Reading and comparing ethnographies · 阅读与比较民族志
| English | 中文 | Pinyin · 拼音 |
|---|---|---|
| ethnography/eθˈnɒɡrəfi/ | 民族志 | mín zú zhì |
| reciprocity/rɪsɪˈprɒsɪti/ | 互惠 | hù huì |
A decision you can investigate
- A village study and an urban workplace study both discuss belonging.
- A shared concept permits comparison without making their social relations identical.
一个你可以调查的决策
- 一项村落研究和一项城市工作场所研究都讨论了归属感。
- 共享的概念允许进行比较，而不会使它们的社会关系变得相同。
Build the explanation
- Inquiry groups include classification/health/body; belonging/communication/movement; and conflict/development/production.
- An ethnographic argument joins particular observations to a conceptual explanation through sustained research.
构建解释
- 探究组包括分类/健康/身体；归属感/交流/移动；以及冲突/发展/生产。
- 民族志论点通过持续的研究将特定的观察与概念性解释相结合。
Match the terms to their precise meanings. · 将术语与其精确含义匹配。
Use these definitions in the particular context of Reading and comparing ethnographies. · 请在“阅读与比较民族志”的具体语境中使用这些定义。
Work through the evidence
- Compare how membership is recognized in each setting: invitations, language or duties may matter differently.
- Identify the source, fieldwork setting and method before arguing that one pattern explains both cases.
梳理证据
- 比较每个环境中成员资格是如何被认可的：邀请、语言或职责的重要性可能有所不同。
- 在论证一种模式能解释两种情况之前，先确定来源、田野调查环境和研究方法。
What makes the comparison anthropological rather than a list of similarities? · 什么使这种比较具有人类学意义，而非仅仅是一系列相似点的罗列？
Compare how membership is recognized in each setting: invitations, language or duties may matter differently. Identify the source, fieldwork setting and method before arguing that one pattern explains both cases. · 比较每个环境中成员资格是如何被认可的：邀请、语言或职责的重要性可能有所不同。在论证一种模式能解释两种情况之前，先确定来源、田野调查环境和研究方法。
Test the limits
- SL studies one area per group; HL studies a fourth. The map does not replace the teacher's selected ethnographies.
- Avoid comparison by loose similarity: explain a relationship and a meaningful contrast supported by specific evidence.
测试极限
- SL（标准水平）每组学习一个领域；HL（高等水平）学习第四个领域。该地图不能替代教师选定的民族志。
- 避免基于松散相似性的比较：应解释一种关系及其有意义的对比，并用具体证据加以支持。
Which caution belongs to this particular task? · 哪项注意事项适用于此特定任务？
SL studies one area per group; HL studies a fourth. The map does not replace the teacher's selected ethnographies. Avoid comparison by loose similarity: explain a relationship and a meaningful contrast supported by specific evidence. · SL（标准水平）每组学习一个领域；HL（高等水平）学习第四个领域。该地图不能替代教师选定的民族志。避免基于松散相似性的比较：应解释一种关系及其有意义的对比，并用具体证据加以支持。
The explanation in this lesson makes a conditional claim; relevant context and evidence still matter. · 本课的解释提出了条件性主张；相关背景和证据仍然重要。
Avoid comparison by loose similarity: explain a relationship and a meaningful contrast supported by specific evidence. · 避免基于表面相似性的比较：解释一种关系，并用具体证据支持有意义的对比。
Apply and explain your answer
- What makes the comparison anthropological rather than a list of similarities?
- Using a concept to explain contextual evidence and differences in social relationships.
应用并解释你的答案
- 是什么使这种比较成为人类学意义上的比较，而不是简单的相似性列表？
- 运用概念来解释情境证据和社会关系的差异。
Choose the two statements supported by this lesson. · 选择本课支持的两项陈述。
The concept and worked evidence support these claims; the stated limits rule out the universal shortcut. · 概念和推演证据支持这些主张；明确的限制排除了普遍捷径。
Use the terms precisely
- ethnography 民族志: A research-based account and analysis of social life.
- reciprocity 互惠: Exchange understood through ongoing social obligations.
精确使用术语
- ethnography 民族志：基于研究的关于社会生活的叙述和分析。
- reciprocity 互惠：通过持续的社会义务来理解交换行为。
Compare how membership is recognized in each setting: invitations, language or duties may matter differently. Identify the source, fieldwork setting and method before arguing that one pattern explains both cases.
SL studies one area per group; HL studies a fourth. The map does not replace the teacher's selected ethnographies. Avoid comparison by loose similarity: explain a relationship and a meaningful contrast supported by specific evidence.
Inquiry groups include classification/health/body; belonging/communication/movement; and conflict/development/production.
比较每个环境中成员资格是如何被认可的：邀请、语言或职责的重要性可能有所不同。在论证一种模式能解释两种情况之前，先确定来源、田野调查环境和研究方法。
SL（标准水平）每组学习一个领域；HL（高等水平）学习第四个领域。该地图不能替代教师选定的民族志。避免基于松散相似性的比较：应解释一种关系及其有意义的对比，并用具体证据加以支持。
探究组包括分类/健康/身体；归属感/交流/移动；以及冲突/发展/生产。