當代閱聽人研究之理論重構:試論閱聽人的思辨能力

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題名	當代閱聽人研究之理論重構:試論閱聽人的思辨能力
作者	張玉佩 Yupei Chang
貢獻者	翁秀琪張玉佩 Yupei Chang
關鍵詞	閱聽人研究接收分析典範思辨能力鄂蘭循環文本村上春樹 audience research reception analysis the critical capability Hannah Arendt
日期	2002
上傳時間	17-Sep-2009 15:45:12 (UTC+8)
摘要	閱聽人抗拒主流意識形態的批判能力﹐一直是閱聽人研究領域的重要議題。但是﹐現存閱聽人研究典範卻無法提出適切的討論框架﹐接收分析典範因時代變遷而使其概念模式難以適用﹐新典範如觀展／表演典範卻不關心閱聽人的抗拒問題。因此﹐本研究以閱聽人的思辨能力指稱閱聽人藉由與媒介影像互動、進而返回自我主體思考的能動性﹐試圖建構適合當代複雜媒介景象之閱聽人思辨能力的理論框架。為了強調思考過程重於思考結果﹐本研究引入政治哲學家鄂蘭的哲學體系﹐視閱聽人的思辨能力為流動變化的過程﹐並以其提出之想像操作機制、普遍可溝通性、想像式巡訪與無家感思考狀態作為研究觀察的參考框架。於實際經驗資料蒐集分析方面﹐本研究持續觀察四年（1998年至2002年）閱聽人於《村上春樹的網路森林》發表循環文本共1,815篇﹐並從鄂蘭的哲學體系出發﹐試圖描繪閱聽人思辨進行的歷程。研究首先發現﹐閱聽人研究應當將「閱聽人」的概念回歸到「人」的本質基礎﹐承認閱聽人並非單一、純粹、高同質性的群體﹐並重視其多元、混雜、糾結、交錯的身分認同。再者﹐閱聽人進行思辨時﹐其抗拒解構的對象不只是媒介文本蘊藏的意識形態﹐尚且包括長期自我人生經驗形成的默識與價值體系﹐因此﹐閱聽人思辨能力的呈現是綿延不斷的自我摧毀過程﹐是無所依傍與無家感心靈狀態的保持﹐唯有藉由闡述自我思考結果、與他人辯駁溝通的過程等持續的自我鍛鍊﹐才得以培育養成。
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描述	博士國立政治大學新聞研究所 86451503 91
資料來源	http://thesis.lib.nccu.edu.tw/record/#G0086451503
資料類型	thesis

dc.contributor.advisor	翁秀琪	zh_TW
dc.contributor.author (Authors)	張玉佩	zh_TW
dc.contributor.author (Authors)	Yupei Chang	en_US
dc.creator (作者)	張玉佩	zh_TW
dc.creator (作者)	Yupei Chang	en_US
dc.date (日期)	2002	en_US
dc.date.accessioned	17-Sep-2009 15:45:12 (UTC+8)	-
dc.date.available	17-Sep-2009 15:45:12 (UTC+8)	-
dc.date.issued (上傳時間)	17-Sep-2009 15:45:12 (UTC+8)	-
dc.identifier (Other Identifiers)	G0086451503	en_US
dc.identifier.uri (URI)	https://nccur.lib.nccu.edu.tw/handle/140.119/33191	-
dc.description (描述)	博士	zh_TW
dc.description (描述)	國立政治大學	zh_TW
dc.description (描述)	新聞研究所	zh_TW
dc.description (描述)	86451503	zh_TW
dc.description (描述)	91	zh_TW
dc.description.abstract (摘要)	閱聽人抗拒主流意識形態的批判能力﹐一直是閱聽人研究領域的重要議題。但是﹐現存閱聽人研究典範卻無法提出適切的討論框架﹐接收分析典範因時代變遷而使其概念模式難以適用﹐新典範如觀展／表演典範卻不關心閱聽人的抗拒問題。因此﹐本研究以閱聽人的思辨能力指稱閱聽人藉由與媒介影像互動、進而返回自我主體思考的能動性﹐試圖建構適合當代複雜媒介景象之閱聽人思辨能力的理論框架。為了強調思考過程重於思考結果﹐本研究引入政治哲學家鄂蘭的哲學體系﹐視閱聽人的思辨能力為流動變化的過程﹐並以其提出之想像操作機制、普遍可溝通性、想像式巡訪與無家感思考狀態作為研究觀察的參考框架。於實際經驗資料蒐集分析方面﹐本研究持續觀察四年（1998年至2002年）閱聽人於《村上春樹的網路森林》發表循環文本共1,815篇﹐並從鄂蘭的哲學體系出發﹐試圖描繪閱聽人思辨進行的歷程。研究首先發現﹐閱聽人研究應當將「閱聽人」的概念回歸到「人」的本質基礎﹐承認閱聽人並非單一、純粹、高同質性的群體﹐並重視其多元、混雜、糾結、交錯的身分認同。再者﹐閱聽人進行思辨時﹐其抗拒解構的對象不只是媒介文本蘊藏的意識形態﹐尚且包括長期自我人生經驗形成的默識與價值體系﹐因此﹐閱聽人思辨能力的呈現是綿延不斷的自我摧毀過程﹐是無所依傍與無家感心靈狀態的保持﹐唯有藉由闡述自我思考結果、與他人辯駁溝通的過程等持續的自我鍛鍊﹐才得以培育養成。	zh_TW
dc.description.tableofcontents	當代閱聽人思辨能力之探討目錄研究緣起……………………………………………………………… 1 第一章閱聽人研究初探……………………………………………. 5 第一節「閱聽人」概念探討…………………………………. 5 第二節傳播研究中的閱聽人概念……………. ……………. . 19 第三節閱聽人研究典範的變遷……………. ……………. … 22 第四節溝通與對話…………. ……………. ……………. ….. 39 第五節閱聽人思辨能力之初探……………. …………….…. 51 第二章鄂蘭之行動、思考與判斷……………. ……………. ……. 54 第一節鄂蘭之生平與思考根源………. ……………. ………. 54 第二節行動……………. ……………. ……………………. . 59 第三節思考…………. ………. ……………. ……………. …. 63 第四節判斷……………. ……………..……. ……………. …. 70 第五節「小心閱讀、大膽嘗試」之研究策略……………. ……. 84 第三章循環文本與研究架構. ……………. ……………. ……….. 87 第一節循環文本的理論意涵…………………………………. 87 第二節《村上春樹的網路森林》概況.……………………… 94 第三節循環文本的篩選與分類……………………………. 109 第四章閱聽人素養與思考層次……………………………………. 118 第一節閱聽人素養……………………………………………. 118 第二節思考的層次……………………………………………. 140 第三節綜合分析與小結………………………………………. 155 第五章閱聽人思辨能力的展現……………………………………. 160 第一節想像操作的歷程………………………………………. 160 第二節思考沙洲與村上失語症………………………………. 168 第三節想像式巡訪……………………………………………. 182 第四節無家感…………………………………………………. 199 第五節網際空間：有條件的公共領域象徵…………………. 208 第六章重新思索閱聽人的思辨能力………………………………. 223 第一節閱聽人的思辨歷程……………………………………. 223 第二節重新思索閱聽人研究取向……………………………. 229 第三節研究檢討………………………………………………. 243 參考文獻………………………………………………………………. 252 附錄一：漢娜．鄂蘭之生平與重要著作………………………………. 262 附錄二：村上春樹的生平及作品數量整理表………………………. 264 附錄三：村上春樹日文原著整理表…………………………………. 266 附錄四：村上作品在台翻譯整理表…………………………………. 270 表目錄表一：「閱聽人」概念的轉變………………………………………… 6 表二：直接閱聽人、大眾閱聽人、擴散閱聽人與網路閱聽人之比較表…………………………………………………………. 16 表三：五個閱聽人研究的主要特色…………………………………. 22 表四：Abercrombie and Longhurst 的三個閱聽人研究典範……….. 24 表五：《村上春樹的網路森林》網址分析…………………………… 99 表六：線上身分統計表………………………………………………. 106 表七：《村上春樹的網路森林》有效連結統計表…………………… 110 表八：循環文本分配表………………………………………………. 115 表九：有效循環文本分配表…………………………………………. 116 表十：文章編碼所屬單元分配表……………………………………. 117 表十一：網站各單元之循環文本分配表……………………………. 117 表十二：村上春樹四部曲年表………………………………………. 124 表十三：湯禎兆之循環文本整理表…………………………………. 190 圖目錄圖一：閱聽人研究座標軸……………………………………………. 19 圖二：想像的操作機制圖……………………………………………. 66 圖三：製碼/解碼模式圖……………………………………………… 89 圖四：不斷循環之接收關係圖………………………………………. 89 圖五：閱聽人思辨與循環文本………………………………………. 90 圖六：村上作品統計圖……………………………………………… 96 圖七：村上作品之台灣翻譯版本統計圖……………………………. 96 圖八：村上作品在台翻譯比例圖……………………………………. 97 圖九：《村上春樹的網路森林》首頁………………………………… 99 圖十：閱聽人連續光譜……………………………………………… 107 圖十一：網頁超連結示意圖…………………………………………. 110 圖十二：循環文本分配圖……………………………………………. 115 圖十三：有效循環文本分配圖………………………………………. 116 圖十四：閱聽人素養與思考層次分配圖……………………………. 156 圖十五：循環文本的想像操作機制之一……………………………. 161 圖十六：循環文本的想像操作機制之二……………………………. 162 圖十七：循環文本的想像操作機制之三……………………………. 164 圖十八：閱聽人思辨歷程圖…………………………………………. 224 圖十九：研究者與研究對象的權力關係圖…………………………. 232	zh_TW
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dc.language.iso	en_US	-
dc.source.uri (資料來源)	http://thesis.lib.nccu.edu.tw/record/#G0086451503	en_US
dc.subject (關鍵詞)	閱聽人研究	zh_TW
dc.subject (關鍵詞)	接收分析典範	zh_TW
dc.subject (關鍵詞)	思辨能力	zh_TW
dc.subject (關鍵詞)	鄂蘭	zh_TW
dc.subject (關鍵詞)	循環文本	zh_TW
dc.subject (關鍵詞)	村上春樹	zh_TW
dc.subject (關鍵詞)	audience research	en_US
dc.subject (關鍵詞)	reception analysis	en_US
dc.subject (關鍵詞)	the critical capability	en_US
dc.subject (關鍵詞)	Hannah Arendt	en_US
dc.title (題名)	當代閱聽人研究之理論重構:試論閱聽人的思辨能力	zh_TW
dc.type (資料類型)	thesis	en
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