“触电”时代的儿童:触屏媒体与幼儿发展  

Children in the Digital Age:Touchscreen and Child Development

作　　者：高春颍 王福兴[1] 童钰[1] 李卉 GAO Chunying;WANG Fuxing;TONG Yu;LI Hui(School of Psychology,Central China Normal University,Wuhan 430079;School of Education,Central China Normal University,Wuhan 430079)

机构地区：[1]华中师范大学心理学院,武汉430079 [2]华中师范大学教育学院,武汉430079

出　　处：《心理发展与教育》2020年第4期502-512,共11页Psychological Development and Education

基　　金：国家自然科学基金面上项目(31771236);国家自然科学基金青年项目(31700968);中央高校基本科研业务费项目(CCNU19TS040);中央高校基本科研业务费创新资助项目(2019CX22110)。

摘　　要：数字媒体的飞速发展使得越来越多的研究者开始关注触屏媒体对幼儿发展的影响。综述从触屏媒体的特征、触屏学习、幼儿发展、触屏媒体能否作为测量工具及其在家庭和学校中推广使用的有效性方面进行探讨。综述发现:触屏媒体具有交互性、即时反馈性、渐进性和便携性。41项涉及触屏的研究在STEM学习(d与基线比较=1.06,d与其它方法比较=0.30)、词汇学习(d与基线比较=0.51,d与其它方法比较=0.47)和学习迁移(d=0.78)上发现了触屏的促进作用。触屏媒体对幼儿执行功能与亲子关系发展有促进作用,但是对精细运动的影响尚不明确。触屏可以作为测量工具或干预方式用于其它领域,推广使用时存在挑战。未来研究应该继续关注触屏媒体特征对学习效果及不同年龄阶段儿童的影响,探讨真实触屏媒体环境中儿童的学习与发展。Children are increasingly exposed to touchscreen devices,such as i Pad and smartphones in their early life.This article reviewed studies regarding the touchscreen use and children’s development.It was found that touchscreen devices had the feature of interactive,immediate feedback,progressive and portable.Using touchscreen devices could promote children’s learning in STEM(dcompare with baseline=1.06,dcompare with other methods=0.30)and vocabulary(dcompare with baseline=0.51,dcompare with other methods=0.47).Moreover,children could transfer what they had learned on touchscreen to other situations(d=0.78).Using touchscreen device had positive effect on children’s executive function and parent-child relationship,but its influences on children’s fine movement skills is still mixed.Touchscreen device could also be used as a new measurement instrument or interventions in other areas,and there are challenges in popularizing.Future studies might focus on the touchscreen device’s characteristics and learning outcomes among children of different age,and extend these results in real-world situations.

关 键 词：触屏 幼儿发展 学习 交互性 

分 类 号：B844[哲学宗教—发展与教育心理学]