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网络对高校师生负面影响的调查
引用本文:王有洪, 李兰枝, 杨 希. 网络对高校师生负面影响的调查[J]. 北京航空航天大学学报社会科学版, 2005, 18(Z1): 20-23.
作者姓名:王有洪  李兰枝  杨希
作者单位:1.北京航空航天大学 保卫保密部, 北京 100083
摘    要:为了能够更加清楚地了解网络对高校师生产生的负面影响,有针对性地探讨如何通过科学管 理和正确宣传的方式降低网络的负面影响,通过监控、跟踪和分析校园网

关 键 词:网络  高校  师生  调查
文章编号:1008-2204(2005)S-0020-04
收稿时间:2005-07-10
修稿时间:2005-07-10

Survey of Negative Impact from Internet on University Teachers and Students
WANG You-hong, LI Lan-zhi, YANG Xi. Survey of Negative Impact from Internet on University Teachers and Students[J]. Journal of Beijing University of Aeronautics and Astronautics Social Sciences Edition, 2005, 18(Z1): 20-23.
Authors:WANG You-hong  LI Lan-zhi  YANG Xi
Affiliation:1.Department of Security, Beijing University of Aeronautics and Astronautics, Bej ing 100083, China
Abstract:The surveys and researches on the impacts of the internet upon university teache rs and students are not new, however, there have been fewer researches on the negative impact. To better understand the negative impacts of the internet o n university teachers and students and how to shade the negative impact through sci entific management and proper guidance, the authors have made a survey in 2004, lasting for roughly one year. The survey has produced a wealth of data through m onitoring and tracking the LAN on campus, Tianwang maze (a kind of file transfer software), Tencent QQ and ET (both are CHAT softwares) and BBS of all universi ties in Beijing. Besides, the questionnaires have also produced a l ot more data concerning the attitudes of teachers and students towards internet in BUAA. In data processing, the authors have taken the method of average value calculation. Their findings include: the source of the negative influence; the e xtent of the negative impacts on teachers and students; the distribution of the sites for them to go online; the time they spend online; and the challenge from internet. The authors conclude the research by presenting some countermeasures t o the problems invloved.
Keywords:network  universities  teachers and students  survey
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