幼儿对动画形象的性别角色认同特点研究
发布时间：2018-11-29 14:08
【摘要】： 已有研究表明,幼儿期是形成正确性别角色认同能力的关键时期。本文在借鉴前人研究的基础上,选取4—6岁共40名幼儿作为被试,利用幼儿熟悉的动画形象作为实验材料,以自然实验法作为主要研究方法,分两个阶段即第一阶段实验材料的选取,第二阶段幼儿对动画形象的性别角色认同的测查来对幼儿性别角色认同特点进行了细致、深入地挖掘。 本文的研究价值在于:从理论意义上讲,通过利用动画形象作为实验材料对4—6岁幼儿性别角色认同特点进行研究,不仅有助于拓展幼儿性别角色理论及幼儿教育理论,为幼儿性别角色的发展提供了更为坚实的理论基础,而且还将有助于填补大众传媒界在动画形象这一具体领域对幼儿影响研究的空白。从实践意义上讲,为幼儿性别角色教育开辟了一条新的道路,也为制作出更适合幼儿性别角色认同的动画片提供了心理学依据。 研究结果表明: 1.幼儿性别确认发展不存在年龄和性别差异; 2.幼儿的性别角色偏爱存在性别差异,男孩偏爱与男性动画形象认同,女孩偏爱不明显; 3.不同年级的幼儿在积极评价和消极评价维度上存在显著性差异; 4.不同性别的幼儿在积极评价和消极评价维度上存在显著性差异; 5.幼儿在积极评价和消极评价维度上存在显著性差异,且幼儿倾向于积极评价; 6.中班幼儿在外在品质和内在品质维度上存在显著性差异,而大班幼儿不存在显著性差异; 7.不同性别的幼儿在外在品质和内在品质维度上存在显著性差异; 8.幼儿在外在品质和内在品质维度上存在显著性差异,且幼儿倾向于外在品质的选择。
[Abstract]:Previous studies have shown that early childhood is the key to the development of correct gender role identity ability. On the basis of previous studies, 40 children aged 4-6 years were selected as subjects, the familiar animation images of children were used as experimental materials, and the natural experiment method was used as the main research method. It is divided into two stages, that is, the first stage of the selection of experimental materials, the second stage of the animation image of children to examine the gender role identity to the characteristics of the child gender role identity, in-depth mining. The research value of this paper lies in: theoretically speaking, through the use of animation image as experimental material to study the characteristics of gender role identity of children aged 4-6 years, it is not only helpful to expand the theory of infant gender role and the theory of early childhood education. It provides a more solid theoretical basis for the development of children's gender roles, and will also help to fill the gap in the study of the impact of animation image on children in the mass media. In practice, it opens up a new way for the education of children's gender roles, and also provides the psychological basis for making cartoons that are more suitable for the children's gender role identity. The results show that: 1. There is no age and gender difference in the development of young children's gender recognition; 2. There are gender differences in the gender role preference of young children, boys' preference and male animation image identity, girls' preference is not obvious; 3. There were significant differences in positive and negative evaluation dimensions between children in different grades. 4. There were significant differences in the dimensions of positive and negative evaluation between children of different genders. 5. There is significant difference between positive evaluation and negative evaluation, and children tend to positive evaluation. 6. There was significant difference in the dimension of external quality and internal quality of middle class children, but there was no significant difference in large class children. There were significant differences in the dimension of external quality and internal quality between children of different genders. 8. There are significant differences in the dimension of external quality and internal quality, and children tend to choose external quality.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.6
本文编号：2365201
[Abstract]:Previous studies have shown that early childhood is the key to the development of correct gender role identity ability. On the basis of previous studies, 40 children aged 4-6 years were selected as subjects, the familiar animation images of children were used as experimental materials, and the natural experiment method was used as the main research method. It is divided into two stages, that is, the first stage of the selection of experimental materials, the second stage of the animation image of children to examine the gender role identity to the characteristics of the child gender role identity, in-depth mining. The research value of this paper lies in: theoretically speaking, through the use of animation image as experimental material to study the characteristics of gender role identity of children aged 4-6 years, it is not only helpful to expand the theory of infant gender role and the theory of early childhood education. It provides a more solid theoretical basis for the development of children's gender roles, and will also help to fill the gap in the study of the impact of animation image on children in the mass media. In practice, it opens up a new way for the education of children's gender roles, and also provides the psychological basis for making cartoons that are more suitable for the children's gender role identity. The results show that: 1. There is no age and gender difference in the development of young children's gender recognition; 2. There are gender differences in the gender role preference of young children, boys' preference and male animation image identity, girls' preference is not obvious; 3. There were significant differences in positive and negative evaluation dimensions between children in different grades. 4. There were significant differences in the dimensions of positive and negative evaluation between children of different genders. 5. There is significant difference between positive evaluation and negative evaluation, and children tend to positive evaluation. 6. There was significant difference in the dimension of external quality and internal quality of middle class children, but there was no significant difference in large class children. There were significant differences in the dimension of external quality and internal quality between children of different genders. 8. There are significant differences in the dimension of external quality and internal quality, and children tend to choose external quality.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.6
【引证文献】
相关硕士学位论文 前2条
1 邓婷婷;动漫作品“变体”角色的性别研究[D];陕西师范大学;2012年
2 周韵笑;动画片对3-6岁儿童性别角色社会化的影响[D];广州大学;2012年
，本文编号：2365201
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