簡(jiǎn)介：摘要改革開(kāi)放20多年來(lái)，我們國(guó)家進(jìn)行了經(jīng)濟(jì)體制的改革。經(jīng)濟(jì)結(jié)構(gòu)、產(chǎn)業(yè)結(jié)構(gòu)得以調(diào)整，經(jīng)濟(jì)也迎來(lái)了持續(xù)、穩(wěn)定、快速地發(fā)展。這為我國(guó)人民生活的改善奠定了最基本的物質(zhì)基礎(chǔ)。這也使得我國(guó)的社會(huì)階層結(jié)構(gòu)發(fā)生了深刻變化。陸學(xué)藝及相關(guān)學(xué)者以職業(yè)分類為基礎(chǔ)，以組織資源、經(jīng)濟(jì)資源和文化資源的占有狀況為標(biāo)準(zhǔn)，劃分了我國(guó)現(xiàn)階段社會(huì)不同階層。以大眾傳播為主的文化產(chǎn)業(yè)，也正是如上重要三種資源之一；也就成為各社會(huì)階層熱衷爭(zhēng)奪的重要資源之一。那么，廣告作為大眾傳播這一社會(huì)過(guò)程中顯現(xiàn)的一份子，它在社會(huì)階層塑成中有著怎樣的表現(xiàn)呢如黃升民老師指出廣告主與媒介公司共同從社會(huì)結(jié)構(gòu)中尋求分裂，并且為了一己私利而不斷強(qiáng)化和擴(kuò)展這種分裂。廣告正是通過(guò)賦予商品以符號(hào)意義，鼓吹同類商品消費(fèi)之間的差異，強(qiáng)調(diào)商品的個(gè)性，以此來(lái)完成對(duì)消費(fèi)者的區(qū)隔。筆者認(rèn)為，如上研究成果尚有深入研究的余地；廣告得以成功實(shí)現(xiàn)階層劃分的方式和機(jī)制是什么。為此，筆者從中國(guó)市場(chǎng)與媒體研究2010年春季數(shù)據(jù)出發(fā)，為北京晚報(bào)讀者進(jìn)行了畫(huà)像；進(jìn)而通過(guò)廣告文本分析了地產(chǎn)廣告塑造群體的構(gòu)成。筆者又結(jié)合房地產(chǎn)廣告目標(biāo)群體，對(duì)比三類人群后發(fā)現(xiàn)北京晚報(bào)讀者、房地產(chǎn)廣告目標(biāo)群體、房地產(chǎn)廣告文本塑造群體之間關(guān)聯(lián)甚小。在此研究基礎(chǔ)之上，筆者分別從兩個(gè)維度開(kāi)展ABSTRACT20YEARSOFREFORMANDOPENINGUP，WECONDUCTEDANATIONALECONOMICSYSTEMREFORMECONOMICSTRUCTUREANDINDUSTRIALSTRUCTURECANBEADJUSTED，THEECONOMYHASUSHEREDINASUSTAINED，STEADYANDRAPIDDEVELOPMENTTHISISIMPROVINGTHELIVESOFOURPEOPLEITALSOMAKESTHESTRUCTUREOFSOCIALSTRATAINCHINAHASUNDERGONEPROFOUNDCHANGESLUXUEYIANDRELATEDOCCUPATIONALCLASSIFICATIONDIVIDEDINTODIFFERENTSECTORSOFSOCIETYINOURCOUNTRYATTHEPRESENTSTAGEONTHEBASISOFSCHOLARSTOORGANIZERESOURCES，ECONOMICRESOURCESANDCULTURALRESOURCESOFTHEOCCUPIEDSTATEASTHESTANDARD，THEMASSMEDIABASEDCULTUREINDUSTRYITISALSOONEOFTHEABOVETHREEIMPORTANTRESOURCES；ANDEVERYONEWANTTOBEINPOSSESSIONOFTHISRESOURCESTHEN，ADVERTISING，ASONEOFTHEMASSMEDIA，APPEAREDINTHISPARTOFTHESOCIALPROCESS，WHATKINDSOFROLEDOSEADVERTISINGPLAYMRHUANGPOINTEDOUTTHATADVERTISERSANDMEDIACOMPANIESTOSEEKACOMMONSOCIALSTRUCTUREANDDIVISION，INORDERTOEXPANDTHISDIVISIONFORSTRENGTHENTHEIRSELFINTERESTADVERTISINGISTHESYMBOLICSIGNIFICANCEOFGOODSBYGIVING，ADVOCATINGTHEDIFFERENCEBETWEENCONSUMPTIONOFSIMILARGOODS，EMPHASIZINGTHEPERSONALITYOFGOODSINORDERTOCOMPLETETHECONSUMERSEGMENTIBELIEVETHEREAREDEEPERREASONSFORADVERTISINGHASBEENSUCCESSFULSTRATIFICATION

簡(jiǎn)介：擘短狄孽碩士學(xué)位論文合肥市成人教育發(fā)展模式的社會(huì)學(xué)研究SOCIOLOGYRESEARCHOFDEVELOPINGPATTERNOFEDUCATIONINHEFEICITY姓名學(xué)科專業(yè)研究方向指導(dǎo)教師完成時(shí)間孫亮學(xué)校代碼10357學(xué)號(hào)社會(huì)學(xué)教育社會(huì)學(xué)王邦虎教授2006年5月，●，ABSTRACTFORQUITEALONGPERIODOFTIME，GREATACHIEVEMENTSHASBEENREACHED；MEANWHILEEFFECTIVEWORKLIKEEDUCATIONOFWIPINGOUTILLITERACYHASBEENDOWNINTHEFIELDSOFADULTEDUCTIONFORTHEPASTSEVERALYEARS，WITHTHE如LTHERDEVELOPMENTOFREFORMANDOPEN，ASWELLASTHEEMERGENCYOFINFORMATIONECONOMYTHENOTIONSOFLIFELONGEDUCATIONLIFELONGLEARNINGSOCIETY黜GRADUALLYCHANGINGPEOPLE’STRADITIONALCONCEPTOFEDUCATIONTHISARTICLEDISCUSSESTHEHISTORYOFADULTEDUCATIONINCHINAPARTICULARLYTHEHISTORYOFADULTAFTER1949THEARTICLEHOLDSTHEHISTORYOFADULTEDUCATIONCALLDIVIDEDINTOTHREEPERIODSFIRSTTHEBEGINNINGOFADULTEDUCATION19491965；，SECOND，REMAINSTAGNANTOFADULTEDUCATION19661976；THIRD，DEVELOPMENTOFADULTEDUCATION1977WHENWEANALYSESTHECAUSESOFPROBLEMSOFADULTEDUCATION，THEARTICLEHOLDSADULTEDUCATIONISINSOMEDEGREEAFFECTEDBYTHEEXPANDINGENROLLMENTOFHIGHEREDUCATIONANDTHERAPIDDEVELOPMENTOFOCCUPATIONALEDUCATIONWHILEATTHESAMETIMEITCANHARDLYGAINDEVELOPMENTDUETOTHESTEREOTYPEENGRAINEDINSOCIETYSLUGGISHNESSLEGISLATIONINTHISAREAREMAININGINTHEDIPLOMACOMPENSATIONPHASEINSOMEPROVINCEANDCITESASWELLASPROBLEMSINADULTEDUCATIONQUALITYATTHEPRESENTSTAGETHROUGHEXPLICITSOCIALSURVEYANALYZINGADULTEDUCATIONINHEFEICITYFROMTHEPERSPECTIVEOFSOCIOLOGYANDEDUCATIONALSOCIOLOGYTHISARTICLESUGGESTSTHATPRESENTADULTEDUCATIONINHEFEIISINCONFRONTATIONWITH‘DOUBLEMARGINALIZATION”O(jiān)NTHEONEHAND，WITHITSOWLLRELATIVEINDEPENDENCEASASYSTEMINMODERNIZATION、EDUCATIONCOMPAREDWITHKEYSYSTEMSOFPOLITICALORECONOMICALINSTITUTIONPLAYSAM盯舀NALROLE；ONTHEOTHERHANDINTERMSOFEDUCATIONALSYSTEMITSELFADULTEDUCATIONISBEINGMARGIRLALIZEDBYORDINARYEDUCATIONTHEPREFERENTIALPOLICIESTOWARDSELEMENTARYEDUCATIONONTHEPARTOFGOVERNMENTTHEANNUALEXPANSIONINENROLLMENTTOGETHERWITHINCREASEINFINANCIALINPUTINHIGHEREDUCATIONALLFORMACONTRAST講TLTHEPRESENTⅡ

簡(jiǎn)介：南京師范大學(xué)碩士學(xué)位論文關(guān)于基礎(chǔ)教育課程改革的社會(huì)學(xué)分析與思考姓名葛春申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師吳永軍20070525ABSTRACTCHINAISCARRYINGONTHEBASICEDUCATIONCURRICULUMREFORMNOWWHICHISALLIMPORTANTMATTERINOUREDUCATIONALHISTORYITHASAROUSEDTHEENTIRESOCIETYSWIDESPREADINTERESTANDTHEINTENSEARGUMENTINTHISARTICLE，THEAUTHORWILLMAINLYBORROWTHEVIEWANGLEANDANALYSISABOUTTHECURRICULUMREFORMWHICHINTHECIRCUMSTANCEOFSOCIALTRANSITIONANDTHEMODERNIZEDADVANCEMENT啊LEAUTHORTHINKSTHESOCIALROOTSOFTHECURRICULUMREFORMAREOURCOUNTRYSOCIALCLASSSTRUCTURECHANGEAND“DEVELOPINGCOUNTRY_STATL塔INTHEWORLDSOCIALCLASSSTRUCTURECHANGEDIRECTLYURGESTHECHANGEOFWORDSPOWERONVARIOUSCURRICULAKNOWLEDGEVIEWINTHISCURRICULUMREFORMWHATSMORETHESTATUSOF“DEVELOPINGCOUNTRY“INITIATES“THELATEDEVELOPMENTEFFECT“TODOMAINOFCURRICULUMREFORMTHESETWOASPECTSFACTORDOESTOGETHERUSESINTHEBASICEDUCATIONCURRICULUMREFORMANDTHESETWOASPECTSFACTORHADINTRINSICALLYDECIDEDTHETENDENCYOFOURCURRICULUMREFORMINTHEFUTUREINTHEFIELDOFCURRICULUMMANAGEMENT，THECENTRALIZATIONANDDIVIDEINPOWERISCOEXISTSINTHEFIELDOFCURRICULUMKNOWLEDGE，ITPRESENTSTHEURBANIZATIONANDTHEPRACTICALAPPLICATIONANDTHEMORALEDUCATIONANDHUMANITYEDUCATIONWILLUNCEASINGLYSTRENGTHENKEYWORDSBASICEDUCATION；CURRICULUMREFORM；ASOCIOLOGICALANALYSISANDTHINKINGH

簡(jiǎn)介：學(xué)校代碼幽分類號(hào)盟墊研究生學(xué)號(hào)092】S10200200710023密級(jí)玉⑧東北JI予葒大芬博士學(xué)位論文熱鬧而寂寞的鄉(xiāng)村教化基于建國(guó)后石村社會(huì)教育歷史人類掌考察的研究THEBOISTEROUSBUTLONELYRURALEDIFICATIONAHISTORICALANTHROPOLOGYSTUDYOFSOCIALEDUCATIONINSHIVILLAGEAFTERTHEESTABLISHMENTOFTHEPEOPLE’SREPUBLICOFCHINA作者袁媛指導(dǎo)教師曲鐵華教授學(xué)科專業(yè)教育史研究方向中國(guó)近現(xiàn)代教育史東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2010年5月獨(dú)創(chuàng)性聲明本人鄭重聲明所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下獨(dú)立進(jìn)行研究工作所取得的成果。據(jù)我所知，除了特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果。對(duì)本人的研究做出重要貢獻(xiàn)的個(gè)人和集體，均己在文中作了明確的說(shuō)明。本聲明的法律結(jié)果由本人承擔(dān)。學(xué)位論文作者簽名襲箍日期學(xué)位論文使用授權(quán)書(shū)本學(xué)位論文作者完全了解東北師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，即東北師范大學(xué)有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交學(xué)位論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)東北師范大學(xué)可以采用影印、縮印或其它復(fù)制手段保存、匯編本學(xué)位論文。同意將本學(xué)位論文收錄到中國(guó)優(yōu)秀博碩士學(xué)位論文全文數(shù)據(jù)庫(kù)中國(guó)學(xué)術(shù)期刊光盤(pán)版電子雜志社、中國(guó)學(xué)位論文全文數(shù)據(jù)庫(kù)中國(guó)科學(xué)技術(shù)信息研究所等數(shù)據(jù)庫(kù)中，并以電子出版物形式出版發(fā)行和提供信息服務(wù)。保密的學(xué)位論文在解密后適用本授權(quán)書(shū)學(xué)位論文作者畢業(yè)后去向工作單位通訊地址指導(dǎo)教師簽名電話郵編

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簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文中學(xué)教師考研熱的社會(huì)學(xué)研究對(duì)山東省四位中學(xué)教師考研者的個(gè)案研究姓名張妍申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師楊昌勇20080401ABSTRACTDU血GTHESEYEARS，CLLINANEEDSMORE觚DMOREHIGLLLEVELQUALIFIEDPERSO脅ELAC℃0MPANYINGWITHITSSOCIALISTMARKETECONOMYDEVELOPING，S0THENUMBEROFTHEPEOPLEWHOTAKETHE日ADUATEENTF鋤CETESTHASBEENINCREASEDDRAMATICALLYEVERYYEALAMONGTHOSEENTRAILCETESTTALERS，MIDDLESCHOOLTEACHERSACCOUNTFORAFAIRLYLARGEPROPORLIONMIDDLESCHOOLTEACHERSCONSTITUTEASPECIALGROUPAMONG也OSEINE玎叩10YMENTTESTTAKERS，鋤DTHEIRTA垴NGLHE乎ADUATEENTRAJLCETCSTBRIN擎ISSUES，WHICHCA皿OTBEI伊ORED，T0THECOUNTⅨSOCIETYAILDF抽ILIESCAUSESBEHINDTHISPHENOMENONCOVERNOTONLYDEEPLEVELSOCIALREASONS，BUTALSOCOMPLICATEDINDIVIDUALONES’珊STHESISEMPLOYEDTHEQUALITATIVERESEARCHMETHOD孤DMADEAC弱ESTUDY0FFOURMIDDLESCH00LTEACHEFSIILSHANDONGPROVINCE1LLISTHESIS丘RSTILLTRODUCESTHESEFOURTEACHER’SEXPERIENC鎬SEPARATELYBYMEA璐OFNARRATIVETHENITISGOINGIILGTO柚ALYZETHEIRCAUSCSN0M細(xì)ODIMENSIONS伽擊VIDUAL明VIRO姍ENTFACTORANDO瑪卸IZATIONALENVIFOMENTFACTORBYUSINGSOCIOLO舀CALTHEORICS，SUCH弱，TLLESOCIALL鋤IILATION鋤DTHESOCIALMOBILITY，WHICHINCLUDE，TLLEF砌LYCDUCATIONINNUENCCMAINLYINORDERTOPLEASEPARENTS；THEINDIVIDUALEMOTIONALREASONS；TOGAINTLLE0CCILPATIONALPRCSTIGEBYENH孤DNGTHEIROWNL【ILOWLEDGE鋤DT0ESCAPCOPPRESSIVEENVIRO衄ENTMAILLLYREFERRINGT0THEIMPROPERSCH00LM柚AGEMENTMEASUREST1L鋤THEPOSITIVEE能CTSTOIHECOMMUILITY柚DIILDIVIDUALSRCSULTED舶MTHEPHENOMENONWILLBEDISCLLSSED，SUCH舔，ITBRIN筍THEPOSITIVEINFLUENCCT0THEIFSTUDEN￡S；ITISBEMFICIALTOILILPR0VETHEOVEFALLTHEQUALJTY0FEDUCATION；ITPFOMOT岱THENONLLALNOW0FQUALIFIEDPERSO加ELANDIMPR0VESTHEIROWNSOCIALSTATUS；ITHELPSSCH0011％DERSTO蛔PR0VETHEIRLEADERSHIP，UNDE璐T孤DTHESCH00L’SREALIILF0冊(cè)ATION柚DITHELPSADJUSTTHEEDUCATIONOFMASTER’SDE鏟EET0IINPROVE。THEQUALITYOFTEACHERSSOMEME弱URESWILLBESUGGESTEDFINALLYINTLLISTHESISTHATTHEEDUCATIONALENTITIESMAYWANTTOTAKETREATTHEPHENOMENONCORRECTLY姐DESTABLISHASCIENTIFICCONCEPTREGARDIILGTHEMIDDLESCHOOITEACHE稻’NOW；IMPROVE孤DCOMPLETETHCEMPLOYMENTSYSTEM，INCENTIVEMECHALLISM躚DTHCI11TERCSTSDISTRIBUTJONMECHANISM；S溉NGTHENTHETRAINJNGSYSIEM，ANDPROMOTETHETEACHE璐’孕0WTH；MANAGESCH00LSUNDERTHELAWS，強(qiáng)DIILLPROVETHEEN【VIR0I姍ENTOFSCHOOLS；IILSPIRETEACHERS’SENSEOFACHJEVEMENTBYAPEOPLEORIENTEDAPPROACH，ANDSOONTMSTHESISALIMST0AROSETHESOCIALATTENTIONTOTHEREALNEEDSINSIDEMIDDLESCH00LTEACHERS，越

簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文中國(guó)傳統(tǒng)教學(xué)論思想的社會(huì)學(xué)分析姓名林蓉美申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師張傳燧20100501ABSTRACTTHISPAPERSEEKSTOANALYZEANDSTUDYTHEIDEASOFTRADITIONALTEACHINGTHEORYINSOCIOLIGICALPERSPECTIVESOCIALITYISTHEINTRINSICATTRIBUTEOFTEACHINGACTIVITYEXCAVATINGTHESOCIALITYOFANCIENTEDUCATORSPRIMARYTEACHINGTHOUGHTWITHSOCIOLOGYPERSPECTIVEPLAYSANIMPORTANTROLEINBROADENINGTHERESEARCHAREASANDIDEASOFTHETEACHINGTHEORY，PARTICULARLYTHETRADITIONALTEACHINGTHEORYHUMANISTHECOMMONCHARACTEROFTEACHINGANDSOCIETYTEACHINGISCONDUCTEDINTHECOMMUNITYTHETEACHERANDTHESTUDENTSARESOCIALMANTHETEACHINGISBYMANAND“FORMANITDOESN’TEXISTTHEHUMAN’STEACHINGINTHENONSOCIETYTHEOBJECTIVESANDCONTENTSOFTEACHINGARESUBJECTTOTHESOCIETYFROMTHETRADITIONALTEACHINGPURPOSES’SVIEWBOTHTHEOFFICIALCAREERCHOOSESTHEONEWITHEXCELLENTSTUDY，ESTABLISHANATIONANDGOVEMTHECITIZENSANDENLIGHTENTHEPEOPLEANDMAKETHEMHAVEGOODCUSTOMORTHREEPROGRAMMES”ANDTHEEIGHTITEMS“VIEWOFEDUCATIONALAREAIMSTOADAPTANDMEETTHENEEDSOFSOCIALDEVELOPMENT，TOEXPRESSTHEBASICSTRUCTUREOFSOCIETYTHEINTEGRATIONOFNATIONANDFAMILY”，ANDTEFLECTCLOSERELATIONSHIPBETWEENTHEPERSONALTRAININGANDTHENATIONALLREVEALEDADISTINCTPOLITICALCOLOR；THETRADITIONALTEACHINGCONTENTSISMAINLYBASEDONHUMANITIESANDSOCIALSCIENCES，THECURRICULUMISBASEDONSIXARTS“ANDTHETEACHINGMATERIALSISBASEDONTHEMAINCONFUCIANCLASSICS，SUCHAS’’SIXCLASSICS””FOURBOOKS“”THIRTEENCLASSICSANDSOON；JUDGINGFROMTHETRADITIONALRELATIONSHIPBETWEENTEACHERANDSTUDENT“THEABSOLUTEAUTHORITYOFTHETEACHERS’’REFLECTSTHEWORKINGRELATIONSHIP；“THETEACHERANDTHESTUDENTCANPROFITII

簡(jiǎn)介：華中科技大學(xué)碩士學(xué)位論文從社會(huì)學(xué)習(xí)理論看電視選秀節(jié)目對(duì)青少年社會(huì)化的影響姓名王禎禎申請(qǐng)學(xué)位級(jí)別碩士專業(yè)新聞學(xué)指導(dǎo)教師何志武20080601華中科技大學(xué)碩士學(xué)位論文華中科技大學(xué)碩士學(xué)位論文IIABSTRACTTHEPEOPLELIVEINTHEMASSCOMMUNICATIONAGEASONEOFTHEMASSMEDIATHETELEVISIONDEPTHIMPACTSONPEOPLESLIVESINVARIOUSFIELDSONEASPECTTHETELEVISIONRESTRICTTHECOGNITIONOFPEOPLEALSOITSIGNIFICANTINFLUENCETOPEOPLESSOCIALIZATIONPROCESSTOOTHETELEVISIONBECOMESAIMPTANTCHANNELOFLEARNINGSOCIETYMOLDINGSOCIALBEHAVIINTHETENDENCYOFTHEENTERTAINMENTMEDIAENVIRONMENT“GRASSROOTSHOW”P(pán)ROGRAMONTELEVISIONCAUSEANATIONWIDEUNIVERSALRAVEENTERTAINMENTSCENE“GRASSROOTSHOW”P(pán)ROGRAMBECOMESPOPULARRAPIDLYINOURCOUNTRY，BUTITALSOINITIATEMANYDISPUTES，ATTHESAMETIME，ITHASRECEIVEDWIDESPREADATTENTIONFROMTHEBROADCASTTELEVISIONBUREAUTOTHECOMMONPEOPLETHISARTICLEFOCUSONTHESOCIALIZATIONHOW“GRASSROOTSHOW”P(pán)ROGRAMONTELEVISIONIMPACTONYOUNGPEOPLE“GRASSROOTSHOW”P(pán)ROGRAMSCREATEANENTERTAINMENTCULTUREWHICHWILLINFLUENCETOTHEWIDESPREADPARTICIPATIONOFYOUNGPEOPLETHISARTICLETAKETHE“SOCIALLEARNINGTHEY”ASCENTRALARGUMENTFIRSTLYTHEARTICLEHASCARRIEDONTHEOUTLINETOTHERELATIONSHIPOFTHEPROGRAMTHEYOUNGPEOPLESSOCIALIZATIONSECONDLYINUNDERSTINGTHEBASICACTERISTICOFTHE“GRASSROOTSHOW”P(pán)ROGRAMONTELEVISIONIHASANALYZEDFOURTYPESOFMODELBEHAVIPATTERNSWHICHTHEPROGRAMPROVIDESELABATEDTHEYOUNGPEOPLEHOWTOOBSERVELEARNINGTHEMODELBEHAVITHIRDLYTHROUGHTHEANALYSISOFTHE“GRASSROOTSHOW”P(pán)ROGRAMTHEYOUNGPEOPLESBEHAVITHEARTICLEEXPLAINEDTHEPROGRAMHASPOSITIVETHENEGATIVEEFFECTTOTHEYOUNGPEOPLEFINALLYIPOINTEDOUTTHREEMETHODSMAKETHEIMPROVEMENTTHEPROGRAMSELFIMPROVEMENTTHEYOUNGPEOPLESTRENGTHENSTHEMEDIAQUALITYOTHERSOCIALFCESDISPLAYFUNCTIONTHESEMETHODSENABLETHE“GRASSROOTSHOW”P(pán)ROGRAMTOCONTINUETOPLAYTHEPOSITIVEROLEKEYWDSGRASSROOTSHOWSOCIALLEARNINGTHEYSOCIALIZATIONOBSERVATIONALLEARNINGMODELING

簡(jiǎn)介：分類號(hào)G40學(xué)校單位代碼10446碩士學(xué)位論文論文題目論文題目利奧塔后現(xiàn)代社會(huì)學(xué)的道德觀及其啟示研究生姓名彭璐學(xué)科、專業(yè)教育學(xué)原理研究方向德育原理導(dǎo)師姓名、職稱唐愛(ài)民教授論文完成時(shí)間2013年4月I摘要當(dāng)下中國(guó)，正處于由傳統(tǒng)社會(huì)向現(xiàn)代社會(huì)的轉(zhuǎn)型時(shí)期，經(jīng)濟(jì)全球化、文化價(jià)值多元化與現(xiàn)代信息技術(shù)的普及化趨勢(shì)愈益彰著，道德和道德教育也由此處于多元文化價(jià)值體系的交融和不同道德價(jià)值相互激蕩與沖突中。道德和道德教育正面臨著前所未有的窘境與挑戰(zhàn)。傳統(tǒng)的學(xué)校道德教育模式已無(wú)法解決這些愈益顯現(xiàn)的困境，必須訴諸一種新的理論框架與思維范式，方能化解由社會(huì)轉(zhuǎn)型帶來(lái)的道德困境與道德教育困惑。利奧塔之“后現(xiàn)代社會(huì)學(xué)”視域中的道德設(shè)計(jì)，即是一種直面社會(huì)轉(zhuǎn)型及其道德困境的極富啟發(fā)意義的思想成果。讓弗朗索瓦利奧塔是一位享有世界聲譽(yù)的當(dāng)代法國(guó)后現(xiàn)代主義思潮的思想巨臂，是著名的哲學(xué)家。他是當(dāng)代法國(guó)后結(jié)構(gòu)主義的有力代表，更是后現(xiàn)代“話語(yǔ)”最具代表性的人物。利奧塔借用維特根斯坦的“語(yǔ)言游戲”理論中的相關(guān)概念，通過(guò)對(duì)“元敘事”的懷疑以及對(duì)現(xiàn)代知識(shí)和技術(shù)的批判等，為我們提供了一種不同于傳統(tǒng)思維的思想體系。其對(duì)傳統(tǒng)“宏大敘事”的批判，提醒人們?cè)谡J(rèn)識(shí)總體化思維范式之缺弊的同時(shí)，應(yīng)高度注意差異的存在及其方法論意義，重新認(rèn)識(shí)因現(xiàn)代理性的泛濫而被長(zhǎng)期遮蔽了的差異性思維的時(shí)代意義，以避免隨處可見(jiàn)的對(duì)普遍標(biāo)準(zhǔn)和價(jià)值的不公正運(yùn)用。利奧塔的這一后現(xiàn)代社會(huì)學(xué)旨趣，對(duì)道德教育的思維方式與實(shí)踐計(jì)劃的優(yōu)化具有重要的方法論價(jià)值。在利奧塔看來(lái)，傳統(tǒng)的理性化道德，已然消失在劇烈流變著的當(dāng)代社會(huì)實(shí)踐存在之中，理性化的道德正逐漸被充滿著審美情趣與個(gè)性美德的快感道德所替代?？梢哉f(shuō)，利奧塔后現(xiàn)代社會(huì)學(xué)中所散發(fā)出來(lái)的道德氣息為道德教育的革新提供了一種獨(dú)特的視角。論文通過(guò)深入分析利奧塔后現(xiàn)代社會(huì)學(xué)思想形成的時(shí)代背景和理論根基，較為詳細(xì)地闡述了利奧塔后現(xiàn)代社會(huì)學(xué)思想的理論旨趣，并以此為基礎(chǔ)進(jìn)一步分析了利奧塔后現(xiàn)代社會(huì)學(xué)思想中所蘊(yùn)含的道德觀即反對(duì)道德的基礎(chǔ)主義，倡導(dǎo)道德的多元性及價(jià)值的異質(zhì)性；批判道德的“宏大敘事”，推崇道德的“小型敘事”；否棄道德規(guī)訓(xùn)與價(jià)值宰制，彰顯道德教育的人文關(guān)懷等。爾后，對(duì)利奧塔后現(xiàn)代社會(huì)學(xué)思想的主要價(jià)值所在與局限性進(jìn)行了較為客觀、辯證的分析。最后，對(duì)利奧塔后現(xiàn)代社會(huì)學(xué)思想中所蘊(yùn)含的道德觀及其對(duì)當(dāng)前我國(guó)道德教育改革的啟蘊(yùn)，作了比較具體的理論推究與展望。這種啟示可表現(xiàn)六個(gè)方面道德教育應(yīng)探尋解構(gòu)性的道德研究范式；道德教育應(yīng)注重道德價(jià)值的多元性與異質(zhì)性；道德教育應(yīng)建構(gòu)民主平等的師生關(guān)系；道德教育應(yīng)凸顯開(kāi)放性的課程觀念；道德教育應(yīng)改觀授受式的道德教學(xué)模式；道德教育應(yīng)營(yíng)造反思性的教育環(huán)境。關(guān)鍵詞利奧塔；后現(xiàn)代社會(huì)學(xué)；道德觀；道德教育

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文轉(zhuǎn)型期我國(guó)教育不公的社會(huì)學(xué)分析姓名陳思維申請(qǐng)學(xué)位級(jí)別碩士專業(yè)社會(huì)學(xué)指導(dǎo)教師徐曉軍20061101碩士學(xué)位論文MASTE列STHESISABSTRACTITHASBEENALLINEVITABLEANDNECESSARYCHOICETOBUILDNEWSOCIALISTCOUNTRYSIDETHEREALIZATIONOFEDUCATIONFAIRISALONGPROCESSONONEHANDEDUCATESCALEREACHEDTHEBESTLEVELWITLLGREATACHIEVEMENTINHISTORY；BUTONTHEOTHERHANDPUBLICINVESTMENTINEDUCATIONISSHORTAGE，EDUCATIONRESOURCESOCCUPIEDBYTHECITIZENARCSERIOUSINEQUALITYDECLINEINTHEQUALITYOFHUMANEEDUCATIONIMBALALICEOFTHEVALUESOFEDUCATIONA11OFTHOSEAREUNABLETOMEETTHEREQUIREMENTSOFTHESCIENTIFICVIEWOFSOCIALDEVELOPMENTEQUALITYINEDUCMIONISSUESHASBECOMEASOCIALCATHOLICITYPROBLEMATPRESENT，WHATTHECHINESEEDUCATIONPOLICIESNEEDTOFACEISHOWTOCOMPREHENDOFTHEPHENOMENAOFINEQUALITYINTHEEDUCATIONRESOURCESATTHISSTAGE，ACCORDINGTOTHEPERSPECTIVEOFSUSTAINABLEDEVELOPMENTANDSOLVETHEMEFFECTIVELY，秀EARTICLERESEARCHESABOUTTHEUNJUSTPERFORMANCEANDPROFOUNDREASONSFOREDUCATION；THERELATEDSOCIALPROBLEMSOFTHEINEQUALITYEDUCATIONANDTHEMEASURESOFTHEGOVERNMENTSHOULDADO’PTINTHEEYESOFTHEDEVELOPMENTUNBALANCE，THETRENDOFEDUCATIONDEVELOPMEMINTHEEASLCENTRALANDWESTERNREGIONSOFOURCOUNTRYSHOWINGTHEEASTERNHIGHERTHANTHECENTRALPARTCENTRALPARTHIEHERTHANWESTEMTHEDIFFERENCEBETWEENURBANANDRUTALAREASHASBECOMEMOREADPARENTEVENHAVESOMEDIFFERENTSCHOOLSINTHESALNEAREASTILLUNFAIRNESSTHEINVESTMENTSOFEDUCATIONBUDGETOBVIOUSLYFOCUSONTHETOPSCHOOLSURBANRURALGAPISTHEMOSTREFLECTIONINCHINA’SECONOMICANDSOCIALDEVELOPMENTTHISARTICLESTHEMAJORFACTORSOFTHEUNJUSTPHENOMENONINCHINESEEDUCATIONFIRSTEDUCATIONWASMISGUIDEDTO”EDUCATIONINDUSTRIALIZATION’WHILEATTHETRANSFORMATIONPERIODINTHEPLANNEDECONOMYSYSTEM；SECONDINSTITUTIONALFACTORS；THIRD、EDUCATIONSTRUCTUREISUNREASONABLE，ANDINCOMPATIBLEWITHECONOMICANDTHESOEIALDEVELOPMENT；FOURTHEDUCATIONREFORM’SONESIDEDNESSANDBLINDNESSTHISALSOIEDTOTHEUNJUSTPROFOUNDREASONOFEDUCATIONASFORHOWTOPROMOTETHEBALANCEDDEVELOPMENTOFEDUCATION【ALSOMADETHEFOLLOWINGTHOUGHTINBASICEDUCATION，WENEEDTOSTRENGTHENTHEGOVERNMENT’SRESPONSIBILITYTOENSUREASTABLESUPPLYOFFUNDSFORCOMPULSORYEDUCATION；MALEOUTTHEBASICFORMULATIONOFURBANANDR11RAISCHOOLS；IMPLEMENTATIONOFREGIONALSHARINGOFEDUCATIONALRESOURCES；TAKEREMEDIALMEASURESTOTHEDISADVANTAGEDANDVULNERABLEGROUPSINTHEREGIONINHIGHEREDUCATION，WESHOULDESTABLISHANDIMPROVETHETERTIARYEDUCATIONSYSTEMANDCONCERTLFORDISADVANTAGEDGROUPS，ESTABLISHEFFECTIVEMECHANISMSFORCOMPENSATIONATTHEMEANTIMEWENEEDTOTAKEREASONABLECONTROLOFGROWTHRATE，IMPROVETHEQUALITYOFTHEVARIOUSTALENTSFORII

簡(jiǎn)介：新一輪基礎(chǔ)教育課程改革是我國(guó)當(dāng)前教育改革的核心內(nèi)容，其目標(biāo)的確立有其深刻的歷史背景及鮮明的時(shí)代精神，并具備豐富的課程理論資源?；A(chǔ)教育課程改革目標(biāo)層次間有社會(huì)學(xué)意義的內(nèi)在聯(lián)系，目標(biāo)體系體現(xiàn)著國(guó)家性，蘊(yùn)涵著鮮明的教育社會(huì)特性。基礎(chǔ)教育課程改革目標(biāo)達(dá)成過(guò)程中社會(huì)規(guī)限因素復(fù)雜多樣。輿論與公共政策以及社會(huì)文化的積極方面體現(xiàn)了時(shí)代精神，與基礎(chǔ)教育課程改革目標(biāo)的精神相協(xié)調(diào)，營(yíng)造了目標(biāo)達(dá)成的有利外部環(huán)境，上述因素的缺失對(duì)目標(biāo)達(dá)成產(chǎn)生了制約。作為課程實(shí)施主體的教師及其素養(yǎng)是促進(jìn)課程改革目標(biāo)達(dá)成的基礎(chǔ)因素，教師素養(yǎng)適應(yīng)性提升是目標(biāo)達(dá)成的重要條件；教育主體互動(dòng)過(guò)程中既能形成實(shí)現(xiàn)目標(biāo)的有效動(dòng)力，也可能產(chǎn)生阻力。課程地位問(wèn)題是造成基礎(chǔ)教育課程改革目標(biāo)體系內(nèi)差隔的深層原因。

簡(jiǎn)介：曲阜師范大學(xué)碩士學(xué)位論文社會(huì)學(xué)視角下的教師職業(yè)倦怠研究姓名武文玉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師徐瑞20090401ABSTRACTINTHEFACEOFINCREASINGLYFIERCECOMPETITIONINMODERNSOCIETYANDENORMOUSSOCIALPRESSURE，THEPOSSIBILITYOFTHEPRESENCEOFJOBBURNOUTINOURCOUNTRYHASGREATLYINCREASEDTHECONCEPTOFBURNOUTWASFIRSTUSEDBYACLINICALPSYCHOLOGISTINTHEUNITEDSTATES，WHOSENAMEISFREUDENBERGERTHEWORDWASFIRSTUSEDTEFERTONEGATIVEPHYSICALANDPSYCHOLOGICALSITUATIONCAUSEDBYLONGTERMEMOTIONALANDINTERPERSONALTENSEOFTHESTAFFINTHESERVICEINDUSTRYWHOWORKFOREXCESSIVELYLONGHOURSANDHAVETOOMUCHSTRESSINTHEFOREIGNCOUNTRY，THERESEARCHOFTEACHERS’BURNOUTISFROMTWOPERSPECTIVESTHEPSYCHOLOGYANDSOCIOLOGYPERSPECTIVESTHEIRASSUMPTIONISTHATTHETEACHERS’BURNOUTISCAUSEDBYTHEEXCESSIVESTRESSOFTHETEACHERS’ROLEASTHEEDUCATORTHEFIRSTSCALERELATINGTOOCCUPATIONALBURNOUTISTHEMASLACHBURNOUTINVENTORYMBIMADEIN1981，THESCALEWASMAINLYBEDIVIDEDINTOTHREEPSYCHOLOGICALDIMENSIONSFATIGUE，LACKOFPERSONALITYANDASENSEOFACHIEVEMENT，DEPERSONALIZATIONINADDITION，THEBURNOUTISDIVIDEDINTOFIVESTAGESOFDEVELOPMENTBYCEDOLINGSUCHASPHYSICAL，MENTAL，SOCIAL，PSYCHOLOGICALEMOTIONALANDSPIRITUALPSYCHOLOGISTSHOLDTHATTHEREARETHREEMAINFACTORSMAYLEADTOBURNOUTTHEPEOPLEOFNEUROTICISTICANDINTROVERT，THEPEOPLEWHOAREGENTLEANDHAVETHEIDEASOFDEMOCRACY，ATYPEPERSONALITYANDTHEPEOPLEWHOAREEXTEMALCONTR01SOCIOLOGISTSBELIEVETHATTEACHERS’BURNOUTISMAINLYBECAUSEOFTHECONTRASTBETWEENEXPECTATIONSANDREALITY，ANDAVARIETYOFSOCIOLOGICALFACTORSINRELATIONTOTEACHERS’BURNOUTOFFOREIGNSTUDY，HOMESTUDYISAYOUNGFIELDOFRESEARCHWHICHISNOTPERFECTINMANYASPECTSREFERENCETOTHEDEFINITIONOFTHECONCEPTOFTEACHERS’BURNOUTANDTOTHETEACHINGTHESTUDYANDCLASSIFICATIONOFTEACHERS’BURNOUT，THERESEARCHERSTLLIILL【TEACHERS’BURNOUTISANEXTREMEPSYCHOLOGICALREACTIONWHENTHEYCAN’TSUCCESSFULLYDEAL、ⅣITLLTHESTRESSFROMWORKATTHETIME，ITISTHEFAILURESTATUSOFFEELINGS，ATTITUDESANDBEHAVIORCAUSEDBYTHELACKOFSUFFICIENTBUFFERRESOURCESINEDUCATIONANDAHIGHLEVELOFLONGTERMUNDERTHEPRESSUREOFTHEJOBTEACHERS’BURNOUTISMOREANDMORESERIOUSATTHISSTAGETEACHERS’BURNOUTHASRESULTEDINENORMOUSHARMINTHEIROWNPSYCHOLOGICALANDPHYSICALHEALTH，THEQUALITYOFTEACHINGINSCHOOLS，嬲WELLASTHEPHYSICALANDMENTALHEALTHOFSTUDENTSANDTHEFIGHTOFEDUCATIONTEACHERS’BURNOUTINOURCOUNTRYISMAINLYCAUSEDBYSOCIALREASONSASWORKPRESSUREOFTEACHERS，LIMITATIONSOFTHEAUTONOMYONSCHOOLTEACHERS，THEINTERPERSONALTENSIONSASWELLASLACKOFRESOURCESWHICHARESUPPORTEDBYSCHOOLFORTEACHERSANDHELPINGTEACHERSGETRIDOFBURNOUT，WEMUSTRESPECTTEACHERSANDMEETTHEREASONABLEDEMANDSOFTEACHERS，ANDALSOHELPTEACHERSESTABLISHHARMONIOUSINTERPERSONALRELATIONSHIPSSCHOOLSMUSTSUPPLYADEQUATESUPPORT

簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文大學(xué)寒門(mén)學(xué)子成才的社會(huì)學(xué)分析基于對(duì)我國(guó)若干所重點(diǎn)大學(xué)學(xué)生的個(gè)案分析姓名王小艷申請(qǐng)學(xué)位級(jí)別碩士專業(yè)高等教育學(xué)指導(dǎo)教師董澤芳20090501ABSTRACTALONG、析MTHEPOPULARLYDEVELOPINGOFHIGHEREDUCATIONASWELLASTHEINCREASEOFTHETOTALNUMBEROFSTUDENTSATSCHOOL，THEGROUPOFUNIVERSITYPOVERTYDIFFICULTSTUDENTSSPEEDILYEXPANDSATPRESENTECONOMYDIFFICULTSTUDENTS’PROPORTIONISABOUT25PERCENTOFTHESTUDENTSATSCHOOL，PARTICULARLYPOORSTUDENTSOCCUPYNEAR10PERCENT，THEPROBLEMSOFTHESE‘UNIVERSITYPOVERTYDIFFICULTSTUDENTS’HAVEALREADYAROSEABROADATTENTIONOFTHESOCIETY，IMPROVETHEIREDUCATEDSTATUSISVERYURGENTESPECIALLYTHEASPECTOFHIGHEREDUCATIONTHEEVENTOFUNIVERSITYPOVERTYDIFFICULTSTUDENTS’OVERCOMEHARDNESSES，ASPIRETOBECOMEATALENTHAVECAMETOBEAREALISMPROBLEMTHATGOVEMMENTHIGHERREGARDS，SOCIETYCATHOLICALLYATTENTIONSCHOOLSSOLICITOUSABOUT，HOUSEMASTERSWORRYABOUTTHISPAPERISESTABLISHEDINSOCIOLOGICALLYANALYZEOFSOMECASESOFSEVERALKEYUNIVERSITIES’POVERTYDIFFICULTSTUDENTSINOURCOUNTRYADOPTSTHERESEARCHMEANSOFTHEORYSTUDYCONJOINEDDEMONSTRATIONSTUDYANALYZESFACTORSTHATINFLUENCETHEMATUREOFUNIVERSITIES’POVERTYDIFFICULTSTUDENTS，EXPLORESTHERULESOFUNIVERSITYPOVERTYDIFFICULTSTUDENTS’MATUREFIRSTLYTHISTEXTDEFINESTHECORECONCEPTIONS，EXPATIATESTHETHEORETICFOUNDATION，ANDCLARIFIESTHESTANDARDSANDCHARACTERSOFUNIVERSITYPOVERTYDIFFICULTSTUDENTS’MATURESECONDLYDEMONSTRATIONANALYSESTHEUNIVERSITYPOVERTYDIFFICULTSTUDENTS’MATURE，INTHISPARTFIRST，ISCASEANALYZE，IT’SONTHEBASEOFINTERVIEWS，CHOOSEEIGHTMORETYPICALCASESTODISCUSSANDANALYZESEPARATELY；SECOND，ISSOCIOLOGICALLYANALYZEOFFACTORSTHATINFLUENCETHEMATUREOFUNIVERSITIES’POVERTYDIFFICULTSTUDENTS，INCLUDINGFAMILYFACTORS，SCHOOLFACTORS，SOCIETYFACTORS，ANDINDIVIDUALFACTORSTHELASTEXPLORESTHERULESOFUNIVERSITYPOVERTYDIFFICULTSTUDENTS’MATUREMATERIALSPEAKING，THEREAREFOURASPECTSFIRST，UPSTANDINGFAMILYBREEDINGISTHEBASICOFUNIVERSITYPOVERTYDIFFICULTSTUDENT’SMATURE；EUPHONIOUSEDUCATIONENVIRONMENTISTHEGUARANTEEOFUNIVERSITYPOVERTYDIFFICULTSTUDENTS’MATURE；THEINVIGORATIVESOCIETYCIRCUMSTANCEISTHESOILOFUNIVERSITYPOVERTYDIFFICULTSTUDENTS’MATURE；STALWARTSTRUGGLEINSPIRITISTHESTICKINGPOINTOFUNIVERSITYPOVERTYDIFFICULTSTUDENTS’MATURETHISPAPERHASTHREEPECULIARITIESINSTUDYFIRSTBRINGSTOBEARSOCIOLOGICALLYMEANSTOANALYZEUNIVERSITYPOVERTYDIFFICULTSTUDENTS’MATURE，THESUBJECTISNOVELTY；SECOND，THISSTUDY’FIELDOFVISIONISVERYWIDENANALYZESTHEINFLUENCEFACTORSOFUNIVERSITYPOVERTYDIFFICULTSTUDENTS’MATUREINSEVERALLAYS，THECONTENTISPROVIDEDWIMFULLSCALE；Ⅱ

簡(jiǎn)介：THEDEBA_REOFTHETOMB0FCAOCAOINTHEPERSPECTIVEOFSOCIOLOGY0FSCIENTIFICKNOWLEDGEADISSERTATIONSUBMITTEDTOTHEGTADUATESCHOOLOFHENANNORMALUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTILEDEGREEOFMASTEROFPHILOSOPHYBYZHOUZAIJUANSUPERVISORPROFJINJUNQAPRIL，2012摘要20【上紀(jì)70年代以束，科學(xué)知識(shí)社會(huì)學(xué)SSK是在繼默頓范式之后RSR隅研究領(lǐng)域處于主流地位的理論流派。SSK強(qiáng)調(diào)科學(xué)JJ『IUL的建構(gòu)是一個(gè)社會(huì)過(guò)程，尤其關(guān)注科學(xué)知識(shí)々其社會(huì)文化和背景之『日J(rèn)的棚U關(guān)系它的全部L作的旨趣在于說(shuō)明科學(xué)的認(rèn)弘困素與社會(huì)|J素的結(jié)合，在于說(shuō)J蟈科學(xué)知以的形成過(guò)程以及科學(xué)知識(shí)成果包含著社會(huì)的內(nèi)容?？茖W(xué)知識(shí)社會(huì)學(xué)用建構(gòu)論的思想解釋科學(xué)知以的形成。英國(guó)SSK學(xué)者最早以科學(xué)爭(zhēng)論研究作為他們的研究場(chǎng)點(diǎn)，這些研究視野非常開(kāi)闊，便于觀察科學(xué)知識(shí)的形成過(guò)程，并且易于揭示科學(xué)的社會(huì)本性。SSK以科學(xué)爭(zhēng)淪作為它重要的研究場(chǎng)點(diǎn)，用以表述其相對(duì)主義和社會(huì)建構(gòu)論的知識(shí)主張。科學(xué)爭(zhēng)論研究是科學(xué)知識(shí)社會(huì)學(xué)實(shí)現(xiàn)其研究H標(biāo)的不可或缺的途徑。2009年底，“發(fā)現(xiàn)曹操墓”的消息引發(fā)了一場(chǎng)關(guān)于考古科學(xué)的爭(zhēng)論眾多學(xué)者、專家卷入這場(chǎng)爭(zhēng)論中。從時(shí)削上看凹操墓真?zhèn)沃疇?zhēng)可以分為_(kāi)三個(gè)階段，反映了爭(zhēng)論的逐步深入。在對(duì)西高穴大墓長(zhǎng)期的爭(zhēng)論RH對(duì)“魏武王”稱1％的質(zhì)疑是貫穿爭(zhēng)淪始未的問(wèn)題。而這問(wèn)題的實(shí)質(zhì)還是曹操壤的真與假的問(wèn)題。曾操墓真?zhèn)沃疇?zhēng)從“是與否”的爭(zhēng)論熱潮最后，升到學(xué)術(shù)真假問(wèn)題的爭(zhēng)論，而學(xué)術(shù)真假問(wèn)胚是涉及學(xué)術(shù)規(guī)范平專家的學(xué)術(shù)道德的社會(huì)問(wèn)題。曹操墓真?zhèn)沃疇?zhēng)|J是關(guān)F科學(xué)事實(shí)爭(zhēng)論【I；L包括關(guān)于科學(xué)理論的爭(zhēng)論，本文利用5SK積累的豐富的案例研究成果針對(duì)曹操墓真?zhèn)沃疇?zhēng)的內(nèi)容、特征以駛爭(zhēng)論的過(guò)料進(jìn)行探析思考爭(zhēng)論帶給我們的啟示。在曹操基真?zhèn)沃疇?zhēng)中，RⅡ以看到渚多的爭(zhēng)|倉(cāng)集團(tuán)。通過(guò)爭(zhēng)滄集團(tuán)的顯現(xiàn)，川科學(xué)知認(rèn)社會(huì)學(xué)的利益理論闡釋曹操墓真?zhèn)沃疇?zhēng)的幼因便姓褂非常自治。把“利盞”當(dāng)作種解釋源泉對(duì)科學(xué)知議的延展和應(yīng)JH及其與科學(xué)忙體的目標(biāo)Z問(wèn)的關(guān)系進(jìn)行社會(huì)學(xué)的崮糶|兌明，以搦永社會(huì)因素對(duì)籬珙形成過(guò)程的唾要影州。以SⅫ的視角看曹操箍趣偽之爭(zhēng)帶給我們深淵的JI發(fā)。忖攆墓真?zhèn)沃疇?zhēng)淪既彰裎丁科學(xué)的內(nèi)拍價(jià)值2J樸會(huì)價(jià)值的統(tǒng)【土體MR在科學(xué)‘I社會(huì)‘F_動(dòng)以及學(xué)術(shù)交流過(guò)程中個(gè)人利益的消解，健進(jìn)客觀恥滄成糶ITCJ巾成。尤科學(xué)』’泛地應(yīng)用‘當(dāng)

簡(jiǎn)介：西北大學(xué)碩士學(xué)位論文傳媒分眾化的社會(huì)學(xué)思考姓名黨潔申請(qǐng)學(xué)位級(jí)別碩士專業(yè)新聞學(xué)指導(dǎo)教師張羽20090617ABSTRACTINTHE1990S，CHINA’SMEDIAWASBECOMEMORECOMPETITIVEINORDERTOSTRIVEFORMOREAUDIENCE，ANDACHIEVEABETTEREFFECTOFCOMMUNICATION，AVARIETYOFSPECIALIZEDMEDIAHADEMERGEDONEAFTERANOTHERAFEWOFCOMMUNICATIONSCHOLARSRESEARCHEDTHISPHENOMENONANDBELIEVEDTHATTHEMASSIVECOMMUNICATIONHADGRADUALLYGONETOANERAOFNARROWCASTINGANDFOCUSTHEFOCUSMEDIAISANINEVITABLETRENDANDHASGREATEFFECTOFPROMOTINGFORCHINA’SMEDIAINDUSTRYINTHEPERSPECTIVEOFINTERACTIONBETWEENTHEMEDIAFOCUSANDTHESOCIETYWHATARETHESOCIALREASONSFORTHEMEDIAFOCUSWHAT’STHEIMPACTTHATTHEMEDIAFOCUSBRINGSTOSOCIETYANDWHATCANWETAKEACTIONSTOPROMOTETHEDEVELOPMENTOFTHEMEDIAINDUSTRYTHESEPROBLEMSARETHEMAJORASPECTSCONCERNEDINTHISPAPERTHISPAPERWILLANALYZETHISPHENOMENONFROMTHEFORMATION，AKINDOFSTATEANDTHESOCIALIMPACTETCANDEXPLAINTHEINTERACTIONBETWEENTHEMEDIAFOCUSANDTHESOCIETYONTHISBASISTHISPAPERWILLPRESSRELATEDRECOMMENDATIONANDACOUNTERMEASUREINORDERTOPROMOTETHEMEDIAINDUSTRY’SAMOREHARMONIOUSMANNELTHEPAPERUSINGTHERELATEDSOCIALTHEORYANFLYZETHATTHECAUSEOFTHEMEDIAFOCUS’SEMERGENCEISSOCIALSTRATIFICATION，MEDIACOMPETITION，THEIMPACTOFLABORSAVINGPRINCIPLEATTHESAMETIME，THEPAPERREVEALEDTHATTHEPROCESSOFMEDIAFOCUSEXISTEDVARYINGDEGREESOFBIAS，ANDTHEBIASBRINGSACERTAINIMPACTONSOCIETYBYTHEANALYSISOFTHEMEDIAFOCUS’SSUBSAMPLEFINALLYTHISPAPERPRESSSOMERELATEDRECOMMENDATIONANDCOUNTERMEASURESFROMTHEMEDIAANDGOVERNMENTTHEMEDIAFOCUS，SOCIALIST，CONSEQUENCEKEYWORDSⅡ