📚 Year 10 Eduqas Sociology: Key Vocabulary Quick Memorisation Guide | Year 10 Eduqas 社会学：词汇术语速记指南
In Eduqas GCSE Sociology, mastering key sociological vocabulary is essential for exam success. This guide breaks down the most important Year 10 terms into bite‑sized chunks, with clever memory hooks to help you recall definitions under pressure.
在Eduqas GCSE社会学中，掌握关键社会学词汇是考试成功的基础。本指南将Year 10最重要的术语拆解为小块，并配有巧妙记忆法，帮助你在压力下清晰回忆定义。
1. Sociology Basics: Laying the Foundations | 社会学基础：打好根基
Sociology is the systematic, evidence‑based study of society, social groups and human social behaviour. It examines how social structures — such as the family, education system and government — shape individuals and their opportunities.
社会学是对社会、社会群体及人类社会行为进行系统化、基于证据的研究。它考察社会结构（如家庭、教育体系与政府）如何塑造个体及其机会。
A social institution is a stable cluster of norms, values and roles that meets a fundamental need of society. Think of the family, religion and the legal system; each keeps society functioning by organising human activity.
社会制度是满足社会基本需求的一套稳定的规范、价值观和角色集合。试想家庭、宗教和法律体系；每一个都通过组织人类活动来维持社会运行。
Social construction is a central idea: many things we take for granted (childhood, gender roles, crime) are products of society rather than nature. Recognising this is the starting point of sociological inquiry.
社会建构是一个核心观念：许多我们视为理所当然的事物（童年、性别角色、犯罪）都是社会的产物，而非自然天成。认识到这一点是社会学探究的起点。
2. Culture, Norms and Values | 文化、规范与价值观
Culture refers to the whole way of life of a particular society or social group — its language, customs, beliefs, art, food and technology. It acts as a lens through which members make sense of the world.
文化指特定社会或社会群体的整体生活方式——其语言、习俗、信仰、艺术、食物和科技。它就像一副透镜，成员透过它理解世界。
Norms are the unwritten rules or social expectations that guide behaviour in specific situations, such as forming a queue, facing forward in a lift or saying 'please'. They vary between cultures and time periods.
规范是指导特定情境中行为的不成文规则或社会期望，例如排队、在电梯里面朝前或说“请”。规范会因文化和时代而异。
Values are deeply held, abstract principles about what is morally right, important and desirable. They underpin norms — for example, the value of respect for elders generates the norm of giving up a seat on a crowded bus.
价值观是关于什么是道德上正确、重要且可向往的深层抽象原则。它们支撑着规范——例如，尊重长辈的价值观催生了在拥挤公交车上让座的规范。
Memory prompt: link 'norms' to 'normal' — norms describe what feels normal in a context. 'Values' sounds like 'valuable' — what society prizes. Imagine norms as the small doors of daily conduct and values as the big building they stand in.
记忆提示：将“规范”（norms）与“正常”（normal）联系起来——规范描述了在某个情境中何为正常。“价值观”（values）听起来像“宝贵的”（valuable）——社会所珍视之物。可以把规范想象为日常行为的小门，而价值观则是它们所在的大楼。
3. Socialisation: The Process of Learning Society | 社会化：学习社会的过程
Socialisation is the lifelong process through which individuals learn and internalise the norms, values, customs and ideology of their society or social group. Without it, we would have no language, self‑identity or understanding of how to function with others.
社会化是个体学习和内化其社会或社会群体的规范、价值观、习俗及意识形态的终身过程。没有它，我们就不会有语言、自我认同，也不懂得如何与他人共处。
Primary socialisation takes place in early childhood, predominantly within the intimate setting of the family. Here we acquire basic language, emotional attachment and core values like right and wrong. This period creates a blueprint for all later learning.
初级社会化发生在童年早期，主要在家人的亲密环境中进行。在此期间我们习得基本语言、情感依恋和是非等核心价值观。这一阶段为日后所有学习打下蓝图。
Secondary socialisation occurs throughout the rest of life, through institutions such as schools, peer groups, mass media and workplaces. It refines our understanding of society, teaches us to interact with strangers and often introduces the hidden curriculum — for example, compliance with authority and punctuality.
次级社会化贯穿余生，通过学校、同辈群体、大众媒体和职场等机构进行。它打磨我们对社会的理解，教会我们与陌生人互动，并常常引入隐性课程——例如，服从权威和守时。
Mnemonic: Primary = Parents and Private (the home); Secondary = School, Society and Strangers. Picture a child stepping out of the front door into a wider world.
助记符：Primary（初级）＝Parents（父母）与Private（私密的家庭）；Secondary（次级）＝School（学校）、Society（社会）与Strangers（陌生人）。想象一个孩子踏出家门走入更广阔的世界。
4. Agents of Socialisation | 社会化的媒介
Agents of socialisation are the individuals, groups and organisations that transmit culture, norms and values. For the Eduqas specification, remember the acronym FEMP(R):
社会化的媒介是传递文化、规范与价值观的个人、群体和组织。根据Eduqas考纲，记住首字母缩写 FEMP(R)：
- Family – the earliest and most intense agent; shapes language, gender roles and moral foundations. 家庭——最早且最强烈的媒介；塑造语言、性别角色和道德基础。
- Education – teaches formal knowledge but also the hidden curriculum of obedience, competition and timekeeping. 教育——教授正式知识，也传授服从、竞争和守时等隐性课程。
- Media – broadcasts mass messages, stereotypes and consumer lifestyles; influences aspirations and body image. 媒体——传播大众讯息、刻板印象和消费生活方式；影响志向与身体意象。
- Peer groups – provide a sense of belonging and pressure to conform in matters like fashion, music and slang. 同辈群体——在时尚、音乐和俚语等方面提供归属感与从众压力。
- Religion (and/or Workplace) – religion supplies sacred values and collective rituals; workplace socialises people into professional norms such as hierarchy, punctuality and dress codes. 宗教（及/或职场）——宗教赋予神圣价值观与集体仪式；职场则将等级、守时和着装规范等职业准则内化于人。
Think of FEMP as a 'stamp' that imprints society's expectations onto your identity from multiple directions.
可以把FEMP想象成一个“印章”，从多个方向将社会的期望烙印在你的身份上。
5. Social Control and Deviance | 社会控制与越轨
Social control refers to the methods used to ensure individuals conform to society's norms and rules. It operates through formal and informal mechanisms.
社会控制指用来确保个体遵从社会规范和规则的方法。它通过正式和非正式机制运作。
Formal social control is based on written rules, laws and official sanctions. Examples include fines, imprisonment, school detention and expulsion. It is enforced by agencies such as the police, courts and headteachers.
正式社会控制基于成文规则、法律和官方制裁。例子包括罚款、监禁、留校察看和开除学籍。它由警察、法院和校长等机构执行。
Informal social control is unwritten and works through everyday interactions: praise, criticism, gossip, ridicule, 'the look' or social exclusion. A raised eyebrow when someone talks loudly in a library is an example of informal control shaping behaviour.
非正式社会控制不成文，通过日常互动发挥作用：表扬、批评、闲话、嘲笑、“那种眼神”或社会排斥。当有人在图书馆大声交谈时，旁人抬一下眉毛，这正是非正式控制塑造行为的例子。
Deviance is any behaviour that violates accepted norms. It is not always negative — a civil rights protester challenging segregation is technically deviant from the legal norm but may be seen as heroic. Crime is a form of deviance that breaks formal legal codes. Not all deviance is criminal, and not all crimes are viewed as equally deviant (e.g. downloading music illegally versus violent assault).
越轨是任何违反公认规范的行为。它不总是负面的——挑战种族隔离的民权抗议者在形式上偏离了法律规范，但可能被视为英雄。犯罪是违反正式法律条文的越轨形式。并非所有越轨都是犯罪，也并非所有犯罪被同等视为越轨（例如，非法下载音乐与暴力袭击）。
6. Identity and Self-Concept | 身份与自我概念
Identity is our sense of who we are, both as individuals and as members of social groups. It is shaped by factors such as gender, ethnicity, social class, nationality, age, disability and sexuality. Sociologists see identity as fluid and socially constructed rather than fixed at birth.
身份是我们对“我是谁”的感知，既是个体性的，也是社会群体成员性的。它受到性别、族裔、社会阶级、国籍、年龄、残疾和性向等因素的塑造。社会学家认为身份是流动的、社会建构的，而非出生时就固定不变。
Self-concept is the internalised image we hold of ourselves. Charles Cooley's concept of the 'looking‑glass self' explains that we develop our self‑concept by imagining how others see us, interpreting their reactions and forming a self‑judgement.
自我概念是我们对自身的内在形象。库利提出的“镜中我”概念解释道：我们通过想象别人如何看待我们、解读他们的反应并形成自我评判，从而发展出自我概念。
Hybrid identity emerges when individuals combine elements from two or more cultural traditions. For example, a British‑born teenager of Indian descent might celebrate both Christmas and Diwali, and mix slang from both cultures in her speech.
混合身份出现在个体融合两种及以上文化传统元素之时。例如，一位在英国出生的印度裔青少年可能既庆祝圣诞节又庆祝排灯节，并在言语中混用来自两种文化的俚语。
7. Status and Roles: Playing Your Part | 地位与角色：扮演你的角色
Status describes a social position a person holds. Every status carries a set of expected behaviours called a role. Thinking of status as a label and role as a script can help you separate the two concepts.
地位描述一个人所占据的社会位置。每种地位都附带一套被期待的行为，称为角色。把地位看作标签、把角色看作剧本，有助于你区分这两个概念。
Ascribed status is assigned at birth, or later, without personal effort — for example, daughter, teenager, hereditary monarch, or an ethnic category. Achieved status is earned through a person's own actions, talent or effort, such as becoming a doctor, athlete or friend.
先赋地位是在出生时或后来不靠个人努力而被赋予的——例如，女儿、青少年、世袭君主或某种族裔类别。自致地位是通过个人行动、才能或努力赢得的，如成为医生、运动员或朋友。
Role conflict occurs when the demands of two different statuses clash. A working parent who has to attend a school sports day and an important meeting at the same time experiences role conflict. Role strain is tension within a single role — for instance, a teacher who must be both a friendly mentor and a strict disciplinarian may feel role strain.
角色冲突发生在两种不同地位的要求相互抵触时。一位在职父母若必须同时参加学校运动会和重要会议，便经历了角色冲突。角色紧张则是单一角色内部的张力——例如，教师既要作友善的导师又要作严格的纪律执行者，就可能感到角色紧张。
8. Family Types: Key Terminology | 家庭类型：关键术语
Eduqas exams expect you to define and distinguish a range of family forms. Here are the essentials:
Eduqas考试期望你能定义并区分一系列家庭形式。以下是核心类型：
Nuclear family: a unit of two generations — parents and their dependent children — living together. Traditionally the basis of the 'cereal packet' image.
核心家庭：由同住的两代人——父母与受抚养子女——组成的单元。这是传统“麦片包装盒”上的家庭形象。
Extended family: a family that includes relatives beyond the nuclear core, often three or more generations co‑residing or living in very close proximity, providing mutual support.
扩展家庭：包含核心家庭以外亲属的家庭，通常三代或以上共同居住或比邻而居，提供相互支持。
Reconstituted family (blended family): formed when one or both partners bring children from previous relationships. These families increasingly include children from multiple prior unions.
重组家庭（混合家庭）：在一方或双方带着之前关系中的子女时形成。这类家庭越来越多地包含来自多段前次结合的子女。
Lone‑parent family: a single parent raising one or more children. This form can result from divorce, separation
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