根据马斯洛需求理论分析《回家》主人公的“回家”动因
|
摘要
辛西娅·沃尔特是美国青少年文学作家,她的作品主题种类很多包括冒险,神秘,种族主义,虐待孩子等。她的最受欢迎的作品是系列小说《悌勒曼一家》。她的悌勒曼系列小说中的第一部作品《回家》获“社会调查研究领域著名儿童畅销小说”称号并在1996年被改编成电影。此系列小说的第二部作品《黛西之歌》在1983年获纽伯瑞奖并被评选为美国图书奖。第三部小说《一个孤独的蓝》荣获埃德加·爱伦坡奖。第四部作品《奔跑者》于1988年获银铅笔奖。《凯瑟琳的画像》荣获美国埃德加·爱伦坡奖。1989年,沃尔特被美国国家英语教师委员会授予“青少年文学协会奖”。
小说《回家》中,悌勒曼一家的四个孩子为寻找她们真正意义上的家而不断地奔波.他们本以为妈妈会在塞利那里等他们,等他们到达塞利那里却发现妈妈并不在那里并且塞利已经死了。在尤尼斯阿姨那里孩子们可以吃的饱穿的暖也可以去上学,但是他们却偷偷的逃跑了去寻找他们从来没有见过面根本没有经济收入并且也只是从尤尼斯那里听说的外祖母,在外祖母那里他们很可能会挨饿,受冻,并且最重要的是他们不能确定外祖母一定会收留他们。但为什么他们还是做了这个选择,并且事实证明他们的这个选择是对的。这个问题的答案可以用心理学家马斯洛的人类需求层次理论来回答.马斯洛的人类需求层次理论包括五个层次,这五个层次的需求可以用金字塔的图形来表示。此理论中位于最底层的需求是生理上的需求,依次是安全的需求;归属和爱的需求;尊重的需求;自我实现的需求.马斯洛的这个理论也随之解释了为什么孩子们一直不停的奔波寻找他们真正意义上的的家园.
本论文主要分三个部分:引言;正文;结论
第一部分为引言。引言又包括三部分的内容。第一部分主要是沃尔特的生平的介绍和小说《回家》的主要故事梗概;第二部分是《回家》的国内外对研究现状;第三部分介绍了马斯洛的需求层次理论以及其在现在社会的应用。
第二部分为正文部分。正文部分主要分五个章节。这五个部分与马斯洛的需求层次理论是相对应的。每一章节分别论述了此理论在小说中的体现。第一章论述了维持生命的基本需求主要包括金钱,食物和住所。第二章论述了安全的需求尤其是需要成人看护者的保护。第三章主要针对归属和爱的需求。第四章论述尊重的需求主要包括来自同龄人的尊重和来自成人的尊重。最后一章讨论了自我实现的需求,本文主要针对责任感和追求自由进行论述。在本文中,生理的需求主要指物质方面的,其余的四个层次的需求属于精神层面的。四个孩子的四个层次的需求是穿插在他们的旅程中的,这四个需求之间没有明显的先后顺序。
第三部分为结论部分,即马斯洛的层次需求理论是《回家》四个孩子不断追寻真正意义的家园的动因之一。
Cynthia Voigt was an American writer of Young Adult Literature, and the themes of her works were various including adventure, mystery, racialism and the abuse of children, etc. Her best known works were the Tillerman series. The first book of the Tillerman series was Homecoming, which was a 1981 Notable Children’s Trade Book in the Field of Social Studies and an American Book Award nominee, and which was also filmed into a movie in 1996. The second book of this series was Dicey’s Song which won the 1983 Newbery Award and the National Book Award. The third one was A Solitary Blue which became a 1984 Newbery Honor Book. The fourth book was The Runner, which won the 1988 (Dutch) Silver Pencil Award. The Callender Papers earned the Mystery Writers of American Edgar Award. In 1989, Voigt won the Juvenile Literature Award.
In Homecoming, the four children tried their best to go through all kinds of hardships in order to seek their true home. They had thought that Momma was waiting for them at Aunt Cilla’s house, but when they arrived there they found that Momma was not there. Also, Aunt Cilla had died and her daughter Cousin Eunice became the owner of her house. Living with Cousin Eunice, the four children could have enough food and have a place to sleep in and they could go to school, but they left Cousin Eunice without her permission for their Gram whom they had never seen before. However, their Gram had no incomes and what was more important was that they could not be sure that this Gram would be willing to adopt them. At Gram’s, they might be threatened with coldness and starvation but they made the decision, which turned out that they were right. Why? This question can be answered by using American famous psychologist Maslow’s Theory of Hierarchy of Needs. Maslow’s Theory of Hierarchy of Needs has five levels and can be represented by a pyramid. At the bottom of the pyramid is the psychological need which is the largest and most basic. The second level is safety need; the third level is love and belongings; the fourth level is esteem and the top level is self—actualization.
This paper includes three parts: introduction, main body and conclusion.
The first part is introduction. The introduction is divided into three sections: the first section is the introduction of Cynthia Voigt’s life and experience and also a summary of Homecoming; the second section is the review of Homecoming in domestic and abroad; the third section is the introduction of Maslow and his Theory of Hierarchy of Needs.
The second part is the main body of the paper. It includes five chapters. These five chapters are correlated with Maslow’s five levels of human needs. Chapter One is life sustaining necessities including money, food and shelter. Chapter Two is the need for safety especially the need for the protection of adult care takers. Chapter Three is the need for love and belongings. Chapter Four is the need for respect including respect from peers and respect from adults. Chapter Five is self—actualization including taking responsibility and pursuing of freedom. The children’s these five needs are interspersed during their journey without a clear order of which is first and which is last.
The third part is conclusion. The conclusion is Maslow’s Theory of Hierarchy of Needs is one of the reasons why the four children tried desperately to seek their true home.
小说《回家》中,悌勒曼一家的四个孩子为寻找她们真正意义上的家而不断地奔波.他们本以为妈妈会在塞利那里等他们,等他们到达塞利那里却发现妈妈并不在那里并且塞利已经死了。在尤尼斯阿姨那里孩子们可以吃的饱穿的暖也可以去上学,但是他们却偷偷的逃跑了去寻找他们从来没有见过面根本没有经济收入并且也只是从尤尼斯那里听说的外祖母,在外祖母那里他们很可能会挨饿,受冻,并且最重要的是他们不能确定外祖母一定会收留他们。但为什么他们还是做了这个选择,并且事实证明他们的这个选择是对的。这个问题的答案可以用心理学家马斯洛的人类需求层次理论来回答.马斯洛的人类需求层次理论包括五个层次,这五个层次的需求可以用金字塔的图形来表示。此理论中位于最底层的需求是生理上的需求,依次是安全的需求;归属和爱的需求;尊重的需求;自我实现的需求.马斯洛的这个理论也随之解释了为什么孩子们一直不停的奔波寻找他们真正意义上的的家园.
本论文主要分三个部分:引言;正文;结论
第一部分为引言。引言又包括三部分的内容。第一部分主要是沃尔特的生平的介绍和小说《回家》的主要故事梗概;第二部分是《回家》的国内外对研究现状;第三部分介绍了马斯洛的需求层次理论以及其在现在社会的应用。
第二部分为正文部分。正文部分主要分五个章节。这五个部分与马斯洛的需求层次理论是相对应的。每一章节分别论述了此理论在小说中的体现。第一章论述了维持生命的基本需求主要包括金钱,食物和住所。第二章论述了安全的需求尤其是需要成人看护者的保护。第三章主要针对归属和爱的需求。第四章论述尊重的需求主要包括来自同龄人的尊重和来自成人的尊重。最后一章讨论了自我实现的需求,本文主要针对责任感和追求自由进行论述。在本文中,生理的需求主要指物质方面的,其余的四个层次的需求属于精神层面的。四个孩子的四个层次的需求是穿插在他们的旅程中的,这四个需求之间没有明显的先后顺序。
第三部分为结论部分,即马斯洛的层次需求理论是《回家》四个孩子不断追寻真正意义的家园的动因之一。
Cynthia Voigt was an American writer of Young Adult Literature, and the themes of her works were various including adventure, mystery, racialism and the abuse of children, etc. Her best known works were the Tillerman series. The first book of the Tillerman series was Homecoming, which was a 1981 Notable Children’s Trade Book in the Field of Social Studies and an American Book Award nominee, and which was also filmed into a movie in 1996. The second book of this series was Dicey’s Song which won the 1983 Newbery Award and the National Book Award. The third one was A Solitary Blue which became a 1984 Newbery Honor Book. The fourth book was The Runner, which won the 1988 (Dutch) Silver Pencil Award. The Callender Papers earned the Mystery Writers of American Edgar Award. In 1989, Voigt won the Juvenile Literature Award.
In Homecoming, the four children tried their best to go through all kinds of hardships in order to seek their true home. They had thought that Momma was waiting for them at Aunt Cilla’s house, but when they arrived there they found that Momma was not there. Also, Aunt Cilla had died and her daughter Cousin Eunice became the owner of her house. Living with Cousin Eunice, the four children could have enough food and have a place to sleep in and they could go to school, but they left Cousin Eunice without her permission for their Gram whom they had never seen before. However, their Gram had no incomes and what was more important was that they could not be sure that this Gram would be willing to adopt them. At Gram’s, they might be threatened with coldness and starvation but they made the decision, which turned out that they were right. Why? This question can be answered by using American famous psychologist Maslow’s Theory of Hierarchy of Needs. Maslow’s Theory of Hierarchy of Needs has five levels and can be represented by a pyramid. At the bottom of the pyramid is the psychological need which is the largest and most basic. The second level is safety need; the third level is love and belongings; the fourth level is esteem and the top level is self—actualization.
This paper includes three parts: introduction, main body and conclusion.
The first part is introduction. The introduction is divided into three sections: the first section is the introduction of Cynthia Voigt’s life and experience and also a summary of Homecoming; the second section is the review of Homecoming in domestic and abroad; the third section is the introduction of Maslow and his Theory of Hierarchy of Needs.
The second part is the main body of the paper. It includes five chapters. These five chapters are correlated with Maslow’s five levels of human needs. Chapter One is life sustaining necessities including money, food and shelter. Chapter Two is the need for safety especially the need for the protection of adult care takers. Chapter Three is the need for love and belongings. Chapter Four is the need for respect including respect from peers and respect from adults. Chapter Five is self—actualization including taking responsibility and pursuing of freedom. The children’s these five needs are interspersed during their journey without a clear order of which is first and which is last.
The third part is conclusion. The conclusion is Maslow’s Theory of Hierarchy of Needs is one of the reasons why the four children tried desperately to seek their true home.
引文
①Jaqueline Shachter Weiss, Profiles in Children's Literature:Discussion with Authors,Artists,and Editors, Maryland:The Scarecrow Press, Inc, 2001, p.355.
②Jaqueline Shachter Weiss, Profiles in Children's Literature:Discussion with Authors,Artists,and Editors, Maryland:The Scarecrow Press, Inc, 2001, p.355.
①Jaqueline Shachter Weiss, Profiles in Children's Literature:Discussion with Authors,Artists,and Editors, Maryland:The Scarecrow Press, Inc, 2001, p.356.
②Jaqueline Shachter Weiss, Profiles in Children's Literature:Discussion with Authors,Artists,and Editors, Maryland:The Scarecrow Press, Inc, 2001, p.356.
③Jaqueline Shachter Weiss, Profiles in Children's Literature:Discussion with Authors,Artists,and Editors, Maryland:The Scarecrow Press, Inc, 2001, p.357.
①Wayne Viney D.Brett King, A History of Psychology Ideas and Context, Beijing:Peking University Press,2004,p.392.
②Debra Lindsey Prince,Esther M.Howard.Children and Their Basic Needs, Early Childhood Education Journal,2002,30 (1), p.29.
①Wayne Viney D.Brett King, A History of Psychology Ideas and Context, Beijing:Peking University Press,2004,p.392.
[1] Anne Lundin,Wayne Wiegand.Defining Print Culture for Youth:the Cultural Work of Children's Literture[M].Connecticut:A Member of Greenwood Publishing Group,Inc,2003.
[2] Bruce Emra. Literature About Youth and Adolescence [M]. Lincolnwood: National Textbook Company,1999.
[3] Cynthia Voigt.Homecoming[M].New York:Simon and Schuster Children's Publishing,1981.
[4] Deborah C.De Rosa.Domestic Abolitionism and Juvenile Literature[M].New York:State University of New York Press,Albany,2003.
[5] Jack Halloran , Douglas Benton . Applied Human Relations[M] . New Jersey :Prentice--Hall,Inc,1983.
[6] Jaqueline Shachter Weiss.Profiles in Children's Literature:Discussion with Authors,Artists,and Editors[M].Maryland:The Scarecrow Press,Inc,2001.
[7] Lois S . Josephs . Insight : American Literature----The Modern Quest For Identity[M].Stephen City:Noble and Noble,Publishers,Inc,1969.
[8] Lydia Kokkola.Representing the Holocaust in Children's Literature [M].New York:Routledge,2003.
[9] M.O.Grenby.Children's Literature [M].Edinburgh:Edinburgh University Press,2008.
[10] Mingshui Cai.Multicultural Literature for Children and Young Adults:reflections on critical issues [ M].Connecticut:Greenwood Press,2002.
[11] Nelson Goud,Abe Arkoff.Psychology and Personal Growth[M].New Jersey:Pearson Education.Inc,2008.
[12] Oralie Mcaffe,Deborah Leong.Assessing and Guiding Young Children's Development and Learning [M]:Second Edition.Mary—Young,Omegatype Typography,Inc,1994.
[13] Peter Hunt.Understanding Children's Literature [M]:Second Edition.New York:Routledge,2005.
[14] Roni Natov.The Poetics of Childhood[M].New York:Routledge,2003.
[15] Wayne Viney D.Brett King.A History of Psychology Ideas and Context[M].Beijing:Peking University Press,2004.
[16] William E.Glassman,Marilyn Hadad.Approaches to Psychology[M].USA:Open University Press,2006.
[17] Debra Lindsey Prince,Esther M.Howard.Children and Their Basic Needs[J].EarlyChildhood Education Journal,2002,30 (1):27--32.
[18]Edging Toward Bethlehem.Edging Toward Bethlehem:Rewriting the Myth of Childhood in Voigt's Homecoming[J].Childrens Literature Association Quarterly:2001,25:87--92.
[19] Evelyn B.Freeman,Barbara A.Lehman,Patricia L.Schare.Children's Books:Living in a diverse world[J].The Reading Teacher,1998,52(1):58--66.
[20] Grace Onchwari·Jacqueline Ariri Onchwari·Jared Keengwe.Teaching the Immigrant Child:Application of Child Development Theories[J].Early Childhood Education Journal,2008,36(3):267--273.
[21] Linda K. Shadiow.Recommended Cynthia Voigt [J] .The English Journal:1987,76(4):71--72.
[22] Sam Leaton Sebesta,Belinda Louie.Critically Speaking:Literature for Children[J].The Reading Teacher,1989,42(8):640--645.
[23] Susanna Sian Loftis.Homecoming[J].Academic Research Library:1999,8(5):55.
[24] [美]弗兰克·戈布尔.第三思潮:马斯洛心理学[M] .吕明,陈红雯译.上海:上海译文出版社,1987.
[25]冯川.文学与心理学[M].成都:四川人民出版社,2003.
[26]金玉燕.儿童文学初探[M].广州:花城出版社出版,1985.
[27] [德]拉尔夫·朗格纳.文学心理学——理论·方法·成果[M].周建明译.河南:黄河文艺出版社,1990.
[28] [英]柯林·威尔森.马斯洛和后弗洛伊德主义[M].杜新宇译.北京:华文出版社,2001.
[29] [美]马斯洛.自我实现的人[M].许金声,刘锋译.北京:生活·读书·新知三联书店出版发行,1987.
[30] [美]马斯洛.马斯洛人本哲学[M].成明译.北京:九州出版社,2003.
[31] [瑞士]荣格.心理学与文学[M].冯川,苏克译.北京:生活·读书·新知三联书店,1987.
[32]唐兵.儿童文学中的女性主义声音[M].湖北:湖北少年儿童出版社,2004.
[33]王宁.深层心理学与文学批评[M].陕西:陕西人民出版社,1992.
[34]吴继路.少年文学论稿[M].北京:首都师范大学出版社,1994.
[35]朱自强.儿童文学新视野[M].青岛:中国海洋大学出版社,2004.
[36]朱自强.儿童文学论[M]:第九辑.青岛:中国海洋大学出版社, 2005.
[37]郑荔.儿童文学[M]:第二版.南京:江苏教育出版社, 2009.
[38]张人俊,朱永新[M].心理学著作辞典.天津:天津人民出版社,1989.
[39]祈静.回家路上的征程----从悌勒曼小说看美国第二次女权运动时期女性意识的变迁[D]: [硕士学位论文].长春:东北师范大学外国语学院,2006.
[40]范铭.解读马斯洛需要层次理论及其对教育的影响[J].时代教育,2007,(10):114--115.
[41]刘榛.向着家的方向出走——儿童文学中离家模式作品浅析[J]。安徽文学,2008,(12):40--41.
[42]祈静.从《回家》看美国女性意识的变迁[J].青海民族学院学报,2005,31(4):116--119.
[43]吴宏伟.马斯洛的需求层次理论及文学底蕴[J].哈尔滨市委党校学报,2006,(3):31--33.
[44]吴艳红.从层次需要理论试析盖茨比执着梦想的动因[J].绥化学院学报,2009,29(5):106--107.
[45]赵淑萍.从需要层次理论探讨《飘》中斯嘉丽的行为动机[J].时代文学,2009,(24):105--106.
[46]黄睿,贾鹏.《傲慢与偏见》中体现的马斯洛需要层次理论[J].攀枝花学院学报,2009,26(1):94--96.
[47] http://www.sparknotes.com/lit/homecoming/ 2010-09-13.
[48] http://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs 2010-09-15.
②Jaqueline Shachter Weiss, Profiles in Children's Literature:Discussion with Authors,Artists,and Editors, Maryland:The Scarecrow Press, Inc, 2001, p.355.
①Jaqueline Shachter Weiss, Profiles in Children's Literature:Discussion with Authors,Artists,and Editors, Maryland:The Scarecrow Press, Inc, 2001, p.356.
②Jaqueline Shachter Weiss, Profiles in Children's Literature:Discussion with Authors,Artists,and Editors, Maryland:The Scarecrow Press, Inc, 2001, p.356.
③Jaqueline Shachter Weiss, Profiles in Children's Literature:Discussion with Authors,Artists,and Editors, Maryland:The Scarecrow Press, Inc, 2001, p.357.
①Wayne Viney D.Brett King, A History of Psychology Ideas and Context, Beijing:Peking University Press,2004,p.392.
②Debra Lindsey Prince,Esther M.Howard.Children and Their Basic Needs, Early Childhood Education Journal,2002,30 (1), p.29.
①Wayne Viney D.Brett King, A History of Psychology Ideas and Context, Beijing:Peking University Press,2004,p.392.
[1] Anne Lundin,Wayne Wiegand.Defining Print Culture for Youth:the Cultural Work of Children's Literture[M].Connecticut:A Member of Greenwood Publishing Group,Inc,2003.
[2] Bruce Emra. Literature About Youth and Adolescence [M]. Lincolnwood: National Textbook Company,1999.
[3] Cynthia Voigt.Homecoming[M].New York:Simon and Schuster Children's Publishing,1981.
[4] Deborah C.De Rosa.Domestic Abolitionism and Juvenile Literature[M].New York:State University of New York Press,Albany,2003.
[5] Jack Halloran , Douglas Benton . Applied Human Relations[M] . New Jersey :Prentice--Hall,Inc,1983.
[6] Jaqueline Shachter Weiss.Profiles in Children's Literature:Discussion with Authors,Artists,and Editors[M].Maryland:The Scarecrow Press,Inc,2001.
[7] Lois S . Josephs . Insight : American Literature----The Modern Quest For Identity[M].Stephen City:Noble and Noble,Publishers,Inc,1969.
[8] Lydia Kokkola.Representing the Holocaust in Children's Literature [M].New York:Routledge,2003.
[9] M.O.Grenby.Children's Literature [M].Edinburgh:Edinburgh University Press,2008.
[10] Mingshui Cai.Multicultural Literature for Children and Young Adults:reflections on critical issues [ M].Connecticut:Greenwood Press,2002.
[11] Nelson Goud,Abe Arkoff.Psychology and Personal Growth[M].New Jersey:Pearson Education.Inc,2008.
[12] Oralie Mcaffe,Deborah Leong.Assessing and Guiding Young Children's Development and Learning [M]:Second Edition.Mary—Young,Omegatype Typography,Inc,1994.
[13] Peter Hunt.Understanding Children's Literature [M]:Second Edition.New York:Routledge,2005.
[14] Roni Natov.The Poetics of Childhood[M].New York:Routledge,2003.
[15] Wayne Viney D.Brett King.A History of Psychology Ideas and Context[M].Beijing:Peking University Press,2004.
[16] William E.Glassman,Marilyn Hadad.Approaches to Psychology[M].USA:Open University Press,2006.
[17] Debra Lindsey Prince,Esther M.Howard.Children and Their Basic Needs[J].EarlyChildhood Education Journal,2002,30 (1):27--32.
[18]Edging Toward Bethlehem.Edging Toward Bethlehem:Rewriting the Myth of Childhood in Voigt's Homecoming[J].Childrens Literature Association Quarterly:2001,25:87--92.
[19] Evelyn B.Freeman,Barbara A.Lehman,Patricia L.Schare.Children's Books:Living in a diverse world[J].The Reading Teacher,1998,52(1):58--66.
[20] Grace Onchwari·Jacqueline Ariri Onchwari·Jared Keengwe.Teaching the Immigrant Child:Application of Child Development Theories[J].Early Childhood Education Journal,2008,36(3):267--273.
[21] Linda K. Shadiow.Recommended Cynthia Voigt [J] .The English Journal:1987,76(4):71--72.
[22] Sam Leaton Sebesta,Belinda Louie.Critically Speaking:Literature for Children[J].The Reading Teacher,1989,42(8):640--645.
[23] Susanna Sian Loftis.Homecoming[J].Academic Research Library:1999,8(5):55.
[24] [美]弗兰克·戈布尔.第三思潮:马斯洛心理学[M] .吕明,陈红雯译.上海:上海译文出版社,1987.
[25]冯川.文学与心理学[M].成都:四川人民出版社,2003.
[26]金玉燕.儿童文学初探[M].广州:花城出版社出版,1985.
[27] [德]拉尔夫·朗格纳.文学心理学——理论·方法·成果[M].周建明译.河南:黄河文艺出版社,1990.
[28] [英]柯林·威尔森.马斯洛和后弗洛伊德主义[M].杜新宇译.北京:华文出版社,2001.
[29] [美]马斯洛.自我实现的人[M].许金声,刘锋译.北京:生活·读书·新知三联书店出版发行,1987.
[30] [美]马斯洛.马斯洛人本哲学[M].成明译.北京:九州出版社,2003.
[31] [瑞士]荣格.心理学与文学[M].冯川,苏克译.北京:生活·读书·新知三联书店,1987.
[32]唐兵.儿童文学中的女性主义声音[M].湖北:湖北少年儿童出版社,2004.
[33]王宁.深层心理学与文学批评[M].陕西:陕西人民出版社,1992.
[34]吴继路.少年文学论稿[M].北京:首都师范大学出版社,1994.
[35]朱自强.儿童文学新视野[M].青岛:中国海洋大学出版社,2004.
[36]朱自强.儿童文学论[M]:第九辑.青岛:中国海洋大学出版社, 2005.
[37]郑荔.儿童文学[M]:第二版.南京:江苏教育出版社, 2009.
[38]张人俊,朱永新[M].心理学著作辞典.天津:天津人民出版社,1989.
[39]祈静.回家路上的征程----从悌勒曼小说看美国第二次女权运动时期女性意识的变迁[D]: [硕士学位论文].长春:东北师范大学外国语学院,2006.
[40]范铭.解读马斯洛需要层次理论及其对教育的影响[J].时代教育,2007,(10):114--115.
[41]刘榛.向着家的方向出走——儿童文学中离家模式作品浅析[J]。安徽文学,2008,(12):40--41.
[42]祈静.从《回家》看美国女性意识的变迁[J].青海民族学院学报,2005,31(4):116--119.
[43]吴宏伟.马斯洛的需求层次理论及文学底蕴[J].哈尔滨市委党校学报,2006,(3):31--33.
[44]吴艳红.从层次需要理论试析盖茨比执着梦想的动因[J].绥化学院学报,2009,29(5):106--107.
[45]赵淑萍.从需要层次理论探讨《飘》中斯嘉丽的行为动机[J].时代文学,2009,(24):105--106.
[46]黄睿,贾鹏.《傲慢与偏见》中体现的马斯洛需要层次理论[J].攀枝花学院学报,2009,26(1):94--96.
[47] http://www.sparknotes.com/lit/homecoming/ 2010-09-13.
[48] http://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs 2010-09-15.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |