大学生对我国影视作品中家庭伦理价值取向的认同对其亲情观的影响
|
摘要
近些年来,反映我国家庭伦理的影视作品逐渐在收视率上占据领先地位。作为一种大众文化,影视作品深深影响着每个人的生活。大学生承担着建设祖国的社会责任和赡养父母的家庭责任,他们的娱乐活动多是观看影视作品,其中传达的价值取向和某些观念会给大学生带来很大的影响。目前我国大学生亲情观较为淡薄,影视作品中宣传的正确的家庭伦理价值取向不仅会促使大学生更加理解和感恩亲人,也能加强他们的家庭责任感,培养正确的亲情观。
我国虽然对影视作品和亲情观的研究比较多,但还没有人将两者结合起来进行研究。本研究着重探讨大学生对我国影视作品中家庭伦理价值取向的认同对其亲情观的影响,本研究具有一定的新意,对于丰富我国对影视作品和亲情观的研究,发现大学生对我国影视作品中的家庭伦理价值取向的认同情况、亲情观现状、特点以及存在的问题,以及在此基础上,开展具有针对性的教育,培养大学生正确的家庭伦理价值观和亲情观都有重要的教育意义。
本研究结果表明：
(1)白编的两个调查问卷符合心理测量学的要求,能够作为本研究的测量工具。大学生对我国影视作品中家庭伦理价值取向认同各维度的得分是：互助型>感恩型>冷漠型>自私型；大学生亲情观各维度的得分是：互助型>回报型>困惑型>功利型。
(2)不同性别的大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观存在显著差异：男生对冷漠型、自私型和感恩型的家庭伦理价值取向的认同得分显著高于女生,女生在互助型的家庭伦理价值取向上的认同得分显著高于男生；女生比男生的亲情观更加健康和正面。女生多表现出回报型亲情观,男生更倾向于困惑型和功利型亲情观。
(3)是否独生子女大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观差异显著：独生子女大学生在冷漠型和自私型的家庭伦理价值取向认同上得分较高,在互助型上的认同得分则低于非独生子女大学生；非独生子女大学生在回报型和互助型的亲情观上得分显著高于独生子女大学生,在困惑型和功利型亲情观上,显著低于独生子女大学生。
(4)来自城市和农村的大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观存在显著差异：来自城市的大学生对冷漠型的家庭伦理价值取向认同得分较高,来自农村的大学生对互助型的家庭伦理价值取向认同的得分较高；来自农村的大学生在回报型亲情观上得分显著高于来自城市的大学生；在功利型亲情观上,显著低于来白城市的大学生。
(5)不同专业大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观存在显著差异：理工科大学生在冷漠型、自私型、感恩型的家庭伦理价值取向认同上比文科生得分高,文科生更认同互助型家庭伦理价值取向；文科学生在回报型的亲情观上得分显著高于理工科学生,在互助型、困惑型、以及功利型亲情观上得分显著低于理工科大学生。
(6)不同年级大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观差异显著：低年级大学生在互助型、感恩型的家庭伦理价值取向的认同得分高于高年级大学生；在自私型上,低年级大学生的认同得分低于高年级大学生；低年级大学生在互助型和回报型亲情观上的得分较高,高年级大学生在困惑型和功利型亲情观上得分较高。
(7)不同地区大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观存在显著差异：中部地区大学生倾向于认同互助型的家庭伦理价值取向,东部地区的大学生倾向于认同冷漠型、自私型和感恩型的家庭伦理价值取向；中部地区的大学生在回报型亲情观上得分最高,在困惑型和功利型亲情观上得分最低,东部地区大学生在功利型和困惑型亲情观上得分最高,西部地区大学生位于中间水平。
(8)不同学校类别的大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观存在显著差异：重点大学的学生对冷漠型、自私型和感恩型的家庭伦理价值取向的认同得分显著高于一般大学的学生,在互助型上,其得分显著低于一般大学的学生；一般大学的学生回报型亲情观上得分显著高于重点大学学生；在互助型、困惑型和功利型亲情观上,重点大学学生的得分显著高于一般大学的学生。
(9)大学生亲情观与我国影视作品中的家庭伦理价值取向的各个维度都呈现显著的相关关系。互助型和冷漠型家庭价值取向能有效预测大学生的回报型和互助型亲情观,自私型、互助型和冷漠型家庭伦理价值取向能有效预测大学生的困惑型亲情观,自私型、冷漠型、互助型和感恩型家庭伦理价值取向能有效预测大学生的功利型亲情观。
Films and televisions that reflect Chinese family ethics has gone up in the ratings in recent years. As a kind of mass culture, they influence people's life deeply. Undergraduates most of whose amusement is watching films and tv works carry the responsibilities of building our country and support and assist their parents, some value orientation and view will bring undergraduates a great influence. Chinese undergraduates'affectional view is very thin, the right value orientation of Chinese films and televisions works not only teach them how to understand and thank their dear ones, but also strengthen their family duty, cultivate correct family ideas.
There are many researches on films and TV works and affectional view, but there is no one combine both of them. This research is creative, and it has a certain significance to enrich research on Chinese film and TV works and affectional view, to explore the situation, characteristics problems of undergraduates' identification with family ethics in film and TV works and their family view, to cultivate their right family view.
The results indicated that:
(1) Both self-made survey inventories' reliability and validity are satisfactory. They can be used as this research's measuring instruments. Situation of Scores of undergraduates' identification with value orientation of Chinese films and televisions programs' family ethics is:type of Mutual Help> type of gratefulness> type of cold> type of selfish, the result of Scores of undergraduates' family view is:type of Mutual Help> type of giving back> type of quandary >type of utility.
(2) Sexual Differences of undergraduates' Identification with value orientation of Chinese films and televisions works' family ethics and their family view is notable:Male students made higher scores of type of cold, type of selfish, type of gratefulness than female students,but lower than female students in type of mutual help; Female students made higher scores of type of giving back, male students made higher scores of type of quandary and type of utility.
(3) Difference of undergraduates'Identification with value orientation of Chinese films and televisions works'family ethics and their family view between only-child students and not only-child students is notable:only-child Students made higher scores of type of cold, type of selfish, not only-child students made higher scores of type of mutual help; Only-child Students made higher scores of type of f quandary and type of utility., not only-child Students made higher scores of type of mutual help and type of giving back.
(4) Difference of undergraduates' Identification with value orientation of Chinese films and televisions works' family ethics and their family view between rural and urban undergraduates is significant:urban undergraduates made higher scores of type of cold, rural undergraduates made higher scores of type of mutual help; Rural undergraduates made higher scores of type of giving back, urban undergraduates made higher scores of type of utility.
(5) Difference of undergraduates'Identification with value orientation of Chinese films and televisions works' family ethics and their family view between science and engineering students and liberal arts students is notable:Science and engineering students s made higher scores of type of cold, type of selfish, type of gratefulness, but lower scores of type of mutual help; Science and Engineering students made higher scores of type of utility, type of Mutual Help and type of utility, but lower scores of giving back.
(6) Difference of undergraduates'Identification with value orientation of Chinese films and televisions works'family ethics and their family view between students of different grades is notable: lower grade students made higher scores of type of gratefulness and type of mutual help than higher grade students, but made lower scores of type of selfish; Lower grade students made higher scores of type of mutual help and type of giving back than higher grade students, but made lower scores of type of quandary and type of utility.
(7) Difference of undergraduates' Identification with value orientation of Chinese films and televisions works' family ethics and their family view between students who come from different regions is notable:students from universities in middle areas made higher scores of type of mutual help, students from east areas made higher scores of type of cold, type of selfish and type of gratefulness; Students from universities in middle areas made highest scores of type of giving back, students from east areas made highest scores of type of quandary and type of utility.
(8) Difference of undergraduates'Identification with value orientation of Chinese films and televisions works'family ethics and their family view between students who come from different types of colleges is notable:Students of key colleges made higher scores of type of cold, type of selfish and type of gratefulness than students of ordinary colleges,but lower scores of type of mutual help; Students of ordinary colleges made higher scores of type of giving back than students of key colleges, but lower scores of type of mutual help, type of quandary and type of utility.
(9) The incident of undergraduates'family view and Identification with value orientation of Chinese films and televisions works' family ethics is notable. Identification with type of mutual help and type of cold are powerful indicators of their family view in type of giving back, type of mutual help; type of selfish, type of mutual help and type of cold are powerful indicators of their family view in type of quandary; type of cold, type of selfish, type of mutual help and type of gratefulness are powerful indicators of their family view in type of utility.
我国虽然对影视作品和亲情观的研究比较多,但还没有人将两者结合起来进行研究。本研究着重探讨大学生对我国影视作品中家庭伦理价值取向的认同对其亲情观的影响,本研究具有一定的新意,对于丰富我国对影视作品和亲情观的研究,发现大学生对我国影视作品中的家庭伦理价值取向的认同情况、亲情观现状、特点以及存在的问题,以及在此基础上,开展具有针对性的教育,培养大学生正确的家庭伦理价值观和亲情观都有重要的教育意义。
本研究结果表明：
(1)白编的两个调查问卷符合心理测量学的要求,能够作为本研究的测量工具。大学生对我国影视作品中家庭伦理价值取向认同各维度的得分是：互助型>感恩型>冷漠型>自私型；大学生亲情观各维度的得分是：互助型>回报型>困惑型>功利型。
(2)不同性别的大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观存在显著差异：男生对冷漠型、自私型和感恩型的家庭伦理价值取向的认同得分显著高于女生,女生在互助型的家庭伦理价值取向上的认同得分显著高于男生；女生比男生的亲情观更加健康和正面。女生多表现出回报型亲情观,男生更倾向于困惑型和功利型亲情观。
(3)是否独生子女大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观差异显著：独生子女大学生在冷漠型和自私型的家庭伦理价值取向认同上得分较高,在互助型上的认同得分则低于非独生子女大学生；非独生子女大学生在回报型和互助型的亲情观上得分显著高于独生子女大学生,在困惑型和功利型亲情观上,显著低于独生子女大学生。
(4)来自城市和农村的大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观存在显著差异：来自城市的大学生对冷漠型的家庭伦理价值取向认同得分较高,来自农村的大学生对互助型的家庭伦理价值取向认同的得分较高；来自农村的大学生在回报型亲情观上得分显著高于来自城市的大学生；在功利型亲情观上,显著低于来白城市的大学生。
(5)不同专业大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观存在显著差异：理工科大学生在冷漠型、自私型、感恩型的家庭伦理价值取向认同上比文科生得分高,文科生更认同互助型家庭伦理价值取向；文科学生在回报型的亲情观上得分显著高于理工科学生,在互助型、困惑型、以及功利型亲情观上得分显著低于理工科大学生。
(6)不同年级大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观差异显著：低年级大学生在互助型、感恩型的家庭伦理价值取向的认同得分高于高年级大学生；在自私型上,低年级大学生的认同得分低于高年级大学生；低年级大学生在互助型和回报型亲情观上的得分较高,高年级大学生在困惑型和功利型亲情观上得分较高。
(7)不同地区大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观存在显著差异：中部地区大学生倾向于认同互助型的家庭伦理价值取向,东部地区的大学生倾向于认同冷漠型、自私型和感恩型的家庭伦理价值取向；中部地区的大学生在回报型亲情观上得分最高,在困惑型和功利型亲情观上得分最低,东部地区大学生在功利型和困惑型亲情观上得分最高,西部地区大学生位于中间水平。
(8)不同学校类别的大学生对我国影视作品中家庭伦理价值取向的认同及其亲情观存在显著差异：重点大学的学生对冷漠型、自私型和感恩型的家庭伦理价值取向的认同得分显著高于一般大学的学生,在互助型上,其得分显著低于一般大学的学生；一般大学的学生回报型亲情观上得分显著高于重点大学学生；在互助型、困惑型和功利型亲情观上,重点大学学生的得分显著高于一般大学的学生。
(9)大学生亲情观与我国影视作品中的家庭伦理价值取向的各个维度都呈现显著的相关关系。互助型和冷漠型家庭价值取向能有效预测大学生的回报型和互助型亲情观,自私型、互助型和冷漠型家庭伦理价值取向能有效预测大学生的困惑型亲情观,自私型、冷漠型、互助型和感恩型家庭伦理价值取向能有效预测大学生的功利型亲情观。
Films and televisions that reflect Chinese family ethics has gone up in the ratings in recent years. As a kind of mass culture, they influence people's life deeply. Undergraduates most of whose amusement is watching films and tv works carry the responsibilities of building our country and support and assist their parents, some value orientation and view will bring undergraduates a great influence. Chinese undergraduates'affectional view is very thin, the right value orientation of Chinese films and televisions works not only teach them how to understand and thank their dear ones, but also strengthen their family duty, cultivate correct family ideas.
There are many researches on films and TV works and affectional view, but there is no one combine both of them. This research is creative, and it has a certain significance to enrich research on Chinese film and TV works and affectional view, to explore the situation, characteristics problems of undergraduates' identification with family ethics in film and TV works and their family view, to cultivate their right family view.
The results indicated that:
(1) Both self-made survey inventories' reliability and validity are satisfactory. They can be used as this research's measuring instruments. Situation of Scores of undergraduates' identification with value orientation of Chinese films and televisions programs' family ethics is:type of Mutual Help> type of gratefulness> type of cold> type of selfish, the result of Scores of undergraduates' family view is:type of Mutual Help> type of giving back> type of quandary >type of utility.
(2) Sexual Differences of undergraduates' Identification with value orientation of Chinese films and televisions works' family ethics and their family view is notable:Male students made higher scores of type of cold, type of selfish, type of gratefulness than female students,but lower than female students in type of mutual help; Female students made higher scores of type of giving back, male students made higher scores of type of quandary and type of utility.
(3) Difference of undergraduates'Identification with value orientation of Chinese films and televisions works'family ethics and their family view between only-child students and not only-child students is notable:only-child Students made higher scores of type of cold, type of selfish, not only-child students made higher scores of type of mutual help; Only-child Students made higher scores of type of f quandary and type of utility., not only-child Students made higher scores of type of mutual help and type of giving back.
(4) Difference of undergraduates' Identification with value orientation of Chinese films and televisions works' family ethics and their family view between rural and urban undergraduates is significant:urban undergraduates made higher scores of type of cold, rural undergraduates made higher scores of type of mutual help; Rural undergraduates made higher scores of type of giving back, urban undergraduates made higher scores of type of utility.
(5) Difference of undergraduates'Identification with value orientation of Chinese films and televisions works' family ethics and their family view between science and engineering students and liberal arts students is notable:Science and engineering students s made higher scores of type of cold, type of selfish, type of gratefulness, but lower scores of type of mutual help; Science and Engineering students made higher scores of type of utility, type of Mutual Help and type of utility, but lower scores of giving back.
(6) Difference of undergraduates'Identification with value orientation of Chinese films and televisions works'family ethics and their family view between students of different grades is notable: lower grade students made higher scores of type of gratefulness and type of mutual help than higher grade students, but made lower scores of type of selfish; Lower grade students made higher scores of type of mutual help and type of giving back than higher grade students, but made lower scores of type of quandary and type of utility.
(7) Difference of undergraduates' Identification with value orientation of Chinese films and televisions works' family ethics and their family view between students who come from different regions is notable:students from universities in middle areas made higher scores of type of mutual help, students from east areas made higher scores of type of cold, type of selfish and type of gratefulness; Students from universities in middle areas made highest scores of type of giving back, students from east areas made highest scores of type of quandary and type of utility.
(8) Difference of undergraduates'Identification with value orientation of Chinese films and televisions works'family ethics and their family view between students who come from different types of colleges is notable:Students of key colleges made higher scores of type of cold, type of selfish and type of gratefulness than students of ordinary colleges,but lower scores of type of mutual help; Students of ordinary colleges made higher scores of type of giving back than students of key colleges, but lower scores of type of mutual help, type of quandary and type of utility.
(9) The incident of undergraduates'family view and Identification with value orientation of Chinese films and televisions works' family ethics is notable. Identification with type of mutual help and type of cold are powerful indicators of their family view in type of giving back, type of mutual help; type of selfish, type of mutual help and type of cold are powerful indicators of their family view in type of quandary; type of cold, type of selfish, type of mutual help and type of gratefulness are powerful indicators of their family view in type of utility.
引文
[1]李翠新.大学生闲暇生活现状分析及教育对策研究.华南师范大学硕士学位论文[D],2007,5：18
[2]CTR媒介与产品研究部.走进大学生——2006年中国大学生调查数据解读[J].2006
[3]唐海珍,李国强.当代大学生亲情观调查研究.长沙民政职业技术学院学报[J],2006,9
[4]章志光主编.社会心理学[M].北京：人民教育出版社,1998；47-48.
[5]寇或.大学生价值取向特点及其与家庭因素的相关研究[J].人大复印资料：心理学,1999(7)
[6]袁智忠.新时期影视作品道德价值取向及其对青少年的影响研究[D],西南大学博士学位论文,2009,4.
[7]铁冰心.网络环境下影视作品权衡利弊研究『D].西北大学硕士学位论文,2006,6
[8]胡智锋.影视文化三论(上)[J].现代传播],2000(5)：43-49
[9]史可扬.影视传播学『M].北京；中国传媒大学出版社,广州,中山大学出版社.2006.1：134-157
[10]陈清主编.影视之光：电影电视卷『M].济南：山东学科技术出版社,2007.4： 14-19,280-282
[11]陈红梅.后家庭伦理剧对中国传统家庭伦理观的颠覆与重构[J].电视研究,2010(8)：69-73
[12]米霞.影视文化对当代大学生道德品质的影响及对策研究[D].武汉大学硕士学位论文,2005.5
[13]高希希.影视文化中的道德意识与心灵净化.第五届“全国德艺双馨电视艺术工作者”专辑[J]：9-11
[14]郭玉梅.试论影视文化对青少年成长的负面效应及其对策[J].安徽农业大学学报(社会科学版),2002
[15]匡尔锋.论影视文化对学生价值观的影响及对策[D].湖南师范大学硕士学位论文,2006,5
[16]孙丙高,王志刚.优秀影视文化对青少年德育的提升[J].管理观察,2008,9：165-167.
[17]赵娜.论影视文化影响下的青少年价值观教育.[D],山东师范大学硕士学位论文,2009,5：22
[18]匡尔锋.论影视文化对学生价值观的影响及对策[D].湖南师范大学硕士学位论文,2006,5
[19]刘莹.从审奠需要看影视观众的期待心理[J],电影文学,2009(15)；11-12
[20]洪覠.浅析影视的素质教育与审美教育功能[J].电影文学,2009(4)；154-155
[21]毕义星.影视文化与人格教育[J].当代教育科学,2003(5)；35-38
[22]颜悦南.论影视审美教育在当代大学生人格塑造中的作用[J].湖北经济学院学报(人文社会科学版),2007,1：200-201
[23]戴建华.当代青少年亲情价值观的心理学研究[D].上海师范大学硕士学位论文,2007,4
[24]谭开翠.利用亲情关系开展思想政治教育的理论基础[J].三峡大学学报(人文社会科学版),2005,5
[25]张海钟,李娜.亲情的跨学科研究综述与文化心理学研究发微[J].阴山学刊,2010,8：16-20
[26]张跃年,周慧磊.加强“亲情教育”刻不容缓[J].学校党建与思想教育,2009(1)：14
[27]鲁杰.亲子关系中亲情的意义.心理与健康[J],2006年(6),4—6
[28]张跃年.论加强大学生亲情教育的必要性[J].黄冈职业技术学院学报[J],2005,3：78-79
[29]唐海珍,李国强当代大学生亲情观调查研究[J].长沙民政职业技术学院学报,2006,9；31-33
[30]赵建岭.关于加强大学生亲情教育的思考[J].山西农业大学学报(社会科学版),2007(2)：214-218
[31]尚慧.大学生亲情歉疚心理初探[J].漯河职业技术学院学报,2010,11：121-123
[32]于世孝等：大学生亲情关系中的负债心理探析[J].河北科技大学学报(社会科学版),2003,9：72-74
[33]罗箭华农村中学留守儿童亲情缺失的调查与思考[J].科技信息,2009,(28)：41-42
[34]周菊平.如何促进寄养儿童亲情化的建立『J].中国民康医学,2007,8：699-700
Constance R Ahrons.Family Ties After Divorce:Long-Term Implications for Children. Family Process[J]; Mar 2007; 46,1; ProQuest Psychology Journals:53-65
[36]吴新颖.青年价值观构建的重要力量[J]：亲情.论理学院研究,2009,7：60-62
[37]戴建华.当代青少年亲情价值观的心理学研究[D].上海师范大学硕士学位论文,2007,4
[38]孙丽君.渝豫两地家庭亲情教育对中学生亲情观的影响研究[Dl.西南大学硕士学位论文,2009,4
[39]张立改,陈运普.当代大学生亲情教育探析[J].湖北社会科学,2010(6)：185-188
[40]李娜.留守儿童亲情养成的路径分析[J].当代青年研究,2008,(10)：17-23
[41]李燕.唤醒学生感恩的心—谈谈利用有效的家校沟通对独生子女进行亲情教[J].科技信息,2009(22)：239
[43]袁艳芳.大学生家庭价值观教育与父母教养方式关系研究[J].高教论坛,2008(4)：189
[44]周天梅.高等师范院校学生人格特征的性别及年级差异比较[J],.中国临床康复2006,6：19
[45]曲媛媛.大学生家庭亲密度、职业价值观与自我和谐的关系研究[D].曲阜师范大学硕士学位论文,2009,4：25
[46]匡尔锋.论影视文化对学生价值观的影响及对策[D],.湖南师范大学硕士学位论文2006,5：42
[47]戴建华.当代青少年亲情价值观的心理学研究[D].上海师范大学硕士学位论文,2007,4：43
[48]张佩娟.独生了女价值观的家庭教育研究[D].河南大学硕士学位论文,2011.06：17
[49]李贞霞.高职学生亲情观调查[J].杨凌职业技术学院学报,20010.6：37
[50]于世孝,宋占新,蒋立杰.大学生亲情关系中的负债心理探析[J].河北科技大学学报(社会科学版),2003,9.
[51]章志光,金盛华.社会心理学[M].北京：人民教育出版社,1998：68
[1]李翠新.大学生闲暇生活现状分析及教育对策研究[D].华南师范大学硕士学位论文,2007,5：18
[2]CTR媒介与产品研究部.走进大学生——2006年中国大学生调查数据解读[J].2006
[3]唐海珍,李国强.当代大学生亲情观调查研究[J].长沙民政职业技术学院学报,2006,9
[4]寇或.大学生价值取向特点及其与家庭因素的相关研究[J].人大复印资料：心理学,1999(7)
[5]袁智忠.新时期影视作品道德价值取向及其对青少年的影响研究[D],西南大学博士学位论文,2009,4
[6]铁冰心.网络环境下影视作品权衡利弊研究[D].西北大学硕士学位论文,2006,6
[7]胡智锋.影视文化三论(上)[J].现代传播,2000(5)：43-49
[8]史可扬.影视传播学[M].北京；中国传媒大学出版社,广州,中山大学出版社.2006.1：134-157
[9]陈清主编.影视之光：电影电视卷[M].济南：山东学科技术出版社,2007.4：14-19,280-282
[10]陈红梅.后家庭伦理作品对中国传统家庭伦理观的颠覆与重构[J].电视研究,2010(8)：69-73
[11]米霞.影视文化对当代大学生道德品质的影响及对策研究[D].武汉大学硕士学位论文,2005.5
[12]高希希.影视文化中的道德意识与心灵净化[J].第五届“全国德艺双馨电视艺术工作者”专辑：9-11
[13]郭玉梅.试论影视文化对青少年成长的负面效应及其对策[J].安徽农业大学学报(社会科学版),2002(3)：92-93
[14]匡尔锋.论影视文化对学生价值观的影响及对策[D].湖南师范大学硕士学位论文,2006,5
[15]孙丙高,王志刚.优秀影视文化对青少年德育的提升[J].管理观察,2008,9：165-167.
[16]赵娜.论影视文化影响下的青少年价值观教育[D].山东师范大学硕士学位论文,,2009,5：22
[17]刘莹.从审奠需要看影视观众的期待心理[J],电影文学,2009(15)；11-12
[18]洪税.浅析影视的素质教育与审美教育功能[J].电影文学,2009(4)；154-155
[19]毕义星.影视文化与人格教育[J].当代教育科学,2003(5)；35-38
[20]颜悦南.论影视审美教育在当代大学生人格塑造中的作用[J].湖北经济学院学报(人文社会科学版),2007,1：200-201
[21]戴建华.当代青少年亲情价值观的心理学研究[D].上海师范大学硕士学位论文,2007,4
[22]谭开翠.利用亲情关系开展思想政治教育的理论基础[J].三峡大学学报(人文社会科学版),2005,5
[23]张海钟,李娜.亲情的跨学科研究综述与文化心理学研究发微[J].阴山学刊,2010,8：16-20
[24]张跃年,周慧磊.加强“亲情教育”刻不容缓[J].学校党建与思想教育,2009(1)：14
[25]鲁杰.亲子关系中亲情的意义.心理与健康[J],2006(6)：4—6
[26]张跃年.论加强大学生亲情教育的必要性[J].黄冈职业技术学院学报,2005,3：78-79
[27]赵建岭.关于加强大学生亲情教育的思考[J].山西农业大学学报(社会科学版),2007(2)：214-218
[28]尚慧.大学生亲情歉疚心理初探[J].漯河职业技术学院学报,2010,11：121-123
[29]于世孝等：大学生亲情关系中的负债心理探析[J].河北科技大学学报(社会科学版),2003,9：72-74
[30]罗箭华农村中学留守儿童亲情缺失的调查与思考[J].科技信息,2009,(28)：41-42
[31]周菊平.如何促进寄养儿童亲情化的建立[J].中国民康医学,2007,8：699-700
[32]Constance R Ahrons.Family Ties After Divorce:Long-Term Implications for Children. Family Process[J]; Mar 2007; 46,1; ProQuest Psychology Journals:53-65
[33]吴新颖.青年价值观构建的重要力量：亲情[J].论理学院研究,2009,7：60-62
[34]孙丽君.渝豫两地家庭亲情教育对中学生亲情观的影响研究[D].西南大学硕士学位论文,2009,4
[35]张立改,陈运普.当代大学生亲情教育探析[J].湖北社会科学,2010(6)：185-188
[36]李娜.留守儿童亲情养成的路径分析[J].当代青年研究,2008,(10)：17-23
[37]李燕.唤醒学生感恩的心—谈谈利用有效的家校沟通对独生子女进行亲情教[J].科技信息,2009(22)：239
[38]何学兵.浅析当代大学生家庭责任感—基于四川农业大学的调查[J].社会调查,2008(1)：56-58
[39]袁艳芳.大学生家庭价值观教育与父母教养方式关系研究[J].高教论坛,2008(4)：189
[40]周天梅.高等师范院校学生人格特征的性别及年级差异比较[J].中国临床康复,2006,6：19
[41]曲媛媛.大学生家庭亲密度、职业价值观与自我和谐的关系研究[D].曲阜师范大学硕士学位论文,2009,4：25
[42]匡尔锋.论影视文化对学生价值观的影响及对策[D].湖南师范大学硕士学位论文,2006,5：42
[43]戴建华.当代青少年亲情价值观的心理学研究[D].上海师范大学硕十学位论文,2007,4：43
[44]张佩娟.独生子女价值观的家庭教育研究[D].河南大学硕士学位论文,2011.06：17
[45]李贞霞.高职学生亲情观调查[J].杨凌职业技术学院学报,20010.6：37
[46]章志光,金盛华.社会心理学[M].北京：人民教育出版社,1998：68
[47]James Trier. Teaching with media and popular culture[J].Journal of Adolescent & Adult Literacy; Feb 2006; 49,5; ProQuest Education Journals:434-438
[48]Marya Spont. Analyzing Mass Media through Video Art Education:Popular Pedagogy and Social Critique in the Work of Candice Breitz[J].Studies in Art Education; Summer 2010; 51,4; ProQuest Education Journals:295-314
[49]Pamela G Taylor. Using visual culture to put a contemporary "fizz" on the study of pop art[J].Christine Ballengee-Morris Art Education; Mar 2003; 56,20-24
[50]Cinnamon Hillyard. Using Popular Culture to Teach Quantitative Reasoning.Primus:Problems, Resources, and Issues in Mathematics Undergraduate Studies[J]; Jan-Mar 2007; 17, 1;ProQuest Education Journals:36-43
[51]Cameron White.Filling the "Holes":Youth Culture in Social Studies[J].Social Studies Review; Fall 2004; 44,1; ProQuest Education Journals:58-61
[52]Thomas A Fain Jr. American Popular Culture:Should We Integrate It into American Education? [J].Education; Summer 2004; 124,4; ProQuest Education Journals:590-594
[53]Bronwyn T.Williams. Action heroes and literate sidekicks:Literacy and identity in popular culture[J]. Jounal of Adolescent & Adult Literacy,2007,5:680-685
[54]Cameron White.Kidstory:Social Studies through Kid Culture and TV Cartoons[J]. Social Studies Review; Spring 2006; 45,2; ProQuest Education Journals:64-67
[55]Susan Linn. Children and Commercial Culture:Expanding the Advocacy Roles of Professionals in Education, Health and Human Service. The Journal of Negro Education[J]; Fall 2003; 72,4; ProQuest Psychology Journals:478-487
[56]Susan Linn. Children and Commercial Culture:Expanding the Advocacy Roles of Professionals in Education,Health and Human Service[J].The Journal of Negro Education; Fall 2003; 72,4; ProQuest Psychology Journals:478-487
[57]White, Theresa Renee. Media as pedagogy and socializing agent:Influences of feminine beauty aesthetics in American teen-oriented films and magazines on African American adolescent female self image[J]. Dissertation Abstracts International Section A:Humanities and Social Sciences. Vol.69(10-A),2009:3871.
[58]Constance R Ahrons.Family Ties After Divorce:Long-Term Implications for Children. Family Process[J]; Mar 2007; 46,1; ProQuest Psychology Journals:.53-65
[59]Martijn J A Hogerbrugge,Pearl A Dykstra.The Family Ties of Unmarried Cohabiting and Married Persons in the Netherlands [J]. Journal of Marriage and Family; Feb 2009; 71,1; ProQuest Psychology Journals:135-145
[60]Carol Coohey.The Relationship Between Mothers'Social Networks and Severe Domestic Violence:A Test of the Social Isolation Hypothesis [J]. Violence and Victims, Volume 22, Number 4, 2007:503-51
[2]CTR媒介与产品研究部.走进大学生——2006年中国大学生调查数据解读[J].2006
[3]唐海珍,李国强.当代大学生亲情观调查研究.长沙民政职业技术学院学报[J],2006,9
[4]章志光主编.社会心理学[M].北京：人民教育出版社,1998；47-48.
[5]寇或.大学生价值取向特点及其与家庭因素的相关研究[J].人大复印资料：心理学,1999(7)
[6]袁智忠.新时期影视作品道德价值取向及其对青少年的影响研究[D],西南大学博士学位论文,2009,4.
[7]铁冰心.网络环境下影视作品权衡利弊研究『D].西北大学硕士学位论文,2006,6
[8]胡智锋.影视文化三论(上)[J].现代传播],2000(5)：43-49
[9]史可扬.影视传播学『M].北京；中国传媒大学出版社,广州,中山大学出版社.2006.1：134-157
[10]陈清主编.影视之光：电影电视卷『M].济南：山东学科技术出版社,2007.4： 14-19,280-282
[11]陈红梅.后家庭伦理剧对中国传统家庭伦理观的颠覆与重构[J].电视研究,2010(8)：69-73
[12]米霞.影视文化对当代大学生道德品质的影响及对策研究[D].武汉大学硕士学位论文,2005.5
[13]高希希.影视文化中的道德意识与心灵净化.第五届“全国德艺双馨电视艺术工作者”专辑[J]：9-11
[14]郭玉梅.试论影视文化对青少年成长的负面效应及其对策[J].安徽农业大学学报(社会科学版),2002
[15]匡尔锋.论影视文化对学生价值观的影响及对策[D].湖南师范大学硕士学位论文,2006,5
[16]孙丙高,王志刚.优秀影视文化对青少年德育的提升[J].管理观察,2008,9：165-167.
[17]赵娜.论影视文化影响下的青少年价值观教育.[D],山东师范大学硕士学位论文,2009,5：22
[18]匡尔锋.论影视文化对学生价值观的影响及对策[D].湖南师范大学硕士学位论文,2006,5
[19]刘莹.从审奠需要看影视观众的期待心理[J],电影文学,2009(15)；11-12
[20]洪覠.浅析影视的素质教育与审美教育功能[J].电影文学,2009(4)；154-155
[21]毕义星.影视文化与人格教育[J].当代教育科学,2003(5)；35-38
[22]颜悦南.论影视审美教育在当代大学生人格塑造中的作用[J].湖北经济学院学报(人文社会科学版),2007,1：200-201
[23]戴建华.当代青少年亲情价值观的心理学研究[D].上海师范大学硕士学位论文,2007,4
[24]谭开翠.利用亲情关系开展思想政治教育的理论基础[J].三峡大学学报(人文社会科学版),2005,5
[25]张海钟,李娜.亲情的跨学科研究综述与文化心理学研究发微[J].阴山学刊,2010,8：16-20
[26]张跃年,周慧磊.加强“亲情教育”刻不容缓[J].学校党建与思想教育,2009(1)：14
[27]鲁杰.亲子关系中亲情的意义.心理与健康[J],2006年(6),4—6
[28]张跃年.论加强大学生亲情教育的必要性[J].黄冈职业技术学院学报[J],2005,3：78-79
[29]唐海珍,李国强当代大学生亲情观调查研究[J].长沙民政职业技术学院学报,2006,9；31-33
[30]赵建岭.关于加强大学生亲情教育的思考[J].山西农业大学学报(社会科学版),2007(2)：214-218
[31]尚慧.大学生亲情歉疚心理初探[J].漯河职业技术学院学报,2010,11：121-123
[32]于世孝等：大学生亲情关系中的负债心理探析[J].河北科技大学学报(社会科学版),2003,9：72-74
[33]罗箭华农村中学留守儿童亲情缺失的调查与思考[J].科技信息,2009,(28)：41-42
[34]周菊平.如何促进寄养儿童亲情化的建立『J].中国民康医学,2007,8：699-700
Constance R Ahrons.Family Ties After Divorce:Long-Term Implications for Children. Family Process[J]; Mar 2007; 46,1; ProQuest Psychology Journals:53-65
[36]吴新颖.青年价值观构建的重要力量[J]：亲情.论理学院研究,2009,7：60-62
[37]戴建华.当代青少年亲情价值观的心理学研究[D].上海师范大学硕士学位论文,2007,4
[38]孙丽君.渝豫两地家庭亲情教育对中学生亲情观的影响研究[Dl.西南大学硕士学位论文,2009,4
[39]张立改,陈运普.当代大学生亲情教育探析[J].湖北社会科学,2010(6)：185-188
[40]李娜.留守儿童亲情养成的路径分析[J].当代青年研究,2008,(10)：17-23
[41]李燕.唤醒学生感恩的心—谈谈利用有效的家校沟通对独生子女进行亲情教[J].科技信息,2009(22)：239
[43]袁艳芳.大学生家庭价值观教育与父母教养方式关系研究[J].高教论坛,2008(4)：189
[44]周天梅.高等师范院校学生人格特征的性别及年级差异比较[J],.中国临床康复2006,6：19
[45]曲媛媛.大学生家庭亲密度、职业价值观与自我和谐的关系研究[D].曲阜师范大学硕士学位论文,2009,4：25
[46]匡尔锋.论影视文化对学生价值观的影响及对策[D],.湖南师范大学硕士学位论文2006,5：42
[47]戴建华.当代青少年亲情价值观的心理学研究[D].上海师范大学硕士学位论文,2007,4：43
[48]张佩娟.独生了女价值观的家庭教育研究[D].河南大学硕士学位论文,2011.06：17
[49]李贞霞.高职学生亲情观调查[J].杨凌职业技术学院学报,20010.6：37
[50]于世孝,宋占新,蒋立杰.大学生亲情关系中的负债心理探析[J].河北科技大学学报(社会科学版),2003,9.
[51]章志光,金盛华.社会心理学[M].北京：人民教育出版社,1998：68
[1]李翠新.大学生闲暇生活现状分析及教育对策研究[D].华南师范大学硕士学位论文,2007,5：18
[2]CTR媒介与产品研究部.走进大学生——2006年中国大学生调查数据解读[J].2006
[3]唐海珍,李国强.当代大学生亲情观调查研究[J].长沙民政职业技术学院学报,2006,9
[4]寇或.大学生价值取向特点及其与家庭因素的相关研究[J].人大复印资料：心理学,1999(7)
[5]袁智忠.新时期影视作品道德价值取向及其对青少年的影响研究[D],西南大学博士学位论文,2009,4
[6]铁冰心.网络环境下影视作品权衡利弊研究[D].西北大学硕士学位论文,2006,6
[7]胡智锋.影视文化三论(上)[J].现代传播,2000(5)：43-49
[8]史可扬.影视传播学[M].北京；中国传媒大学出版社,广州,中山大学出版社.2006.1：134-157
[9]陈清主编.影视之光：电影电视卷[M].济南：山东学科技术出版社,2007.4：14-19,280-282
[10]陈红梅.后家庭伦理作品对中国传统家庭伦理观的颠覆与重构[J].电视研究,2010(8)：69-73
[11]米霞.影视文化对当代大学生道德品质的影响及对策研究[D].武汉大学硕士学位论文,2005.5
[12]高希希.影视文化中的道德意识与心灵净化[J].第五届“全国德艺双馨电视艺术工作者”专辑：9-11
[13]郭玉梅.试论影视文化对青少年成长的负面效应及其对策[J].安徽农业大学学报(社会科学版),2002(3)：92-93
[14]匡尔锋.论影视文化对学生价值观的影响及对策[D].湖南师范大学硕士学位论文,2006,5
[15]孙丙高,王志刚.优秀影视文化对青少年德育的提升[J].管理观察,2008,9：165-167.
[16]赵娜.论影视文化影响下的青少年价值观教育[D].山东师范大学硕士学位论文,,2009,5：22
[17]刘莹.从审奠需要看影视观众的期待心理[J],电影文学,2009(15)；11-12
[18]洪税.浅析影视的素质教育与审美教育功能[J].电影文学,2009(4)；154-155
[19]毕义星.影视文化与人格教育[J].当代教育科学,2003(5)；35-38
[20]颜悦南.论影视审美教育在当代大学生人格塑造中的作用[J].湖北经济学院学报(人文社会科学版),2007,1：200-201
[21]戴建华.当代青少年亲情价值观的心理学研究[D].上海师范大学硕士学位论文,2007,4
[22]谭开翠.利用亲情关系开展思想政治教育的理论基础[J].三峡大学学报(人文社会科学版),2005,5
[23]张海钟,李娜.亲情的跨学科研究综述与文化心理学研究发微[J].阴山学刊,2010,8：16-20
[24]张跃年,周慧磊.加强“亲情教育”刻不容缓[J].学校党建与思想教育,2009(1)：14
[25]鲁杰.亲子关系中亲情的意义.心理与健康[J],2006(6)：4—6
[26]张跃年.论加强大学生亲情教育的必要性[J].黄冈职业技术学院学报,2005,3：78-79
[27]赵建岭.关于加强大学生亲情教育的思考[J].山西农业大学学报(社会科学版),2007(2)：214-218
[28]尚慧.大学生亲情歉疚心理初探[J].漯河职业技术学院学报,2010,11：121-123
[29]于世孝等：大学生亲情关系中的负债心理探析[J].河北科技大学学报(社会科学版),2003,9：72-74
[30]罗箭华农村中学留守儿童亲情缺失的调查与思考[J].科技信息,2009,(28)：41-42
[31]周菊平.如何促进寄养儿童亲情化的建立[J].中国民康医学,2007,8：699-700
[32]Constance R Ahrons.Family Ties After Divorce:Long-Term Implications for Children. Family Process[J]; Mar 2007; 46,1; ProQuest Psychology Journals:53-65
[33]吴新颖.青年价值观构建的重要力量：亲情[J].论理学院研究,2009,7：60-62
[34]孙丽君.渝豫两地家庭亲情教育对中学生亲情观的影响研究[D].西南大学硕士学位论文,2009,4
[35]张立改,陈运普.当代大学生亲情教育探析[J].湖北社会科学,2010(6)：185-188
[36]李娜.留守儿童亲情养成的路径分析[J].当代青年研究,2008,(10)：17-23
[37]李燕.唤醒学生感恩的心—谈谈利用有效的家校沟通对独生子女进行亲情教[J].科技信息,2009(22)：239
[38]何学兵.浅析当代大学生家庭责任感—基于四川农业大学的调查[J].社会调查,2008(1)：56-58
[39]袁艳芳.大学生家庭价值观教育与父母教养方式关系研究[J].高教论坛,2008(4)：189
[40]周天梅.高等师范院校学生人格特征的性别及年级差异比较[J].中国临床康复,2006,6：19
[41]曲媛媛.大学生家庭亲密度、职业价值观与自我和谐的关系研究[D].曲阜师范大学硕士学位论文,2009,4：25
[42]匡尔锋.论影视文化对学生价值观的影响及对策[D].湖南师范大学硕士学位论文,2006,5：42
[43]戴建华.当代青少年亲情价值观的心理学研究[D].上海师范大学硕十学位论文,2007,4：43
[44]张佩娟.独生子女价值观的家庭教育研究[D].河南大学硕士学位论文,2011.06：17
[45]李贞霞.高职学生亲情观调查[J].杨凌职业技术学院学报,20010.6：37
[46]章志光,金盛华.社会心理学[M].北京：人民教育出版社,1998：68
[47]James Trier. Teaching with media and popular culture[J].Journal of Adolescent & Adult Literacy; Feb 2006; 49,5; ProQuest Education Journals:434-438
[48]Marya Spont. Analyzing Mass Media through Video Art Education:Popular Pedagogy and Social Critique in the Work of Candice Breitz[J].Studies in Art Education; Summer 2010; 51,4; ProQuest Education Journals:295-314
[49]Pamela G Taylor. Using visual culture to put a contemporary "fizz" on the study of pop art[J].Christine Ballengee-Morris Art Education; Mar 2003; 56,20-24
[50]Cinnamon Hillyard. Using Popular Culture to Teach Quantitative Reasoning.Primus:Problems, Resources, and Issues in Mathematics Undergraduate Studies[J]; Jan-Mar 2007; 17, 1;ProQuest Education Journals:36-43
[51]Cameron White.Filling the "Holes":Youth Culture in Social Studies[J].Social Studies Review; Fall 2004; 44,1; ProQuest Education Journals:58-61
[52]Thomas A Fain Jr. American Popular Culture:Should We Integrate It into American Education? [J].Education; Summer 2004; 124,4; ProQuest Education Journals:590-594
[53]Bronwyn T.Williams. Action heroes and literate sidekicks:Literacy and identity in popular culture[J]. Jounal of Adolescent & Adult Literacy,2007,5:680-685
[54]Cameron White.Kidstory:Social Studies through Kid Culture and TV Cartoons[J]. Social Studies Review; Spring 2006; 45,2; ProQuest Education Journals:64-67
[55]Susan Linn. Children and Commercial Culture:Expanding the Advocacy Roles of Professionals in Education, Health and Human Service. The Journal of Negro Education[J]; Fall 2003; 72,4; ProQuest Psychology Journals:478-487
[56]Susan Linn. Children and Commercial Culture:Expanding the Advocacy Roles of Professionals in Education,Health and Human Service[J].The Journal of Negro Education; Fall 2003; 72,4; ProQuest Psychology Journals:478-487
[57]White, Theresa Renee. Media as pedagogy and socializing agent:Influences of feminine beauty aesthetics in American teen-oriented films and magazines on African American adolescent female self image[J]. Dissertation Abstracts International Section A:Humanities and Social Sciences. Vol.69(10-A),2009:3871.
[58]Constance R Ahrons.Family Ties After Divorce:Long-Term Implications for Children. Family Process[J]; Mar 2007; 46,1; ProQuest Psychology Journals:.53-65
[59]Martijn J A Hogerbrugge,Pearl A Dykstra.The Family Ties of Unmarried Cohabiting and Married Persons in the Netherlands [J]. Journal of Marriage and Family; Feb 2009; 71,1; ProQuest Psychology Journals:135-145
[60]Carol Coohey.The Relationship Between Mothers'Social Networks and Severe Domestic Violence:A Test of the Social Isolation Hypothesis [J]. Violence and Victims, Volume 22, Number 4, 2007:503-51