大眾傳播理論

內(nèi)容概要

　　《新聞與傳播系列教材·大眾傳播理論：基礎(chǔ)延展與未來(lái)（影印第3版）》是最新的大眾傳播學(xué)教材，吸納了國(guó)際傳播學(xué)界最新的理論和研究成果，比以前的版本更加重視前沿問(wèn)題，比如媒介角色研究、傳播的全球化、受眾接受問(wèn)題、媒介行為的評(píng)價(jià)等。《新聞與傳播系列教材·大眾傳播理論：基礎(chǔ)延展與未來(lái)（影印第3版）》的最大特點(diǎn)是媒介理論放在大眾傳播理論的中心位置。它按照歷史的線索對(duì)大眾傳播理論進(jìn)行了權(quán)威的介紹，描述了大眾傳播理論兩大主要流派--經(jīng)驗(yàn)學(xué)派和文化批判學(xué)派的產(chǎn)生和發(fā)展過(guò)程，對(duì)這兩種學(xué)術(shù)傳統(tǒng)是如何支持媒介文化運(yùn)動(dòng)的發(fā)展進(jìn)行了總結(jié)性陳述，同時(shí)提出了一種將二者結(jié)合起來(lái)的新的媒介傳播理論?！　　缎侣勁c傳播系列教材·大眾傳播理論：基礎(chǔ)延展與未來(lái)（影印第3版）》的作者是兩位很出色的美國(guó)傳播學(xué)教授。巴蘭（Stanley J.Baran）在廣播電視和電影研究方面獲過(guò)很多獎(jiǎng)項(xiàng)。戴維斯（Dennis K.Davis）博士是媒體研究的教授，多次獲美國(guó)的傳播學(xué)教學(xué)獎(jiǎng)。這《新聞與傳播系列教材·大眾傳播理論：基礎(chǔ)延展與未來(lái)（影印第3版）》的敘述方式和思維邏輯獨(dú)到、內(nèi)容表述上簡(jiǎn)單潔明晰、體例也很新穎，每一章都提供相關(guān)的“重要人物及其著作”介紹?！　　缎侣勁c傳播系列教材·大眾傳播理論：基礎(chǔ)延展與未來(lái)（影印第3版）》適合作為新聞傳播專業(yè)的大眾傳播學(xué)課程的核心教材或參考書(shū)，對(duì)廣大新聞從業(yè)人員也不失為一本很好的案頭書(shū)。我們推出這套原版教材就是希望學(xué)習(xí)者能夠原汗原味地去理解和把握西方傳播學(xué)的精髓和妙處。 

書(shū)籍目錄

前言第一部分 大眾傳播理論介紹第一章 介紹關(guān)于媒介的三個(gè)問(wèn)題大眾傳播的定義和再定義媒介理論發(fā)展的五個(gè)時(shí)期大眾社會(huì)與大眾文化時(shí)期大眾傳播的科學(xué)研究視角的出現(xiàn)有限效果理論的出現(xiàn)文化批評(píng)理論，對(duì)有限效果理論的挑戰(zhàn)適中效果視角的出現(xiàn)正在進(jìn)行的論戰(zhàn)理論探索批判與思考重要學(xué)者及其著作第二章 大眾傳播理論綜述科學(xué)與人類行為分裂的社會(huì)科學(xué)理論的定義大眾傳播與理論小結(jié)理論探索批判與思考重要學(xué)者及其著作第二部分 大眾社會(huì)與大眾文化時(shí)期第三章 媒介產(chǎn)業(yè)的興起與大眾社會(huì)理論綜述起源黃色新聞業(yè)的興起大眾傳媒發(fā)展與衰退的循環(huán)大眾社會(huì)的批判與關(guān)于媒介的大論戰(zhàn)大眾社會(huì)理論的假說(shuō)……第十章 宣傳時(shí)代媒介理論的興起第五章 大眾傳播的規(guī)范理論第三部分 有限效果論的興盛和衰退第六章 有限效果論的興起第七章 中程理論與有限效果范式的強(qiáng)化第八章 挑戰(zhàn)權(quán)威的范式：兒童、系統(tǒng)和效果第四部分 當(dāng)代大眾傳播理論——尋求共識(shí)、面臨挑戰(zhàn)第九章 大眾傳播的批判和文化理論的興起第十章 媒介和受眾：關(guān)于媒介在日常生活中所扮演的角色的理論第十一章 關(guān)于媒介、文化和社會(huì)的理論第十二章 大眾傳播理論的趨勢(shì)：尋求共識(shí)、面臨挑戰(zhàn)參考書(shū)目索引 

章節(jié)摘錄

We wrote the first and second editions of this textbook at a prosperous time in the life of our nation when U.S. media industries were undergoing rapid change. Amer-ican corporations were spreading around the world. Dot corn companies were thriv-ing in a "New Economy" that some thought likely to prosper for decades. New media technology was evolving so rapidly and new media applications were prolif-erating so fast that a new scale of "Internet time" was created to measure change."Brick and mortar"companies were distained in favor of virtual enterprises.Change was also going on in media theory and research. Theory was in fer-ment as new perspectives challenged long-standing notions. Researchers strug-gled with questions flowing from the changes in media. They debated how bestto understand the role of new media and chart their place among the well-established mass media. Considerable research focused on mass media entertain-ment and its effects. Researchers asked whether new media-based entertainmentwould displace established mass media. Would the Internet displace television or would the tube absorb the Internet? Would people pay the extra price to getHDTV? Did the protection of children from online smut require new laws? What would happen to face-to-face communication in the wake of the email onslaught? Virtual democracy? MP3? Web radio?On September 11, 2001, everything changed. As we wrote the third edition to this textbook, the Western world was reeling from the terrorist attack on the World Trade Center in New York and on the Pentagon in Washington. A new type of war was declared on terrorism. Americans were told to make important sacrifices and to be vigilant, but at the same time to carry on our daily lives as though September 11 had never happened. As authors, we faced a serious chal-lenge. When it comes to media theories, what is still relevant and what is unim-portant? How can and should we understand the role that media now play in the world that has 'been radically altered? In our previous editions we argued, "the price to be paid for our failure to understand the role of media is dear." We pointed to controversies over the effects of media violence and the banning of rap music lyrics.…… 

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