本文選題：性別角色 + 童話形象��； 參考：《內蒙古師范大學》2014年碩士論文

【摘要】：本文在前人研究的基礎上,針對1-4年級小學生對童話中的人物性別角色的偏好狀況進行調查研究,此實驗過程分為兩個階段,第一階段我們共選取275名被試進行實驗材料的選取,第二階段我們選取了其中260名被試對童話形象的性別角色偏好狀況的測查對此階段的小學生性別角色發(fā)展特點進行較細致、深入的探究。 本文的研究價值有以下兩點：從理論意義講,本研究從兒童性別角色的角度出發(fā),探討童話價值,同時能夠為兒童性別角色發(fā)展研究及童話研究提供相關的研究資料和結論。從實踐意義上說,我們可以了解1--4年級小學生對童話人物形象性別角色偏好狀況,根據這種偏好指導教材編寫者在選取、編寫童話時能考慮到該年齡孩子的特點,使教材不僅適合學生的認知、情感等心理發(fā)展的需要,也要適合孩子性別角色發(fā)展的心理需求；指導教師在童話教學中有意識的進行“有性教學”,引導學生選擇雙性中的優(yōu)秀特征,以便將來更好的適應社會要求,開辟童話教學的新視野；指導家長如何利用童話影響孩子性別角色發(fā)展；充分發(fā)揮童話對兒童心理發(fā)展的獨特作用,使兒童心理健康成長。 研究結果表明： (1)1-4年級男、女小學生對性別的確認發(fā)展水平是一樣的； (2)14年級女孩偏愛女性童話形象,男孩偏愛男性動畫形象； (3)不同年級的小學生在評價傾向方面具有明顯的差別； (4)男、女小學生在評價傾向方面具有明顯的差別； (5)1—4年級小學生在評價傾向方面具有明顯的差別,并偏向于積極評價; (6)一年級小學生在內在品質與外在品質維度上存在著顯著性差異,但2-4年級則不存在； (7)一年級小學生在內在品質與外在品質選擇上傾向于外在品質,而2-4年級這種傾向不明顯； (8)不同性別的小學生在內在品質與外在品質維度上不存在顯著性差異； (9)1—4年級小學生在內在品質與外在品質維度上不存在顯著差異,較傾向于外在品質選擇。
[Abstract]:On the basis of previous studies, this paper investigates the preference of 1-4 grade pupils to the sex roles of characters in fairy tales. The experimental process is divided into two stages. In the first stage, we selected 275 subjects to select the experimental materials. In the second stage, we selected 260 subjects to investigate the sex role preference of the fairy tale image. A deep inquiry. The research value of this paper is as follows: from the theoretical point of view, this study discusses the value of fairy tales from the perspective of children's gender roles, and can provide relevant research materials and conclusions for the development of children's gender roles and fairy tales. From the practical point of view, we can understand the sexual role preference of the first to fourth grade pupils to the characters of fairy tales, according to this preference, we can guide the textbook writers to take into account the characteristics of the children of this age when they write the fairy tales. The teaching materials should not only meet the needs of students' cognitive and emotional development, but also meet the psychological needs of the development of children's gender roles, and guide teachers to consciously carry out "sexual teaching" in fairy tale teaching. To guide students to choose the excellent characteristics of bisexuality in order to better meet the social requirements in the future, to open up a new perspective of fairy tale teaching, to guide parents how to use fairy tales to affect the development of their children's gender roles; Give full play to the unique role of fairy tales in children's psychological development, so that children's mental health growth. The results show that: Male and female pupils in grades 1-4 have the same level of gender development; Girls in grade 14 prefer female fairy tales and boys prefer male animated images. (3) there are obvious differences in evaluation tendency among pupils in different grades. (4) there were significant differences in evaluation tendency between male and female pupils. Pupils in grades 1-4 have obvious difference in evaluation tendency and tend to positive evaluation; (6) there was significant difference between the internal quality and the external quality of the first grade pupils, but there was no difference between the 2-4 grade and the external quality dimension. The first grade pupils tend to external quality on the choice of internal and external quality, but the tendency of 2-4 grade is not obvious. (8) there was no significant difference in the dimensions of internal and external qualities between pupils of different genders. There was no significant difference between internal quality and external quality in grade 1-4 pupils, but they tended to choose external quality.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842

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本文編號：1814138