动漫对低幼儿童理解作用的实验研究

发布时间：2018-07-20 21:23

【摘要】：近年来,国内外日益关注动漫对认知的作用,但多媒体设计条件下动漫对儿童认知影响的研究还比较薄弱。本研究试图考察动漫对低幼儿童理解的作用,以期为教育信息化提供科学依据。实验一的目的在于考察动漫的形式对理解的作用。先进行4(多张图片同时呈现、隔秒逐张呈现、自控速度逐张呈现、动漫呈现)×4(中班、大班、一年级、二年级)的双因素方差分析,再进行4(多张图片同时呈现、隔秒逐张呈现、自控速度逐张呈现、动漫呈现)×2(幼儿园、小学)的双因素方差分析。分别对记忆成绩、推理成绩和理解总成绩三个部分进行统计分析。实验二的目的在于考察动漫的性质对理解的作用。先进行2(认知性动漫、吸引性动漫)×4(中班、大班、一年级、二年级)的双因素方差分析,再进行2(认知性动漫、吸引性动漫)×2(幼儿园、小学)的双因素方差分析。分别对记忆成绩、推理成绩和理解总成绩三个部分进行统计分析。研究发现： (1)在低幼儿童理解方面,动漫呈现并非优于所有图片呈现。 (2)在低幼儿童的记忆和推理成绩上,动漫呈现显著高于多张图片同时呈现；在低幼儿童的理解总成绩上,动漫呈现显著高于多张图片同时呈现与隔秒逐张呈现。 (3)在低幼儿童理解方面,认知性动漫显著优于吸引性动漫。
[Abstract]:In recent years, more and more attention has been paid to the cognitive effects of animation at home and abroad, but the research on the effects of animation on children's cognition under the condition of multimedia design is relatively weak. This study attempts to investigate the effect of animation on the understanding of primary-age children in order to provide scientific basis for educational informatization. The purpose of experiment one is to investigate the function of the form of animation to understanding. Four (multiple pictures at the same time, every second, one by one, animation by animation) 脳 4 (middle class, big class, first grade, second grade), then 4 (multiple pictures at the same time, every second). Auto-controlled speed by sheet, animation presentation) 脳 2 (kindergarten, primary school) of the two-factor ANOVA. The results of memory, reasoning and comprehension were analyzed statistically. The purpose of experiment two is to investigate the effect of the nature of animation on understanding. The analysis of variance of 2 (cognitive animation, attractive animation) 脳 4 (middle class, big class, first grade, second grade) and 2 (cognitive animation, attractive animation) 脳 2 (kindergarten, primary school) was carried out. The results of memory, reasoning and comprehension were analyzed statistically. The results show that: (1) in the aspect of primary-age children's understanding, animation presentation is not better than that of all pictures. (2) in the memory and reasoning performance of primary-age children, animation presentation is significantly higher than that of multiple images at the same time; In the total score of understanding of primary-age children, the performance of animation is significantly higher than that of multiple pictures at the same time and every second. (3) Cognitive animation is superior to attractive animation in understanding of primary-age children.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B841

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