2009-2010场论考研试题及答案

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2009年清华大学829电磁场理论考研真题【圣才】

2009年清华大学829电磁场理论考研真题一、简答题（5′×10＝50′）1．写出微分形式的麦克斯韦方程组。

2．如果空间某点的电场强度为0，附近是否可以存在电荷？举例说明。

3．原点附近有C库伦的正电荷与M强度的永久磁铁。

在一个以原点为球心的足够大封闭球面上积分坡印廷矢量，问积分结果与C和M的比例关系。

4．一个左旋圆极化波以布儒斯特角入射到介质分界面上，问反射波是什么极化波。

5．一个内径为1mm，外径为2mm的同轴线，该传输线基模的截止频率是多少。

6．两个夹角为85°的半无限大理想导体构成的区域内有一个点电荷，问是否可以用镜像法求解其电场分布？为什么。

7．满足怎样的条件，时变电磁场可以用准静态场近似。

8．真空中100MHz和10GHz的TEM波的波阻抗分别是多少？9．解释静电场的唯一性定理。

10．用分离变量法求解场问题的前提条件是什么？二、（20′）如图，四条金属边构成的矩形区域，一条边界电压为100V，其余接地。

求（x，y）＝（2cm，4cm）处的电压值。

三、（20′）真空中一个300MHz的均匀平面右旋圆极化波以60°角入射到位于XZ平面的无限大金属板上，设t＝0时刻入射电场在坐标原点处为E0z︵。

（1）写出入射波的电场复数表达式。

（2）求反射波的电场复数表达式，说明反射波是什么波。

（3）由入射波和反射波合成的总场在XY平面内Y＞0的区域是否存在电场分量E z≡0的点？如有，给出一个满足要求点的坐标值。

四、（20′）由积分形式的麦克斯韦方程组推导出时变电磁场的无自由电荷、无自由电流媒质分界面的全部边界条件。

五、（20′）真空中两个在同一平面上的同心导电圆环A1，A2，半径分别为a1，a2且a1＜＜a2。

求两圆环的互感系数。

六、（20′）矩形波导截面尺寸75mm×50mm。

内部为真空。

（1）最低模式和次低模式分别是多少？（2）单模传播的波长范围是多少mm？频率范围是多少MHz？（3）如何保持波导的最低工作频率不变，而增加单模工作的频率范围？通过这种方式可以实现的单模工作最高频率是多少？。

全国新闻学考研真题

2009年全国各高校新闻传播学考研真题涵盖以下十所高校试题复旦、人大、中传、华科、武大、浙大、川大、北大、南大、汕大2009年复旦大学新闻学考研试题基础理论试题：一、名词解释1、时务体2、《中国日报》香港3、每周评论4、《与大公报论国是》5、法兰克福学派二、简答题1、如何理解新闻选择对新闻工作的意义2、中华民国在国民党时期的新闻法制原则，简述之3、邹韬奋主编的7大主要报刊，具体时间地点。

三、论述题1、用“积极的受众”分析新媒介环境下，受众的媒介使用状况2、新闻媒介对现代民主的影响3、1942年整风运动后，延安《解放日报》的重大改革传播实务：一、名词解释1、意见调查员2、网上信息评估3、电子政府4、尼古拉斯.尼葛洛庞帝二、简答题1、因特网时代广播的优势和劣势2、互联网跨文化冲突的起因和对策3、企业或组织要聘用外部咨询公司的理由三、论述题1、在网络时代，人际传播的新趋势2、新媒体环境下，公司内部雇员的沟通方式和趋势四、综合：1、关于网络时代和公共关系的关系为题，自拟题目，1000字以内。

2、基于网络虚假信息和传言的恶劣影响的例子。

中国人民大学2009年新闻传播史论试题一、名词解释(10×5分)1、公民新闻2、邸报3、新闻法治4、巴西环球集团5、时代华纳6、创新扩散理论7、传媒价值链8、史量才9、注意力经济10、拟态环境二、简答(4×15分)1、受众意识的基本内涵2、文化大革命对中国新闻业的破坏与影响3、画出循环传播模式图，并简要叙述主要内容（画1950年施拉姆的双向传播模式并分析）4、传媒产业为上市的利益与风险（机遇与挑战）三、论述题(40分)传媒间合作与竞争的现状与趋势2009人大新闻学专业新闻实务（回忆）一、110分1、消息600字2、标题两个，单一和复合型3、从网络传播和社会监督的角度来写一篇新闻评论，600字材料分别是三段，大概说的是新余人力资源考察团、温州考察团公费旅游的事情，最后一篇是12月5号温州市委的处理结果，题目要求按12月6号消息发，所以应该把导语合适处理下，保证时效性。

2009年全国硕士研究生入学统一考试真题加答案

2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are.1 the fruit-fly experiments described in Carl Zimmer‘s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning — a gradual 7 — instead of instinct. Plenty of other species are able to learn, and one of the things they‘ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That‘s the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we‘ve left in the dust I.Q.-wise, it implicitly asks what the real11 of our own intelligence might be. This is 12 the mind of every animal I‘ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think19. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. ―Not choice, but habit rules the unreflecting herd,‖ William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word ―habit‖ carries a ne gative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don‘t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they‘re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.―The first thing needed for innovation is a fascination with wonder,‖ says Dawna Markova, author of ―The Open Mind‖ and an executive change consultant for Professional Thinking Part ners. ―But we are taught instead to ‗decide,‘ just as our president calls himself ‗the Decider.‘‖ She adds, however, that ―to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.‖A ll of us work through problems in ways of which we‘re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to2approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. ―This breaks the major rule in the American belief system — that anyone can do anything,‖ explains M. J. Ryan, author of the 2006 book ―This Year I Will...‖ and Ms. Markova‘s business partner. ―That‘s a lie that we have perpetuated, and it fosters commonness. Knowing what you‘re good at and doing even more of it creates excellence.‖ This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.‖ ruts‖(in li ne one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova‘s comments suggest that the practice of standard testing ? A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom –or at least confirm that he‘s the kid‘s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.3Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family‘s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, ―There is a kind of false precision being hawked by people claiming they are doing ancestry testing,‖ says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father‘s line or mito chondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don‘t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK‘s ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one‘s b irth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.4[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It‘s problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry‘s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don‘t force it. After all, that‘s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn‘t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity‘s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced5economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn‘t const rain the ability of the developing world‘s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn‘t developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries ___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was ―So much6important attached to intellectual pursuits ‖ Accord ing to many books and articles, New England‘s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans‘ theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read th e magical words: ―come out from among them, touch no unclean thing , and I will be your God and you shall be my people.‖ One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many se ttles had slighter religious commitments than Dane‘s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . ―Our main end was to catch fish. ‖36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations738. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .8Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist Émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the ―survival of the fittest,‖ in which weaker races and societies must eventu ally be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people‘s social structure, such as initiation ceremonies that formally signify children‘s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery9making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section & Writing10Part A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. ―White pollution ‖is still going on. Write a letter to the editor(s) of your local newspaper to1)give your opinions briefly and2)make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)11。

武汉大学：传播理论考研真题更新至2010年

2010年武汉大学传播理论考研真题一、辨析题1、在集合行为中，流言和语言都是人为制造的消息和言论，它们的信源不明，无法得到确认。

是操纵人群的有效方法，给正常的社会秩序和社会规范带来破坏结果，请对此观点予以辨析。

2、“观点的自由市场”是社会责任理论的重要原则，它强调传播者和作为公众的受传者的权利，认为保证不存意见在“公开的市场”上进行自由竞争，这是大众传播媒介对社会和公众承担责任和义务的最好方式。

请对此观点予以辨析。

二、简单题1、请简要回答什么是信息主权，以及如何理解信息主权的重要性？2、麦克卢汉与鲍德里亚两位学者都使用了“内爆”概念描述传播技术发展带给人类社会的影响，请简要回答如何理解两位学者“内爆”概念的差异？三、论述题1、请论述如何认识传播效果概念？“培养分析”作为一项综合的系统研究分有不同研究阶段和三个方面，请论述它如何从不同层面发现大众媒介的传播效果，从而形成“培养理论”？2、请论述如何认识葛兰西的霸气理论对文化研究的影响？它对于我们理解资本主义大众媒介的功能具有什么启发意义？四、材料分析题2009年，尽管在进入危机的打击之下，世界各国的媒体都遭遇了一场寒冬，在Twitter 为代表的微博客等新媒体却在媒介市场中独领风骚，在适应新媒体时代的发展，传统媒体纷纷实施战略转型。

以新华社为例，6月16日，新华社电视成为国内开心网的第一个机构用户；9月1日，新华社手机电视台正式开播。

传统媒体正以积极的姿态探索新的报道方式及商业运作模式。

然而，新媒体颠覆传统媒体议程设置功能，扩大信息沟等现象也让人们担忧，传统媒体的战略转型是否以牺牲大众媒介的公共责任为代价。

请结合新媒体的大众传播特点，运用传播学理论谈谈你对微博客等新媒体社会功能转型的认识，以及如何认识新媒体中受众媒介参与行为的社会影响。

2009年武汉大学传播理论考研真题一、辨析题1、人类传播是有目的的行为，对传播效果的研究贯穿着传播学的研究。

传播效果研究在百年研究历史的各个阶段呈现明显的差异，这是传播技术的时代变迁导致的变化。

2009年10月考研管理类联考真题--精选版篇82.doc

2009年10月考研管理类联考真题一、问题求解80，若在该车间一次技术考核中全体工人的平均成1、已知某车间的男工人比女工人多%20，则女工人的平均成绩为（）绩为75分，而女工人平均成绩比男工人平均成绩高%分。

A、88B、86C、84D、82E、802、某人在市场上买猪肉，小贩称得肉重为4斤，但此人不放心，拿出一个自备的100克重的砝码，将肉和该砝码放在一起让小贩用原称复称，结果重量为4.25斤，由此可知顾客应要求小贩补猪肉（）两。

A、3B、6C、4D、7E、820的价格出售，3、甲乙两商店某种商品的进货价格都是200元，甲店以高出进货价格%15的价格出售，结果乙店的售出件数是甲店的2倍。

扣除营业税后乙店以高出进货价格%5，则甲乙两点售出该商品各为乙店的利润比甲店多5400元。

若设营业税率是营业额的%（）件。

A、450,900B、500,1000C、550,1100D、600,1200E、650,13004、甲乙两人在环形跑道上跑步，他们同时从起点出发，当方向相反时每隔48秒相遇一次，当方向相同时每隔10分钟相遇一次。

若甲每分钟比乙快40米，则甲乙两人的跑步速度分别是（）米/分A 、470,430B 、380340C 、370,330D 、280,240E 、270,2305、一艘小轮船上午8:00起航逆流而上（设船速和水流速度一定），中途船上一块木板落入水中，直到8:50船员才发现这块重要的木板丢失，立即调转船头去追，最终于9:20追上木板。

由上述数据可以算出木板落水的时间是（）A 、8:35B 、8:30C 、8:25D 、8:20E 、8:156、若y x ,是有理数，且满足0352)31()321(=+--++y x ，则y x ,的值分别为（）A 、3,1B 、2,1-C 、3,1-D 、2,1E 、以上结论都不正确7、设a 与b 之和的倒数的2007次方等于1，a 的相反数与b 之和的倒数的2009次方也等于1，则=+20092007b a （）A 、1-B 、2C 、1D 、0E 、200728、设2020--+-+-=a x x a x y ，其中200<<a ，则对于满足20≤≤x a 的x 值，y 的最小值是（）A 、10B 、15C 、20D 、25E 、309、若关于x 的二次方程05)1(2=-+--m x m mx 有两个实根βα、，且满足01<<-α和10<<β，则m 的取值范围是（）A 、43<<mB 、54<<mC 、65<<mD 、56<>m m 或E 、45<>m m 或10、一个球从100米高处自由落下，每次着地后又跳回前一次高度的一半再落下。

陈纪修《数学分析》（第2版）（下册）名校考研真题-曲线积分、曲面积分与场论（圣才出品）

陈纪修《数学分析》（第2版）（下册）名校考研真题-曲线积分、曲面积分与场论（圣才出品）第14章曲线积分、曲面积分与场论1．计算为取逆时针方向．[南开大学2011研]解：记因为P与Q在点（0，0）处都无定义，则不能直接应用格林公式．在L围成的区域内取一闭曲线L1:（取逆时针方向）,则在L与L1围成是区域内可以应用格林公式．由于则由Green公式知，则2．求第一型曲面积分其中h≠R．[浙江大学研]解：令其中且3．计算其中[湖南大学研]解：令所以4．求常数λ，使得曲线积分对上半平面内任何光滑闭曲线L成立．[北京大学研]解：记由题设知，所考虑积分在上半平面内与路径无关，所以，即即即所以λ=．5．设为xy平面上具有光滑边界的有界闭区域且u为非常值函数及证明[武汉大学研]证明：因在上，u=0．故所以又u为非常值函数，故再注意到的连续性，所以6．计算其中∑为圆柱面被z=0，z=3截的部分外侧．[北京航空航天大学研]解：分别补充圆柱体的交面记P=x，Q=y，R=z，由奥高公式而平面，yz平面；平面，yz平面，所以从而7．计算为[南开大学2011研]解：(对称性)8．计算曲线积分其中L是从（2a，0）沿曲线到点（0，0）的一段．[兰州大学2009研]解：曲线即记则所以所以由Green公式得9．计算，其中为圆柱面的部分，它的法线与ox轴正向成锐角；为xoy平面上半圆域：的部分，它的法线与oz轴正向相反．[上海交通大学研]解：如图14-1所示，补充则构成封闭曲面的外侧，由奥高公式其中则又，从而平面，平面，从而图14-110．计算曲线积分其中C是从A（－a，0）经上半椭圆到B（a，0）的弧段．[湖北大学研]解：记则所以此积分在上半平面内与路径无关，如图14-2所示取以（0，0）为心，a为半径的上半圆周，则。

2009中国人民大学社会学考研真题

2009中国人民大学社会学考研真题2009社会学理论一、名词解释（5*8）1、文化特质2、组织结构3、基尼系数4、全球化5、目标合理行为（韦伯）6、行动单元（帕森斯）7、交往理性（哈贝马斯）8、符号互动论（布鲁默）二、简答题（15*4）1、社会地位与角色的内涵与关系。

2、简述“紧急规范”的形成及作用。

3、简述米德对自我的分类，及自我的发展。

4、戈夫曼“印象管理理论”的内涵。

三、论述题（25*2）1、试用“功能分析论”视角分析建设和谐社会存在的主要问题。

2、试述实证社会学和理解社会学在方法论及研究取向上的分歧，并说出你的观点。

社会学方法一、简答题（20’）1、假设检验的第一类错误是什么？第二类错误是什么？二者有何关系？2、如果条件允许，多阶段抽样最好要扩大哪个阶段的样本数？为什么？二、论述题（55’）1、集中趋势指标有哪些？公式是怎样的？有何关系？2、事后解释的内涵？其本质错误是什么？怎样避免事后解释的错误？第二部分一、名词解释：（30’）1、霍桑效应2、双尾检验3、非抽样误差4、皮尔森系数5、交互信度6、正态分布二、简答题：（20’）1、实地观察的角色结构，及应注意的伦理。

2、问卷法的优缺点，及其使用范围。

三、论述题：（25’）1、方差分析的适用对象，及其假设和检验的基本过程。

考研真题答题黄金攻略名师点评：认为只要专业课重点背会了，就能拿高分，是广大考生普遍存在的误区。

而学会答题方法才是专业课取得高分的关键。

(一)名词解释答题方法【考研名师答题方法点拨】名词解释最简单，最容易得分。

在复习的时候要把参考书中的核心概念和重点概念夯实。

近5-10年的真题是复习名词解释的必备资料，通过研磨真题你可以知道哪些名词是出题老师经常考察的，并且每年很多高校的名词解释还有一定的重复。

专业课辅导名师解析：名词解释答题方法上要按照核心意思+特征/内涵/构成/案例，来作答。

①回答出名词本身的核心含义，力求尊重课本。

这是最主要的。

2009年南开大学社会学考研社会理论真题及答案解析

2010年南开大学社会学考研社会理论真题及答案解析一、名词解释1、小群体2、虚拟社区3、形式社会学4、敏化概念5、哈贝马斯6、《社会研究的新规则》二、简答题1、社会分层的社会反应2、韦伯对冲突社会学的影响3、布迪厄文化资本理论4、社会变迁的形式5、当代中国性别角色变迁6、布劳对交换轮的贡献三、论述题1、从社会学理论发展的角度，对比评述涂尔干帕森斯加芬克尔社会秩序观2、社会结构理论分析我国社会建设专业课的复习和应考有着与公共课不同的策略和技巧，虽然每个考生的专业不同，但是在总体上都有一个既定的规律可以探寻。

以下就是针对考研专业课的一些十分重要的复习方法和技巧。

一、专业课考试的方法论对于报考本专业的考生来说，由于已经有了本科阶段的专业基础和知识储备，相对会比较容易进入状态。

但是，这类考生最容易产生轻敌的心理，因此也需要对该学科能有一个清楚的认识，做到知己知彼。

跨专业考研或者对考研所考科目较为陌生的同学，则应该快速建立起对这一学科的认知构架，第一轮下来能够把握该学科的宏观层面与整体构成，这对接下来具体而丰富地掌握各个部分、各个层面的知识具有全局和方向性的意义。

做到这一点的好处是节约时间，尽快进入一个陌生领域并找到状态。

很多初入陌生学科的同学会经常把注意力放在细枝末节上，往往是浪费了很多时间还未找到该学科的核心，同时缺乏对该学科的整体认识。

其实考研不一定要天天都埋头苦干或者从早到晚一直看书，关键的是复习效率。

要在持之以恒的基础上有张有弛。

具体复习时间则因人而异。

一般来说，考生应该做到平均一周有一天的放松时间。

四门课中，专业课（数学也属于专业课）占了300分，是考生考入名校的关键，这300分最能拉开层次。

例如，专业课考试中，分值最低的一道名词解释一般也有4分或者更多，而其他专业课大题更是动辄十几分，甚至几十分，所以在时间分配上自然也应该适当地向专业课倾斜。

根据我们的经验，专业课的复习应该以四轮复习为最佳，所以考生在备考的时候有必要结合下面的内容合理地安排自己的时间：第一轮复习：每年的2月—8月底这段时间是整个专业复习的黄金时间，因为在复习过程遇到不懂的难题可以尽早地寻求帮助得到解决。

考研资料2009年在职公共管理硕士联考综合真题语文部分及答案

考研资料2009年在职公共管理硕士联考综合真题语文部分及答案一、基础知识与运用(本项共12小题，34～43题每题1分，44题3分，45题2分，共15分)34.下列词语中没有错别字的一组是()。

A.耳题面命相形见拙置之度外含辛茹苦B.既往不究英雄倍出不记其数报仇雪恨C.无拘无束漠不关心荒诞不经却之不恭D.莫明其妙刚腹自用尾大不掉风靡一时35.下列加点词语的解释全都正确的一组是()。

A.狐假。

虎威(假装)路不拾遗。

(遗失物品)罄。

竹难书(用尽)B.短兵。

相接(兵器)敝。

帚自珍(破旧)痛心疾。

首(病痛)C.不足为训。

(教训)不可理喻。

(明白)计日程。

功(估量)D.耳鬓厮。

磨(互相)万籁。

俱寂(声音)求全责。

备(责怪)36.在下列各句横线处依次填入词语，最恰当的一组是()。

(1)凡高等学校本科毕业或具有同等者，均可报考。

(2)虽为挚友，但经过此番争吵，感情也就慢慢地了。

(3)他冲孩子喊道：“小心点儿，别把报纸了!”(4)11月底，公司已超额完成全年销售计划。

A.学历淡薄点燃截止B.学力淡泊点着截止C.学力淡薄点着截至D.学历淡泊点燃截至37.下列各句中加点成语使用不。

恰当的一句是()。

A.由于工作没有做好，他一直耿耿于怀…，深感有负众望。

B.在案件的调查过程中，嫌疑人故意闪烁其辞…，企图减轻罪责。

C.黎以战事愈演愈烈，美国政府却作壁上观…，未采取任何调停行动。

D.不顾自身特点而照搬他人做法，往往会有方枘圆凿…的后果。

38.在下列各句横线处依次填入关联词语，最恰当的一组是()。

世界还不太平，我们要懂得：经济发展了，国力能增强，人民生活能提高，因此我们要大力抓好经济建设这个中心任务。

A.如果那么只要就就B.如果那么只有就才C.虽然但是只要才就D.虽然但是只有才才公共管理硕士综合知识试卷A第13页共16页39.下列各句中，没有语病的一句是()。

A.任何时候，我们对人对事都不能主观、偏见。

B.中国人在一千多年前就已种植油桐并使用桐油了。

2009年东北师范大学880新闻理论与实务考研真题

东北师范大学880新闻理论与实务2009年硕士研究生入学考试试题东北师范大学传播学2009年研究生入学考试试题第二部分新闻理论与实务（共150分）一、名词解释（4×5分=20分）1．非故意性失实：2．硬新闻：3．选择性理论：4．深度报道：二、简答题（3×12分+14分=50分）1．为什么说新闻舆论是一把双刃剑？2．简论新闻媒介的双重属性？3．如何满足受众对灾难性报道的信息需求。

4.指出媒介生态环境对媒介发展的意义？三、论述题（20分）纸质媒介和电子媒体竞争应从哪些方面发掘潜力？四、分析题（20分）结合实例分析我国媒体应如何面对谣言的传播及其扩散。

五、消息写作题（20分）根据新闻素材，按照新闻报道的要求，写一篇消息，拟定复合式标题，500字以内。

2004年，从广西大学毕业的邓荣志放弃了选调百色的机会和北海卜锋饲料有限公司科技示范员的优厚工作待遇，毅然回乡创业，引来一片哗然。

芦狄村村民张崇兴好意提醒他：“没经过实践，理论高是没有用的。

”还有人嘲笑他：“是在外面混不下去了才跑回来的吧？”靠山吃山，靠水吃水。

“我的家乡适合水产养殖，我学的又是这个专业，所以回来了。

”邓荣志回乡了，更重要的是，他要改变家乡人养对虾靠运气的局面。

对虾养殖风险很大，对环境要求非常高。

以往这里的对虾成活率只有45％，今年，经过冰冻灾害，土地田村的对虾成活率仍然保持在70％以上。

邓荣志一手拉起的协会内部的对虾成活率达到了80％~90％。

今年7月，团中央书记处第一书记陆昊到土地田村调研时，对邓荣志的工作充分肯定。

陆昊在广西农村共青团工作座谈会上表示，西部地区共青团要吸引和凝聚农村青年，就是要以农村青年不甘于贫困的现状为根本动力，以想办法带领青年致富为载体。

邓荣志从小家境不好，是“咬牙”上的高中。

刚刚回乡创业，最难的时候，连饲料和生活费都没有，靠贷款为继。

“中国农村有8亿人口，农村不发展，整个国家的发展就不可能，中国的农村有很大的潜力。

2009考研历史学试卷及答案

2009考研历史学试卷及答案一、单项选择题：1-20小题，每小题2分，共40分。

1.下列人物中，辅佐商汤灭夏的是A.伊尹B.傅说C.皋陶D.姜尚【答案】A2.东汉末年发动黄巾起义的民间教派是A.五斗米道B.太平道C.天师道D.太一道【答案】B3.宋代民谚“苏湖熟、天下足”中的“苏湖”指今天的A.苏州和湖州B.江苏和湖北c.苏州和芜湖 D.江苏和湖南【答案】A4.元朝派驻路府州县的监临官称为A.札鲁忽赤B.达鲁花赤C.必阁赤D.探马赤【答案】B5.编纂《明儒学案》并创立学案体史学体裁的学者是A.王夫之B.王鸣盛C.钱大昕D.黄宗羲【答案】D6.中国近代民族资本家中，最早在所属企业中推行泰勒“科学管理法”的是A.刘鸿生B.范旭东C.穆藕初D.荣宗敬【答案】C7.中国近代第一位驻外公使是A.崇厚B.郭嵩焘C.何如璋D.陈兰彬【答案】B8.1912--1927年间中华民国的国旗是A.十八星旗B.五色旗C.井字旗D.青天白日旗【答案】B9.民国年间京剧“四大名旦”是A.梅兰芳程砚秋李世芳尚小云B.梅兰芳程砚秋王瑶卿张君秋C.梅兰芳程砚秋苟慧生尚小云D.悔兰芳程砚秋荀慧生张君秋【答案】C10.1961 中共八届九中全会通过的国民经济调整方针是A.凋整、改革、巩固、提高B.调整、巩固、充实、提高c.调整、改革、充实、提高D.凋整、充实、发展、提高【答案】B11.下列世界古代文学作品中，哪一部不是史诗作品?A.《摩诃婆罗多》B.《伊利亚特》c.《埃涅阿斯记》 D.《俄狄浦斯王》【答案】D12.在中国古代典籍中，古波斯宗教领袖琐罗亚斯德创立的宗教被称为A.祆教B.摩尼教C.景教D.一赐乐业教【答案】A13.中世纪实行“索贡巡行”赋税征收形式的国家是A.德里苏丹B.基辅罗斯C.奥斯曼D.保加尔汗【答案】B14.“赋敛轻薄，徭税俭省。

各安世业，俱佃口分。

假种王田，六税其一。

”这段反映印度戒日帝国时期土地和赋税制度的史料出自A.法显《佛国记》B.义净《南海寄归内法传》c.慧立、彦惊《大慈恩寺三藏法师传》D.玄奘《大唐西域记》【答案】D15.中世纪西欧学校开设的主要课程为七种自由艺术，简称“七艺”..它们是A.文法、绘画、雕塑、算术、几何、天文、音乐B.文法、修辞、逻辑、算术、儿何、天文、音乐c.文法、修辞、逻辑、算术、绘画、雕塑、音乐D.文法、绘画、修辞、算术、几何、天文、音乐【答案】Bl 6.文艺复兴时期，米开朋基罗作于罗马西斯廷教堂墙壁上的祭坛画是A.《西斯廷圣母》B.《末日审判》C.《最后的晚餐》D.《圣母与圣子》【答案】B17.1 838年向南非开普敦殖民地附近的祖鲁人发动进攻，最终占领其大部分领土的是A.比利时人B.法国人C.布尔人D.西班牙人【答案】C18.1893年德国制定了连结小亚细亚、直抵波斯湾的铁路修建计划，被称为A.“3R”计划B.“3B”计划C.“3c”计划D.“3P”计划【答案】B19.当代科技革命的主要理论依据是A.控制论、相对论、系统论B.相对论、信息论、系统论C.控制论、信息论、系统论D.相对论、控制论、信息论【答案】C20.戴高乐主义的根本立足点是A.缓和、均势、联盟B.实现欧洲联合C.同东欧各国关系正常化D.新东方政策【答案】B二、名词解释：21～28小题，每小题10分，共80分。

2010试题解析

一、名词解释（每题6分，共30分）1、观察研究法第一个名词解释便是方法的，纵观试卷也足见方法在专业一里的重要性。

09的方法的题占到很大部分甚至是喧宾夺主，以至于让我认为今年的方法不会考答题，结果还是考了一个简答一个论述，足见其重要性，横观近几年真题也证明北大出题的基本趋于稳定，每年的方法占50分以上，一到两个名词解释，一个简答一个论述。

该题出处，许静《传播学概论》244页。

（说句题外话，我上面说到了没做过笔记，只是考前做了几个专题，方法的我重点做了好几页，也带了这些东西去考试。

观察研究法这个我也做了，杯具的是我的这个笔记本在考试第一天被我忘在了超市的自助存包处。

第二天考前去拿，那会超市还没开门。

以至于我考前没能看一眼，这个答的不是很好。

许书上的五种观察行为我做了笔记但是没记住也没答，估计答上会加分的）。

2、编码/解码理论我说有几个名词解释让我发虚，这就是其中一个，因为这个名解我疏忽了，之前总感觉这个考过了（事实上也考过了，01年），所以没有动手去写一写规范下答案，所以答的不是很好。

北大的确是爱考这种相对的概念，列举一下比如信度/效度、编码/解码、隐喻/转喻、能指/所指、冷媒介/热媒介、丰裕媒介/匮乏媒介。

复习时自己灵活点，多横向总结。

至于出处，不用说了。

3、公共领域这个名词解释也让我发虚，原因同上，考前没动手去完善下答案，以为公共领域这种被提烂了的东西不会再考，毕竟06刚考过。

第3、4这两个名词解释，对应06年的第2、3个，连顺序都没变，足见真题的重要性了吧，北大出题尤其是名解这东西不回避往年考过的，并且启示我们真题并不只是用来看看，同样需要动手写一写，之前的人都说专业课真题同英语不同只需看看不必去做的，我看是有必要了。

公共性、公共领域以及场域理论这方面的东西，广言到批判学派，北大老师是很喜欢的，多看看，推荐武大石义彬那本《单向度超真实内爆》。

4、“两级传播”模式这个不用多说的，郭书上讲的很全了，答出谁提出的，在何种背景下，具体怎么回事就哦了。

2009年考研心理学心理学导论真题试卷_真题(含答案与解析)-交互

2009年考研心理学（心理学导论）真题试卷(总分300, 做题时间180分钟)单选题1.某次抽样调查研究显示，学生每天看电视的时间越多，他们学习成绩越差。

该研究属于( )SSS_SINGLE_SELA因果研究B相关研究C个案研究D纵向研究该题您未回答:х该问题分值: 11.6答案:B在心理学的研究中，因果研究即实验研究，指人为安排两种或多种在某一维度上的不同情境，并把被试随机分配到这些情境中，然后测量其行为，并探寻自变量与因变量之间关系的方法。

相关研究是指判断两个变量、特质或者属性关联到什么程度的研究。

“学生每天看电视的时间”和“他们的学习成绩”之间在发展变化的方向与大小方面存在一定的关系，但该调查不能说明因果关系，这就是一种相关研究。

个案研究是指不使用大样本被试，而只是用个案研究的方法对个体进行各种测量。

纵向研究又称追踪研究，指在比较长的时间内，对被试的心理发展进行系统定期的研究。

故本题选B。

2.机能主义心理学的创始人是( )SSS_SINGLE_SELA詹姆斯B斯金纳C华生D韦特海默该题您未回答:х该问题分值: 11.6答案:A机能主义心理学的创始人是詹姆斯，主张心理学应该研究个体适应环境时的心理或意识的功能，而不应该像构造主义那样，分析意识的元素。

斯金纳和华生均为行为主义的代表人物，韦特海默是格式塔流派的奠基人。

故本题选A。

3.神经元结构中具有信息整合功能的部位是( )SSS_SINGLE_SELA树突B胞体C突触D轴突该题您未回答:х该问题分值: 11.6答案:B神经元的基本作用是接受和传送信息。

它是具有细长突起的细胞，由胞体、树突和轴突三部分组成。

其中，树突的作用类似于电视的接收天线，负责接受刺激，将神经冲动传向胞体。

突触是指一个神经元与另一个神经元彼此接触的部位，它具有特殊的细微结构，这种结构保证了神经冲动借助于神经递质，从一个神经元传递到与它相邻的另一个神经元。

轴突的作用是将神经冲动从胞体传出，到达与它联系的各种细胞。

上海大学历年考研真题

2003年传播学理论考研试题一、解释（3*10=30分）分）1.劝服论劝服论2.舆论舆论3.传播媒介传播媒介4.内向传播内向传播5.维模原理维模原理6.知晓权知晓权7.近体近体8.沉默的螺旋沉默的螺旋9.文化规范论文化规范论10.多视觉新闻学多视觉新闻学二、简答（5*12=60）1.传播学包括哪些基本内容？传播学包括哪些基本内容？2.简介传播学4位奠基人的主要理论贡献与论著位奠基人的主要理论贡献与论著3.冷媒介与热媒介冷媒介与热媒介4.简述梁启超的新闻传播思想简述梁启超的新闻传播思想5.提高宣传效果应注意的问题提高宣传效果应注意的问题三、论述（60分）分）1.联系实际，辨证分析传播的功能（40分）分）2.多网络传播的特点及与传统媒体的关系（20分）分）2003年传播学研究方法考研试题一、名词解释（4*10）1.定量研究定量研究2.经验社会学经验社会学3.连续变量连续变量4.抽样抽样5.名目尺度名目尺度6.多因素设计多因素设计7.个案研究个案研究8.抽样误差抽样误差9.信度信度10.相关分析相关分析二、简答题（60分）分）1.实地访问的重要类型实地访问的重要类型2.内容分析的方**原则原则3.实验的控制主要应把握的两个方面实验的控制主要应把握的两个方面三、论述题（50分）分）问卷的结构分析问卷的结构分析2004年试题R 检验检验描述性统计分析描述性统计分析定量定量简单随机抽样简单随机抽样内容分析内容分析经济传播经济传播信息污染信息污染文化分层文化分层议程设置议程设置铅版铅版定量与定性的区别和联系（论述）定量与定性的区别和联系（论述）上大05年传播学理论试题一、名词解释一、名词解释1.莱温莱温2.传播者传播者3.媒介情景非真实化媒介情景非真实化4.内向传播内向传播5.新闻新闻6.文化传播的“维模”原理文化传播的“维模”原理7.知晓权知晓权8.集权主义理论集权主义理论9.申报申报二、简答题二、简答题1.结构功能理论结构功能理论2.宣伟伯模式宣伟伯模式3.议程设计理论议程设计理论三、论述题三、论述题1.麦克鲁汉的媒介理论麦克鲁汉的媒介理论2.陈独秀的新闻思想陈独秀的新闻思想2005年传播学研究方法一、名词解释（8*5）1.信度、效度信度、效度2.内容分析内容分析3.分层抽样分层抽样4.个案研究个案研究5.控制实验控制实验6.R 检验检验7.假设假设8.答案的穷尽性答案的穷尽性二、简答题（4*15）1.问卷设计中常见的错误有哪些？问卷设计中常见的错误有哪些？2.定量研究方法的具体步骤并图示定量研究方法的具体步骤并图示3.科学的研究设计包括哪几项？科学的研究设计包括哪几项？4.问题设计的原则问题设计的原则三、论传播学研究的交叉性（50）2006年传播学理论考研试题一、名词解释：（8*4）1、议程设置理论、议程设置理论2、新青年、新青年3、中华民国暂行报律、中华民国暂行报律4、维模原理、维模原理二、简答（15*4）1、简述社会责任理论、简述社会责任理论2、简述互动**往理论往理论3、简述媒介情景非真实化、简述媒介情景非真实化4、简述史量才的报刊思想、简述史量才的报刊思想三、论述（共58分）分）1、试用传播学相关的观点或理论分析“超级女生现象”（28分）分）2、论述传播对构建我们当今“和谐社会”的作用。