以保安族为例: the change of ethnic identity in nation building
Example Sentences:
1.
An analysis and confirmation of spoken folklore of the baoan ethnic group 保安族口承民俗的分析与确认
2.
Research on mental health and cultural background of young persons aged 12 22 in gansu province 甘肃省东乡族和保安族青少年心理健康状况与文化背景研究
3.
The research presented in this thesis research was conducted in a township in jishishan baoan - - dongxiang - - sala autonomous county in linxia hui autonomous prefecture , gansu province , china from march 2001 to march 2002 本研究于2001年3月? 2002年3月在甘肃省临夏回族自治州积石山保安族、东乡族、撤拉族自治县某乡(学区)展开。
4.
This paper combines the theory research with the demonstration research together , synthesizing to use the method of sociology , literature research , construction type interview , observe , content analysis and statistics analysis , and so on , taking some audience in yinchuan village and the cities of gansu province , some chinese mass media and gansu province mass media in the research as target , exploring the relationships between the contemporary culture , communication and mass media , the characters of media agenda - setting , public agenda - setting and agenda - setting in gansu province , examining the agenda - setting hypothesis , investigating the process of mass media agenda - setting in yinchuan village , the effect variables and the influences in the process of modernization in western region village 本文将理论研究与实证研究相结合，综合使用文献研究、结构式访谈、观察、内容分析和统计分析等社会学方法，以甘肃省临夏回族自治州积石山保安族东乡族撒拉族自治县银川乡银川村、甘肃省部分城镇受众和国内和甘肃省主要媒体为研究对象，探索了当代文化、传播与大众传媒的关系、媒体议程设置、公共议程设置和甘肃省议程设置的特点，检验了议程设置假设，研究了大众传媒对银川村的议程设置过程、影响因素及其对西部农村现代化进程的影响。
5.
The study selects the preschool children in ganzanggou primary school in biezang town of jishishan baoan , dongxiang , sala automomous county in lin xia hui automomous prefecture of gansu province as the subjects , and tries to transform the teaching mode of preschool by converting the teacher ' s ideology , improving the teacher ' s capability and organizing the language acquiring activities 本研究选取临夏回族自治州积石山保安族、东乡族、撒拉族自治县?藏学区甘藏沟小学学前班儿童为实验对象，通过转变教师观念，提高教师能力，组织语言文学、谈话、听说游戏、讲述和早期阅读等语言活动，促进儿童言语发展，转变学前班教学模式。
