问题 问答题 论述题

举例论述文化产业企业的营销策略。

答案

参考答案:

所谓营销,包括企业寻求客户群,并识别他们的需要,设计好的产品,并为他们设定价格和进行促销活动的一种过程。如产品开发、市场调研、沟通、分销、定价和服务等。由于竞争激化,文化产业企业的营销策略已经不能是单一方面的策略了,而是一套完整的策略组合,企业要根据目标市场的需要和自己的市场定位,企业可控制的各种要素进行优化组合和综合运用,包括产品和服务从生产到流通,直到最终消费者手中与市场营销有关的活动。

第一,产品+消费者+满意度=要以消费者的需要与欲求为导向的策略。文化产业企业,应该在目标消费者确定的前提下,针对他们进行充分的调查与了解,来确定消费者的需求。并且产品差别化,要以能够给消费者带来独特的利益和满足其主要需求为导向。企业为了提高产品的竞争力,同时也为了吸引消费者对产品的关注,通常都会采取差别化营销策略。产品差别化最重要的环节是确定产品的独特的销售主张,并通过独特的销售主张来赢得消费者的青睐,以建立起产品差别化所带来的竞争优势。企业在实行差别化营销策略之前,或开发一个新产品与一个新市场的时候,都要以是否能够给消费者带来独特的利益和满足其主要需求为衡量的标准。

第二,价格+成本+服务=实施以满足消费者需要所付出的成本为导向的价格策略。首先,企业可以从消费者的认知成本制定价格,制定价格的关键是消费者对产品成本的认知,而不是销售成本。其次,企业可以以降低消费者购物的附加成本等非货币成本来制定价格应对策略。在市场竞争中,许多企业在应对竞争者的削价策略时,往往采取了单纯地跟进对手削价的做法。而直接地采取跟进削价的方式,可能会带来负面的影响。而最佳的策略是:保持本产品价格不变或价格略有提升的基础上,大大降低消费者为了购物所支出的附加成本的办法,来应对竞争者的削价策略。因为消费者在购物的过程中会付出很多非货币成本,如时间成本、精力成本、体力成本等。

第三,渠道+便利性+速度=实施以提高消费者购物便利性及速度为导向的渠道策略在今天的市场营销中,无论是企业的分销渠道还是服务渠道,都应该给消费者提供“方便迅速”这一特性。也只有这样,才能够使消费者感觉到,只有本企业的产品与服务才更富有吸引力。现代营销中的企业,可以通过建立“直效营销”的模式,来提高消费者购买本企业产品的便利性和速度。“直效营销”是企业直接面对目标消费者展开销售的一种有效的方法。

第四,促销+沟通+诚意=实现以真诚沟通为导向的促销策略。现代营销不仅要求企业的产品要以消费者为导向,为其制定有吸引力的价格,使之易于被消费者购买,还必须同现实和潜在消费者进行真诚的沟通。任何公司在营销中,都不可避免地承担起沟通者和促销者的双重角色。哪个企业能够制定出极富沟通力的促销方案,实施具有沟通力的促销活动,那么他必然会在纷繁杂乱的促销中脱颖而出,也将赢得比竞争对手数量更多的忠诚顾客。

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问答题

The teaching of English as a second language (ESL) in schools has had a history of conflicting arguments, interesting innovations and some very positive methodological changes. To understand the present situation, it is necessary to consider the past and the wider educational context which has a bearing on it.

Until quite recently, approaches to ESL work have been ply influenced by methods developed to teach English as a foreign language to older learners. These methods placed much emphasis on drills, exercises and remedial programs that focus on language in abstraction. 46) The prescriptive nature of such methods and the demands they made on the teacher’s time developed the belief that ESL work could be tackled only by the specialist ESL teacher working with small groups of children. Such an approach does not fit comfortably into current notions of learning and teaching in the primary school, nor does it sufficiently equip ESL learners in the secondary school to benefit from normal schooling. 47) In prescribing what language is to be taught, it has ignored what children bring to the learning task and the choices they make about how and what they want to learn. Furthermore, the location and organization of language provision did not measure up to the demand. 48) The language centers and English language services all contributed to providing special and concentrated teaching of English as a second language in small groups, varying in size from four or five to fifteen. Whatever the pattern of provision, the main aim was to give pupils sufficient English to enable them to join normal schools as quickly as possible. The success of such special provision depended very much on the close and constant liaison of language teachers with the subject teachers and the class teachers and on the continuity of learning experiences provided by them. 49) One of the important disadvantages of language centers and withdrawal groups was that ESL children were being taught away from those English- speakers who provide the most powerful models, i. e. their peer group. Peer-group interaction is an important element in any learning situation, but its particular strengths in a classroom with ESL learners cannot be overemphasized.

50) The separation of second language learners from the mainstream classroom cannot easily be justified on educational grounds, since in practice it leads to both their curriculum and language learning being impoverished.

46) The prescriptive nature of such methods and the demands they made on the teacher’s time developed the belief that ESL work could be tackled only by the specialist ESL teacher working with small groups of children.