微视频技术支持的移情训练对提高学生语言学习及其移情能力的研究

发布时间：2018-06-10 11:06

本文选题：微视频 + 角色扮演　；参考：《华东师范大学》2017年硕士论文

【摘要】：中国的人口流动数量巨大,其中不少外来务工人员涌入上海,而其随迁子女对上海的适应情况也逐渐得到大家的关注。语言作为文化的载体和交流工具,是加深外来务工人员随迁子女对上海文化认同感的一个重要途径。移情作为连接自我与他人交流的重要情感因素,能够有效促进人际间的交往,帮助人们融入对方的文化中。但是在语言教学中,缺乏对移情能力的关注,实证研究也是少之又少。信息技术的不断发展使得移动学习及其学习资源的形式越来越丰富,微视频短小精悍的特点也为学习者随时随地进行学习提供了机会,特别是对知识点的碎片化学习。为了促进学生学习沪语,提高学生的移情能力,更快适应上海文化,本研究以上海市某外来务工人员随迁子女学校的五年级学生为研究对象,设计了技术和教学两种干预手段,技术手段包括开发一系列融入移情元素的沪语学习微视频,从认知和情感两方面培养学生整体的移情能力,利用移动设备和微信公众号等媒介无缝衔接学生的沪语学习;教学手段包括创设真实的语言学习环境——角色扮演,通过移情训练让学生在真实的对话中感知体会和理解他人的情感,以增强学生的移情能力。本研究通过调查问卷分析学生的沪语水平、移情能力、文化认同整合能力,通过访谈了解学生对沪语微视频、角色扮演、上海文化等的看法。在对实验数据分析的基础上,得出研究结果:微视频和角色扮演均能够显著提高学生的沪语水平,微视频同时也能够显著提高学生的认知移情和整体移情能力,而角色扮演则仅能够显著提高学生的情感移情。研究还发现学生的沪语水平与移情能力及其分量表之间均存在显著相关关系,但移情能力与文化认同之间有相关关系,但并不显著。因此,在教育教学过程中,教育者可运用恰当的技术手段和教学手段来促进学生移情能力的发展,培养具有全球视野的公民。
[Abstract]:China has a huge population flow, many of whom are migrant workers, and the adaptation of their children to Shanghai is gradually getting more and more attention. As the carrier and communication tool of culture, language is an important way to deepen the cultural identity of migrant workers' children. Empathy, as an important emotional factor to connect self with others, can effectively promote interpersonal communication and help people integrate into each other's culture. However, in language teaching, the lack of attention to empathy, empirical research is rare. With the continuous development of information technology, mobile learning and its learning resources are becoming more and more abundant. The short and sharp features of micro-video also provide opportunities for learners to study anytime and anywhere, especially the fragmented learning of knowledge points. In order to promote the students to learn Shanghai language, improve their empathy ability and adapt to Shanghai culture more quickly, this study took the fifth grade students of a school of migrant workers with their children in Shanghai as the research object, and designed two kinds of intervention measures: technology and teaching. The technical means include developing a series of micro videos of Shanghai language learning which are integrated with empathy elements, cultivating students' overall empathy ability from both cognitive and emotional aspects, and using mobile devices and WeChat public numbers to seamlessly link up students' Shanghai language learning; The teaching methods include creating a real language learning environment-role-playing, enabling students to perceive and understand the feelings of others in a real dialogue through empathy training, in order to enhance students' empathy ability. This study analyzed the students' Shanghai language proficiency, empathy ability, cultural identity integration ability by questionnaire, and through interviews to understand the students' views on Shanghai micro-video, role-playing, Shanghai culture and so on. Based on the analysis of the experimental data, the results are as follows: both microvideo and role-playing can significantly improve the students' Shanghai language level, and micro-video can also significantly improve the students' cognitive empathy and overall empathy ability. Role-playing can only significantly improve the emotional empathy of students. The study also found that there was a significant correlation between the level of Shanghai language and empathy ability and its subscale, but there was a correlation between empathy ability and cultural identity, but not significant. Therefore, in the process of education and teaching, educators can use appropriate technical and teaching means to promote the development of students' empathy ability and cultivate citizens with global vision.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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