会员注册 | 登录 | 微信快捷登录 支付宝快捷登录 QQ登录 微博登录 | 帮助中心 人人文库renrendoc.com美如初恋!
站内搜索 百度文库

热门搜索: 直缝焊接机 矿井提升机 循环球式转向器图纸 机器人手爪发展史 管道机器人dwg 动平衡试验台设计

   首页 人人文库网 > 资源分类 > DOC文档下载

新闻传播学论文-China’s Journalism Education- A Localization Perspective.doc

  • 资源星级:
  • 资源大小:46.24KB   全文页数:30页
  • 资源格式: DOC        下载权限:注册会员/VIP会员
您还没有登陆,请先登录。登陆后即可下载此文档。
  合作网站登录: 微信快捷登录 支付宝快捷登录   QQ登录   微博登录
友情提示
2:本站资源不支持迅雷下载,请使用浏览器直接下载(不支持QQ浏览器)
3:本站资源下载后的文档和图纸-无水印,预览文档经过压缩,下载后原文更清晰   

新闻传播学论文-China’s Journalism Education- A Localization Perspective.doc

新闻传播学论文ChinasJournalismEducationALocalizationPerspectiveAbstractDespitealonghistoryofjournalism,Chinastarteditsmodernuniversityeducationinjournalismonlyinthe1920sandundertheheavyinfluenceofAmericanjournalismeducationsystem.However,inthe70oddyearsofdevelopmentsincethen,Chinahasalwaysseenitsjournalismeducationmodifiedandadaptedtothedifferentneedsinitsdifferentdevelopmentperiods,aconsistentprocessoflocalizationinitscurriculumandteachingmethodsaswellasitstargets.Thepaperwillfirstdiscusstheprocessoflocalizationinthe50yearsdevelopmentofjournalismeducationinChinaintermsofeducationalpurposesandchangesofcurriculum.BasedontheasurveyofthefivejournalismprogramsinShanghai,thepaperwillthenturntodiscussionofthediversityanddevelopmentofthejournalismeducationinShanghaiasshowcase,particularlysincethe1980swhenChinawitnesseddramaticsocialchangesandrapideconomicgrowth.ThepaperwillalsoexploretheproblemsofthejournalismeducationinChinaduringitsprocessoflocalizationsincethe1980s.1.IntroductionChinasjournalismhistorycouldbetracedbacktoDiBao,akindofnewsbulletinintheimperialcourtoftheTangDynasty618907FangZhang,1998,p.11.However,thejournalismeducationinthemodernsensedidnotstartinChinasuniversitiesuntilthe1920swhenAmericanjournalismeducationexertedadirectandgreatinfluenceontheformativestageoftheChinesejournalism.Infact,theoveralljournalismeducationalsysteminChinawasmodeledaftertheAmericansystemDing,1997,p70,.However,inthe50oddyearsofdevelopmentsincethen,ChinahasalwaysseenitsjournalismeducationmodifiedandadaptedtothedifferentneedsinthedifferentdevelopmentperiodsinthemodernhistoryofChina,aconsistentprocessoflocalizationinitscurriculumandteachingmethodsaswellasitstargets.TheprocessoflocalizationforthejournalismeducationinChinaobviouslyspedupintheearly1980swhenChinasreformandopenpolicystimulatedgreatsocialchangesandrapideconomicgrowth,aperiodinwhichthejournalismeducationinChinaexpandedgreatlyandbecamemorevariedanddiversifiedthaneverinhistory,tomeettheincreasingdemandsofmedia.Thenumberofjournalismprogramsincreasedalmostfivetimessincetheearly1980sandstudentenrollmentofjournalismprogramsrosebyanaverage25percenteachyearforallthejournalismprogramsGuo,1996,p.80,.Inthispaper,thewriterwillfirstdiscusstheprocessoflocalizationinthe50oddyearsdevelopmentofjournalismeducationinChinaintermsofitseducationalpurposesandchangesofcurricula.BasedonasurveyofthefivejournalismprogramsinShanghai,thewriterwillthendiscussthevariationsanddiversityofthejournalismeducationinShanghai,particularlysincethe1980swhenChinawitnesseddramaticsocialchanges,earmarkedbytheeconomicgrowthaswellashowthefivejournalismprogramshavesuitedtheneedsofthesocietyasawholeintheperiod.Finally,thewriterwillalsoexploretheproblemsofthejournalismeducationinChinaduringitsprocessoflocalizationsincethe1980s.2.TheConceptofLocalizationChinesenizedIntodaysChina,theconceptoflocalizationisveryoftenbeingappliedtoresearchonmasscommunicationinChina,aprocessofhowtheresearchofmasscommunications,originatedfromtheWest,cancoherentlybeintegratedwithlocalcharacteristicsinChina,acountrywithfivethousandyearsofhistoryandrichculturalandphilosophicalheritagesandalsoonewhichwaslaggedbehindinthemoderntimesandneedstorevitalizeitsbrilliantpastbylearningfromtheWest,ratherthansimplymodelingaftertheWestShao,1998Toadegree,theconceptoflocalizationreferstotheChinesenizedprocessofhowsomethingforeignorimportedisabsorbedintotheChinesecultureandsociety,andtothebestofChina,ratherthanasimplemodelingprocessoftheWest.AsthejournalismeducationinChinastartedwithheavyinfluencefromtheAmericanjournalismeducationsystem,theprocessoflocalizationforthejournalismeducationinChinarefersto,inthispaper,atheprocessofhowtheAmericanmodelofjournalismeducationorlatertheSovietmodelHaoXu,1997,p.37isbesttailoredtotheChinesepracticesandsociety,regardlessofthefactthatitisgoodornotsogood.3.FiveStagesofJournalismEducationinChinaProfessorDINGGanlin,afamousjournalismhistoryexpertfromFudanUniversity,hascategorizedthe70oddyearsofjournalismeducationdevelopmentChinaintofivestagesFirstStage1920sto1940s,SecondStage1950s,ThirdStageearlyandmiddle1960s,FourthStagetenyearsduringtheCulturalRevolutionandFifthStagesince1978topresentDing,1997,pp.7071.ThewriterholdsthattheprocessoflocalizationexistedinalmostallthefivestagesofthejournalismeducationinChina.AlthoughthejournalismeducationwasinitiatedwithheavyinfluencefromtheAmericansystem,thereisnodoubtthatthejournalismprogramshadalwaysbeendesignedtomeetthepracticalneedsoftheChinesesociety,tobeexact,themediadevelopment.Afterlistingthefivestages,ProfessorDINGconcludedthatexceptforthechaotictenyearCulturalRevolutionstage,eachstagehadclearandeffectivetargetsandcurriculumsystemsforitsjournalismeducation,whichbasicallymetthesocialneedsintherelevantstageofsocialdevelopmentandthatthejournalismgraduateshadprovedthemselvestobequalifiedenoughineachstageDing,1997,p.71.Duringthefirststage,ChinasfirstregularjournalismdepartmentwasestablishedatSt.JohnsUniversity,amissionaryschoolinShanghai.ThisisfollowedbyjournalismdepartmentsandprogramsinYenchingUniversityin1924andFudanUniversityin1929,andseveralothersinthe1930sand1940sHaoXu,1997/Zhou,1992.AlltheseearlyjournalismdepartmentsandprogramsborrowedfromtheAmericaneducationalsystem.Forinstance,theJournalismDepartmentatFudanUniversitywasbasedonthesystemoftheJournalismCollegeofMissouriUniversity,withafouryearprogramwhichhad34journalisticcoursesandrequiredatotalof89credits.Asisknown,thisisthewarringperiodinthehistoryofChina,inwhichnewspapersweresetupbydifferentpoliticalsectorsofthesocietyandneededalotofjournalistsandmanagementstaff.Asaresult,thetargetofajournalismprogramwassetastrainingoftheeditingandmanagingpersonnelforChinesenewspapers.TotailortheprogramstotheChinesesocietyinthiswarringperiodwhen,courseslikeMilitaryEducation,Geography,NewspaperOrganizationandManagementandChineseLanguagewereaddedtotheprogramasselectivecoursesDing,P.70,1997.Meanwhile,theCommunistsunderMaoZedongalsostartedtrainingtheircadresforjournalisticpurposesintheirareasundercontrolHaoXu,1997.AndthefocusofthiskindofjournalistictrainingwasonpoliticalcoursesandcoursesthatdealtwithcurrentaffairsandpoliciesDing,1997,p.70,.ThiswasofspecialimportancetoaperiodwhentheCommunistPartyfoughtwiththeJapaneseandlaterontheNationalistParty.ThesecondstagesawtheestablishmentofthePeoplesRepublicofChinaandalsothebeginningofatenserelationshipbetweenChinaandtheUnitedStatesandawarmupbetweenChinaandtheSovietUnion.ThetargetofthejournalismeducationinChinawasmodifiedtotrainingofnewswritingpersonnelwithsolidpoliticalfoundationandpotential.Thisreflectedthesinglepurposeofthemediaatthetime,whichwassooncoupledwithastrongsenseofpoliticalorientationDing,1997,p.70Asaresult,thejournalismprogramsinChinaweresoonreorganized,withMarxistLeninisttheoriesaddedtothecurriculumandtheSovietmodelreplacedtheAmericanmodelinthecurriculumdesignandteachingmethods,whichemphasizedservicetotheworkingclassandbasicpoliticalknowledgeandtheoreticalpoliticallearningHaoXu,1997.ThecourseslikebusinessmanagementandadvertisingwerereplacedbythecourseslikeNewspapersMassWork.Journalismstudentsweretoldthatjournalism,inLeninswords,shouldconsciouslytreatitselfaspartoftheparty,consciouslyobeythepartyandidentifywiththePartyspoliticalstandHaoXu,1997,p3.ItshouldbenotedthatthereasonwhythesocalledSovietModelbecamepopularinthisstageofChinaisbecauseitwasmorerelevantoreasiertobelocalizedtotheChinesesocietyatthethattimeduetothesimilaritiesinideologyandpoliticalsystem.InthethirdstageafterChinabrokeupwiththeSovietUnion,Chinabecamemorerealisticandselfdependent.Thetargetofthejournalismeducationwasshiftedonthethetrainingofjournalisticteachingandresearchpersonnel.Thecurriculumofjournalismeducationfavoredthecoursesontheoriesandculturesandhistoryknowledge,whichdeviatedfromtheSovietModelandsuitedtheChinesebetterDing,1997..However,thisdidnotlastverylong.Thenormaljournalismeducationwassooninterruptedinthemid1960stheforthstagewhenthechaotictenyearCulturalRevolutionstarted.Allthestudentsandteacherswererequiredtogotothecountryside.Althoughnewstudentswhohadbeenworkers,farmersorsoldierswerestillenrolled,theynolongerunderwentthenormaljournalismeducationbutwereevaluatedwiththeirpoliticalattituderatherthanacademicperformancesDing,1997,/HaoXu,1997.Inthesetwostages,thejournalismeducationinChinaexperiencedgreatupsanddownsandwassurelycharacterizedbythechaoticperiodoftimeinChina.FormostChinese,theymayfeelabitawkwardtoregarditasakindoflocalizationprocess,butitissurelytruethatjournalismeducationatthistimewasmodifiedandadaptedtosuchawaythatitsatisfiedthepoliticalneedsofthisspecialperiodinthehistoryofChina,forbetterorforworse.Inthefifthstage,thereformandopenpolicystartedintheearly1980broughtaboutthedramaticsocialchangesandrapideconomicgrowth,unprecedentedinthehistoryofChina.Thechangesalsostimulatedthemediadevelopment,particularlyTVindustry.ThenumberofTVstationsin1986wasalmostsixtimesthatin1983.Meanwhile,theriseofTVsetownershipper100householdsfrom1983to1986alsotriggeredtheexpansionoftheTVaudiencesizeGuo,1996,p.81.Besides,therelativecompetitiveoperationsofthemediaalsoledtotheincreaseofpagesofnewspapersandlivelinessofreportingstyle.Inthepast20years,almosteverynewspaperinChinahastripledtheirnumberofpages,whichdoubledtheiramountofnewsreportsGuo,1996,p.81.Inanefforttoattractmoreadvertisers,mediainChinaalsoemployedmorelivelyreportingstylessuchasphoneinhotlines,talkshows,fieldreporting,criticismreportsnegative,largerpicturesandseparatedpagesforfinance,sportsandentertainment.Therapidmediadevelopmentshavelefttheindustryingreatdemandofmoreprofessionalandqualifiedjournalistsandeditors,whoaresupposedtocomefromthetraditionaljournalismeducation.Besides,themediasemphasisonexternalreporting,radioandTV,management,advertisingandpublicrelationsnotonlyresultedinagreaterdemandoftraditionalreportersandeditorsbutalsorequiredamorediversifiedandspecialtrainingfromtheirnewrecruitmentDing,1997,p.71.Inthisstage,theprocessoflocalizationhasbeenintensifiedtoanunprecedentedlevel,inthatjournalismeducationinChinahasbeentailoredtomeetthegrowingdemandofthemediaindustryinthecountryandinapracticalway.Thejournalismprogramsincreasedfromtheoriginal14programsin1982to57in1996andthestudentenrollmentalsogrewfrom726in1980GreenbergLau,1989to6,186in1997HaoXu,1997,p40,.Despitetheexpansionofjournalismprogramsandincreaseofjournalismstudentenrollment,journalismeducationinChinahasalsobecomemorediversifiedormorelocalizedinitsownsequences.Inanefforttocarryouteffectivecommunicationtotheoutsideworld,Chinastarteditsinternationaljournalismeducationinfiveuniversitiesin1983,thatbasicallyintegratesjournalistictrainingwithEnglishlearningandaimstotrainforChinesemediareportersandeditorswhoarequalifiedenough

注意事项

本文(新闻传播学论文-China’s Journalism Education- A Localization Perspective.doc)为本站会员(奋斗不息)主动上传,人人文库网仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对上载内容本身不做任何修改或编辑。 若此文所含内容侵犯了您的版权或隐私,请立即通知人人文库网([email protected]),我们立即给予删除!

温馨提示:如果因为网速或其他原因下载失败请重新下载,重复下载不扣分。

copyright@ 2015-2017 人人文库网网站版权所有
苏ICP备12009002号-5