1-4年级小学生对童话人物性别角色偏好状况的调查研究

发布时间：2018-04-28 06:22

本文选题：性别角色 + 童话形象　；参考：《内蒙古师范大学》2014年硕士论文

【摘要】：本文在前人研究的基础上,针对1-4年级小学生对童话中的人物性别角色的偏好状况进行调查研究,此实验过程分为两个阶段,第一阶段我们共选取275名被试进行实验材料的选取,第二阶段我们选取了其中260名被试对童话形象的性别角色偏好状况的测查对此阶段的小学生性别角色发展特点进行较细致、深入的探究。本文的研究价值有以下两点：从理论意义讲,本研究从儿童性别角色的角度出发,探讨童话价值,同时能够为儿童性别角色发展研究及童话研究提供相关的研究资料和结论。从实践意义上说,我们可以了解1--4年级小学生对童话人物形象性别角色偏好状况,根据这种偏好指导教材编写者在选取、编写童话时能考虑到该年龄孩子的特点,使教材不仅适合学生的认知、情感等心理发展的需要,也要适合孩子性别角色发展的心理需求；指导教师在童话教学中有意识的进行“有性教学”,引导学生选择双性中的优秀特征,以便将来更好的适应社会要求,开辟童话教学的新视野；指导家长如何利用童话影响孩子性别角色发展；充分发挥童话对儿童心理发展的独特作用,使儿童心理健康成长。研究结果表明： (1)1-4年级男、女小学生对性别的确认发展水平是一样的； (2)14年级女孩偏爱女性童话形象,男孩偏爱男性动画形象； (3)不同年级的小学生在评价倾向方面具有明显的差别； (4)男、女小学生在评价倾向方面具有明显的差别； (5)1—4年级小学生在评价倾向方面具有明显的差别,并偏向于积极评价; (6)一年级小学生在内在品质与外在品质维度上存在着显著性差异,但2-4年级则不存在； (7)一年级小学生在内在品质与外在品质选择上倾向于外在品质,而2-4年级这种倾向不明显； (8)不同性别的小学生在内在品质与外在品质维度上不存在显著性差异； (9)1—4年级小学生在内在品质与外在品质维度上不存在显著差异,较倾向于外在品质选择。
[Abstract]:On the basis of previous studies, this paper investigates the preference of 1-4 grade pupils to the sex roles of characters in fairy tales. The experimental process is divided into two stages. In the first stage, we selected 275 subjects to select the experimental materials. In the second stage, we selected 260 subjects to investigate the sex role preference of the fairy tale image. A deep inquiry. The research value of this paper is as follows: from the theoretical point of view, this study discusses the value of fairy tales from the perspective of children's gender roles, and can provide relevant research materials and conclusions for the development of children's gender roles and fairy tales. From the practical point of view, we can understand the sexual role preference of the first to fourth grade pupils to the characters of fairy tales, according to this preference, we can guide the textbook writers to take into account the characteristics of the children of this age when they write the fairy tales. The teaching materials should not only meet the needs of students' cognitive and emotional development, but also meet the psychological needs of the development of children's gender roles, and guide teachers to consciously carry out "sexual teaching" in fairy tale teaching. To guide students to choose the excellent characteristics of bisexuality in order to better meet the social requirements in the future, to open up a new perspective of fairy tale teaching, to guide parents how to use fairy tales to affect the development of their children's gender roles; Give full play to the unique role of fairy tales in children's psychological development, so that children's mental health growth. The results show that: Male and female pupils in grades 1-4 have the same level of gender development; Girls in grade 14 prefer female fairy tales and boys prefer male animated images. (3) there are obvious differences in evaluation tendency among pupils in different grades. (4) there were significant differences in evaluation tendency between male and female pupils. Pupils in grades 1-4 have obvious difference in evaluation tendency and tend to positive evaluation; (6) there was significant difference between the internal quality and the external quality of the first grade pupils, but there was no difference between the 2-4 grade and the external quality dimension. The first grade pupils tend to external quality on the choice of internal and external quality, but the tendency of 2-4 grade is not obvious. (8) there was no significant difference in the dimensions of internal and external qualities between pupils of different genders. There was no significant difference between internal quality and external quality in grade 1-4 pupils, but they tended 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】：2014
【分类号】：B842

【参考文献】