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人类学概论
简答题（90分，每题15分）
1、从人类学的角度怎样看待全球化和文化本真性
2、人类学视野下的“文化”与“自然”
3、简述一次你参加过的仪式，并分析其社会文化功能
4、性别的社会建构
5、请举例民族中心主义
6、（忘了。
）
论述题（60分）
一、“平”与“公平”（总计30分，每问15分）
1、现在有些学者提出一个理论，“世界是平的”，请针对这个观点谈谈你的看法（请指出你的理论基础）。
2、请针对我国目前的民族政策，谈谈你对社会是“公平”与“不公”的理解（请指出你的理论基础）。
二、宗教与人类学（总计30分，每问15分）
1、请结合自己看过的资料（视频、文本，声音等）浅谈你对“先信仰后理解”和“先理解才信仰”这句话的理解，并说出对人类学的启示
2、如果你是一位非信仰的人类学者，你将怎样进行一次宗教调查研究
人类学理论与方法
名词解释（60分）
1、金枝
2、本尼迪克特
3、马歇尔·萨林斯
4、林耀华
5、莫斯
6、主位观点
简答题
1、简述格尔茨的主要工作
2、简述长时间调查
3、简述布尔迪厄的实践理论
4、怀特的主要观点
5、缺失（遗忘）
论述题
1、马凌诺夫斯基和布朗功能理论的异同
2、当代人类学田野工作方法的转向。
《人类学(2)》2022-2023期末试题及答案人类学(2) 2022-2023期末试题及答案试题1. 什么是文化人类学？2. 解释人类学中的实地调查方法。
3. 描述文化相对主义的概念。
4. 讨论人类学家在研究中存在的伦理问题。
5. 解释文化人类学家如何应用视觉材料进行研究。
6. 什么是语言人类学并举例说明其应用。
7. 研究性人类学是什么？请提供一个研究性人类学项目的例子。
8. 描述人类学与其他社会科学领域的关系。
9. 解释折衷主义的概念，并讨论其在人类学研究中的应用。
10. 分析全球化对人类学的影响。
答案1. 文化人类学是一个研究人类文化的学科。
它探索了人类文化的各个方面，包括价值观、、行为方式、艺术形式等，以理解和解释人类社会的多样性。
2. 实地调查是人类学中常用的研究方法之一。
它涉及到研究者亲身前往研究对象所在的社区或场所进行观察、访谈和参与式观察等活动，从而获取详细的文化信息和了解。
3. 文化相对主义认为文化是相对于特定社会和历史背景的，不同文化有其独特的特征和价值观。
这意味着没有一个文化可以被视为优越或普遍的标准，人们应该尊重和理解不同文化之间的差异。
4. 人类学家在研究中常常面临伦理问题，例如如何处理研究对象的隐私和保密性，如何尊重其文化传统和，以及如何确保研究结果的准确性和可信度。
5. 文化人类学家可以使用各种视觉材料，如照片、电影、艺术作品等，来帮助记录、展示和解释文化现象。
这些视觉材料可以为观众提供直观的了解和感受，丰富人们对文化的理解。
6. 语言人类学是研究人类语言的学科。
它探索了语言的结构、演化和使用，并研究语言与文化之间的关系。
例如，通过研究不同社会的语言使用方式，可以了解其文化价值观和社会结构。
7. 研究性人类学是一种将人类学方法应用于解决实际问题的实践。
例如，在社会发展项目中，人类学家可以通过了解当地文化和社区需求来制定更有效的政策和项目。
8. 人类学与其他社会科学领域有许多联系。
人类学考试试题
1. 请简述人类学的定义、研究对象和研究方法。
2. 什么是文化？文化的特征有哪些？请举例说明。
3. 人类学家通过哪些途径来了解人类社会和文化的发展？
4. 请简要介绍人类学中的几种研究方法，如实地调查、田野调查等。
5. 人类学中的文化相对主义观念是什么？对于文化相对主义，不同
的人类学家有哪些不同的看法？
6. 人类学如何与其他社会科学如社会学、心理学等区分开来？它们
之间有何联系和区别？
7. 请谈谈文化冲突在当今社会中的现象及影响，以及人类学可以发
挥的作用。
8. 人类学研究的价值和意义是什么？如何应用人类学的研究成果来
促进社会发展和人类进步？
9. 人类学中的反思性和批判性思维对于研究的重要性是什么？如何
运用反思性和批判性思维来进行人类学研究？
10. 结合现实案例，探讨人类学在解决社会问题和促进跨文化理解
方面的作用和意义。
以上是人类学考试试题，请根据试题中的要求进行回答和论述。
祝
您顺利通过考试！。
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。
人类学考试题目及答案一、单项选择题（每题2分，共20分）1. 人类学的研究对象不包括以下哪一项？A. 人类社会B. 人类文化C. 人类生物学D. 人类心理学答案：D2. 人类学的主要研究方法不包括以下哪一项？A. 田野调查B. 文献研究C. 实验研究D. 比较研究答案：C3. 以下哪一项不是人类学的主要分支？A. 社会人类学B. 语言人类学C. 生物人类学D. 环境人类学答案：D4. 人类学中的“文化相对主义”观点认为：A. 所有文化都是平等的，没有优劣之分B. 所有文化都有其独特的价值和意义C. 所有文化都应该被尊重和保护D. 所有文化都是由相同的基本元素构成的答案：A5. 人类学中的“进化论”观点认为：A. 人类社会和文化是不断进化的B. 人类社会和文化是静态不变的C. 人类社会和文化是随机发展的D. 人类社会和文化是倒退的答案：A6. 以下哪一项不是人类学研究中常用的概念？A. 文化B. 社会结构C. 种族D. 基因答案：C7. 人类学中的“功能主义”理论认为：A. 社会和文化的每个部分都有其特定的功能B. 社会和文化的每个部分都是随机的C. 社会和文化的每个部分都是相互独立的D. 社会和文化的每个部分都是相互冲突的答案：A8. 以下哪一项不是人类学研究中常用的田野调查方法？A. 参与观察B. 深度访谈C. 问卷调查D. 实验研究答案：D9. 人类学中的“结构主义”理论认为：A. 社会和文化是由不同的结构组成的B. 社会和文化是由不同的功能组成的C. 社会和文化是由不同的元素组成的D. 社会和文化是由不同的个体组成的答案：A10. 以下哪一项不是人类学研究中常用的分析方法？A. 比较分析B. 历史分析C. 统计分析D. 实验研究答案：D二、多项选择题（每题3分，共15分）11. 人类学的主要研究领域包括以下哪些？A. 人类起源B. 人类进化C. 人类文化D. 人类社会答案：ABCD12. 人类学中的“文化”概念包括以下哪些方面？A. 物质文化B. 非物质文化C. 社会结构D. 语言答案：ABD13. 人类学中的“社会结构”概念包括以下哪些方面？A. 家庭B. 宗教C. 经济D. 政治答案：ABCD14. 人类学中的“进化论”观点包括以下哪些理论？A. 社会达尔文主义B. 文化进化论C. 多线进化论D. 单线进化论答案：BCD15. 人类学中的“功能主义”理论的主要代表人物包括以下哪些？A. 马林诺夫斯基B. 埃文斯-普里查德C. 拉德克利夫-布朗D. 列维-斯特劳斯答案：ABC三、判断题（每题2分，共20分）16. 人类学是一门综合性的学科，涉及生物学、社会学、心理学等多个领域。
2009年全国硕士研究生入学统一考试教育学专业基础综合试题一、单项选择题：1-45小题，每小题2分，共90分。
下列每题给出的四个选项中，只有一个选项是符合题目要求的。
1．19世纪末20世纪初德国教育家梅伊曼和拉伊创立的教育学说是A．实验教育学 B．文化教育学C．批判教育学 D．科学教育学2．人的发展总是受到社会的制约，这意味着A．教育要坚持社会本位的价值取向B．教育要充分考虑社会发展的需要C．教育目的的确定不应从个人出发D．教育要为社会生活做准备3．人力资本理论认为，人力资本是经济增长的关键，教育是形成人力资本的重要力量。
这一理论的主要缺陷是A．忽视了教育的其他社会功能B．有教育万能论的倾向C．忽视了劳动力市场中的其他筛选标准D．夸大了教育对人力资本的作用4．联合国教科文组织在《教育--财富蕴藏其中》中提出面向21世纪教育的四大支柱是学会认知、学会做事、学会共同生活和A．学会关心 B．学会生存 C．学会创造 D．学会交往5．马克思主义经典作家关于人的全面发展的基本涵义是A．人的劳动能力的全面发展 B．德智体全面发展C．人的独立个性全面发展 D．人的身心全面发展6．小明的爷爷当年就读于半工半读学校，半天读书，半天劳动，既学到了系统的文化知识，又掌握了劳动技能。
他接受的教育属于A．正规教育 B．半正规教育C．非正规教育 D．业余教育7．18一19世纪的西欧，在社会政治、经济发展及特定历史文化背景下，逐渐形成了带有等级特权痕迹的双轨学制。
其“双轨”是指A．公立学校系统与私立学校系统B．职业学校系统与普通学校系统C．大学一中学系统与小学一初等职业学校系统D．义务教育系统与非义务教育系统8．班主任在与小明谈话时说：“根据前段时间你的表现，虽然学习效果不很理想，但非常努力，如果注意改进学习方法，相信成绩会不断提高。
”其中的评价属于A．配置性评价 B．形成性评价C．终结性评价 D．鉴定性评价9．学科课程分科过细，偏重书本知识，同实际生活距离较远，不能照顾到儿童的需要和兴趣，难以发挥学生的主动性。
中山大学1．谈谈语言发展的原因？2．为什么说语言是一种社会现象？3．请评述你读过的一本人类学论著1．你为什么报考本专业的研究生，入学后的学习计划怎样？2．试论宗教的社会功能？1．简述克罗式亲属称谓制。
2．简述文化人类学的参与观察法。
3．为什么说语言是一种特殊的社会现象。
4．怎么样理解劳动创造了语言？1．结合中国改革开放以来的实际，论述你对涵化的理解。
2．试论语言与文化的关系。
1．简述怀特的新进化论。
2．简论文化相对论3．简述哈里斯的文化唯物论1．评述你所读过的一本人类学名著（20分）2．试举例说明文化变迁与文化适应（25分）2.1什么是体质人类学？2.2试述文化相对论？2.3什么是亲属称谓？2.4试述现代人类的体制特征。
2.5简论新进化论代表人物怀特的能量进化理论。
2.6简论刘易斯的“匮乏文化”。
3.1试论文化涵化理论并举事例说明。
3.以中国民族志材料说明婚姻家庭演变的各个阶段的特点（17）4.试述文化与民族的关系（17）1.萨皮尔-沃尔夫假说的基本内容是什么？你对其作何评价？（10）2.试述斯图尔德的文化生态学。
（10）3.什么是体质人类学？试述体质人类学所包括的主要内容。
（10）4.试论文化人类学研究的特色及你对中国人类学发展的见解。
（20）1.简述美国历史学派人类学的基本观点2.简述萨皮尔-沃尔夫假说3.简述格尔兹的文化解释学基本观点1.现在许多人喜欢选择吉祥数字，试运用人类学的理论分析这一现象。
（25）2.评述你所读过的一本费孝通先生的人类学著作。
（25）3.试述高原气候对人类健康的影响以及人类对高原气候的生理调节机制。
1.简述“中华民族多元一体格局”的主要观点（15）2.试对海南黎族的“合亩制”与1950年代中国大陆的“互助组”进行比较（25）3.以中国民族的材料论述民族宗教与民族文化的关系（25）4.请您联系实际论述当代中国民族的社会文化变迁（25）1、简述Frederick Barth的族群边界理论2、简要评述中国都市人类学的发展3、评述Clifford Geertz的阐释人类学。
上海大学2005年硕士研究生入学考试大纲考试科目：文化人类学适用专业：人类学一、复习要求：要求考生熟悉人类学的学科领域，掌握文化人类学的基本理论、方法，了解文化人类学各主要分支学科的基本内容。
二、主要复习内容：1、绪论：人类学的学科属性与内容，人类学是什么，人类学的领域与学科关系，人类学的研究方法，文化的概念及其解释。
2、文化理论轨迹：进化论时期，实证——结构论时期，理解——相对论时期，论争与共识。
3、体质人类学：什么是体质人类学，人体的观察层次，生物进化机制，人类在自然界的位置，人类进化的过程和阶段，生存环境与人类变异。
4、经济人类学：生产、交换和消费，地区经济与全球化，经济人类学理论简介。
5、生态人类学：生态人类学的概念，生态人类学的理论，生态人类学的方法。
6、认知与文化：认知人类学的历史发展，认知与符号意义，认知与结构，认知与行动，认知人类学：新的综合。
7、心理人类学：文化与人格，文化与自我。
8、田野工作：田野工作概论，田野工作的研究角度和具体方法，民族志访谈艺术。
9、婚姻、家庭与亲属制度：婚姻，亲属称谓制，家庭和家庭演化的问题，继嗣群和居住群。
10、人类学的人口研究：人类学与人口学，前苏联和中国的民族人口研究，出生、死亡与迁移研究，其他一些研究。
11、族群：族群概念，族群认同理论。
12、人类政治体制与社会控制：政治人类学的形成与发展，人类的政治制度，社会控制形态，人类学的比较法律研究。
13、宗教人类学：宗教的类别，宗教的特征，宗教的内涵及阐释，宗教与社会。
14、教育人类学：教育人类学的人本研究，教育人类学的文化研究，人类学与中国教育。
15、历史人类学：人类学与历史，历史人类学的原则。
16、社会性别研究：女性主义与人类学，各个时期的主要研究课题，近来的主要理论研究，中国人类学女性研究。
17、医学人类学：医学人类学的主要来源，医学人类学的发展历程，病患，医疗。
18、影视人类学：人类学的影视表现，照片的利用，民族志电影，中国民族志电影，人类学原则与摄制。
中山大学1998年试题：科目：人类学概论专业：民族学一．名词解释（每题5分，共30分）1．系谱分类法 2 民族共同语 3 游群（band） 4 参与观察 5 交表婚 6 双系继嗣二．简答题（每题10分，共30分）1．谈谈语言发展的原因？2．为什么说语言是一种社会现象？3．请评述你读过的一本人类学论著三．问答题（每题20分，共40分）1．你为什么报考本专业的研究生，入学后的学习计划怎样？2．试论宗教的社会功能？1998年科目：中国民族学概论专业：民族学一．名词解释（每题5分，共30分）1．萨满 2 俚人 3 瑶老制 4 民族学 5 女书 6 姑爷种和丈人种二．论述（共70分）1．请分别说明人类六种生产类型的特点（15分）2．试述中国民族的主要丧葬形式。
（20分）3．试论中国民族识别的原则和意义。
（35分）中山大学1999年试题：科目：中国民族学概论专业：人类学一．名词解释（每题5分，共30分）1．图腾崇拜 2 蛋民 3 瑶老制 4 民族区域自治 5 凿齿 6 家长奴隶制二．论述（共70分）1．试论述小乘佛教（12分）2．以汉民族的形成为例，评述民族的四个基本特征（23分）3．试论述我国民族婚姻家庭的发展（30分）1999年科目：人类学概论专业：人类学一．名词解释（每题4分，共20分）1 民族共同语2 语义3 文化区4 毕摩二．简答题（每题10分，共40分）1．简述克罗式亲属称谓制。
2．简述文化人类学的参与观察法。
3．为什么说语言是一种特殊的社会现象。
4．怎么样理解劳动创造了语言？三．论述题（每小题20分，共40分）1．结合中国改革开放以来的实际，论述你对涵化的理解。
2．试论语言与文化的关系。
中山大学2000年试题：科目：中国民族学概论专业：人类学一．名词解释（每题6分，共36分）1．田野调查方法 2 死文字 3 萨满教 4 民族间事实上的不平等 5 百越 6图腾崇拜二．问答题（共64分）1．简述民族学研究婚姻家庭的意义（10分）2．以中国民族志资料来说明古代农业从刀耕火种、锄耕到犁耕的发展。
上海大学考研试题及答案详解模拟试题：上海大学考研试题及答案详解一、单项选择题（每题2分，共20分）1. 下列哪项不是上海大学的主要教学特色？A. 国际化B. 研究型C. 工程化D. 文科主导答案：D2. 上海大学成立于哪一年？A. 1922年B. 1949年C. 1983年D. 2000年答案：C3. 上海大学的校训是什么？A. 求实创新B. 厚德载物C. 自强不息D. 知行合一答案：A4. 上海大学下列哪个学院不属于其主要学院？A. 经济学院B. 法学院C. 医学院D. 材料科学与工程学院答案：C5. 上海大学提供的研究生教育中，以下哪项不是其主要研究方向？A. 纳米科学与技术B. 人工智能C. 文化遗产保护D. 航空航天工程答案：D二、多项选择题（每题3分，共15分）6. 上海大学在以下哪些领域有显著的研究成果？A. 材料科学B. 机械工程C. 生物医药D. 环境科学答案：A, B, C7. 上海大学提供的研究生课程包括哪些类型？A. 全日制B. 非全日制C. 在线课程D. 函授课程答案：A, B8. 下列哪些是上海大学研究生入学考试的科目？A. 政治理论B. 外国语C. 业务课一D. 业务课二答案：A, B, C, D9. 上海大学研究生招生时，以下哪些因素会被考虑？A. 学术成绩B. 面试表现C. 推荐信D. 个人陈述答案：A, B, C, D10. 上海大学对于研究生的培养注重哪些方面？A. 理论知识B. 实践能力C. 创新思维D. 团队合作答案：A, B, C, D三、简答题（每题10分，共20分）11. 简述上海大学研究生教育的特点。
答案：上海大学研究生教育的特点包括：- 强调国际化视野，与多个国家和地区的高校建立了合作关系。
- 重视研究能力的培养，鼓励学生参与前沿科研项目。
- 采用多元化的教学方法，结合理论学习和实践操作。
- 强调跨学科学习，鼓励学生在不同领域进行知识融合。
12. 上海大学研究生招生过程中，面试环节主要考察哪些方面？答案：面试环节主要考察以下方面：- 学生的学术背景和专业知识掌握程度。
