簡(jiǎn)介：學(xué)校代碼』Q2旦Q分類號(hào)衛(wèi)研究生學(xué)號(hào)密級(jí)◎東牡埽冠太季碩士學(xué)位論文Y889227108120305L直現(xiàn)代視覺(jué)傳達(dá)設(shè)計(jì)中格式塔藝術(shù)心理學(xué)的運(yùn)用THEAPPLICATIONOFGESTALTARTPSYCHOLOGYINMODERNⅥSUALCOMMUNICATIONDESIGN作者于曉華指導(dǎo)教師學(xué)科專業(yè)研究方向?qū)W位類型鄧淑君副教授美術(shù)學(xué)藝術(shù)設(shè)計(jì)學(xué)歷碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2006年4月ABSTRACTTHEARTISTHEMATTEROFT11EMIND，SOANYSCIENCERESEARCHBELONGSTOTHEPSYCHOLOGYCATEGORYBYALLMEAILSIT“SOMAYINVOLVEOMI玎REALMS，BUT，BELONGILLGTOTHCPSYCHOLOGYCATEGORYTHENCAILNEVERCHALLGEANDCHILLAOFTHCPRESENT，CANBESAIDTOBESHALLOWTOTASTELITTLEFORTHERESEARCHOFTHEANPSYCH010阱NOONESYSTEMATICALLYASTOIT’SCANYONMESYSTEMTOSTUDYTHOROU醣1Y，EVENGOWITLLOUTSAYINGTHEEXPERIMENTOFPASSASERIESTOESTABLISHASETOFTHEORIESSYSTEMWITHMEMAIE㈣CSOFONESEIFNOWADAYSTHEWORLDISBEINGPLACED主F1ANIMPORTANCETHATBEHADA110T圭LERTOTUMFHECHANGEAT矗RSTBY也EONEA州TUDEP鰣OD，H鋤CETHESOCIET，A11DCULTURESA11RENECTSUCHCHARACTERISTIC，MEMODCMSENSEOFVISIONMFB衄SDESIGNTO謝LL詛KE也EBRANDINGOFHAVETHESOCIETYANDCULTUREDEVELOPMENTTOSOMEEXTENT燦ONG、ⅣITH也ECO以NUOUSLYA11DDEEPLYTUNLOFTHEDESIGNREALINDEVELOPMEM，也ECONCEPTOFTHE“DESI辨”ISCLEARLESSAILDLESS，BUTTHETARGE“SEXPLICIT，THATIST0NOTOILLYNEEDTODOAGOODSENSEOFVISIONTOINFOMLMEDESIGLL，BUTALSOSHOULDMAKEUSE0FMEKNOWLEDGEOFMEARTPSYCH0109YAVAILABLY，RISINGABETTERLEADMG‰CTIONTOWARDSDESIGNINGMERESEARCHOFTHE血EORIESANDPRACTICETHEⅥITERMAINLYINFO瑚SNLERESEARCH吐1ATTHERELATEDPROBLEMOFDESIGNTHEASPECTDOWITHTHEFIRSTSTEPTOTHEARTPSYCH0109Y姐DSENSEOFVISIONS，PA8SING血EAPPLICATIONTOMERCLATEDKRLOV以EDGEOF也EARTPSYCHOLOGY，AND出EONESELFISIILSENSEOFVISIONINFON】血NGTHEDESIGNOFMEFIRSTSTEPPRAC蛀CETHEEXPERIENCE，TOMESKILLPSYCH0109YSOMEHAVE也EREPRESENTATIVE’STLLEORYSTANDPOINT，INDESIGNPRACTICETODOSOMEANALYSISKEYWORDSⅥSUALCOMM、MICATIONDE啦恥GEGTALT；ANPSYCHOLOGYⅡ

簡(jiǎn)介：南昌大學(xué)碩士學(xué)位論文運(yùn)用群體心理學(xué)解讀蠅王姓名吳國(guó)平申請(qǐng)學(xué)位級(jí)別碩士專業(yè)英語(yǔ)語(yǔ)言文學(xué)指導(dǎo)教師劉迪麟20071215ABSTRACTABSTRACTWILLIAMGOIDINGWASAWARDEDNOBELLITERATUREPIIZEIN1983BECAUSEOFHISMASTERPIECELORDOFTHEFLIES，“HISNOVELSWHICHWITHTHEPERSPICUITYOFREALISTICNARRATIVEARTANDTHEDIVERSITYANDTHEUNIVERSALITYOFMYTHILLUMINATETHEHUMANCONDITIONINTHEWORLDTODAY’SINCEITSPUBLICATION，LORDOFTHEFLIESHASBEENAHOTTOPICINTHEACADEMICRESEARCHOFLITERARYWORKSLITERARYCRITICSHAVEFOCUSEDONMYTHANDARCHETYPALREADINGWHILEOTHERSHAVEADOPTEDAⅡAPPROACHTOFEMINISTREADINGINTHEPIGHUNTINGEPISODEOFTHENOVELTHISTHESISINTENDSTEADANDINTERPRETLORDOFTHEF／把_SINTHELIGHTOFGROUPPSYCHOLOGYTOANALYZETHECHARACTERS’PERSONALITYSTATUSINGROUP，LEADERSHIPANDOBEDIENCE，GROUPCOHESIVENESSANDCONFORMITY，STATUSANDINTERACTIONINGROUPSGROUPPRODUCTIVITYANDLEADERSHIPEFFECTIVENESS，INTERGROUPCONFLICTPE墻UNALITYINLORDOFTHEFLIES，THENOVELDEVASTATINGLYREVEALSTHATTHEDESTRUCTIVEFORCESOFPRIMEVALCRUELTYIRRATIONALITYBARBARITYANDIGNORANCEDWELLINPEOPLESOMYTHESISWILLUSCTHECOLLECTIVEBEHAVIORDEINDIVIDUATIUNANDBEHAVIORALCONTAGIONTOEXPLAINTHENⅪ【S∞ANDTHEPROCESSHOWTHEYMAKETHECIVILIZEDENVIRONMENTTOSAVAGEDONETHETHESISCONSISTSOFFIVECHAPTERSCHAPTERONEISABRICFREVIEWOFTHECRITICISMONLORDOT。THEFLIESANDTHEAIM笛WELLASTHEVALUEOFTHISTHESIS，ANDBRINGSUPMYTHEORETICALBASISCHAPTERTWOISDEVOTEDTOANALYSISOFTHECHARACTERS’PERSONALITYSTATUS，LEADERSHIPANDOBEDIENCEBYWAYOFTHEGROUPPSYCHOLOGYCHAPTERTHREEANDCHAPTERFOURAREDEDICATEDTOUSINGTHEDEINDIVIDUATIONANDBEHAVIORALCONTAGIONTOINTERPRETTHEREASONWHYTHEBOYSBA0MESAVAGEDDEINDIVIDNATIONISAPSYCHOLOGICALSTATEOFDECREASEDSERFEVALUATIONCAUSINGANTINORMATIVEANDDISINKIBITEDBEHAVIORJACKTLSESMASKTOHIDEHISPERSONALIDENTITYTOBEHAVEVIOLENTLYTOBEFREEFROMTHESELFEONSCIOUSNESSOFSHAMEBEHAVIORALCONTAGIONMEANSTHERAPIDSPREADTHROUGHAGROUPOFVISIBLEANDOFTENUNUSUALSYMPTOMSORBEHAVIORANDTHEREFORE，JACKALSOMAKESUSEOFTHEBEASTTOHORRIFYTHESABOYSTOBEBARBARICINTHEEND111

簡(jiǎn)介：碩士學(xué)位論文碩士學(xué)位論文積極心理學(xué)視角下學(xué)校潛在課程建設(shè)積極心理學(xué)視角下學(xué)校潛在課程建設(shè)的探索的探索學(xué)位類型學(xué)位類型學(xué)術(shù)型學(xué)位學(xué)科學(xué)科（專業(yè)學(xué)位類別）（專業(yè)學(xué)位類別）教育學(xué)作者姓名作者姓名謝盈盈導(dǎo)師姓名及職稱導(dǎo)師姓名及職稱劉志軍教授實(shí)踐導(dǎo)師姓名及職稱實(shí)踐導(dǎo)師姓名及職稱學(xué)院名稱學(xué)院名稱教育學(xué)院論文提交日期論文提交日期2015年6月4日密級(jí)公開(kāi)中圖分類號(hào)中圖分類號(hào)G40STUDYONTHECONSTRUCTIONOFTHEPOTENTIALCOURSEBASEDONTHETHEORYOFPOSITIVEPSYCHOLOGYTYPEOFDEGREEACADEMICDEGREEDISCIPLINETYPEOFPROFESSIONALDEGREEPEDAGOGYCANDIDATEXIEYINGYINGSTUDENTNUMBER12011401006SUPERVISORANDPROFESSIONALTITLEPROFZHIJUNLIUPRACTICEMENTORANDPROFESSIONALTITLESCHOOLTHEDEPARTMENTOFEDUCATIONDATEJUNE4TH,2015UNIVERSITYHUNANUNIVERSITYOFSCIENCEANDTECHNOLOGY

簡(jiǎn)介：ILLLLLIILLIJLLILLLIIJY3430842中圖分類號(hào)密級(jí)公玨學(xué)校代碼Q22壘學(xué)號(hào)15Q壘Q三耋隸北裝案走謦碩士學(xué)位論文基于兒童心理學(xué)及其行為特征的體驗(yàn)式兒童公園設(shè)計(jì)研究作者王娜學(xué)位類別王堂亟±研究領(lǐng)域迅量國(guó)撻堂導(dǎo)師閨丞迭塾撞所在學(xué)院國(guó)苧國(guó)鹽堂隨二級(jí)學(xué)科迅量國(guó)鹽規(guī)劃遮讓二。一八年六月目錄目錄摘要????????????????????????????????????I英文摘要?????????????????????????????????．III1緒{侖??????????????????????????????????????????????11．1研究背景???????????????????????????????11．1．1兒童身心素質(zhì)越來(lái)越差???????????????????????．．11．1．2兒童公園現(xiàn)狀亟需完善???????????????????????．．21．1．3體驗(yàn)經(jīng)濟(jì)迅速發(fā)展?????????????????????????．21．2研究目的與意義??????????????????????????????．31．2．1研究目的?????????????????????????????．31．2．2研究意義??????????????????????????????．．31．3國(guó)內(nèi)外研究現(xiàn)狀????????????????????????????31．3．1國(guó)外相關(guān)研究現(xiàn)狀?????????????????????????．41．3．2國(guó)內(nèi)相關(guān)研究現(xiàn)狀?????????????????????????．81．4研究?jī)?nèi)容與方法????????????????????????????111．4．1研究?jī)?nèi)容?????????????????????????????LL1．4．2研究方法?????????????????????????????121．4．3研究框架?????????????????????????????132理論研究概述??????????????????????????????142．1兒童心理學(xué)及其行為特征????????????????????????142．1．1兒童心理學(xué)概念??????????????????????????142．1．2兒童心理發(fā)展的年齡階段性?????????????????????142．1．3兒童發(fā)展與行為特征????????????????????????152．1．4兒童心理與行為需求????????????????????????162．1．5兒童藝術(shù)審美???????????????????????????172．2兒童公園體驗(yàn)設(shè)計(jì)??????????????????????????．．172．2．1體驗(yàn)和體驗(yàn)設(shè)計(jì)概念????????????????????????172．2．2體驗(yàn)的分類????????????????????????????182．2．3兒童公園體驗(yàn)設(shè)計(jì)特點(diǎn)???????????????????????192．2．4兒童公園體驗(yàn)設(shè)計(jì)要素???????????????????????213國(guó)內(nèi)外優(yōu)秀案例分析???????????????????????????223．1伊恩波特兒童野趣游樂(lè)公園???????????????????????223．2新加坡遠(yuǎn)東兒童樂(lè)園?????????????????????????一243．3重慶市兒童公園???????????????????????????．．273．4武漢國(guó)際園林博覽會(huì)創(chuàng)意小花園掌園?????????????????294基于兒童心理學(xué)及其行為特征的體驗(yàn)式兒童公園設(shè)計(jì)策略????????????324．1設(shè)計(jì)原則??????????????????????????????．32

簡(jiǎn)介：原創(chuàng)性聲明本人鄭重聲明所呈交的學(xué)位論文是本人在導(dǎo)師的指導(dǎo)下獨(dú)立進(jìn)行研究工作所取得的成果，論文中有關(guān)資料和數(shù)據(jù)是實(shí)事求是的。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。若有不實(shí)之處，本人愿意承擔(dān)相關(guān)法律責(zé)任。學(xué)位論文作者簽名夏拐同期_F『年F月讒同學(xué)位論文版權(quán)使用授權(quán)書(shū)學(xué)位論文作者完全了解北京服裝學(xué)院有關(guān)保留和使用學(xué)位論文的規(guī)定，即研究生在校攻讀學(xué)位期間論文工作的知識(shí)產(chǎn)權(quán)單位屬北京服裝學(xué)院。學(xué)校有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許學(xué)位論文被查閱、借閱和復(fù)?。粚W(xué)?？梢詫W(xué)啦論文的全部或部分內(nèi)容公開(kāi)或編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以允許采用影印、縮印或其它復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位論文在解密后適用本授權(quán)書(shū)。學(xué)位論文作者簽名I導(dǎo)師簽名己扮日期易，J年，≥月≯日日期力，，年，≥月易日L■，RBASEDONTHEPSYCHOLOGYOFTHECHILDREN’SPICTUREBOOKCREATIONI之ESEARCHABSTRACTCHILDREN’SPICTUREBOOKS，ASALLIMPORTANTPARTOFCHILDREN’SEDUCATION，HAVEAUNIQUEARTISTICCHARMCHILDREN’SPICTUREBOOKS，WHICHCREATEONEWONDERFULDREAMAFTERANOTHERHELPCHILDRENSLOWLYDEVELOPTHEIRCOGNITIVEABILITIES，INCREASETHEIRINTERESTSINREADINGANDAPPRECIATIONANDTHENGIVETHEGROWINGWINGSTOTHEIRGROWTHWITHTHEDEVELOPMENTOFSOCIETYPEOPLEMAKESTEADYPROGRESSIDEOLOGICALLYHOWEVERINTHEHIGHSPEEDDEVELOPINGTIMES，THEYOFTENIGNORESOMETRUETHINGS，JUSTPURSUINGEFFICIENCYANDINTERESTSANOLDSAYINGHASBEENSAID“CHILDISTHEFATHEROFTHEMAN’’SOITISNOTDIFFICULTTOSEETHATTHEANCIENTSCLEARLYUNDERSTANDTHATTHECHILDREN’SPERFORMANCEINTHISPERIODISINTRINSICALLYRELATEDTOTHEIRGROWTHINFUTUREANDALSOHASANIMPORTANTEFFECTONTHEIRGROWTHTHECHILDREN，WHOAREATTHEIRMOSTVIGOROUSINTHEPERIODFROMBIRTHTOMATURITYGROWWITHSTRONGESTPLASTICITYANDFASTESTCHANGES，WHICHTHUSREMAINSACONCERNTOPSYCHOLOGISTSANDEDUCATORSCHILDREN’SPICTUREBOOKSMAKESOPROFOUNDIMPACTONTHEMTHATTHECREATIONOFCHILDREN’SPICTUREBOOKSMUSTBEBASEDONTHECHILDREN’SPREFERENCESANDREQUIRESTHEAUTHORSTOFOLLOWCHILDREN’SPSYCHOLOGICALNEEDSTHISARTICLEISTOANALYZETHECHILDREN’SPICTUREBOOKSFROMTHEIRPSYCHOLOGICALPERSPECTIVESDUETOUNIQUEPSYCHOLOGICALCHARACTERISTICS，PERSONALITYANDAESTHETICPREFERENCESOFCHILDREN，TLLEYSELECTPICTUREBOOKSINDEPENDENTLYANDINSTAGESRELEVANTEXPERTSDEFINETHEBALANCEBETWEENAUTONOMYANDPHASEASTHECLASSIFICATIONOFCHILDREN’SREADINGTHECREATIONOFPICTUREBOOKS，BASEDONCHILDREN’SPSYCHOLOGICALNEEDS，ISTOANALYZESUCHCONSTITUENTELEMENTSASILLUSTRATIONCOLOR，F(xiàn)ONTANDMATERIALFROMTHEPHYSICALANDPSYCHOLOGICALPERSPECTIVESINSHORT，WESHOULDKNOWTHESTATESOFMINDANDNEEDSOFCHILDREN，SUMMARIZETHECREATIONDESIGN，MAKETHEINTEGRATIONACTIVELYANDREFLECTTHEPROBLEMSONLYINTHISWAYCANWECREATETHEWORKSSUITABLEFORTHECHILDRENKEYWORDSCHILDRENPICTUREBOOKCHILDPSYCHOLOGYCREATE

簡(jiǎn)介：天津師范大學(xué)碩士學(xué)位論文基于網(wǎng)絡(luò)環(huán)境的心理學(xué)綜合實(shí)驗(yàn)臺(tái)管理系統(tǒng)的設(shè)計(jì)與實(shí)現(xiàn)姓名王旭申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育技術(shù)學(xué)指導(dǎo)教師吳曉榮20080301天津師范大學(xué)碩士學(xué)位論文ALBSHACTABSTRACTT0DAYTHEEDUCAT0NINTHENETVI，0一HASDEVELOPEDFASTTHETESTBEC0MEAMO陀ANDMO陀IMPO曲NTPARTOFTEACHINGAPPROACHESINTHISTHESIS，THEWNTERDESIGNEDAPSYCH0109YEXPERFMENTSETMANAGEMENTSYSTEMTHESYSTEMTAKETHECONTROITOWARDTHEPSYCH0109YINSTRUMENTSANDATTAININGTHEPURP0SE0FTHEPSYCHOIOGYEXPENMENTC0MPIETIONTHEEXPERIMENTISCAMEDONBYTHETEACHERINTHENETVVO水SOTHEEXPEMEMCANBEANA盯ANGEMENTTOEACHSTUDENTANDBECOMEANEXPEMENTTEACHINGF0冊(cè)THATONESERVERCON”DISMANYUSE倦HOV怕VER，EXISTINGIONG陷NGEMANAGEMENTMETHODSA怕STMMO悖D黼CU睢T0ATBINIS∞NTROIEDMACHINEBYTHE10RDT0C0NTR0IT0MANAGENUMEROUSPSYCH0IOGYEXPEMENTSETSINTTLEMEA刪MEPARTICUIARIYTHE∞R陀SPONDEN∞ASPE既訓(xùn)THDENVENNGTHEDATA，ISAI∞ABOTTIENECK1N0RDERT00VERC0MEESTINGBIEMISHW陡HTHE10NG怕NGEMANAGEMENT0FTHEPSYCHOLOGYEXPERIMENTSETS，THISTOPICPUTSFON『I，ARDAND∞RNEDOUTAKINDT0TUM10NG陷NGEMANAGEMENTSYSTEMACC0RDINGT0THENETVVO水0FDISTRIBUTEDDATABA∞THEDESIGNTHOUGHT0FTHISSYSTEMIST0A惘NGEA10CALDATABASEINSIDEEACHEXPERIMENTSET，ANDT0CONNECTTHEMWITHEACHOTHERTHROUGHTHENEMORI‘。THENT0∞NSTNMEADATABASEOFINTEGRJTYTOGETHERTHOUGHEACHPHYSICAIPOSITION0FTHEEPENMENTSETISDIF艷RENTTHETEACHERSTⅢCANCANY0NMANAGINGOPE陽(yáng)AONFROMTTLESEN，ERC0MPUTERK哪WORDSLONG陷NGEC0NTMI。DISTRIB№DDATABASE，NETVVO一‘，MANAGEMENTSYSTEM。ASPNET。餅Ⅳ

簡(jiǎn)介：我國(guó)心理健康教育課程在逐步地探索研究中不斷發(fā)展，已經(jīng)逐步形成致力于培養(yǎng)學(xué)生健全人格的發(fā)展趨勢(shì)。然而，現(xiàn)階段心理健康教育有許多不足仍需改進(jìn)，傳統(tǒng)的心理健康教育比較偏向“問(wèn)題導(dǎo)向”。根據(jù)中小學(xué)心理健康教育指導(dǎo)綱要2012年修訂，心理健康教育的總目標(biāo)是“提高全體學(xué)生的心理素質(zhì)，培養(yǎng)他們積極樂(lè)觀、健康向上的心理品質(zhì)，充分開(kāi)發(fā)他們的心理潛能，為他們健康成長(zhǎng)和幸福生活奠定基礎(chǔ)。”本研究在積極心理學(xué)的理論指導(dǎo)下，通過(guò)積極心理健康教育課堂這一主渠道，對(duì)培養(yǎng)初中生積極心理品質(zhì)進(jìn)行實(shí)證性地探索研究。探討如何通過(guò)積極心理課堂提高學(xué)生積極心理品質(zhì)和消除心理問(wèn)題，促進(jìn)學(xué)生身心和諧可持續(xù)發(fā)展。本系列課程主要以喚醒學(xué)生積極的情緒力量和提高學(xué)生積極的人際力量為主題，由“問(wèn)題導(dǎo)向”的傳統(tǒng)心理健康教育轉(zhuǎn)向“體驗(yàn)式”、“參與式”的積極心理健康教育，旨在探尋一種主題比較鮮明、可操作性強(qiáng)、可復(fù)制性高、效果積極顯著的積極心理課堂模版，為積極心理健康教育探索更豐富的方式方法。研究首先對(duì)積極心理學(xué)和積極心理健康教育的相關(guān)概念及國(guó)內(nèi)外研究進(jìn)行系統(tǒng)地總結(jié)歸納，對(duì)以往傳統(tǒng)心理健康教育和積極心理健康教育的研究進(jìn)行對(duì)比其次以積極心理學(xué)為理論指導(dǎo)，設(shè)計(jì)課程并加以實(shí)施而后對(duì)實(shí)驗(yàn)班和控制班分別進(jìn)行前后測(cè)基于此，本研究得出以下結(jié)果1實(shí)驗(yàn)組和對(duì)照組差異比較中，兩個(gè)樣本在情緒不平衡、人際關(guān)系緊張與敏感這兩個(gè)維度上未見(jiàn)顯著差異P＞005，即被試的基線水平無(wú)顯著差異。2實(shí)驗(yàn)組前后測(cè)在情緒不平衡、人際關(guān)系緊張與敏感上有顯著差異P＜005。3實(shí)驗(yàn)組、對(duì)照組追蹤后測(cè)在情緒不平衡、人際關(guān)系緊張與敏感上有顯著差異P＜005。4對(duì)照組前后測(cè)在情緒不平衡、人際關(guān)系緊張與敏感這兩個(gè)維度上差異均不顯著。根據(jù)實(shí)驗(yàn)得出的結(jié)論是1積極心理健康教育課程可以減少初中生的心理問(wèn)題同時(shí)增加其積極心理品質(zhì)。2通過(guò)積極心理健康教育課程，可以提高學(xué)生積極的人際力量以及喚醒學(xué)生積極的情緒力量。3課堂只是積極心理健康教育的一部分，要從增加學(xué)生的積極體驗(yàn)，培養(yǎng)學(xué)生積極的個(gè)人特質(zhì)以及創(chuàng)造積極的社會(huì)環(huán)境等多方面進(jìn)行。4培養(yǎng)積極心理品質(zhì)任重而道遠(yuǎn)，需要家庭、學(xué)校乃至社會(huì)的長(zhǎng)期堅(jiān)持，建造一個(gè)系統(tǒng)工程。

簡(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文SNS傳播心理學(xué)盈利模式研究姓名呂微申請(qǐng)學(xué)位級(jí)別碩士專業(yè)傳播學(xué)指導(dǎo)教師黃佶201104ABSTRACTSOCIALNETWORKSERVICEISANEMERGINGNETWORKAPPLICATIONTHATFROMTHECAMPUSWEBSITEFACEBOOKSILENTLYAROSEANDBECAMEPOPULARINTHEWORLDNOWITBECOMEANIMPORTANTPLATFORMOFTHEPEOPLE’SDAILYLIFEINTHEVIEWOFPRESENTSITUATIONLOOKINGFORMOREREASONABLEANDMAXILTTIZATI011VALUEOFTHECOMMERCIALMODEANDHOWTOPROFITISTHISARTICLETRIESTODISCUSSPROBLEMTHESIGNIFICANCEOFTHISSTUDYIINTHEUPSURGEOFSNS，CHINAASACOUNTRYWITLLSUCHALARGEUSERSSHOULDCOMBINE麗TLLITSOWNCHARACTERISTICSANDTAKETHEESSGNC宅，TOFINDASUITABLEMODEL2THISTHESISEXPLOREDANDGRASPTOSNSWEBSITEOPERATIONRULEANDBASEDONTHECURRENTSTATUSANDPROBLEMS，COMBINEDWITHPSYCHOLOGICALANALYSISOFTHEUSERSREALNEEDSBUILDINGABRIDGEFROMTHEFICTITIOUSWORLDTEALWORLD，F(xiàn)ROMSPIRITUALNEEDSTOMATERIALNEEDS，SELECTTHEAPPROPRIATEMARKETINGSTRATEGIESTOOPENBROADERBRANDMARKETTHISARTICLEFROMTHEPERSPECTIVEOFPSYCHOLOGYUSINGTHEMETHODSOFTHEWEBSEARCHTHELATESTTRENDS，CASESTUDIESANDPROVENINTHEWORKAIMSTESEARCHTHEINTERNATIONALCONTEXTOFTHEDEVELOPMENTOFSOCIALNETWORKSANALYZEDSNSUSERPSYCHOLOGICALEXPERIENCEANDCONCLUDEDTHEBUSINESSMODELTHATTOBEUSEFULASASOURCEOFREFERENCEBASEDONTHETHEORYOFHUMANISMINCOMMUNICATIONPSYCHOLOGYTHETHESISPUTSFORWARDASOLUTIONFORCHINESESNSTOADAPTITSELFTOTHECURRENTOVERHEATMARKETCOMPETITIONBUILDINGUPAFAIRLYINTERACTIVITYBETWEENDELIVERERANDTHEDELIVEREDCENTEREDONUSEREXPERIENCE；PAYMOREATTENTIONTOTHEUSEL“SNEEDISTHEKEYFACTORSOFTHEPROFITMODALTHISARTICLETRIESTOOFFERSOMEHELPANDSUGGESTIONSFORTHEBOTTLENECKOFTHESOCIALNETWORKINDUSTRYKEYWORDSNS；PROFITMODE；COMMUNICATIONPSYCHOLOGY；USERPSYCHOLOGICALEXPERIENCE

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簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文中國(guó)文藝心理學(xué)知識(shí)的形成姓名修立杰申請(qǐng)學(xué)位級(jí)別碩士專業(yè)文藝學(xué)指導(dǎo)教師王確20090501ABSTRACTLITERARYPSYCHOLOGYISTHECROSSDISCIPLINARYOFSOCIALSCIENCEANDNATURALSCIENCEOFNOWITISDEVELOPINGINTOFULLSWINGUPTONOWTHEREAREAFEWWORKSANDTRANSLATIONSONLITERARYPSYCHOLOGYBYSYSTEMATICANALYSISANDSUMMARYOFTHEORIESONLITERARYPSYCHOLOGYCOUPLEDWITHTHERESEARCHOFMODEMANDCONTEMPORARYTHEORIESONLITERARYPSYCHOLOGYTHEPRESENTTHESISPROBESINTOTHEMAINCOURSEOFTHEDEVELOPMENTOFMODEMANDCONTEMPORARYTHEORIESONLITERARYPSYCHOLOGYWHICHPROMOTESTHEFURTHERRESEARCHONLITERARYPSYCHOLOGYBYCHINESELEARNERSTHEPRESENTTHESISCANBEDIVIDEDINTOFOURPARTSTHEINTRODUCTIONSUMMARIESTHEOVERALLRESEARCHOFTHELITERARYPSYCHOLOGYTHEFIRSTCHAPTEREXPOUNDSTHEINTRODUCTIONOFWESTERNPSYCHOLOGYANDITSCROSSINTEGRATIONWITHCHINESELITERATUREANDARTTHEORYTHESECONDCHAPTERSUMMARIZESSYSTEMATICALLYTHETHEORETICALKNOWLEDGEOFLITERARYPSYCHOLOGYANDPSYCHOLOGICALANALYSISTHETLLIRDCHAPTERANALYSESANDEPITOMIZESTHEKNOWLEDGEOFLITERARYPSYCHOLOGYINSIXASPECTSTHELASTPARTISTHECONCLUSIONTHEPRESENTAUTHORCANDRAWSUCHACONCLUSIONTHATTHECHINESEPSYCHOLOGICALTHOUGHTSAREIMPORTEDFROMTHEWESTWITHTHESTARTOFMARCORICCI’SWESTSTATENOTATIONYANJINGTRANSLATEDSPIRITUALSCIENCETRANSLATEDBYYANYONGIINGISTHEFIRSTTRANSLATIONBOOKOFPSYCHOLOGYANDTHETRANSMISSIONOFWESTERNPSYCHOLOGYINCHINAISONTHEBASISOFJAPANESESCHOLARS’RESEARCHESTHEREARETOTALLYEIGHTASPECTSONTHEMODEMANDCONTEMPORARYLITERARYPSYCHOLOGYINMODEMTIMES，WANGGUOWEIBECAMETHEPIONEEROFTHEKNOWLEDGEOFLITERARYPSYCHOLOGYANDHEPROPOSEDTHEFAMOUS‘“MOODTHEORY’，ANDCONSEQUENTLYBETWEENTHEBEGINNINGOF20MCENTURYAND1940S，THEREAPPEAREDSOMETHEORIESON‘MOODTHEORY’；INCONTEMPORARYTIMES，F(xiàn)ROMTHEBEGINNINGOFTHE20THCENTURYTO1920S，THEORIESOFLITERARYPSYCHOLOGYCAMETOSCENEABOUTAESTHETICSANDEDUCATION，LITERATUREANDARTANDTHESOCIALPSYCHOLOGYASWELLASLITERARYPSYCHOLOGYANDEDUCATIONMEANWHILE，CHINESEPERIODICALSONPSYCHOLOGICALANALYSISANDTHESTUDYOFLITERARYWERETRANSLATIONS，WHICHCALTLEINTOBEINGIN1920SAND1930SIN1936，THEPUBLICATIONOFZHUGUANGQIAN’SLITERARYPSYCHOLOGYMARKSTHEFORMATIONOFMODEMKNOWLEDGEOFLITERARYPSYCHOLOGYTHEKNOWLEDGEOFLITERARYPSYCHOLOGYEMERGINGIN1930SAND1940SWASRELATINGTOTHREEASPECTS，INCLUDINGAPPRECIATIVEPSYCHOLOGYONTHELITERATUREANDART，THEPSYCHOLOGICALSTRUCTUREOFLITERALISTSANDTHEIRCREATIVEPSYCHOLOGYKEYWORDSLITERARYPSYCHOLOGY；EVOLUTIONRESEARCHANDFORMATION；LITERARYANDARTCREATIONIL

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