expressing a certain emotion evokes a similar emotion in the other person, eg being kind to someone makes them happy
Discuss what makes some characters respond to the same emotion differently. For example, why were Jennie and Barney happy with Dan's playing around, while Oliver was angry?
Discuss quick changes in emotion, and how these result from changes in the situation or in one's thoughts, wishes or beliefs. For example, when Jennie approaches Barney in Barney's Special Day, he is happy because he thinks she is going to wish him a happy birthday. When Jennie just collects her passengers without greeting Barney, he is surprised, because Jennie's behaviour does not match his expectation. When Barney's belief then changes into the belief that Jennie has forgotten his birthday, this makes him sad. Use examples from the child's everyday life to help them understand the causes and consequences of the character's emotions.

Transfer understanding from the screen to real life
Bringing the understanding of emotions from the series to the real world is a principal educational aim of the series. There are several things you can do to help with this. Look for similar emotional expressions on TV, in films and newspapers, as well as in real life when watching other people. Talk about what happened, who the characters were, how they felt and how they showed their feelings.
Choose pictures from magazines that convey different emotions. Try to work out what the people could be thinking or saying, looking at the similarities to emotions in the series.
Associate the emotions presented in the series with the child's immediate environment. Discuss examples from their lives. Ask the child to mention such examples from his or her experience. Ask the child to create similar stories to those in the series with his or her own toys.