低幼儿童对电视信息的认知特点及教育启示

发布时间：2018-05-27 11:40

本文选题：低幼儿童 + 电视信息　；参考：《华东师范大学》2007年硕士论文

【摘要】： 随着电视的普及，在电视机旁成长已经成为当代儿童生活的新环境。电视传递的各种信息对儿童产生着潜移默化的影响。为了满足儿童早期的媒介需要，更好地促进儿童早期发展，如何开发适宜于低幼儿童观看的电视节目是值得关注的问题。本研究尝试运用实证的方法探究低幼儿童对电视信息的认知特点，期望能够初步了解儿童早期如何理解电视信息并且电视信息的特征变化如何影响低幼儿童的电视注意，从而为儿童电视制作部门以及广大家长制作或选择适宜于低幼儿童观看的电视节目提供参考。研究主要从两个角度入手：研究一，探讨了2—3岁儿童对电视信息的理解特点。实验采用Schmitt和Anderson(2002)的研究范式，随机抽取72名儿童，，其中2岁以及3岁儿童各23名、2.5岁儿童26名，考察各年龄组儿童是否能够运用与现实相关的电视信息解决现实情境中的问题，呈现何种发展特点。为了进一步检验实验结果，采用Deloache(1987)年的研究范式对此进行了验证。研究二，探讨了电视信息特征对2.5—4岁儿童电视注意的影响。研究随机抽取60名儿童，其中2.5岁、3岁以及4岁儿童各20名，运用Visual Basic6.0软件编制了一套计算机程序，让儿童完成一组在电脑屏幕上找出隐藏目标物的任务，旨在考察改变电视信息特征的显著性和复杂性对儿童电视注意的影响。综合两个研究的结果，主要研究结论如下： 1)理解电视与现实之间的相互关系要求儿童获得双重表征能力。 2)年龄是获得双重表征的重要因素之一，大多数2岁左右的儿童可能还不具备这种认知能力，而到了3岁，这一能力得到了较大的发展。 3)双重表征能力可能在2岁半到3岁之间有较大的发展。 4)通过重复呈现电视信息可能减小2岁左右的儿童理解电视与现实之间相互关系的困难，我们推测增加经验可能弥补2岁左右儿童双重表征能力的不足。 5)电视画面特征的显著性和复杂性影响低幼儿童对电视信息的有效注意。 6)与4岁儿童相比，降低电视画面特征显著性、增加电视画面特征复杂性对2.5岁和3岁儿童电视注意的影响较大。最后，结合前两项研究结果，从低幼儿童电视节目的功能定位、受众定位以及制作原则三方面提出了若干建议。
[Abstract]:With the popularity of television, growing up next to TV has become a new environment for contemporary children. All kinds of information transmitted by TV have a subtle effect on children. In order to meet the media needs of early childhood and promote the early development of children, how to develop TV programs suitable for primary-age children should be paid attention to. This study attempts to explore the cognitive characteristics of television information in primary-age children by using empirical methods, hoping to understand how children understand television information in the early stage and how the changes of television information characteristics affect the television attention of primary-age children. It provides reference for children's TV production department and parents to make or select TV programs suitable for primary-age children to watch. The research mainly starts from two angles: first, it discusses the characteristics of children's understanding of TV information between 2-3 years old. Using Schmitt and Andersonian 2002, 72 children were randomly selected, including 23 children aged 2 years old and 23 children aged 3 years old, and 26 children aged 2.5 years. The purpose of this study was to investigate whether children of different age groups could use TV information related to reality to solve problems in real situations. What are the characteristics of development? In order to further test the experimental results, Deloache1987-year research paradigm was used to verify this. In the second study, the influence of TV information characteristics on TV attention of children aged 2. 5-4 years was discussed. In this study, 60 children were randomly selected, including 20 children aged 2. 5 years old or 3 years old and 20 children aged 4 years old, and a set of computer programs were compiled by using Visual Basic6.0 software to enable children to complete the task of finding hidden objects on the computer screen. The purpose of this study was to investigate the influence of the significance and complexity of changing the characteristics of TV information on children's television attention. Synthesizing the results of the two studies, the main conclusions are as follows: 1) understanding the relationship between television and reality requires children to acquire dual representation. 2) Age is one of the important factors to obtain double representation. Most children about 2 years old may not have this cognitive ability, but by the age of 3, this ability has been greatly developed. 3) dual representation may develop greatly between two and a half and three years old. 4) through repeated presentation of TV information, the difficulty of understanding the relationship between TV and reality may be reduced for children about 2 years old. We speculate that increasing experience may make up for the deficiency of double representation ability of children about 2 years old. 5) the significance and complexity of TV picture features affect the effective attention of primary-age children to TV information. 6) compared with the 4-year-old children, the decrease of TV picture features was significant, and the increase of the complexity of TV picture features had a greater effect on the TV attention of children aged 2.5 and 3 years. Finally, based on the results of the previous two studies, some suggestions are put forward from the following three aspects: function orientation, audience orientation and production principles of primary-age children TV programs.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G610

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