社會(huì)研究方法（第十一版）（影?。?/h1>

出版時(shí)間：2007-7-1  出版社：清華大學(xué)出版社  作者：[美] 巴比（Earl Babbie）  頁數(shù)：511  
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內(nèi)容概要

您將在教學(xué)專家和學(xué)術(shù)暢銷書作者艾爾·巴比(Earl Babbie)的指導(dǎo)下，學(xué)習(xí)社會(huì)科學(xué)研究的邏輯和技巧，并真正了解量化和質(zhì)化研究的本質(zhì)。作者通過幽默的話語和生動(dòng)的比喻，特別是當(dāng)今社會(huì)生活中各種觸手可及的具體例子，深入淺出地講解了社會(huì)研究的基本過程和各種具體的研究方法，帶領(lǐng)初學(xué)者在不知不覺間進(jìn)入社會(huì)研究的廣闊天地?！　∩鐣?huì)研究由此注定是一種需要與時(shí)俱進(jìn)的實(shí)踐。作為介紹和傳授社會(huì)研究實(shí)踐知識(shí)和技能的教材，本書的一再修訂，正是社會(huì)研究方法中這種變與不變的特點(diǎn)的體現(xiàn)。 本書主分四部分。第一部分為社會(huì)研究緒論；第二部分介紹社會(huì)研究的設(shè)計(jì)問題；第三部分是對(duì)各種具體研究方法的介紹；第四部分介紹各種數(shù)據(jù)分析和處理方法。 擁有這本講授研究方法的暢銷書，社會(huì)科學(xué)研究將不再可望而不可及。

作者簡介

作者：(美國)巴比

書籍目錄

第1部分 研究概論　第1章 人類研究與科學(xué)　　導(dǎo)言　　尋求真實(shí)　　　一般的人類研究　　　傳統(tǒng)　　　權(quán)威　　　研究中的錯(cuò)誤及解決方法　　　什么是真正的真實(shí)？　　社會(huì)科學(xué)的基礎(chǔ)　　　　理論而非哲學(xué)或信仰　　　社會(huì)規(guī)律　　　總體而非個(gè)體　　　變量語言　　社會(huì)研究中的一些辯證關(guān)系　　　個(gè)案式和通則式解釋模式　　　歸納與演繹理論　　　定量與定性數(shù)據(jù)　　　基礎(chǔ)研究和應(yīng)用研究　　社會(huì)研究的倫理　　　自愿參與　　　對(duì)研究對(duì)象無害　　本章要點(diǎn)　　關(guān)鍵術(shù)語　　復(fù)習(xí)和練習(xí)　　補(bǔ)充讀物　　ssps練習(xí)　　網(wǎng)絡(luò)資源　第2章 范式、理論與社會(huì)研究　　導(dǎo)言　　幾種社會(huì)科學(xué)范式　　　宏觀與微觀理論　　　早期實(shí)證主義　　　社會(huì)達(dá)爾文主義　　　沖突范式　　　符號(hào)互動(dòng)主義　　　常人方法論　　　結(jié)構(gòu)功能主義　　　女性主義范式　　　批判種族理論　　　再論理性的客觀性　　社會(huì)理論的要素　　兩種邏輯體系　　　科學(xué)的傳統(tǒng)模式　　　演繹與歸納：舉例說明　　　圖解對(duì)照　　演繹式理論建構(gòu)　　　開始　　　建構(gòu)理論　　　演繹式理論舉例：分配的正義　　歸納式理論建構(gòu)　　　歸納式理論建構(gòu)：人們?yōu)楹挝炒舐?　　理論和研究的關(guān)聯(lián)性　　本章要點(diǎn)　　關(guān)鍵術(shù)語　　復(fù)習(xí)和練習(xí)　　補(bǔ)充讀物　　ssps練習(xí)　　網(wǎng)絡(luò)資源　第3章 社會(huì)研究的倫理與政治第2部分 研究的建構(gòu)　第4章 研究設(shè)計(jì)　第5章 概念化、操作化與測(cè)量　第6章 指標(biāo)、量表和分類法　第7章 抽樣邏輯第3部分 觀察的方式　第8章 實(shí)驗(yàn)法　第9章 調(diào)查研究　第10章 定性的實(shí)地研究　第11章 非介入性研究　第12章 評(píng)估研究第4部分 數(shù)據(jù)分析　第13章 定性資料分析　第14章 定量資料分析　第15章 詳析模式　第16章 社會(huì)統(tǒng)計(jì)　第17章 閱讀和撰寫社會(huì)研究附錄參考文獻(xiàn)術(shù)語表人名對(duì)照

章節(jié)摘錄

　　If you're using quantitative data， present them so the reader can recompute them. In the case of percentage tables， for example， the reader should be able to collapse categories and recompute the percentages. Readers should receive sufficient information to permit them to compute percentages in the table in the direction opposite from that of your own presentation.　　Desaibe all aspects of a quantitative analysis in sufficient detail to permit a secondary analyst to replicate the analysis from the same body of data. This means that he or she should be able to aeate the same indexes and scales， produce the same tables， arrive at the same regression equations， obtain the same factors and factor loadings， and so forth. This will seldom be done， of course， but if the report allows for it， the reader will be far better equipped to evaluate the report than if it does not.　　Provide details.lf you're doing a qualitative analysis， you must provide enough detail that your reader has a sense of having made the observations with you. Presenting only those data that support your interpretations is not sufficient; you must also share those data that conflict with the way you've made sense of things. Ultimately， you should provide enough information that the reader might reach a different conclusion than you did-though you can hope your interpretation will make the most sense. The reader， in fact， should be in position to replicate the entire study independently， whether it involves participant observation among heavy metal groupies， an experiment regarding jury deliberation， or any other study format. Recall that replicability is an essential norm of science. A single study does not prove a point; only a series of studies can begin to do so. And unless studies can be replicated， there can be no meaningful series of studies.　　Integrate supporting materials.l've previously mentioned the importance of integrating data and interpretations in the report. Here is a more speafic guideline for doing this. Tables， charts， and figures，if any， should be integrated into the text of the report-appearing near that portion of the text discussing them. Sometimes students describe their analyses in the body of the report and place all the tables in an appendix. This procedure greatly impedes the reader， however. As a general rule， it's best to （1） describe the purpose for presenting the table， （2） present it， and （3） review and interpret it.　　Draw explicit conclusions. Although research is typically conducted for the purpose of drawing general conclusions， you should carefully note the specific basis for such conclusions. Otherwise you may lead your reader into accepting unwarranted conclusions.　　Point to any qualifications or conditions warranted in the evaluation of conclusions. Typically， you know best the shortcomings and tentativeness of your conclusions， and you should give the readei the advantage of that knowledge. Failure to do so can misdirect future research and result in a waste of research funds.　　As I said at the outset of this discussion， re- search reports should be written in the best pos- sible literary style. Writing lucidly is easier for some people than for others， and it's always harder than writing poorly. I again refer you to the Strunk and White book. Every researcher would do well to follow this procedure： Write. Read Strunk and White. Revise. Reread Strunk and White. Revise again. This will be a difficult and time-consuming endeavor， but so is science.A perfectly designed， carefully executed， and ' brilliantly analyzed study will be altogether worthless unless you can communicate your findings to others. This section has attempted to provide some guidelines toward that end. The best guides are logic， clarity， and honesty. Ultimately， there is no substitute for practice.　　Going Public　　Though I have written this chapter with a particular concern for the research projects you may be alled on to undertake in your research methods ourse， you should realize hat graduate and even ndergraduate students are increasingly presenting he results of their research as professional papers published articles.　　If you would like to explore these possibilities frther， you may find state and regional associa-tions more open to students than national associa-tions are， although tudents may present papers to he American Sociological Assoaation， for example. Some associations have special sessions and　　programs for student participants. You can learn more about these possibilities by visiting the associations' websites to learn of upcoming meetings and the topics for which papers are being solicited.　　Typically， you'll submit your paper to someone who has agreed to organize a session with three to five papers on a particular topic. The organizer chooses which of the submissions will be accepted for presentation. Oral presentations at scholarly meetings are typically　15-20 minutes long， with the possibility of questions from the audience. Some presenters read a printed paper， whereas others speak from notes. Inaeasingly， presenters use computer slide shows， though such presentations are stillin the minority.　　To publish an article in a scholarly journal， you would do well to identify a journal that publishes articles on the topic of your research. Again， the journals published by state or regional associations may be more accessible to student authors. Each journal will contain instructions for submitting ar- ticles， including instructions for formatting your article. Typically， articles submitted to a journal are circulated among three or so anonymous reviewers， who make comments and recommendations to the journal's editor. This is referred to as the "peer review" process. Sometimes manusaipts are accepted pretty much as submitted， some are returned for revision and resubmission， and still others are rejected. The whole process from submission to a decision to publish or reject may take a few months， and there will be a further delay beforethe article is actually published.　　To meet the costs of publication， a journal will sometimes require that authors pay a small fee on acceptance. Typically， authors receive extra copies of their article called "reprints"-to give to friends and family and to satisfy requests from professional colleagues.　　This chapter， and indeed this book， has provided what I hope will be a springboard for you to engage in and enjoy the practice of social research. The next time you find yourself pondering the cause of prejudice， or observing a political rally， or just plain curious about the latest trends in television， I trust you'll have the tools to explore your world with a social scientific eye.　　……

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