建构与解构——中国知青电影简论-中国现当代文学专业论文.docxVIP

II II Abstract Since 1949, Chinese educated youth movies have gone through four different rheological periods of history: the educated youth movies before the educated youth period, the educated youth period movies, the educated youth movies after the educated youth period and the post-educated-youth movies. Educated youth movies made in the educated youth period and before the educated youth period, are products of ideology under high political pressure and show unique passion. Educated youth movies after the educated youth period are an inheritance and development of the revolutionary realism road. The theme of these movies made in this period focus to expose wounds, indict suffering and reflect destiny. In the 21st century, with the new wave of the globalization sweeping across, and the deep exchange between China and western world in the economic, political, and cultural area, the educated youth movie develops into the post-educated-youth period. Post-educated-youth movies have liberated themselves from shackles of the traditional socialist realism and critical realism, and have found out a clear personalized path. These movies present a diversified style with an unprecedented stance. The complementary relationship between the educated youth literature and the educated youth movie forms the development vein and the rheological performance of Chinese educated youth movies, and thus gets double historical significance to both the educated youth literature and the educated youth movie. Key words The educated youth period; Movies; Postmodernism; Alternative . III III 目 录 中文摘要 …………………………………………………………………………Ⅰ Abstract …………………………………………………………………………Ⅱ 目 录 ……………………………………………………………………………Ⅲ 引 言 ……………………………………………………………………………1 上篇 中国知青电影概述……………………………………………………… 6 第一章 前知青时期（1949－1966 年）的知青电影………………………7 第一节 “激情”与“被激情” ……………………………………………………8 第二节 “理想”与“被理想”………………………………………………………9 第三节 小结…………………………………………………………………………12 第二章 知青时期（1966-1976 年）的知青电影…………………………13 第一节 激情释放的集体狂欢…………………………………………………