媒体呈现方式和互动对幼儿故事理解能力和心理理论能力的影响
发布时间：2018-11-05 15:41
【摘要】：心理理论能力是幼儿认知发展的一个重要研究领域,该能力可以通过训练的方式获得提升,其中幼儿的故事理解能力对幼儿发展这一能力起到了十分重要的作用。而今多媒体技术逐渐在幼儿教育中获得了广泛的应用,同时成人与幼儿的互动也一直是影响幼儿心理理论发展的重要因素。本研究探讨了在对幼儿的心理理论能力进行训练时,不同媒体呈现方式以及使用不同媒体时是否存在成人的互动对幼儿理解故事中人物心理状态以及幼儿心理理论成绩的影响。研究首先对选取的每位幼儿单独进行心理理论前测,从中筛选出未通过测验的幼儿并把他们随机分到训练组和控制组分别进行实验。训练组使用的实验材料为包含丰富人物心理状态内容的幼儿益智故事,每周选取一则故事对幼儿进行训练。儿童被随机分配到四种条件下单独进行训练,即图画书无互动组、图画书有互动组、动画片无互动组、动画片有互动组,记录训练阶段幼儿每则故事理解的得分和总得分,训练共进行4周。训练结束后对两组幼儿进行心理理论后测,整个实验共进行6周。结果发现,控制组幼儿的心理理论前后测成绩不存在显著差异,训练组幼儿的心理理论后测成绩显著高于前测成绩。训练组幼儿故事理解总得分上,呈现方式的主效应显著,观看动画片的幼儿其故事理解成绩高于阅读图画书的幼儿；互动方式的主效应显著,有成人参与互动的幼儿其故事理解成绩高于无成人参与互动的幼儿；呈现方式和互动的交互作用显著,无互动情况下,观看动画片的幼儿其故事理解成绩高于阅读图画书的幼儿。但是,不同训练方式对幼儿心理理论成绩的影响未表现出显著差异。最后,从研究的生态效度和研究深度等方面总结了本研究的局限,并对未来的研究方向进行了展望。
[Abstract]:The theory of mind ability is an important research field of children's cognitive development. This ability can be improved by training, among which the ability of children's story understanding plays a very important role in the ability of children's development. Nowadays, multimedia technology has been widely used in early childhood education, and the interaction between adults and children has always been an important factor affecting the development of children's theory of mind. This study explored the effects of different media presentation methods and adult interaction on children's understanding of the psychological state of characters in the story and the performance of the child's theory of mind in the training of children's psychological theory ability. In this study, children who failed the test were selected and randomly divided into training group and control group. The experimental materials used in the training group were the children's mental education stories with rich characters' mental state, and a story was selected every week to train the children. Children were randomly assigned to separate training under four conditions, namely, picture book without interaction group, picture book with interactive group, animation without interaction group, animation with interactive group, and recording the score and total score of each story comprehension of the child during the training period. The training lasted 4 weeks. After the training, the two groups were tested with the theory of mind, and the whole experiment lasted for 6 weeks. The results showed that there was no significant difference between the control group and the control group, and the post-test scores of the training group were significantly higher than those of the pre-test. In the training group, the main effect of the way of presentation was significant in the total score of the children's story understanding, and the children who watched the cartoon had higher reading scores than those who read the picture books. The main effect of the interaction is significant, the children with adult participation in the interaction has a better understanding of the story than the children without adults to participate in the interaction; The interaction between presentation mode and interaction was significant. In the absence of interaction, the children who watched the cartoon had a better understanding of the story than the children who read the picture books. However, there was no significant difference in the effect of different training methods on children's mental performance. Finally, the limitations of this study are summarized from the aspects of ecological validity and research depth, and the future research direction is prospected.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842.1
本文编号：2312520
[Abstract]:The theory of mind ability is an important research field of children's cognitive development. This ability can be improved by training, among which the ability of children's story understanding plays a very important role in the ability of children's development. Nowadays, multimedia technology has been widely used in early childhood education, and the interaction between adults and children has always been an important factor affecting the development of children's theory of mind. This study explored the effects of different media presentation methods and adult interaction on children's understanding of the psychological state of characters in the story and the performance of the child's theory of mind in the training of children's psychological theory ability. In this study, children who failed the test were selected and randomly divided into training group and control group. The experimental materials used in the training group were the children's mental education stories with rich characters' mental state, and a story was selected every week to train the children. Children were randomly assigned to separate training under four conditions, namely, picture book without interaction group, picture book with interactive group, animation without interaction group, animation with interactive group, and recording the score and total score of each story comprehension of the child during the training period. The training lasted 4 weeks. After the training, the two groups were tested with the theory of mind, and the whole experiment lasted for 6 weeks. The results showed that there was no significant difference between the control group and the control group, and the post-test scores of the training group were significantly higher than those of the pre-test. In the training group, the main effect of the way of presentation was significant in the total score of the children's story understanding, and the children who watched the cartoon had higher reading scores than those who read the picture books. The main effect of the interaction is significant, the children with adult participation in the interaction has a better understanding of the story than the children without adults to participate in the interaction; The interaction between presentation mode and interaction was significant. In the absence of interaction, the children who watched the cartoon had a better understanding of the story than the children who read the picture books. However, there was no significant difference in the effect of different training methods on children's mental performance. Finally, the limitations of this study are summarized from the aspects of ecological validity and research depth, and the future research direction is prospected.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842.1
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