黑人日

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黑人日范文第1篇

摘要：《外婆的日用家當》作為艾麗絲?沃克的經典短篇小說，已有相當豐富的分析和解讀，但大多數評論都從文中的隱喻、象征、女性人物形象、文化沖突、婦女主義等角度進行分析，對于黑人女性文化身份及社會身份的尋求方面寫的卻不多。因此本文試圖以《日用家當》為基礎，從美國黑人女性的文化及社會身份認同角度出發，對文中的三位黑人女性進行重新解讀，從而給出一個相對全面的研究結果，即面對白人及其文化，黑人女性自己如何更好地認同自己文化和社會身份！

關鍵詞：《日用家當》；美國黑人文化；艾麗絲?沃克；身份認同

一、引言

身份認同是西方文化研究的一個重要概念。黑人文化身份認同的困惑是美國文學與文化中的一個特殊現象，它表現了生活在以盎格魯――薩克遜白人種族占主導地位的美國社會中黑人對自身文化身份認同的迷惘。因此，它不僅是一種生理特征的認同，而且具有深刻的社會和文化內涵。黑人文化身份認同的困惑不僅導致了美國黑人個人人性的壓抑、心理扭曲和畸變，而且在一定程度上成為美國社會內部美國白人與黑人社會、文化沖突的重要根源。黑人對于自身文化身份的困惑、懷疑和追求成為研究美國文學與文化的重要線索。艾麗絲?沃克是美國黑人女性文學中最為杰出的一位，她的短篇小說《日用家當》說的是在一個黑人家庭中，受過西方白人教育的大兒女回家看望母親和妹妹，由于受自身性格、經歷和教育背景的影響，三人對待祖母留下的兩條手工制作的百納被的態度不同，而引起爭執的故事，這三位角色分別是： 黑人母親（Mama），大女兒迪依 （Dee） 和小女兒麥琪（Maggie）。

二、迪伊對自己身份的尋求

有很多專家和學者將大女兒迪伊作為研究對象，因為在《外婆的日用家當》一文中，大女兒迪伊一直在積極地爭取，她通過學習白人的文化，與白人結交朋友，改變自己的名字，試圖擺脫黑人文化對自己的約束，來創造自己新的身份。迪伊從小接受了主流白人文化， 白人文化在她心里的內化使她厭惡甚至看不起黑人文化。從她的身上，我們看到為了尋求自己的身份認同，一個不懈努力的黑人女性形象。

首先，和媽媽與妹妹比起來，迪伊的皮膚較白，身材高挑，且受過良好的教育，在當時的審美標準下，迪伊顯然要優于很多黑人女性，因而在家中產生了強烈的優越感！妹妹麥琪“覺得她姐姐真正是生活的主人，想要什么便能得到什么，世界還沒有學會對她說半個不字！”在母親眼中，大女兒“對任何人都不畏懼，猶豫不決可不是她的本性！”迪伊對黑人社區的周遭感到不滿，她痛恨破舊的老房子，嫌棄母親的肥胖和妹妹身上丑陋的傷疤。迪伊離開了她破舊的房子和卑微的家人，走進了白人的世界！她受到良好的教育使她能夠更好地接近白人的文化，她想擺脫黑人文化對自己的束縛，渴望走近白人的世界。

20世紀六七十年代正是美國主流社會消費文化盛行的時代，文中的描述讓我們看到了一個喜歡打扮、趕時髦、喜歡裝飾品且盡自己可能融入美國社會消費文化的迪伊！文中還描述迪伊外出上學前常給她母親和妹妹念書聽，但她們卻沒有共同的語言，得不到媽媽妹妹的理解，于是她努力向自己的目標群體靠近！迪伊接受了美國主流社會的高等教育，熱衷于美國主流社會的消費文化，但是她還是無法改變自己是有色人種的事實！于是，在尋求自己身份認同時，雖然迪伊努力接近白人文化，卻始終無法真正融入白人社會。她的一些思想也得不到媽媽和妹妹的理解。在尋求自己文化身份時，迪伊很迷茫，也很無奈，她處在黑人與白人文化的夾縫中，是夾雜在黑人與白人文化中成長起來的典型的新型黑人女性。富有反抗精神，試圖通過自己的方式對抗種族主義，她們遠離家鄉，改變陳規陋習和價值觀，期待融入白人社會，卻因現實殘酷而屢屢受挫，沒法很好的平衡，無法找到自己的立足點。

對于迪伊這個人物，我們不能簡單地從表面概括。文中說迪伊“讀時毫無同情之心，將文字、謊言、別人的習慣以及整個生活強加于”母親和妹妹，但從另外一種角度，她的舉動是希望向母親和妹妹介紹她所知道的外面的世界，希望能夠將自己知道的東西和家人分享，讓她們積極地了解外面的世界，改變自己的命運。迪伊接近白人文化，接受高等教育，努力擺脫傳統觀念對自己的束縛。她雖然向往白人社會，力圖加入白人社會群體，但并不代表她放棄了自身的非洲文化身份。她給自己取名字時參考非洲文化的根源，盡管這個尋根過程中充滿了錯誤，但她已經做出了很大的努力，只是面對白人文化的沖擊，她沒有協調好，沒有自己找準位置，因而得不到家人的理解和支持。而我們也知道，不管怎么接受白人文化教育，怎么模仿白人，她終究是一個黑人。她的皮膚決定了她永遠都不可能走進白人的圈子，而這也正是她拼命想要得到白人文化認同的緣由。她之所以這么努力地接近白人社會，是想拋棄以前的身份，給自己尋求一個不同于她母親和妹妹的新身份。

三、麥琪對自己身份的尋求

文章中的小女兒麥琪是艾麗絲?沃克塑造的一個被邊緣化的黑人女性形象：滿身傷疤，相貌平平甚至丑陋，沒有接受過教育。她是很多黑人女性的代表，對于她的分析與研究，我們可以看出當時社會背景下，大多數的美國黑人女性對自己的身份認同。

麥琪知道世界一直對她的姐姐很仁慈，她的媽媽也很偏袒她的姐姐，因此，她從來不與她的姐姐爭搶什么，她也明白自己沒有任何優勢。“麥琪在她姐姐離去之前會一直心神不定：她會神情沮喪地站在角落里，一面為自己的丑陋面孔和胳膊大腿上曬出的累累疤痕而自慚形穢，一面懷著既羨慕又敬畏的心情怯生生地看著她姐姐！”由于個人經歷和受教育背景的限制，麥琪面對姐姐的時髦打扮和一系列變化，她不理解也不贊同，而是選擇逃避，固守自己原有的東西，不愿接受她理解不了的東西，對于社會身份，她沒有任何奢望，從沒想過反抗或者去爭取什么，她也沒什么追求，固守著原來的生活狀態，一直過著平淡、清貧的生活。

當迪伊想要拿走那兩床母親已經允諾給她當嫁妝的百納被時，麥琪內心難過，但還是一味退讓，同意把被子送給迪伊，她淡淡地說：“不要那些被子我也能記得迪伊外婆！”麥琪不懂得用這些日用家當來做裝飾品，但是她知道這兩床被子時外婆手工制作的，也是她的嫁妝，對她意義非凡。她在漸漸地活出自己，慢慢地見證著祖祖輩輩沿襲下來的古老文化。可是即使這樣，在美麗而又接受過高等教育的姐姐面前，她還是選擇退讓，她覺得自己外貌上沒有任何優勢，就連受教育的權利，她的媽媽都是給了她姐姐的。文中也提到，麥琪讀書的時候，她的媽媽都聽不明白。對于文化身份的尋求，我們可以將麥琪看做黑人文化的傳承者。麥琪或許不能理解迪伊一點兒都不在乎被子的文化價值，而只是當做裝飾品，但她知道如何縫制，她知道被子對她和媽媽來說意味著什么，她不要那些被子也可以記得起迪伊外婆。

在讀者眼中，麥琪或許太膽怯，太懦弱，可她性格的形成與她的成長有很大的關系。從社會身份的認同來看，麥琪代表了很多面對命運的不公，仍然無奈接受的黑人女性，她們固守所有，沒有反抗。文章最后，一向偏袒大女兒的黑人母親覺醒，幫助麥琪擁有了百納被！這是麥琪人生的第一次勝利，也是麥琪自我意識的覺醒。從文化身份尋求角度，麥琪清楚地記得家中日用家當的來歷，能夠詳述出百納被的歷史，并知道如何縫制百納被，可看出麥琪是自身文化的傳承者和維護者。對于麥琪文化身份的認同，文化的傳承固然重要，可是她卻沒有努力維護自己的利益和權利。麥琪的生活里從來沒有爭取，沒有反抗精神，只有退讓，也就缺失了很多機會。

黑人日范文第2篇

關鍵詞：海南黑山羊；蛋白質水平；體增重；產羔率

中圖分類號：S827.5 文獻標識碼：A 文章編號：0439-8114（2013）15-3593-03

海南黑山羊又稱雷州山羊，主要分布在廣東湛江地區的雷州半島一帶，在海南省各市縣均有分布，是海南省目前惟一的地方優良山羊品種[1]。海南黑山羊具有耐粗飼、耐高溫高濕、抗病力強、性成熟早、肉用性能好等優點[2]。有研究表明，日糧的營養水平對母羊的、配種、受胎以及羔羊成活等起決定性作用，其中飼料中的蛋白質含量是否合適是影響羊的生長和繁殖的重要因素，為使母羊有較高的繁殖力，日糧中必須供給足量的蛋白質[3，4]。本試驗通過在妊娠期海南黑山羊飼料中添加不同水平的蛋白質，研究蛋白質水平對妊娠期海南黑山羊增重效果和產羔率的影響，旨在探索妊娠期母羊的最佳蛋白質添加水平，同時也為生產上母羊補充精料時提供理論依據。

1 材料與方法

1.1 試驗材料

試驗用羊為海南省海口市農業科學研究所試驗基地飼養的妊娠期海南黑山羊母羊。

1.2 試驗時間和地點

2011年5～10月在海南省海口市農業科學研究所示范基地羊場進行。

1.3 試驗分組及飼養管理

選擇健康、體重差異不顯著（P>0.05）的妊娠期海南黑山羊母羊36只，將其隨機分為4個處理組， 每處理組設3個重復，每重復3只羊，預飼期10 d， 正飼期從預飼結束到母羊產羔，母羊產羔稱重后試驗結束。試驗羊全部舍飼，試驗期內每天早上8：00和下午16：00分2次飼喂，先喂精料，后飼喂草料，自由飲水。各組母羊的飼養管理及防疫程序按照羊場現行的方案統一執行。

1.4 試驗日糧

試驗羊的補飼蛋白質水平參照NRC（1981）山羊飼養標準[5]，分為4個梯度，分別為150%NRC、120%NRC、100%NRC和90%NRC需要量，依次排序為Ⅰ、Ⅱ、Ⅲ、Ⅳ組。各組母羊試驗日糧組成和營養水平詳見表1。

1.5 測定項目

試驗每隔30 d于早上8：00空腹稱試驗母羊體重（即妊娠30、60、90、120 d的體重，在母羊臨產時，考慮到稱重會對母羊產生嚴重影響，沒有對臨產母羊進行稱重），計算母羊的日增重。

統計每組母羊的流產率、產羔率和羔羊平均初生重。

1.6 數據處理

試驗數據采用SAS 8.02軟件處理，并進行相關性及差異顯著性分析。

2 試驗結果

2.1 不同蛋白質水平對妊娠期海南黑山羊增重效果的影響

由表2可知，試驗Ⅱ組增重效果較好，其妊娠母羊平均日增重在第60天時與其他組之間差異達到了顯著水平（P

2.2 不同蛋白質水平對妊娠期海南黑山羊產羔率的影響

由表3可知，試驗Ⅰ組母羊的流產率最高，達到了18.2%，其次是試驗Ⅳ組，為9.1%，而試驗Ⅱ組和Ⅲ組母羊均沒有出現流產情況；在產羔率方面，以試驗Ⅱ組表現最好；但在羔羊的初生重方面表現出了隨著蛋白質水平的提高而逐漸增加的趨勢，以試驗Ⅰ組的平均初生重最重，達到了2.68 kg，但各試驗組之間差異不顯著（P>0.05）。

3 討論

妊娠期母羊需供給足量的蛋白質，一方面是供給胎兒發育生長所必需的營養物質，另一方面母羊自身也需要儲備一定營養為分娩后泌乳做準備。妊娠期如營養不足特別是蛋白質水平不足，常可造成胚胎被吸收或流產，或造成胎兒某些部位的發育受阻，即使以后改善飼養也很難糾正[4]。同時營養水平過高特別是蛋白質水平過高一方面會造成生產上的浪費，另一方面會因為母羊的過于肥胖而導致流產[6]。因此，山羊要想獲得理想的生產成績，就必須提供適量蛋白質水平的日糧[7-9]。本試驗中，日糧中蛋白質水平適量提高，妊娠期母羊的體重增加速度也提高，這與Tegene等[10]、Tif等[11]在其他山羊品種上的試驗結果一致，同時母羊所產羔羊的初生重也隨著蛋白質水平增加而增加，表明日糧中蛋白質的添加水平可以影響羔羊的初生重。試驗結果還表明，日糧中蛋白質添加水平的過高或過低均會造成羔羊不同程度的流產，分析原因后認為可能是補飼精料中蛋白質水平過高時容易使母羊營養過剩引起過肥而致流產；精料中蛋白質水平過低時，因蛋白質的攝入量不能滿足母羊的維持需要和供應羔羊發育，同樣會造成母羊流產。NRC推薦的妊娠期母羊蛋白質的需要量一般是在最適宜的環境條件下得出的試驗結果，在現實生產中一般添加量要比NRC略高，本試驗結果得出在NRC推薦量的120%時，妊娠母羊的增重效果最好，表明在海南的熱帶氣候條件下，妊娠母羊蛋白質的需要量要比NRC的推薦量稍高。

4 結論

在本次試驗條件下，當母羊補飼飼料中蛋白質水平為120%NRC推薦量時，其平均日增重效果最好，而且增長幅度穩定，母羊流產率低，羔羊初生重較大，羔羊體重的整齊度較好，綜合建議妊娠期海南黑山羊母羊補充的精料蛋白質添加水平以120%NRC的推薦量（14.3%）為宜。

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黑人日范文第3篇

Received 13 November 2014； accepted 15 January 2015

Published online 26 February 2015

Abstract

Currently， Chinese government at all levels actively support peasants’ entrepreneurships in situ and returned migrant workers’ entrepreneurships in situ. It is necessary to analyze entrepreneurial project categories and their market prospects in order to support peasants’ entrepreneurships. Chinese peasants’ in situ entrepreneurial projects refer to various entrepreneurial projects which are suitable for the conditions where peasants are located. There are practical market backgrounds for peasants to start a business in situ and motivations to change their current living conditions. There are general entrepreneurial projects for peasants as well as specific entrepreneurial project categories and their market prospects for peasants in specific location such as Fengdu County. Hope these entrepreneurial project categories and their market prospects for peasants can provide reference for the analysis of peasants’ in situ entrepreneurial projects and their market prospects in different places in China.

Key words： Chinese peasants； Entrepreneurship in situ； Project categories； Market prospects； Fengdu county； Motivation

Shen， Z. M.（2015）. Study of Chinese Peasants’ in Situ Entrepreneurial Project Categories and Their Market Prospects. Canadian Social Science， 11（2）， -0. Available from： http：///index.php/css/article/view/6351

DOI： http：///10.3968/6351

INTRODUCTION

Nowadays， economy has been developing rapidly and financial crisis has been influencing economic development since 2008. “Entrepreneurship” has become familiar to everyone. College students， city residents and peasants all expect to successfully build their own career by starting their own business. In order to start a business， we need to choose a project first； to choose a good project， we need to analyze projects in depth. Each entrepreneur is concerned about how to find a good suitable project， how to earn money legally and how to find new customers. It is obvious that Chinese peasants starting a business in situ need to combine the local natural and social resources together. For example， they should study projects such as beef cattle breeding， feed veterinary medicine， food and beverage， electronics and furniture and so on and their market prospects.

1. TO DEFINE CHINESE PEASANTS’ IN SITU ENTREPRENEURIAL PROJECTS

Projects refer to events or tasks determined by market research and predicted knowledge which are to be accomplished according to relevant provisions. It is the same with Zhou Huizhen’s view on projects： A project means a one-time task during a certain period of time in which we need to achieve the expected quality target according to the scope of provided budgets. For example， if we build a building， we need to finish it at a time during a specific period of time in accordance with provided quality performance， cost and schedule requirements （Zhou， 2013）. Entrepreneurial projects are projects entrepreneurs choose based on their own conditions and external environmental conditions with expectations to achieve certain objectives within a certain period of time， such as entrepreneurial projects of planting Chinese herbal medicines， beef cattle breeding， aquaculture， co-financing to register a company to operate a product， start-up of a farm stay， and building a processing plant and so on. Chinese peasants’ in situ entrepreneurial projects refer to various entrepreneurial projects which fit the actual conditions of peasants at their locations， such as projects of planting， breeding and rural retail and so on. Take Fengdu County in Chongqing as an example. Peasants in Fengdu County combine the geographical， economic， social and cultural advantages in resources and their own actual conditions to foster entrepreneurial projects such as grass planting and livestock breeding， developing tourism and establishing farm stays and other projects.

2. THE MARKET BACKGROUND AND MOTIVATIONS OF CHINESE PEASANTS’ IN SITU ENTREPRENEURIAL PROJECTS

Since the reform and opening up， China has become a worldwide emerging market. Through television and working in the city， Chinese peasants have already come to understand that， this is the big market background of Chinese peasants’ in situ entrepreneurships.

2.1 The Market Background of Chinese Peasants’ in Situ Entrepreneurships in Reality

China’s entrepreneurship market background shows five characteristics. First， the market is huge. China’s territory is vast with more than 1.3 billion populations. The economy develops rapidly and various project products have great market prospects. We can drink the volume in liquor of several big “West Lake” every year. Think about how many “meat， milk， egg and grain” products we eat. Therefore， the market is huge； it is just the time for entrepreneurships. Second， the market changes quickly. The overall market has a big capacity and it changes fast as well. The market prospect of some project products was great then but it disappeared quickly. For example， the once-popular communications product， “PAS” soon exited the market； policies change rapidly. The tax policies of domestic enterprises and foreign companies once were different. There are still some aspects of the laws and regulations are not perfect. Some people do not understand the consumer. The early “Sanzhu Oral Liquid” made a lot of money. However， the agricultural policy has been very stable and beneficial policies and the policy of industry nurturing agriculture have not changed； Third， the market once was disorder. Counterfeit and infringement were serious and there were many unusual strange phenomena. The dairy market was great； however， these successful entrepreneurs chose to “add melamine to milk” or even “add melamine to milk” to sell. They destroyed their own successful business. No wonder we also heard this joke： “an aunt from the countryside selling vegetables once said， you city residents are so healthy！ Why？ The vegetables we plant and the pigs and poultry we breed contain so much pesticide and feed. We sell them to you while they still have drug residues to eat， but they do not poison you to death！” Fourth， the short-term market orientation is prominent. When televisions， slippers and apparels and some other products enter the US market， they lament that such prices are made out of the earth？！ Fifth， the market differentiation is significant； there are big differences between different regions and industries； there are obvious differences in levels of entrepreneurships. The differences between coastal and inland regions and mountains and plains are really big. Based on this background， Chinese peasants have the opportunity to start businesses and they are able to start businesses.

2.2 The Motivation of Chinese Peasants’ in Situ Entrepreneurships

Firstly， the motivation is to change their current life. In fact， Chinese peasants live a good life now and most of them have enough food to eat and clothes to wear. They have free space and fewer psychological stresses； a lot of people in town have more pressures， and most of those who commit suicide are city people， such as the suicidal singer Chen Lin who sang the song I Never Understand Your Tenderness. Of course， maybe we think the economic conditions are not good， so we want to change and want to start to change our lives. Secondly， the motivation is to become outstanding and to have integrated influence in the community， village， and town. There are talented capable people among peasants who have the idea to change the reality or want to change their own home-based ordinary life with two cows and wife and children around. They want to use their own advantages， strengths， conditions to maximize the change of themselves， to make large projects， and to create a great career. Thirdly， the motivation is to illustrate peasants’ own advantages. Nowadays， “Chinese peasant” can be described as the most glorious term. Now peasants have land and other production factors and they are producers with control over the factors； peasants are industrious and brave， able to concentrate efforts on selected entrepreneurial projects. Peasants have the spirit of hard-working， such as Wenzhou entrepreneurial peasants’ spirit of “traveling thousands of miles， exhausting every possible means， speaking thousands of words and going through a lot of hard work” and peasants’ “cattle-breeding spirit” in Fengdu County， Chongqing.

3. CHINESE PEASANTS’ IN SITU ENTREPRENEURIAL PROJECT CATEGORIES AND THEIR PROSPECTS

Now， the government all over China has placed emphasis on peasants’ in situ entrepreneurships or migrant workers returning home for entrepreneurships. They have set up Pioneer Parks to help peasants to practice entrepreneurial projects. For example， there are many Taiwan peasants’ pioneer parks in many regions in mainland China； there are Taiwan peasants’ pioneer parks in Beibei District in Chongqing and in many other districts and counties. Some districts and counties have set up pioneer parks similar to industrial parks for peasants and returned migrant workers to start businesses in situ and they also provide support service system.

3.1 General Chinese Peasants’ in Situ Entrepreneurial Project Categories and Their Prospects

The first category is the construction project： In early times， entrepreneurial peasants would like to choose construction projects and they entered through contracting. These projects have relatively large market and the profits are high， but there is intense competition and now the requirements of technology and capital for entering have been improved. The second category is the commercial project： There are many commercial project categories. Some projects are approachable， but they are volatile. For example， they can choose to open a small supermarket， a clothing store or a trading company. The total market is still large， but the market information is constantly changing. It can be difficult to support if there is not enough money and manpower. Sometimes some peasants are too eager for projects to earn money and they are attempted by some investment websites and false television advertisements， resulting in being deceived. There were reports of the case that a peasant in Yongchuan District， Chongqing joined the “Jiumeihu” bags and the case of crispy rice in Wanzhou and other cases in which they were deceived. The third category is the planting project： This category has various projects with wide entrepreneurial prospects. They are mainly limited by geography， ecology， and technology and capital and so on； it would be better if sightseeing， ecological and tourism parks can be built. However， it is a greater challenge for ordinary peasants who is lack of resources. The fourth category is the breeding project： there are many such projects in general and the conditions are not the same； there are differences in the north and in the south. In the north， it usually is scale farming， but in the south it is relatively dispersed. The fifth category is the service project： the market of food and beverage， health care and other service projects is large， and they have a larger adaptability. These projects require certain experience， social connections and specialty. Chinese peasants who start businesses in situ choose many projects in this category. They can just start with “300 Yuan” for survival such as selling cool jelly as a start.

3.2 Chinese Peasants’ in Situ Entrepreneurial Project Categories and Their Prospects in Specific Location Fengdu County

3.2.1 General Entrepreneurial Project Categories and Their Prospects for Peasants in Fengdu County

Firstly， factory production projects and their prospects： The location of Fengdu determines that factory production projects are not leading development projects there due to the environmental protection of the Three Gorges Reservoir and the hollowing phenomenon over time in industries； of course， some may also found production plants of small and medium size based on geopolitical resources or proprietary technology. However， for most peasants in Fengdu County， it is quite difficult to start such plants since it is hard to find markets， capital， technology， information and entrepreneurial talents； and the first entrants have strong strength， so it is hard to challenge or even follow them.

Secondly， technology-based processing projects and their prospects： Such projects have a market， but they require special process skills and appropriate resources. Peasants can start these projects combining with tourism and other related projects， such as projects of bamboo weaving， hand weaving and sculpture and so on. Maybe some peasants in Fengdu County， Chongqing have seen or known a few people around to make achievements in these projects. Those who want to start such projects must be careful.

Thirdly， commercial and retail projects and their prospects： Such projects such as entrepreneurial stores and trades in the major tourist attractions in Fengdu and on urban streets have great market and the volatility is also great； if the site is accurate and the store location， people flow， consumption habits， product range， the price system， and service are all good， it can be very successful and get quick results. But the biggest feature of this type of projects is that the entering has almost no threshold. With a lot of similar competitors， the competition is fierce. If one is a little inattentive， he will be eliminated. From time to time you will see posters to transfer stores. Nowadays， in cities and towns in China such as Fengdu County， Chongqing， as we can see， drug stores are just like clothing stores and bakeries， and their density ratio is even larger than bakeries. “Tongjunge”， “Shuangye” and “Jiasheng” and other drug stores are everywhere. Grocery stores， fruit， clothing， books and newspapers， grain and cooking oil and other large and small retail stores， supermarket chains are everywhere. We might have never seen more stores and pavements than that of today. We can see how intense the competition is. In such projects with a few high profits， no more than “three months”， there would be a large number of followers entering the fierce competition. Some of them worked so hard in the city to earn “30，000 to 50，000 yuan”. Of course， we cannot rule out a small number of peasants entering early or those who have a lot of money have received rewards in this area. Restaurant projects must have specialties. Specialty restaurants with a good combination of online and offline sale can make money and come a successful business， but they also have to face fierce competition for customers， involving sanitation， security control， and restrictions of many other governmental departments.

Fourthly， planting projects of fruits and vegetables and flowers and their prospects： such projects have a market and peasants are familiar with basic planting techniques or it is easy for them to learn； these projects have higher requirements regarding soil， climate and lighting conditions and the conversion rate is relatively low. It is important to increase the degree of commercialization， make innovative feature brands and conduct deep-processing； if combined with farm house experience and farming experience travel， tourism and leisure for comprehensive development， the prospects are even better， such as the project of eco-tourism Agricultural Park in Dahei Mountain in Fengdu County， the iron peanuts， Nan bamboo， citrus and Jin oranges and other featured planting projects of high quality in Longkong Town. The operational results of these peasants starting businesses in situ are relatively better.

3.2.2 Entrepreneurial Project of “Beef Cattle Breeding” and Its Prospects for Peasants in Fengdu County

Firstly， the market prospect for beef cattle and its products is huge. Fengdu County is working hard to create the “beef cattle town in Southern China”. Peasants who start cattle breeding projects in situ will be able to obtain direct and indirect support from the government and the relevant functional departments. The most critical factor is the market demand for beef cattle and its products is large and the consumer-driven force is fierce. The per capita beef consumption in China is only half the average level of that in the world. With the growth of urban and rural residents’ income and the transformation of consumer attitudes， there will be more room for the growth of market demand for beef in China in the future. Only from the aspect of meeting over 32 million Chongqing people’s consumer demand for beef and its products， the supply gap in the market will be very huge. Obviously， Fengdu peasants who start businesses in situ in beef cattle breeding project can make money and it is such a sunrise industry project； from a historical perspective on domestic beef consumer market， in the early 1990s， per capita beef consumption was less than 0.5 kg， some people， especially peasants might have not eaten beef within a year. Now in the 21st century， although there is a substantial growth in beef consumption， per capita consumption is only 4.3 kg. We can see that the short supply situation of beef will continue for a long time and the market price will rise. Prior to 1998， beef price was stable， 13-14 yuan per kilogram. Till 1998， the price increased year after year， rising from 14 to 20 yuan， then rising to 24 yuan and then to 28 yuan， and there is still room for growth （Li， 2006）. Currently fresh beef is usually more than 40 Yuan per kg. It is significantly different from the cyclical fluctuations of pork price within two to three years， which is such a headache for peasants who breed pigs.

Secondly， beef is high-quality meat which is loved by consumers. Beef contains rich protein and iron. Compared with port， its fat and cholesterol content is lower. The amino acids in beef and its proportion are more suitable for the human’s nutritional needs and its variety of nutrients are easier to digest. It is beneficial to human health to eat more beef； with the popularity of various processing methods of beef and seasonings used， the number of home-made beef dishes has also significantly increased； the various parts of cattle also fit the geography， climate and food culture of Chongqing where both a variety of western beef restaurants need a lot of high-quality beef and hot pot restaurants all over the streets of Chongqing also have a large demand for beef and beef tripe.

Thirdly， the characteristics of cattle production determine that it is difficult to make the market saturated in short term. The reproductive capacity of cattle is much lower than that of hogs and cattle’s production cycle is even longer. Generally， the breeding age of beef cattle is more than a year and half， and the majority will have only one calf per birth and very a few will have two， while pigs generally have 10 piglets per birth. From the perspective of the number， the development of cattle will be very slow； compared to the pig production， the ability of cattle to resist disease is stronger and cattle have a relatively low probability of getting sick. Disease risk of breeding cattle is relatively low than breeding hogs； unlike cattle， pigs are omnivores rather than herbivores. Many types of forage such as bamboo， straw， corn leaves and etc. can be digested by cattle. This saves feed costs and also increases the resilience of diseases. These features of cattle production coincide with the natural resource conditions in Fengdu County. The beef cattle industrialization project of the Ministry of Science of China is also located in the territory of Fengdu County. This also shows， the market for Fengdu peasants to start beef cattle breeding projects is promising.

CONCLUSION

Currently， Chinese government at all levels actively support peasants to start businesses in situ and support returned migrant workers to start businesses in situ. If peasants want to start their own businesses， it is necessary to analyze entrepreneurial project categories and their prospects. Entrepreneurial projects are projects entrepreneurs choose based on their own conditions and external environmental conditions with expectations to achieve certain objectives within a certain period of time. Chinese peasants’ in situ entrepreneurial projects refer to various entrepreneurial projects which fit the actual conditions of peasants at their locations. There are five market background features and several motivations for Chinese peasants to start businesses； there are general Chinese peasants’ in situ entrepreneurial projects and their prospects， such as projects of construction， commercial projects， cultivation and breeding projects and their corresponding prospects； there are the general Chinese peasants’ in situ entrepreneurial projects in specific location Fengdu County and their prospects as well as Fengdu peasants’ “beef cattle breeding” projects and their prospects. Chinese peasants’ in situ entrepreneurial projects and their prospects involve nationwide general projects. We also combine with the general projects and beef cattle breeding projects which are based on local natural and social resource advantages and the prospects of these projects in a specific location， Fengdu， Chongqing， China with the hope to provide reference for peasants’ in situ entrepreneurships in China.

REFERENCES

黑人日范文第4篇

*Corresponding author.

Received 16 February 2013; accepted 5 June 2013

Abstract

The first that education should endow the students is the active participation as main part if it wants to change students and foster their creative spirit indeed. For this perspective, it is shown that the key of creative education or the immediate mission of teaching is to create subjects and activities suitable for students to participate and explore independently, and to provide students with the necessary method, conditions and environment for fostering creative spirit. In this paper, we, in combination with our own teaching practice, propose an open-type teaching mode, attempt to break restraints set up by traditional art design teaching mode, and explore a path of teaching in favor of fostering students’ creative spirit and practical ability, as well as being beneficial to induce students’ interests, and build their curiosity, imagination and creativity, thus to find an effective path of practically implementing goal of innovation education in design.

Key words: Creative spirit; Open type; Art design; Teaching method

LIU Dongfeng (2013). Strengthen Students’ Self-Awareness, Foster Their Creative Spirit: “Open-Type” Teaching Philosophy-Based Art Design Teaching Discussion and Practice. Canadian Social Science, 9(4), -0. Available from: /index.php/css/article/view/j.css.1923669720130904.2653

DOI: /10.3968/j.css.1923669720130904.2653.

Innovation is the soul of art design, focusing on the fostering of students’ creative spirit and practical ability, and is the emphasis of current art design education reform. In recent years, the design education and teaching reform has witnessed a rapid development in China, but there are still problems urgently to be solved under the restraints of traditional education philosophy and mode, for instance, attaching more importance to theory instead of practice; attaching more importance to knowledge lecturing instead of active exploration, etc.. Such traditional teacher-centered teaching mode ignores students’ individuality, as well as the participation and active exploration of students as main part in teaching, and lacks flexibility in teaching, resulting in “shrinking” of students’ thought, and making them short of consciousness of innovation and ability of exploratory learning, unfavorably adaptative to demands of the society on art design talents.

The thinking way and learning habit of each student depend on their personal life experience and individuality of thinking quality, and each student’s learning habit and learning approach vary from those of others, as well as with multifarious individuality. The open-type teaching mode is the very one of considering students’ individuality and relying on the nature and characteristics owned by the art design discipline, by means of necessary transformation to disadvantages existing in current classroom teaching, in order to explore an effective path in favor of fostering students’ creative spirit and practical ability, building teaching environment beneficial to inspire students’ interests, as well as evoking their curiosity, imagination and creativity, and practically implementing the goal of innovation education in design.

The first that education should endow the students is the active participation as main part if it wants to change students and foster their creative spirit indeed. For this perspective, it is shown that the key of creative education or the immediate mission of teaching is to create subjects and activities suitable for students to participate and explore independently, and to provide students with the necessary method, conditions and environment for fostering creative spirit. Therefore, the fundamental objective of open-type teaching is to make the teaching process really based on consideration of students’ individuality and their independent exploration and learning by means of transforming the current classroom teaching mode characterized by teacher’s lecturing and student’s listening, so as to promote the overall development of students’ consciousness of main part, creative spirit, practical ability and various qualities.

1. CONNOTATION OF OPEN-TYPE TEACHING

The open-type teaching is a dynamic and open teaching mode aiming at fostering creative spirit and practical ability by taking consideration of students’ individuality and self-consciousness as the premise; basing on equal, comfortable, lively and open classroom atmosphere; requiring students to actively participate and to proactively explore and practice, as well as centering on learners; and having various evaluation systems (such as the system of self-exploration, self-solution and self-evaluation, and the students-and-teacher evaluation of learning-and-teaching (STELT)) as guarantee.

With knowledge as the educational aim, and teacher’s lecturing and instilling as main features, the open-type teaching has new connotations and regularities by comparison to the traditional one. First, it changes the teaching goals of passive knowledge receiving, recalling and reproducing, while emphasizes active thinking and imaging and proactive discovering and creating instead; second, it changes the teaching mode attaching more importance to know-how and skill training, while emphasizes intentional participation, main part experience, and multi-dimensional thinking development instead; third, from the perspective of overall teaching conditions, it changes the traditional, unilateral and unitary teaching approach, while emphasizes an integrated teaching process unifying knowledge and skill, theory and practice, thinking and design, and innovation and application of multiple layers instead. Therefore, open-type teaching is a new teaching mode stressing on students’ participation as main part, thinking involvement, direct experience acquisition, and united concept and action, capable of promoting students’ comprehensive development in all directions.

2. OPEN-TYPE TEACHING PHILOSOPHY

The open-type teaching mode covers the followings: to build a teaching conception of promoting development by opening, to construct a dynamic and open teaching process on basis of students’ independence, participation, partialness and creativity; to establish a democratic and equal relationship between students and teachers; to set up new teaching environment suitable for students to actively participate in and to proactively learn; to reform examination and teaching evaluation, and to explore diversified evaluation systems in favor of students’ long-term development, etc.. For this reason, it is necessary to build the following new educational ideas.

2.1 Student-Centered Idea

The open-type teaching roots in that students consciously participate in construction of teaching process, proactively explore knowledge and method, and convert independently knowledge into ability. Its specific practices lie in returning the class to students, letting each student receiving the proper development with creative spirit and practical ability fostered fully. All these can not be separated from students’ active participation, and the open-type teaching is nothing in case of separating from students as main part. Hence, it is necessary to insist students as the center, fully respect each student, intensify students’ self-consciousness, change roles (namely, become learning facilitator of students from traditional knowledge transmitter), pay attention to students’ learning process, keep a foothold on students’ active participation, and emphasize the experience of concept, method and emotions.

The student-centered idea should also find expression in that teachers respect and understand students and treat their practical activities and psychological behaviors with tolerance. In course of teaching, teachers should respect each student equally with positive emotions to inspire and guide them to dare to say, to do, to think and to explore, and attach importance to protecting the development of individuality of students, which is especially important for students of art design. Therefore, the open-type teaching is a teaching approach on basis of taking students’ demands and development into consideration, and letting each student enjoying pleasure and achievements of teaching and learning, thus to stimulate students’ learning interests, evoke their learning demands, advance their desire and ability for proactive exploring, and realize students’ comprehensive development.

2.2 Idea Focusing on “Active Participation, and Exploration and Practice as Main Part”

The modern education and teaching idea and practice prove that the genuine valuable teaching in favor of fostering the ability of creative thinking should be a process of proactively exploring, continuously innovating, updating the existing cognition and experience, and constructing students’ own cognitive structure basing on the teaching goal of art design and according to students’ own qualifications and requirements, instead of the one of passively receiving ready-made knowledge and conclusions. For this reason, in design teaching, the design of each subject should take full consideration of students’ involvement, and set up certain suspense for students to proactively explore, and trigger students’ curiosity and desire to explore though setting certain problems or scenarios, such as, “What defects are found in current umbrella? How to improve?”, “Which kind of beverage package is easy to sell in summer?”, and other similar question design.

The open-type teaching is featured by students’ proactive discovery and self-solving learning problems, including discovery learning, situated learning, experiential learning, interactive learning, and other learning methods. It is realized and finished through students’ proactive operating, firsthand experience, exploration and creation against certain subjects, for instance, in the package design class, students had better go to package design companies or factories, proactively participating in practice and easily acquiring knowledge and experience in learning through practice. In a word, such teaching mode highlights self-learning, discovery learning and creative learning.

2.3 Construct a Dynamic and Open Teaching Process

Teaching is a dynamic and developmental process where teachers and students jointly explore new knowledge and share achievements of cognition. The analysis either from students, teachers, teaching environment, or from inherent factors of teaching activities, shows that all of the same are changing and developing constantly. Moreover, such changing factors are what contribute important value and meanings to the development of students’ subjectivity. Hence, it should be maintained by open-type teaching to construct a dynamic and changing process.

The openness of open-type teaching mainly finds expression in the entire teaching process. First, in light of certain topic goal, the questions in learning can be worked out by resorting to various methods and approaches and giving priority to students’ self-exploration, self-learning and practice, with less teachers’ intervention; second, teachers should endeavor to create a democratic atmosphere in favor of students’ proactive participating and daring to show off themselves, as well as a independently, comfortable and pleasing innovation situation; and final, in terms of teaching space-time, the teaching should make the best of all educational opportunities to cooperate with design institutions and enterprises and exploit extensive educational resources rather than be only confined in classroom and school.

3. CONDITIONS OF OPEN-TYPE TEACHING

As the open-type teaching stresses on students’ conscious learning, independent learning ability and proactive participation in teaching, therefore, it poses a new challenge to teachers, teaching and conditions in the traditional sense. All of the changes of teachers’ role, teaching concept, and teaching methods, and new setting of teaching evaluation provide essential conditions for open-type teaching.

3.1 Build up Consciousness of Innovation

The open-type teaching itself is a result of innovation, which requires teachers to build up consciousness of innovation, not sticking to the fixed pattern, and to continuously learn and use new thinking and view to reform our teaching of art design.

Innovation is a premise of teaching reform, and to build up consciousness of innovation, two sides should be considered: first, the teacher should build consciousness of innovation. As professional teachers, profound and excellent professional knowledge are necessary, meanwhile, they should understand and grasp the latest and cutting-edge trends of the discipline, continuously update and perfect their own structure of knowledge, making students be unconsciously influenced and enlightened by innovative thinking. Second, students should build up consciousness of innovation. Consciousness of innovation is the primary feature of innovative talents, and it is a premise to cultivate innovative talents to foster students’ consciousness of worshipping and pursuing innovation. In design teaching, we can guide and foster students’ consciousness of innovation via professional innovation, consciousness of problems, questions and argument, distinctive originality, etc..

3.2 Set Up Open-Type Teaching Environment

In order to realize the cultivating goals of open-type teaching in course of teaching, it is necessary to proactively create a teaching environment in favor of internalization of students’ consciousness of innovation and innovation ability. In teaching activities, such open-type teaching environment is reflected in the followings: first, to create interpersonal relationships beneficial to innovation and to build equal and harmonious relations between students and teachers. In activity teaching, the relations between teachers and students should fully reflect equality and harmony. The teacher acts as mentor and promoter in activities, as well as the cooperator for learning activities of students, and each student should feel respect from the teacher with regard to their dignity, rights, inspiration and positivity; second, to create language environment in favor of innovation, adjust speech way, and form tolerant and inspiring language atmosphere. The language can either stimulate students to rouse themselves or destroy their confidence and dignity, and thus the open-type teaching advocates teachers and students to adopt speech approaches reflecting democracy, equality, care and fraternity; and final, to create material environment in favor of teaching, such as props, facilities, materials, space-time environment, etc..

3.3 Formulate Reasonable Teaching Evaluation System

It is an important guarantee for implementing open-type teaching to construct a teaching evaluation system combining various evaluation forms in a view of development. Evaluation should be an approach of promoting teaching rather than a simple assessment on students’ homework. For a long time, we excessively use quantifiable approaches to evaluate students’ homework with visual effect of design work or impractical originality as criteria, consequently, the qualitative evaluation is neglected, and teachers act as the authority in evaluation, while students are in a passive position receiving evaluation, preventing the evaluation from effectively promoting the teaching, and often bruising students’ learning initiative. For this reason, we should adopt a developmental perspective, and carry out overall evaluation on students in view of promoting their long-term development, thus changing the situation of determining performance only by virtue of several works.

In addition, the evaluation system should adopt flexible and diverse evaluation forms in accordance with conditions of each major and each class of art design, including teachers’ evaluation, students’ evaluation, self-evaluation, etc.. Take teachers’ evaluation for example, it can be determined according to different conditions, such as executing evaluations from students’ sense of participation, consciousness of innovation, consciousness of performance, sense of cooperation, etc.. In a word, evaluation is to realize the goal of promoting development by virtue of evaluation rather than to simply give marks to students on basis of their work.

4. IMPLEMENTATION METHOD OF OPEN-TYPE TEACHING

The open-type teaching should be experimental, instructive and frame-type, rather than a dogmatic and changeless mode. In course of implementing the teaching, we should afford students with sufficient innovation space and time, as well as adequate opportunities of practice and performance, provide them correct thinking and methods, attach importance to students’ self-learning and self-exploring, highlight the teachers’ “guiding” role, value the principle of adopting diverse and open teaching mode, and choose the feasible teaching method and strategy.

For a long time, enough attention is absent for teaching approach, and in fact, if the teaching approach based on lecturing and instilling is not changed, it is nothing but empty talks to foster students’ creative thinking ability. From the overall perspective, as the students’ quality development is multilevel and multi-sided, the teaching approach inevitably appears as various forms. In activity teaching, experiments can be executed on the following basic teaching modes:

4.1 Discovery Teaching Approach

Discovery teaching approach is one that students independently finish the process of discovering, analyzing and solving problems under guidance of teachers, and also a process to explore different and distinctive solutions for the same problem. Such method requires the following points done in teaching: first, set a design topic and plan for students to explore, for example, take “Discover shortage of life commodities” as the title, guide students to carry out independent exploration and discovery, and collect materials, inquire knowledge, and find, analyze and solve problems at last in process of discovery. The free discovery in such process proceeds without limits and restraints, which not only greatly stimulates students’ enthusiasm, but also fosters their exploratory and innovative spirit. Second, certain discovery methods should be provided to students. Before discovery, it is necessary to give theoretical guidance with regard to the range, method and tool of discovery, which can effectively prevent students from being excessively open and leading to aimlessness. In the final, it is encouraged to apply various methods to finish the discovery. Different exploring methods for the same problem reflect students’ creative ability and thinking mode with personality characteristics, therefore, teachers should endeavor to promote, find by various means, and timely encourage the new and distinctive thinking modes and results of exploration in exploring activities, and show the same to all the students.

4.2 Interactive Teaching Approach

The interactive teaching refers to the interaction and interplay of various forms and natures at all levels in-between teachers and students in process of teaching. Its purpose is to promote both teachers and students, especially students’ development in aspects of learning, cognition and innovation. To complete interactive teaching, we should attempt to start from two sides: first, to change roles, namely, changing the teaching mode centering on teachers, aiming at knowledge and with instilling as the method. This requires teachers not only to respect and comprehend students, but also to timely understand themselves and students, know their own knowledge capability conditions and teaching style, as well as students’ cognitive structure and affective characteristics. In addition, it is necessary to value the position and role of students as main part of interaction, and exchange and discuss with students in a caring and accepting manner and with respect. Second, reasonable language and non-language means should be utilized for promoting proactive interaction. In teaching, apart from expressing and lecturing by language means, body language can also be adopted for interacting with students, such as gesture and eye contact. In fact, one favorable look, encouraging smile and affirmative tone of teachers may contribute immeasurable effects to fostering of students’ confidence. The interactive teaching focuses on interaction, which emphasizes communication, so it is necessary to create an atmosphere of interaction and communication to promote the development of interaction.

4.3 Experiencing Teaching Approach

Experience is an important cognitive learning tool of human beings, and a path to acquire direct experience and knowledge. The experience not only helps students in their perceptual knowledge learning, but plays a special role in developing students’ emotion, will, attitude and value. The experiencing teaching approach possesses universal application value in art design, for example, in show design teaching, experiencing teaching method can be adopted to encourage students walk into exhibition hall and pavilions to directly perceiving every aspect of show design, and students can acquire knowledge and methods through experiencing. This is more intuitive than theoretical lecturing in classroom, and is more accessible.

The experiencing teaching should stress on the combination of knowledge mixing and acquisition of new knowledge in process of experience. In addition, teachers should fully mobilize students’ series of mental functions like emotion, esthesis, thinking and attention to jointly participate in experience, so as to promote students’ perceptive development in all aspects. Experience is not only a teaching method, but an important learning method, and in the art design teaching, experiments on experiencing teaching should be enhanced in accordance with different requirements of each major.

4.4 Question Situational Teaching Approach

The question situational teaching method is one emphasizing the creation of question situations, stimulation of students’ intellectual curiosity, and fostering of flexibility and peculiarity of students’ thinking in process of teaching.

In process of teaching, students are encouraged to proactively discover related questions around the task given by teachers, and expand the question territory from point to the whole range. Students can acquire knowledge in course of proactively discovering, changing from passive acceptance to active searching, and becoming the discoverer of knowledge and questions. This method has positive meanings to stimulate learning interest and to evoke originality and inspiration.

Questioning is a mental tentacle stretching from the known to the unknown, and also the special embodiment of consciousness of innovation. In process of teaching, questions related to teaching can be set from time to time to stimulate students’ intellectual curiosity and to foster flexibility of students’ thinking. Another important function of question situational teaching method is to foster students’ consciousness of problems. The absence of consciousness of problems influences not only the acquisition of knowledge but also the innovation of thinking. Albert Einstein has once said that “Finding the problem is more important than solving a problem.” Learning requires to question, to frequently question and to be good at questioning. It is a good learning method to learn to begin thinking from questioning.

4.5 Inquiry And Difficulty-Explaining Approach

Doubt is an attitude and a spirit as well. Doubting is the beginning of changing and the beginning of seeking the truth. Doubt is results of thinking, and the start of thinking. It is necessary to learn to doubt and query. The meaning of doubt lies in not taking all the existing as changeless or absolute truth, but to doubt for purpose of attaining spiritual independence and confidence, as well as the originality in design.

We stick to the spirit of suspicion, seeking for critical recognition on existing knowledge and claims and thus forming our own particular opinions. Questions are raised with skepticism on habitual concept and method to pursue new breakthrough. The genuine meaningful approach is to query and question the notions. In design teaching, students are encouraged to question, and are stimulated to adopt critical cognition on all the existing, to change the common practice, make all design problems impossible, and become the possible from “normal” to “abnormal”, thus to acquiring new design approaches.

The openness of open-type teaching determines the diversity and richness of teaching approaches, therefore, apart from the said approaches, the open-type teaching still has many special teaching methods, such as interest stimulation, investigation and study, games, etc.. All these require teachers to determine which kind of activity mode should be adopted in special classroom teaching according to characteristics and requirements and different goals and contents of each major of design. Rigidly adhering to one teaching mode will violate the goal of course, art design is a creative act, and the determination of teaching method and task itself is a kind of design, whose designer is the teacher himself.

CONCLUSION

Open-type teaching is an exploratory and experimental teaching method, whose implementation not only requires the guidance of certain advanced theories, but a large quantity of teaching practice for revision, summary and perfection. And crucially, the “degree” of openness should be well controlled in open-type teaching. Either excessive or insufficient openness will directly influence effects of teaching. Therefore, it is necessary to form criteria and framework of openness from a lot of specific teaching practice, realizing reasonableness and results of opening with proper opening standards.

REFERENCES

[Korea] Jin, Z. X. (2000). Prospect on design education in 21st century. Zhuangshi, (95).

Pan, L. S. (2005). Essays in design and art education. Shandong Pictorial Publishing House.

Shi, Y. Y. (1990). Educational thinking. Heilongjiang Education Press.

黑人日范文第5篇

差不多一百年后，當我讀福特的傳記，讀到這一部分，不知不覺眼睛就濕了。多少年來，從來沒有一本講企業家的傳記讓我流淚，但我的確被福特的日薪 5 美元所感動。當然，讓我感動的并不是 5 美元本身，沒有任何金錢能夠讓人感動。真正讓人感動的是在報酬背后，福特這樣一家偉大的公司如何對待員工，又是如何對待它所賴以生存的社會的。

這個具有重大歷史意義的新聞稿的開頭很特別。為了見證這一偉大的行為，我把它照錄于此:

1. 福特汽車公司，全世界最大最成功的汽車制造公司，將于 1 月 12 日做出工業界迄今為止最偉大的有關工人報酬的改革。

2. 我們將一次性把工時從 9 小時下調到 8 小時，并向每名員工提供利潤分成，22 歲及 22 歲以上的員工每日的最低收入將是 5 美元。

參加新聞會的記者聽到這里，手都僵硬了，鉛筆停止在手中。而當這些新聞在當天的報紙上之后，在底特律的曼徹斯特大道，人擁擠到難以移動的地步，每個人都想到福特去拿 5 美元的日薪，因為他們現在連 5 美元的一半都拿不到。1 月 12 日，是一個寒冷的冬日，氣溫接近零度，但這一天卻因為 5 美元報酬正式生效，氣氛變得極其熱烈。

將近有一萬兩千求職者圍住了福特公司，而在開往底特律的各種車輛上，還有成千上萬的人源源不斷地趕來。由于福特無法滿足如此眾多的求職者，沮喪而憤怒的求職者把公司圍了個水泄不通。最后不得不出動消防車用高壓水龍頭驅趕人群，但人們干脆把水管割斷了。

在南方，長期受壓抑的黑人聽到，在福特可以與白人一樣獲得日薪 5 美元，于是許多黑人開始向底特律遷移，他們寫了無數藍調來歌頌福特: “我要去底特律，去找一個叫福特的人，找一份好工作，不再挨餓！”

“5 美元的偉大意義在于，福特公司重新定義了工業資本主義”，福特是全世界第一家認識到以下一點的公司: 市場化的利益調節機制，不僅可以調節勞動力，而且可以調節全社會對于“人”的認識。福特在日薪金 5 美元的政策中，有一個特殊規定。并不是所有的人都可以享受日薪 5 美元的，如果你不符合下列條件，那么，無論你多么努力，多么有成效，都不可能享受 5 美元，而只能享受 2.38 美元的標準工資:

1. 同家人生活在一起的已婚者，并樂意照顧家庭。

2. 如果你是年齡 22 歲以上的單身，那么你要為人節儉。

3. 如果你是 22 歲以下，若有近親或血親要你幫助，那么你也可以享受。

這不是“作秀式”的規定。福特為此專門成立了一個社會部，走訪應聘者的表現與家庭情況，很少有人做得了假。通過這種唐吉訶德式的“戰風車”行為，福特非常清楚地向社會表明: 福特提高薪酬，是為了體現上帝給予每個家庭的幸福時光（這一點甚至成了福特公司的核心價值觀）。福特絕對不讓自己成為酒吧和妓院的財源。

當有人問福特: 一個清潔工如何可以拿到那么高的工資？福特的回答是: 通過收集地板上的小工具和小零件，清潔工每天可以為我們節省 5 美元。從這種思維中，我們清楚地看到福特把自己這一行為上升到了如何經營公司、如何使企業強大這一層次。那就是: 員工對工作的熱情付出，是一種成本很高的行為，絕對不可能通過強迫得到。

所以，如果你想要員工的付出，那么，你就需要首先對員工投資。就像沃爾瑪的說法那樣，如果你想要員工照顧好你的顧客，那么，請首先照顧好你的員工！而一旦當企業把投資重點從設備轉移到員工身上，整個生產程序將會產生出難以想象的效益。換句話說，企業真正強大的是它的員工，而不是它的機器！

事實證明了福特這一偉大思想的正確。實行這一政策后，“每個人都把公司徽章別在衣服外面，他們都以成為一個福特人為榮。本來，徽章是進出工廠的一個證件，但無論是星期天還是下班之后，他們一直都戴著徽章，目的是告訴別人: 我是福特人！”

差不多一百年后，歷史學家布林克利（Douglas Brinkley）在總結福特的一生時，發出了這樣的感嘆: “如果沒有福特管理層的執著努力與過人才能，工業化民主上的這種雙重進步可能需要數十年才能實現。但福特汽車的積極進取，使革新在短短的一年內就完成了。”