学前儿童媒介素养教育中影像解读能力的培养研究

【作者】 邓泽燕；

【导师】 张舒予；

【作者基本信息】 南京师范大学 ， 教育技术学， 2008， 硕士

【摘要】 在世界范围内,媒介素养教育已经越来越受到各国教育工作者的关注。如何培养和提高未成年人媒介素养使未成年人获得正确理解、评价并建设性地享用大众传播资源的能力,已经成为全球媒介素养教育努力的目标。影像广泛存在于报纸、杂志、书籍、电视、电影、多媒体课件、互联网等,充斥着儿童的生活世界。儿童对外部世界的理解,在很大程度上依赖着对影像的理解。影像媒介是学前儿童接触频繁的电子媒介,其传播的信息数量之多、范围之广、内容之杂、影响之远,使得培养学前儿童影像解读能力的任务刻不容缓。本研究阐述了影像解读能力与学前儿童媒介素养教育之间的关系,指出影像解读能力是学前儿童生活于媒介世界的必备能力,影像解读能力的培养体现着学前儿童媒介素养教育的重要理念。随后,本研究分别对学前儿童、学前儿童的家长与教师设计和实施了问卷调查,考察了当前学前儿童影像解读能力的现状,多角度、多方位地了解了当前学前儿童对影像的认识、理解、态度与价值观、行为选择等方面的情况。在学前儿童影像解读能力现状分析及相关理论的阐述基础上,本研究提出了学前儿童影像解读能力的二阶段培养模式。该模式分为两个阶段:影像观看阶段与综合主题活动阶段。这两个阶段各自独立又相互联系。影像观看阶段为后一阶段综合主题活动提供了活动的素材、情感的准备与体验,而综合主题活动则帮助儿童将影像与现实联系起来,在现实基础上重新观察、体会影像作品,从而达到更深的认识。为了验证本模式的有效性,本研究设计了具体培养的教学实践,以河海幼儿园的大班儿童作为实践对象,开展实际的课堂教学。实践结束后,反思了课堂中幼儿的表现情况及对教师的课后访谈结果。更多还原

【Abstract】 In the world, media literacy education has been more and more concerned about national education workers. How to cultivate and improve minor’s media literacy so that minors are able to obtain the correct understanding, evaluation and constructive access to the mass media resources, has become a target of global media literacy education. Image is widespread in newspapers, magazines, books, television, movies, multimedia courseware, Internet and so on. The child’s survival World is full of image. Children’s understanding of the outside world, to a large extent depends on the understanding of the photographic image. Image-Media are frequently accessible to pre-school children, which disseminates a great deal of information by its size and scope, making cultivating pre-school children’s ability to interpret image an urgent task..This study elaborates the relation between the ability to interpret images and the media literacy education of pre-school children. Pre-school children living in the world’s media should have the ability to interpret images. Cultivating this ability embodies the thought of the media literacy education of pre-school children. Subsequently, the study makes a survey about the present situation about the ability to interpret image, such as the images awareness, understanding, attitudes and values, behavior choice of the situation. The study proposes a training mode of pre-school children’s ability to interpret image. The mode is divided into two phases: phase image viewing and integrated thematic stage. This two-stage are independent but interrelated. Image viewing stage makes emotional preparation and experience for a later stage of the comprehensive thematic activities and integrated thematic activities help children link images with the reality so as to get the re-observation of video works and achieve deeper awareness. In order to verify the validity of this mode, the study takes the children of River Sea kindergarten as practice object and designs the specific teaching to help children. After the end of the practice, the study makes the analysis of the performance of children in the classroom and the results of interviews with teachers after school.更多还原