【摘要】： 已有研究表明,幼兒期是形成正確性別角色認同能力的關(guān)鍵時期。本文在借鑒前人研究的基礎(chǔ)上,選取4—6歲共40名幼兒作為被試,利用幼兒熟悉的動畫形象作為實驗材料,以自然實驗法作為主要研究方法,分兩個階段即第一階段實驗材料的選取,第二階段幼兒對動畫形象的性別角色認同的測查來對幼兒性別角色認同特點進行了細致、深入地挖掘。 本文的研究價值在于:從理論意義上講,通過利用動畫形象作為實驗材料對4—6歲幼兒性別角色認同特點進行研究,不僅有助于拓展幼兒性別角色理論及幼兒教育理論,為幼兒性別角色的發(fā)展提供了更為堅實的理論基礎(chǔ),而且還將有助于填補大眾傳媒界在動畫形象這一具體領(lǐng)域?qū)τ變河绊懷芯康目瞻住膶嵺`意義上講,為幼兒性別角色教育開辟了一條新的道路,也為制作出更適合幼兒性別角色認同的動畫片提供了心理學依據(jù)。 研究結(jié)果表明: 1.幼兒性別確認發(fā)展不存在年齡和性別差異; 2.幼兒的性別角色偏愛存在性別差異,男孩偏愛與男性動畫形象認同,女孩偏愛不明顯; 3.不同年級的幼兒在積極評價和消極評價維度上存在顯著性差異; 4.不同性別的幼兒在積極評價和消極評價維度上存在顯著性差異; 5.幼兒在積極評價和消極評價維度上存在顯著性差異,且幼兒傾向于積極評價; 6.中班幼兒在外在品質(zhì)和內(nèi)在品質(zhì)維度上存在顯著性差異,而大班幼兒不存在顯著性差異; 7.不同性別的幼兒在外在品質(zhì)和內(nèi)在品質(zhì)維度上存在顯著性差異; 8.幼兒在外在品質(zhì)和內(nèi)在品質(zhì)維度上存在顯著性差異,且幼兒傾向于外在品質(zhì)的選擇。
[Abstract]:Previous studies have shown that early childhood is the key to the development of correct gender role identity ability. On the basis of previous studies, 40 children aged 4-6 years were selected as subjects, the familiar animation images of children were used as experimental materials, and the natural experiment method was used as the main research method. It is divided into two stages, that is, the first stage of the selection of experimental materials, the second stage of the animation image of children to examine the gender role identity to the characteristics of the child gender role identity, in-depth mining. The research value of this paper lies in: theoretically speaking, through the use of animation image as experimental material to study the characteristics of gender role identity of children aged 4-6 years, it is not only helpful to expand the theory of infant gender role and the theory of early childhood education. It provides a more solid theoretical basis for the development of children's gender roles, and will also help to fill the gap in the study of the impact of animation image on children in the mass media. In practice, it opens up a new way for the education of children's gender roles, and also provides the psychological basis for making cartoons that are more suitable for the children's gender role identity. The results show that: 1. There is no age and gender difference in the development of young children's gender recognition; 2. There are gender differences in the gender role preference of young children, boys' preference and male animation image identity, girls' preference is not obvious; 3. There were significant differences in positive and negative evaluation dimensions between children in different grades. 4. There were significant differences in the dimensions of positive and negative evaluation between children of different genders. 5. There is significant difference between positive evaluation and negative evaluation, and children tend to positive evaluation. 6. There was significant difference in the dimension of external quality and internal quality of middle class children, but there was no significant difference in large class children. There were significant differences in the dimension of external quality and internal quality between children of different genders. 8. There are significant differences in the dimension of external quality and internal quality, and children tend to choose external quality.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2010
【分類號】：G613.6

【引證文獻】

相關(guān)碩士學位論文 前2條

1 鄧婷婷;動漫作品“變體”角色的性別研究[D];陜西師范大學;2012年

2 周韻笑;動畫片對3-6歲兒童性別角色社會化的影響[D];廣州大學;2012年

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本文編號：2365201