¡¡¡ò Áõ¼ÃÁ¼

¡¡¡¡¼ÛÖµ¹ÛÊÇÈËÃǶԼÛÖµµÄÒ»°ã¹ÛµãºÍ¸ù±¾¿´·¨¡£¼ÛÖµ¹ÛÔÚÉç»á¡¢¸öÈ˵ÄÉú»îÖÐÕ¼¾Ý×ŷdz£ÖØÒªµÄµØ룬¼¸ºõÈËÃÇËùÓеĻ¶ÀÖÓëÍ´¿à¡¢Ï£ÍûÓëʧÍû¡¢ÐÒ¸£Óë²»ÐÒ¡¢»Äµ®ÓëÒâÒå¡¢¶éÂäÓë¸ßÉС¢ÐζøϵÄÏíÊÜÓëÐζøÉϵÄ×·ÇóµÈ¶¼Óë¼ÛÖµ¹ÛÓÐ×ÅÊ®·ÖÃÜÇеĹØϵ¡£¿ÉÒÔ˵,ÈκÎÒ»¸öÉç»á¡¢Ò»¸ö¸öÈ˵ÄÉú»î¶¼ÊÇÔÚÆä¼ÛÖµ¹ÛµÄÖ¸µ¼Ï½øÐеģ¬Ê§È¥¼ÛÖµ¹ÛÖ¸µ¼µÄÉú»î£¬¾ÍÊÇûÓÐÒâÒåµÄÉú»î£¬Ò²¾Í²»ÊÇÕæÕýµÄÉú»î¡£²»¹ÜÈËÃÇÊÇ·ñÒâʶµ½£¬¼ÛÖµ¹Û×ÜÔÚÈËÃǵÄ˼ÏëÖУ¬ËüÓ°Ïì×ÅÈËÃǵÄ˼Ïë¡¢ÆÀ¼Û¡¢Ñ¡ÔñºÍÐж¯¡£ÈËÀàµÄÉú»îÕýÊÇÓÐÁ˼ÛÖµ¹ÛµÄÖ¸µ¼£¬²ÅʹÉú»î¾ßÓÐÁËÕæÕýµÄÒâÒ壬²ÅʹÈËÀàµÄÉú»îÓ붯ÎïµÄÉú´æÇø±ð¿ªÀ´¡£¶øÇàÉÙÄê¼ÛÖµ¹ÛµÄÐγÉÓë·¢Õ¹¶ÔËûÃǵĽ¡¿µ³É³¤¾ßÓÐÊ®·ÖÖØÒªµÄÒâÒ塣Ȼ¶ø×÷ΪÏÖ´úµÂÓýÀíÂÛÖеÄÒ»¸öÖØÒªÎÊÌ⣬ÎÒÃǶÔÇàÉÙÄêÒ»´úµÄ¼ÛÖµ¹Û½ÌÓýȴȱ·¦ÏµÍ³µÄÀíÂÛÑо¿¡£ËäÈ»¸Ä¸ï¿ª·ÅÒÔºó£¬Ëæ×ÅÕÜѧ½ç¡¢Â×Àíѧ½ç¶Ô¼ÛÖµ¡¢¼ÛÖµ¹ÛÎÊÌâÑо¿µÄÈ«ÃæÕ¹¿ª£¬ÎÒ¹úµÄ½ÌÓýÀíÂÛ¹¤×÷Õ߶ÔÇàÉÙÄê¼ÛÖµ¹Û½ÌÓýÎÊÌâµÄÑо¿¸øÓèÁ˹Ø×¢ÓëÖØÊÓ£¬Ò²·¢±íÁËÒ»ÅúÑо¿ÂÛÎÄ£¬µ«ÊÇ£¬×÷Ϊ¶ÔÇàÉÙÄê¼ÛÖµ¹Û½ÌÓýµÄϵͳÑо¿µÄÀíÂÛÂÛÖø£¬¾ÍÄ¿Ç°ÎÒËùËѼ¯µ½µÄ×ÊÁÏÀ´¿´»¹Ã»ÓС£¼øÓÚ´Ë£¬ÎÒÑ¡ÔñÁËÕâÒ»ÌâÄ¿×ö²©Ê¿ÂÛÎÄ¡£
¡¡¡¡×Ô´ÓÈËÀà½ü´úÆôÃÉÔ˶¯ÒÔÀ´£¬¿Æѧ¼¼ÊõµÄ·¢Õ¹Í»·ÉÃͽø£¬Ò»ÈÕǧÀï¡£ÔÚ¿Æѧ֪ʶָµ¼Ïµļ¼Êõ¸üкͼ¼Êõ´´Ð¸øÈËÀà´øÀ´ÁËÎÞÏÞµÄ×ÔÐÅÓëÎÞÇîµÄ²Æ¸»£¬¼ÆËã»ú»¯µÄÊÀ½ç¡¢ÍøÂ绯µÄÈ«Çò¡¢×Ô¶¯»¯µÄ¹¤ÒµÉú²ú¡¢Á÷Ë®Ïß»¯µÄ¾­¼ÃÔËÐС¢ÖÇÄÜ»¯µÄÈËÀàÉú»î¡¢¿Æ¼¼»¯µÄÈËÀàÀíÐԵȵȣ¬ÐγÉÁËÒ»Ö"¼¼ÊõÖÐÐÄ"¡¢"¼¼ÊõÖÁÉÏ"µÄÎÄ»¯¹â»·¡£ÔÚÕâÖÖ¿ÆѧÍòÄÜ¡¢¼¼ÊõÖÁÉÏ˼ÏëµÄÖ¸µ¼Ï£¬ÈËÀàÖÆÔì³öÁËÔ­×Óµ¯£¬ÊµÑé³É¹¦ÁË»¯Ñ§ÎäÆ÷£¬ÅàÑø³öÁËÈËÔ첡¾ú£¬¿Ë¡³öÁ˶¯Îï¡£µ«ÊÇÔÚÈ¡µÃÕâЩ"»Ô»Í"³É¾ÍµÄͬʱ£¬ÈËÀàÈ´·ñ¶¨ÁË´«Í³ÈËÎÄÖ÷ÒåµÄ¼ÛÖµ¹Û----¶Ô×ÔÓɵĿÊÍû¡¢¶ÔÐÒ¸£µÄ×·Ç󡢶ÔÈËÉúÒâÒåµÄ̽Ѱ¡¢¶Ô×Ô¼º°²ÉíÁ¢ÃüÐÅÑöµÄ½¨¹¹¡£ÈËÀàÔÚÒ«ÑÛµÄÎïÖʹ⻷ÖУ¬ÊÕ»ñµÄÊǾ«ÉñƽÃæ¡¢ÐÅÑöÌ®ËúºÍ¼ÛÖµÐéÎÞ¡£ÕæÕýµÄ¸øÈËÃÇ´øÀ´Éú»îÐÒ¸£¡¢¾«Éñ·á¸»¡¢µÀµÂ¸ßÉС¢ÐÅÑö¼á¶¨¡¢ÐÄÁé°²ÄþµÄÈËÎľ«ÉñÓëÈËÎļÛÖµÀíÄîÔò±»ÑÍûÔÚ¼¼ÊõÀíÐԺ͹¦ÀûÖ÷ÒåµÄ¹ö¹öºéÁ÷ÖУ¬¶øʧȥÈËÎļÛÖµÀíÄîÖ¸µ¼µÄÈËÀàÔòÔÚÉùÉ«È®ÂíµÄÎïÖÊ×·ÇóÓëÏíÊÜÖУ¬Í´¿àµÄ¾­ÊÜמ«ÉñµÄ¼å°¾ÓëÁé»êµÄ¹Â¶À£¬ÔÚÎïÖÊ»¯¡¢¼¼Êõ»¯¡¢Êý×Ö»¯µÄÊÀ½çÖзçÓêƮҡ£¬×óÓÒÒ¡°Ú¡£ËäÈ»ÖйúÔÚ20ÊÀ¼ÍµÄ70Äê´úÄ©²ÅÕæÕý»ãÈëÊÀ½çÏÖ´ú»¯µÄ¹ö¹öºéÁ÷Ö®ÖУ¬µ«ÊÇÔÚÊÀ½çµÄÕâÖÖÎÄ»¯´ó±³¾°Ï£¬Öйú²»¿É±ÜÃâµÄÒªÔâÓöµ½ÊÀ½çÆäËû¹ú¼ÒÏÖ´ú»¯¹ý³ÌÖÐËùÔâÓöµ½µÄÎÊÌâ¡£ËùÒÔ£¬°éËæ×ÅÖйúÈ«·½Î»µÄ¸Ä¸ï¿ª·Å£¬ÊµÐÐÊг¡¾­¼Ã£¬»ûÐÎÒâʶÐÎ̬µÄµ­³ö£¬½ÌÓýʹÃüµÄ»û±äÓëʧÕæµÈ£¬Ëù´øÀ´µÄÖ±½Ó½á¹ûÊÇÇàÉÙÄêÒ»´ú¹¤¾ßÀíÐÔµÄËÁÅ°ºÍ¼ÛÖµÀíÐÔµÄÃÔʧ£¬×îÖÕµ¼ÖÂÉú»îÊÀ½çµÄÏû½âÓëÈ˵ÄÉúÃüµÄÒ컯¡£ÎªÁËÒýµ¼ÇàÉÙÄêÒ»´úÕýÈ·µÄÀí½âÉú»î¡¢ÌáÉý¾«Éñ¡¢´¿½àÐÅÑö¡¢¹Ø×¢Áé»ê£¬»î³öÉúÃüµÄ¼ÛÖµºÍÒâÒåÀ´£¬ÎÒÃǾͱØÐë½ÌÓýËûÃÇÐγÉÕýÈ·µÄÈËÎļÛÖµ¹Û£¬ÒÔ·´¶Ô¹¤¾ßÀíÐÔ¶ÔÈ˵ÄÅ«ÒÛÓëÒ컯¡£
¡¡¡¡ÕýÊÇÔÚÕâÑùµÄÑо¿Ë¼Â·Ï£¬±¾ÊéÕ¹¿ªÁ˶ÔÎÒ¹úÇàÉÙÄê¼ÛÖµ¹Û½ÌÓýµÄ̽ÌÖÓëÑо¿¡£ÏÈ´ÓÒÔÏÂÈý¸ö·½Ãæ½éÉÜÁ˼ÛÖµ¹Û½ÌÓýÑо¿µÄ»ù±¾ÎÊÌ⣺ÔÚÑо¿·¶Î§À»Ø´ðÁËÑ¡ÔñÕâÒ»Ñо¿Ñ¡ÌâµÄÔ­ÓÉ£¬Óë¼ÛÖµ¹Û½ÌÓýÏà¹ØµÄһЩ»ù±¾¸ÅÄÒÔ¼°ÇàÉÙÄê¼ÛÖµ¹Û½ÌÓýÓëËûÃÇÈÕ³£ÐÐΪÅàÑøµÄ¹Øϵ£»ÔÚ¼ÛÖµ¹Û½ÌÓýÑо¿µÄÖØÒªÒâÒåÀÖصãÂÛÊöÁËΪʲôҪÑо¿¼ÛÖµ¹Û½ÌÓý£¬¼ÛÖµ¹Û¿É½ÌÂð£¿ÒÔ¼°¼ÛÖµ¹Û½ÌÓý¶Ô¸öÈËÉú»îÓëÉç»á·¢Õ¹µÄÖØÒªÐÔ£»ÔÚÑо¿·½·¨ÖУ¬Ö÷Ҫ˵Ã÷Á˱¾ÊéÑо¿ËùÔËÓõķ½·¨¡£
¡¡¡¡ÇàÉÙÄê¼ÛÖµ¹ÛµÄÃÔãÓëʧÂäºÍÔÚÃÔãÓëʧÂäÖеķ´Ë¼¡¢ÅúÅС¢½ø²½¡¢·¢Õ¹¼°Æä¶ÔËûÃǵÄÒýµ¼Êǵ±Ç°ÎÒ¹ú½ÌÓýÃæÁÙµÄÒ»¸öÖØÒªÎÊÌâ¡£±¾Êé·ÖÈý²¿·Ö¶ÔÕâÒ»ÎÊÌâ½øÐÐÁËÆÊÎö£º£¨Ò»£©Ôڸĸ￪·ÅÇ°----ÇàÉÙÄê¼ÛÖµ¹Û½ÌÓýµÄ¾­Ñé×ܽáÖУ¬»Ø¹ËÁËÐÂÖйú³ÉÁ¢ÒÔÀ´ÔÚÇ¿ÁÒµÄÒâʶÐÎ̬Ï£¬ÔÚ»ðÈȵĽ׼¶¶·ÕùÖУ¬ÔÚƵ·±µÄÕþÖÎÔ˶¯¹ý³ÌÖУ¬ÇàÉÙÄê¼ÛÖµ¹ÛÓÉ"³ç¸ßÀíÏë"¡¢"ÕþÖιÒ˧"µ½"Ö÷ÌåÃÔʧ"µÄÑݱä¹ý³Ì£¬Ö¸³öÕâһʱÆÚ¼ÛÖµ¹Û½ÌÓýµÄƬÃæÐÔ¾ÍÔÚÓÚÒÔÈ˵ÄÕþÖΡ¢½×¼¶µÄÒ»Ãæ·ñ¶¨ºÍÈ¡´úÁËÈ˵ÄÆäËûµÄ·½Ã棬ÓÈÆäÊÇÈËÊôÓÚ˽¼º·½ÃæµÄ×·ÇóºÍÊôÓÚ¸öÈËÁé»ê·½ÃæµÄÊÂÎñ£¬ÖÂʹ¸öÈËÕæÕýµÄÉú»î±»ÕڱΡ¢¸öÈ˶ÀÌصĸöÐÔ±»ÑÍû¡¢¸öÈ˷ḻ¶à²ÊµÄÉúÃü±»Ò컯¡££¨¶þ£©ÔÚ80Äê´ú----ÇàÉÙÄê¼ÛÖµ¹Û½ÌÓýÔÚÀ§»óÖз¢Õ¹ÖУ¬´Ó"¾«Éñ"µÄÀ§»ó----ÇàÉÙÄê¼ÛÖµ¹ÛÔÚ·´Ë¼Öз¢Õ¹¡¢"ÐÅÑö"µÄÖØËÜ----ÇàÉÙÄê¼ÛÖµ¹ÛÔÚÕùÂÛÖнø²½¡¢ÉúÃüµÄÕäÊÓ----ÇàÉÙÄê¼ÛÖµ¹ÛÔÚÉç»áתÐÍÖÐÌá¸ßºÍÐÐΪµÄʧ·¶----ÇàÉÙÄê¼ÛÖµ¹Û½ÌÓýģʽµÄȱʧËĸö·½Ãæ·ÖÎöÁËÎÒ¹ú¸Ä¸ï¿ª·ÅÒÔºóµÄ80Äê´úÇàÉÙÄê¼ÛÖµ¹ÛµÄÕðµ´ÓëÃÔ㣬ÒÔ¼°ÔÚÕðµ´ÓëÃÔãÖеĽø²½Óë·¢Õ¹¡£¸æ±ð³ç°ÝËùµ¼ÖµĶԼÈÓмÛÖµ¹ÛµÄ»³ÒÉ¡¢¾Ü³âÀ×·æËùµ¼ÖµİñÑùÁ¦Á¿µÄÏû½â¡¢¶ã±Ü³ç¸ßËùµ¼ÖµļÛÖµ¹ÛµÄÊÀË×»¯£¬¹¹³ÉÁËÇàÉÙÄê"¾«Éñ"µÄÀ§»óÒÔ¼°ÔÚÀ§»óÖеķ´Ë¼Óë·¢Õ¹£»"ÅËÏþÏÖÏó"Ëù·´Ó³µÄ¶ÔÈËÉú¼ÛÖµ¹ÛµÄ×·ÎÊ¡¢"ÈøÌØÈÈ"Ëù·´Ó³µÄ×ÔÖ÷¼ÛÖµ¹ÛµÄÃÈÑ¿¡¢"̨¸ÛÁ÷Ðзç"Ëù·´Ó³µÄÉúÃü¼ÛÖµ¹ÛµÄ´ß·¢¡¢"É߿ڷ粨"Ëù·´Ó³µÄÏÖ´ú¼ÛÖµ¹ÛµÄÐγɹ¹³ÉÁËÇàÉÙÄê"ÐÅÑö"µÄÖØËÜ£¬´Ù½øÁËÇàÉÙÄê¼ÛÖµ¹ÛÔÚÕùÂÛÖнø²½£»¹Â¶ÀµÄ×ÔÎÒ----¶Ô×ÔÉíÉúÃü¼ÛÖµµÄÖØÊÓ¡¢"ÀÉÀÉ"µÄÀ§»ó----Ñ°ÕÒ¶ªÊ§µÄ"²Ýñ"¡¢"÷Ïþ"µÄ¸Ð̾----²»ÒªÌìʹ£¬²»ÒªÈöµ©£¬¹¹³ÉÁËÇàÉÙÄê¶ÔÉúÃüµÄÕäÊÓ£¬´Ù½øÁËÇàÉÙÄê¼ÛÖµ¹ÛÔÚÉç»áתÐÍÖÐÌá¸ß£»"¾ý×Ó¶¯¿Ú²»¶¯ÊÖ"Ëù·´Ó³µÄÑÔÐв»Ò»µÄÐÐΪ±íÏÖ¡¢µ½Ê²Ã´É½³ªÊ²Ã´¸èËù·´Ó³µÄ¼û·çʹ¶æµÄË«ÖØÈ˸ñ¡¢¸ßÖǵ͵ÂËù·´Ó³µÄÓ¦ÊÔ½ÌÓýϵÄÈËÐÔŤÇú£¬¹¹³ÉÁËÇàÉÙÄêÐÐΪµÄʧ·¶£¬·´Ó³³öÁËÇàÉÙÄê¼ÛÖµ¹Û½ÌÓýģʽµÄȱʧ¡££¨Èý£©ÔÚ90Äê´ú----ÇàÉÙÄê¼ÛÖµ¹Û½ÌÓýÃæÁÙµÄʱ´ú¿ÎÌâÖУ¬Öصã̽ÌÖÁËÈ«Çò»¯µÄµ½À´ºÍ¹ú¼Ê»¥ÁªÍøµÄ·¢Õ¹¸øÇàÉÙÄêµÄ¼ÛÖµ¹Û½ÌÓý´øÀ´µÄ»ý¼«ÒâÒå¡¢Ïû¼«Ó°Ï죬²¢Ìá³öÁËÔÚÈ«Çò»¯ºÍÍøÂçʱ´ú¶ÔÇàÉÙÄê½øÐмÛÖµ¹Û½ÌÓýµÄ¶Ô²ß¡£
¡¡¡¡¶ÔÇàÉÙÄê¼ÛÖµ¹ÛΣ»ú½øÐйéÒò·ÖÎöÊǹ¹½¨¼ÛÖµ¹Û½ÌÓýÀíÂ۵Ļù´¡¡£±¾Êé´ÓÈý¸ö·½Ãæ½øÐÐÁËÂÛÊö£º´Ó¹ú¼ÊÎÄ»¯½ÌÓýµÄºê¹ÛÓ°ÏìÀ´Ëµ£¬ÓÉÈËÃǶԿÆѧ¼¼ÊõµÄÎóÓöøÐγɵĿÆѧ¼¼ÊõµÄһͳÌìÏÂÓëÉú»îÊÀ½çµÄ±»Ïû½â£¬Óɹ¤¾ßÀíÐԵĺáÐÐËÁÅ°ËùÔì³ÉµÄƬÃæ×·ÇóЧÂÊÖÁÉϵĹ¤Òµ¾«Éñ¡¢¿Æ²ãÖƵļÛÖµÎóÇøÓëʵÀûÖ÷ÒåµÄ²þâ±µÈÊÇÇàÉÙÄê¼ÛÖµ¹ÛÃÔãºÍʧÂäµÄ¹ú¼ÊÎÄ»¯Ô­Òò¡£ ´ÓÎÒ¹úÉç»áתÐÍÆڵļÛÖµÕðµ´À´Ëµ£¬´Ó¼Æ»®¾­¼ÃÏòÊг¡¾­¼ÃµÄÕûÌåתÐÍËù´øÀ´µÄÓÉÖ÷Á÷ÎÄ»¯µÄ¸üÌæ¡¢¾«Ó¢ÎÄ»¯µÄʽ΢¡¢´óÖÚÎÄ»¯µÄ×ßÇΡ¢Ïû·ÑÎÄ»¯µÄ·ºÀÄËùµ¼ÖµĶàÔª¼ÛÖµ¹ÛµÄÐγɺÍÓɼÛÖµÀíÐÔÃÔʧËùµ¼ÖµÄ"È˵ÄÒ컯"ÊǹúÄÚÔ­Òò¡£´Ó½ÌÓýʹÃüµÄ»û±äÓëʧÕæÀ´½²£¬ÔÚ¿Æѧ¼¼Êõ¶ÔÈËÓëÉç»áµÄÒ컯¡¢¹¤¾ßÀíÐԵIJþⱡ¢¼ÛÖµÀíÐÔµÄʽ΢ºÍÊг¡¾­¼ÃµÄÐÈ·çѪÓêµÄÏ´ÀñÏ£¬½ÌÓýÆ«ÀëÁË×Ô¼ºµÄÕæÚС¢ºöÊÓÁË×Ô¼ºµÄ¶ÔÏó¡¢Ô¶ÀëÁËÏÖʵÉú»î¡¢Æ«ÖØÓÚ×·Çó¹¦ÀûºÍѵÁ·£¬ºöÊÓºÍÍüÈ´Á˶ÔÇàÉÙÄêÒ»´ú¾«Éñ¡¢µÀµÂ¡¢ÐÅÑöµÄÅàÑøÓëËÜÔìÊǽÌÓý×ÔÉíµÄÔ­Òò¡£
¡¡¡¡ÔÚ¶ÔÇàÉÙÄê¼ÛÖµ¹ÛΣ»ú½øÐйéÒò·ÖÎöµÄ»ù´¡ÉÏ£¬½¨¹¹¼ÛÖµ¹Û½ÌÓýµÄÀíÂÛÊDZ¾ÊéµÄºËÐÄ¡£ÕâÀï´ÓÎå¸ö·½Ãæ½øÐÐÁËÂÛÊö£ºÊ×ÏȶԼÛÖµ¹Û½ÌÓýµÄÈËÐÔÂÛ¸ù»ù½øÐÐÁËÂÛÊö£¬Í¨¹ý·ÖÎöÈËÊÇ"ÒâÒå"µÄ´æÔÚ£¬ÈËÊÇ"µÀµÂ"µÄ´æÔÚ£¬ÈËÊÇ"¼ÛÖµ"µÄ´æÔÚºÍÈËÊÇ"ÎÄ»¯"µÄ´æÔÚÀ´ÂÛÖ¤¼ÛÖµ¹Û½ÌÓýÔÚÖÕ¼«µÄÒâÒåÉÏÊÇÓëÈ˱¾ÖÊÐԵľ«Éñ´æÔÚÏàÎǺϵġ£Æä´Î£¬·ÖÎöÁ˼ÛÖµ¹Û½ÌÓýµÄÀíÂÛ»ù´¡£¬Í¨¹ý¶ÔÈ˵ı¾ÖʵÄÊÀ¼Í×·ÎÊ¡¢È˵ÄÓÐÏÞÐÔµÄÕýÈ·ÈÏʶ¡"µ¥ÃæÈË"µÄÀíÐÔ½â¶Á¡¢¿ÆѧÖ÷ÒåµÄÅúÅн⹹ºÍÈËÎľ«ÉñµÄÀíÏ뽨¹¹À´ÂÛÖ¤¼ÛÖµ¹Û½ÌÓýµÄÀíÂÛ¸ù¾Ý¡£ÔٴΣ¬¶Ô¼ÛÖµ¹Û½ÌÓýµÄ¼ÛֵȡÏò½øÐÐÁËÈ·¶¨£¬ÂÛÎÄÔÚ¶ÔÕþÖαê×¼¼ÛÖµ¹Û½ÌÓýµÄ·´Ë¼ºÍ¶Ô¾­¼Ã±ê×¼¼ÛÖµ¹Û½ÌÓýµÄ³¬Ô½µÄ»ù´¡ÉÏ£¬ÖصãÂÛÊöÁËÈËÎıê×¼¼ÛÖµ¹Û½ÌÓýµÄ½¨¹¹£¬Ç¿µ÷½ÌÓýÒª×öµ½£º£¨1£©ÖØËܽÌÓýµÄÈËÎÄÖ÷ÒåµÄ½ÌÓýÀíÄ£¨2£©È·Á¢½ÌÓýµÄÈËÎÄÖ÷Òå¼ÛֵȡÏò£¬£¨3£©ã¡ÊؽÌÓýµÄ"È«È˽ÌÓý"ʹÃü£¬£¨4£©ÖØÊÓ½ÌÓý¶ÔѧÉúÉúÃüµÄÈËÎĹػ³¡£½Ó×Å£¬ÂÛÊöÁ˼ÛÖµ¹Û½ÌÓýµÄÄ¿±êÉèÏ룬ǿµ÷×ß½øÉú»îÊǼÛÖµ¹Û½ÌÓýµÄ»ù´¡£¬¹Ø×¢ÉúÃüÊǼÛÖµ¹Û½ÌÓýµÄ±¾Õ棬ÌáÉý¾«ÉñÊǼÛÖµ¹Û½ÌÓýµÄ×·Çó£¬ÖØËÜÐÅÑöÊǼÛÖµ¹Û½ÌÓýµÄÁé»ê¡£×îºó£¬Ìá³öÁËÕýÈ·¼ÛÖµ¹ÛµÄ¹¹Ï룬ĿǰÎÒ¹úÇàÉÙÄêÓ¦µ±¾ßÓеÄÕýÈ·¼ÛÖµ¹ÛÊÇ£ºÒÔÉç»áÖ÷ÒåΪÀíÏ룬ÒÔ°®¹úÖ÷Ò徫ÉñΪÖ÷Ïߣ¬ÒÔ¿Æѧ¾«ÉñΪ»ù´¡£¬ÒÔÈËÎľ«ÉñΪָÏò£¬ÒÔÉóÃÀÇéȤΪÉý»ª¡£
ÔÚʵ¼ù²¿·ÖÀÖصã¶Ô¼ÛÖµ¹Û½ÌÓýµÄ²Ù×÷Ìåϵ×öÁË̽Ë÷¡£Ê×ÏÈÂÛÊöÁ˼ÛÖµ¹Û½ÌÓýµÄģʽ½¨¹¹£¬ÔÚ½è¼ø¹úÍâ"¼ÛÖµ³ÎÇå"ģʽ¡¢"ÈÏÖª-·¢Õ¹"ģʽ¡¢"ÌåÁÂ"ģʽºÍÉç»áÐж¯Ä£Ê½¾­ÑéµÄ»ù´¡ÉÏ£¬Ìá³öÁËÓйØÎÒ¹ú¼ÛÖµ¹Û½ÌÓýģʽ½¨¹¹µÄ½¨Ò飬¼´¼Ì³ÐÎÒ¹úÀúÊ·ÉϼÛÖµ¹Û½ÌÓýµÄÓÅÁ¼´«Í³£¬ÈÏÕæ×ܽáÎÒ¹ú½â·Åºó¹ýÈ¥¼ÛÖµ¹Û½ÌÓý·½ÃæµÄ¾­Ñ飬½è¼ø¹úÍâ¼ÛÖµ¹Û½ÌÓýģʽ·½ÃæµÄ¾­Ñ飬ÒÔ¼ÛÖµ¹Û½ÌÓýµÄÀíÂÛÑо¿Îª»ù´¡£¬ÕùÈ¡Éç»á¸÷·½ÃæµÄÅäºÏ¡£Æä´Î£¬²ûÊöÁ˼ÛÖµ¹Û½ÌÓýÓ¦×ñÑ­µÄÈý¸öÔ­Ôò£¬¼´¸öÌåÈ¡ÏòÓ뼯ÌåÈ¡ÏòµÄ±æ֤ͳһ£¬¹¤¾ßºÏÀíÐÔÓë¼ÛÖµºÏÀíÐÔµÄЭͬ·¢Õ¹£¬Ò»Ôª¼ÛֵȡÏòÓë¶àÔª¼ÛֵȡÏòµÄºÏÀí¼æ¹Ë¡£×îºó£¬¶Ô¼ÛÖµ¹Û½ÌÓý·½·¨µÄÔËÓýøÐÐÁË·ÖÎö£¬Ò»·½Ã棬¶ÔÎÒ¹ú´«Í³¼ÛÖµ¹Û½ÌÓý·½·¨½øÐÐÁ˼ìÌÖ£¬Ëü°üÀ¨¶Ô·Ç´Ë¼´±Ë¶þÔª¶ÔÁ¢·½·¨µÄÅúÅУ¬ÐÎʽÖ÷Òå·½·¨µÄ¾Ü³âºÍ¹àÊä·½·¨µÄÑïÆú£»ÁíÒ»·½Ã棬ÂÛÊöÁËÎÒ¹ú¼ÛÖµ¹Û½ÌÓý·½·¨µÄÔËÓã¬Ëü¼È°üÀ¨¶Ô´«Í³µÄ˵·þ½ÌÓý·¨¡¢°ñÑùʾ·¶·¨¡¢ÌÕÒ±½ÌÓý·¨ºÍ×ÔÎÒÐÞÑø·¨µÄ½è¼ø£¬ÓÖ°üÀ¨¶ÔÁ½ÄѹÊÊ·¨¡¢½ÇÉ«°çÑÝ·¨ºÍ¼ÛÖµ³ÎÇå·¨µÈз½·¨µÄÔËÓá£
¡¡¡¡±¾Êé×îºóµÄ½áÓﲿ·ÖÖصãÂÛÊöÁË×ßÏòÕûºÏ¿Æѧ¾«ÉñÓëÈËÎľ«ÉñµÄ¼ÛÖµ¹Û½ÌÓý£¬´Ó¶Ô¿Æѧ¾«ÉñÓëÈËÎľ«ÉñµÄÀí½â£¬¿Æѧ¾«ÉñÓëÈËÎľ«ÉñÈںϵıØÒªÐÔ£¬¿Æѧ¾«ÉñÓëÈËÎľ«ÉñÈںϵĸù¾Ý£¬ÈںϿÆѧ¾«ÉñÓëÈËÎľ«ÉñµÄ¼ÛÖµ¹Û½ÌÓýµÄÈ¡Ïò£¬ÕâËĸö·½Ãæ½øÐÐÁËÂÛÊö¡£

¡ò Ji-liang LIU

¡¡¡¡Value view is the general standpoint of people to value. It occupies vital position in the social, individual life and almost all people's joy & suffering, hope & disappointment, happy & misfortune, absurdity & significance, degeneracy & nobility, material enjoyment & metaphysical pursuit have close relationship with value view. It could be said that any society, any individual life is under the direction of its value view. Life is not meaningful and real without the direction of value view. Whether people are aware of it or not, value view always influents people's mind, appraisal, choice and action. Just because of the direction of value view, people's life can possess true significance and distinguish from the animal's existence. The development and formation of adolescence are very important for their healthy growing. As a significant subject in the modern moral education theory, however, value view education to adolescent age is lacking of systematic study. Though after practicing reform & open policy, our educational researchers have paid more attention to the research of adolescent value view with the development of studying value and value view in philosophy, ethics field. Up to now, however, there were no any systematic theory writings of adolescent value view education from the material I have collected. So, I choose this subject as the topic of my dissertation.
From the Enlightenment, the development of science & technology improves rapidly, at a tremendous pace. Under the direction of science & technology, technical renovation & creation bring infinite confidence and unlimited fortune to people. Computerized world, netted globe, automatic industrial manufacture, assembly line economy, intellectual life, science & Technological human ration and etc., all of these have formed a kind of technologism culture corona. With the instruction of omnipotent science & technologism mind, people produced atom bomb, manufactured chemical weapons successfully, fostered man-made virus, and cloned animals. At the same time of these "splendid" achievements, however, people deny traditional humanism value view, i.e. yearning for freedom, pursuit for happiness, inquiry to life meaning, the construction for physical & spiritual belief. In the shining of material corona, what people gained are plain spirit, collapsed belief, and vain value. Humanism spirit & humanism value rational concept which bring people happy life, rich spirit, sublime morality, firm belief, peaceful soul, immerse the flood of technical ration and utilitarianism. People who lost the instruction of humanism value idea indulge themselves material chasing, suffer spiritual tortures and soul loneliness bitterly, waver in the wind and rain under the control of materialized technologized, numberized world. Though China entered the tide of world modernization at the end of 1970's, under the cultural background, China unavoidably encountered the problems that other countries had met in the modernization process. So, with the China's whole reform & open policy, market-oriented economy practicing, weaken deformed ideology, educational mission's abnormal change, the direct effects are the expand instrumentalism & the lost of value ration and finally cause the dissolve of life world & alienation of people's life. In order to lead adolescence to understand life correctly, elevate spirit, purify belief, focus on soul, process a valuable & meaningful life, we must make them form humanism value view by education to reject instrumentalism's enslavement & alienation to people.
¡¡¡¡Under this way of thinking in the study, this book inquires and studies the value view of our adolescent value view. It introduces the fundamental subjects of value view education from three aspects. Concerning the study field, it answers the reason of choosing the topic, explains some basic concepts relating to value view education, argues the relationship between adolescent value views education and the training of their daily manners. Regarding the significance, it mainly argues why should study value view education and whether value view can be taught and the importance of value view education to individual life and social development. As to study method, illustrates the methods this book used.
¡¡¡¡The confusion and lost of adolescence value view; the meditating, criticism, progress, and development in the confusion & lost and the conduction to adolescence is an important subject, which our country's current education faces. The book analyzes this problem from three parts. (1) In the conclusion of experience about adolescence value view before open and reform policy, this book retrospects that the development of adolescence value view changed from "sublime ideal", "politics cored" to "lost of subject" since the new P.R.C. established under the strong ideology, within fiery class struggle, in the process of frequent political movement. It points out that unilaterality of value view education in this period was that the aspect of people's politic and class negated and substituted people's other aspects, especially personal pursuit and individual soul. The unilaterality shadowed the individual real life, immersed individual unique personality, and alienated individual colorful life. (2)This book analyzes the shock and confusion of adolescence from our country's reform & open policy in 1980's through the lost of "spirit"----adolescence value view developed in the meditating; reconstruction of belief----adolescence value view improved in the argument; cherish of life----adolescence value view heightened in the social transformation and abnormal manner----adolescence value view mode lost and the improvement and development in the shock and confusion. Farewell to worship results in the doubt to the existed value view, denying Lei Feng leads to model strength dispelling, hiding from sublimity brings about mundane value view. All of these constitute the adolescence's spiritual lost and meditating & development in the confusion. "Panxiao phenomenon" reflects the question of life value view; "Satre tide" reflects the sprout of self value view; "Taiwan-Hongkong popular wind" reflects the germination of life value view; "Shekou" affair reflects that formation of modern value view constituted the construction of adolescence's belief, improved the adolescence value view in argument; lonely ego---emphasis on themselves' life value, the confusion of "LangLang"----looking for the "lost hat", the sigh of "MeiXiao"----rejecting angel, rejection devil constituted the cherish of adolescence's life, promoted the adolescence's value view in the social transformation; the manner that practice against what one preaches reflects , the dual-character that go with the tide and twisting of human nature under superior intelligence but inferior morality constitute the abnormal of adolescence's action, and reflect the lost about education mode of adolescence value view. (3)In 1990's----this book mainly discusses the coming of globalization and the development of internet bring the active meaning, positive influence to education of adolescence value view and puts forward the counter measure to education of adolescence value view in era of globalization and internet.
¡¡¡¡The analysis for the reason of adolescent value view crisis is the foundation of the value view education. This dissertation argues from three aspects: (1) From the point of macroscopic influence of international culture education, peoples' misuse of science and technology brings about the domination of science world and the deconstruction of the life world, the industrial spirit which chase efficiency unilaterally, the misunderstood of classified regimen and the reckless pragmatism, all of these are the international cultural reasons of confusion & lost about adolescence value view. (2) Regarding the value shock of social transform period in our country, alteration of dominant culture, weakness of elite culture, popularity of masses culture, overflow of consumers' culture which the whole transformation from planning economy to market-oriented economy brings, cause the formation of multiple value view. This formation and human alienation resulting from the lost of value ration are domestic reasons. (3) From the point of deformity about educational mission, under the baptism of science and the alienation of technology to people, rampant instrumentalism, weaken value ration and market-oriented economic tide, education deviates away own truth, ignores own object, stresses more on utilitarianism train and forget that the foster and mold of spirit, morality and belief for adolescence result from the education self.
¡¡¡¡On the basis of the reason analysis of adolescence value view crisis, it is the core of this dissertation to construct value view educational theory. It argues from five aspects. Firstly, it argues the root of human nature about value view education, proves that value view education gears to human essential spirit existence on ultimate meaning through analyzing that people are existence of "meaning, morality, value and culture". Secondly, it analyzes the foundation of value view educational theory and proves theory grounds of value view education through new century inquiry to human nature, correct reorganization to human's limit, rational scrutiny to "one-dimension person ", critique and deconstruction to scientism and ideal construction to humanism spirit. Thirdly, it definite the value orientation of value view education, especially argues construction of humanism standard about value view education. On the basis of introspection to political standard about value view education and transcended to economical standard of value view education, emphasizes that education should (1) remold educational mind of humanism. (2) Establish humanism value orientation of education. (3) Observe education mission of overall development (4) think highly of humanism care to learner's life. Thirdly, it argues the visualization of educational goal about value view and stresses that entering daily life is the basis of value view education; paying attention to life is the true nature of value view education; elevating spirit is the pursuit of value view education and remolding belief is the soul of value view education. Finally, this book puts forward the idea of proper value view. In our country currently, adolescence should possess appropriate value view which socialism is ideal, patriotism is primary clue, scientism is base, humanism is the point and aesthetic sentiment is the sublimation.
¡¡¡¡In practical field, this dissertation mainly probe the operate system of value view education. Firstly, it argues the construction of value view education mode and brings fifth suggestion of our country's value view education mode on the basis of using abroad mode for reference, for example: "value clarifying "mode, "recognize and develop" mode, "considerate" mode and social action mode. It concludes the previous experience. Secondly, it illustrates three principles that value view education should abide by: (1) Dialectical unity about individual-orientation and collective-orientation; (2) Harmonious development of instrument reasonability and value reasonability; (3) Logical connection of monistic value orientation and pluralistic value orientation. At last, it analyzes the application of value view education methods. On one side, it criticizes the traditional way of value view education in our country including the critique to dualistic-opposition method, the rejection to formalism method and the sublating to indoctrination method. On the other side, it argues the application of value view education including both drawing lessons from traditional persuading methods, model demonstration method, edification method, self-cultivation method and applying to the dilemmatic story method, character-acting method, value-clarifying method.
¡¡¡¡At the end, this book mainly argues the education of value view toward the integrity of scientism and humanism. It argues from four aspects: the understanding of scientism and humanism; the necessity of amalgamated scientism and humanism; the foundation of amalgamated scientism and humanism; the point of value view education about the amalgamated scientism and humanism.

¡¡¡¡×÷Õß¼ò½é£ºÁõ¼ÃÁ¼£¬1963ÄêÉú£¬ÄУ¬»ª¶«Ê¦·¶´óѧ2001½ì²©Ê¿Ñо¿Éú£¬Ê¦´Ó½ðÒ»Ãù½ÌÊÚ£¬Ö÷Òª´ÓʽÌÓýÔ­ÀíÑо¿¡£ÏÖÔÚºÓÄÏ´óѧ½ÌÓý¿ÆѧѧԺ¹¤×÷¡£

£¨ÔðÈα༭£ºº«´ººì£©

°æȨÉùÃ÷£º·²±¾Õ¾ÎÄÕ£¬¾ù¾­×÷ÕßÓëÏà¹Ø°æȨÈËÊÚȨ·¢²¼¡£ÈκÎÍøÕ¾£¬Ã½ÌåÈçÓûתÔØ£¬

±ØÐëµÃµ½Ô­×÷Õß¼°±¾Õ¾µÄÐí¿É¡£±¾Õ¾ÓÐȨÀûºÍÒåÎñЭÖú×÷Õßά»¤Ïà¹ØȨÒæ¡£

»ª¶«Ê¦·¶´óѧ<<´óѧ>>±à¼­²¿