[本篇论文由上帝论文网为您收集整理，上帝论文网http://paper.5var.com将为您整理更多优秀的免费论文，谢谢您的支持]Abstract Despite a long history of journalism, China started its modern university education in journalism only in the 1920s and under the heavy influence of American journalism education system. However, in the 70-odd years of development since then, China has always seen its journalism education modified and adapted to the different needs in its different development periods, a consistent process of localization in its curriculum and teaching methods as well as its targets. The paper will first discuss the process of localization in the 50 years development of journalism education in China in terms of educational purposes and changes of curriculum. Based on the a survey of the five journalism programs in Shanghai, the paper will then turn to discussion of the diversity and development of the journalism education in Shanghai as showcase, particularly since the 1980s when China witnessed dramatic social changes and rapid economic growth. The paper will also explore the problems of the journalism education in China during its process of localization since the 1980s. 1. Introduction China’s journalism history could be traced back to Di Bao, a kind of news bulletin in the imperial court of the Tang Dynasty (618-907) (Fang & Zhang, 1998, p.11). However, the journalism education in the modern sense did not start in China’s universities until the 1920s when American journalism education exerted a direct and great influence on the formative stage of the Chinese journalism. In fact, the overall journalism educational system in China was modeled after the American system (Ding, 1997, p70,). However, in the 50-odd years of development since then, China has always seen its journalism education modified and adapted to the different needs in the different development periods in the modern history of China, a consistent process of localization in its curriculum and teaching methods as well as its targets. The process of localization for the journalism education in China obviously sped up in the early 1980s when China’s reform and open policy stimulated great social changes and rapid economic growth, a period in which the journalism education in China expanded greatly and became more varied and diversified than ever in history, to meet the increasing demands of media. The number of journalism programs increased almost five times since the early 1980s and student enrollment of journalism programs rose by an average 25 percent each year for all the journalism programs (Guo, 1996, p. 80,). In this paper, the writer will first discuss the process of localization in the 50-odd years development of journalism education in China in terms of its educational purposes and changes of curricula. Based on a survey of the five journalism programs in Shanghai, the writer will then discuss the variations and diversity of the journalism education in Shanghai, particularly since the 1980s when China witnessed dramatic social changes, earmarked by the economic growth as well as how the five journalism programs have suited the needs of the society as a whole in the period. Finally, the writer will also explore the problems of the journalism education in China during its process of localization since the 1980s. 2. The Concept of Localization: Chinesenized In today’s China, the concept of localization is very often being applied to research on mass communication in China, a process of how the research of mass communications, originated from the West, can coherently be integrated with local characteristics in China, a country with five thousand years of history and rich cultural and philosophical heritages and also one which was lagged behind in the modern times and needs to revitalize its brilliant past by learning from the West, rather than simply modeling after the West (Shao, 1998) To a degree, the concept of localization refers to the Chinesenized process of how something foreign or imported is absorbed into the Chinese culture and society, and to the best of China, rather than a simple modeling process of the West. As the journalism education in China started with heavy influence from the American journalism education system, the process of localization for the journalism education in China refers to, in this paper, a the process of how the American model of journalism education or later the Soviet model (Hao &Xu, 1997, p.37) is best tailored to the Chinese practices and society, regardless of the fact that it is good or not so good. 3. Five Stages of Journalism Education in China Professor DING Ganlin, a famous journalism history expert from Fudan University, has categorized the 70-odd years of journalism education development China into five stages: First Stage (1920s to 1940s), Second Stage (1950s), Third Stage (early and middle 1960s), Fourth Stage (ten years during the Cultural Revolution) and Fifth Stage (since 1978 to present) (Ding, 1997, pp. 70-71). The writer holds that the process of localization existed in almost all the five stages of the journalism education in China. Although the journalism education was initiated with heavy influence from the American system, there is no doubt that the journalism programs had always been designed to meet the practical needs of the Chinese society, to be exact, the media development. After listing the five stages, Professor DING concluded that except for the chaotic ten-year Cultural Revolution stage, each stage had clear and effective targets and curriculum systems for its journalism education, which basically met the social needs in the relevant stage of social development and that the journalism graduates had proved themselves to be qualified enough in each stage (Ding,1997, p. 71). During the first stage, China’s first regular journalism department was established at St. John’s University, a missionary school in Shanghai. This is followed by journalism departments and programs in Yenching University in 1924 and Fudan University in 1929, and several others i

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