不同共视方式对儿童电视识读能力的影响  

The Influence of Coviewing Styles on Children's Television Literacy

作　　者：刘宣文 任宁[2] 

机构地区：[1]浙江师范大学儿童文化研究院教授、硕士生导师 [2]浙江师范大学教师教育学院心理系硕士生

出　　处：《新闻与传播研究》2009年第2期69-76,共8页Journalism & Communication

基　　金：国家社会科学基金项目“儿童媒介识读能力和介入策略研究”(07BXW022)的研究成果

摘　　要：本研究旨在探究成人的不同共视方式对儿童电视识读能力的影响效果。以小学1-6年级学生为实验对象,用随机抽样的方法选取了有效被试共168名。实验采用2(干预方式)×2(年龄段)×2(性别)的被试间设计。研究发现:1、家长对孩子收视行为的介入的整体程度较低,大多数家长对孩子收视进行限制型介入,很少与孩子共视,而采用有目的解释的方式与孩子共视的家长就更少。2、儿童的电视识读能力随着年龄的增长而逐步提高。3、成人与儿童共视有助于儿童电视识读能力的提高,成人的不同共视方式对不同年龄段儿童的影响有差异。This study explores the influence of different coviewing styles on children's television literacy with random samples of 168 primary school students,from grade 1 to grade 6.The 2(intervention type)×2(grades)×2(sex)between subjects are used as the experimental design.The conclusions are as follows:1.Parents' intervention in children's TV watching behavior is of low level.Most parents would put restriction on children's watching TV,and they seldom watch TV with their children and hardly explain the program to them.2.Children's television literacy improved with age.3.Adults-children coviewing could help children to improve their television literacy.The effects of two coviewing styles were different depended on children's age.

关 键 词：儿童电视 能力 实验对象 随机抽样 干预方式 收视行为 目的解释 孩子 

分 类 号：B842[哲学宗教—基础心理学]