【摘要】：心理理論能力是幼兒認知發(fā)展的一個重要研究領(lǐng)域,該能力可以通過訓(xùn)練的方式獲得提升,其中幼兒的故事理解能力對幼兒發(fā)展這一能力起到了十分重要的作用。而今多媒體技術(shù)逐漸在幼兒教育中獲得了廣泛的應(yīng)用,同時成人與幼兒的互動也一直是影響幼兒心理理論發(fā)展的重要因素。本研究探討了在對幼兒的心理理論能力進行訓(xùn)練時,不同媒體呈現(xiàn)方式以及使用不同媒體時是否存在成人的互動對幼兒理解故事中人物心理狀態(tài)以及幼兒心理理論成績的影響。研究首先對選取的每位幼兒單獨進行心理理論前測,從中篩選出未通過測驗的幼兒并把他們隨機分到訓(xùn)練組和控制組分別進行實驗。訓(xùn)練組使用的實驗材料為包含豐富人物心理狀態(tài)內(nèi)容的幼兒益智故事,每周選取一則故事對幼兒進行訓(xùn)練。兒童被隨機分配到四種條件下單獨進行訓(xùn)練,即圖畫書無互動組、圖畫書有互動組、動畫片無互動組、動畫片有互動組,記錄訓(xùn)練階段幼兒每則故事理解的得分和總得分,訓(xùn)練共進行4周。訓(xùn)練結(jié)束后對兩組幼兒進行心理理論后測,整個實驗共進行6周。結(jié)果發(fā)現(xiàn),控制組幼兒的心理理論前后測成績不存在顯著差異,訓(xùn)練組幼兒的心理理論后測成績顯著高于前測成績。訓(xùn)練組幼兒故事理解總得分上,呈現(xiàn)方式的主效應(yīng)顯著,觀看動畫片的幼兒其故事理解成績高于閱讀圖畫書的幼兒；互動方式的主效應(yīng)顯著,有成人參與互動的幼兒其故事理解成績高于無成人參與互動的幼兒；呈現(xiàn)方式和互動的交互作用顯著,無互動情況下,觀看動畫片的幼兒其故事理解成績高于閱讀圖畫書的幼兒。但是,不同訓(xùn)練方式對幼兒心理理論成績的影響未表現(xiàn)出顯著差異。最后,從研究的生態(tài)效度和研究深度等方面總結(jié)了本研究的局限,并對未來的研究方向進行了展望。
[Abstract]:The theory of mind ability is an important research field of children's cognitive development. This ability can be improved by training, among which the ability of children's story understanding plays a very important role in the ability of children's development. Nowadays, multimedia technology has been widely used in early childhood education, and the interaction between adults and children has always been an important factor affecting the development of children's theory of mind. This study explored the effects of different media presentation methods and adult interaction on children's understanding of the psychological state of characters in the story and the performance of the child's theory of mind in the training of children's psychological theory ability. In this study, children who failed the test were selected and randomly divided into training group and control group. The experimental materials used in the training group were the children's mental education stories with rich characters' mental state, and a story was selected every week to train the children. Children were randomly assigned to separate training under four conditions, namely, picture book without interaction group, picture book with interactive group, animation without interaction group, animation with interactive group, and recording the score and total score of each story comprehension of the child during the training period. The training lasted 4 weeks. After the training, the two groups were tested with the theory of mind, and the whole experiment lasted for 6 weeks. The results showed that there was no significant difference between the control group and the control group, and the post-test scores of the training group were significantly higher than those of the pre-test. In the training group, the main effect of the way of presentation was significant in the total score of the children's story understanding, and the children who watched the cartoon had higher reading scores than those who read the picture books. The main effect of the interaction is significant, the children with adult participation in the interaction has a better understanding of the story than the children without adults to participate in the interaction; The interaction between presentation mode and interaction was significant. In the absence of interaction, the children who watched the cartoon had a better understanding of the story than the children who read the picture books. However, there was no significant difference in the effect of different training methods on children's mental performance. Finally, the limitations of this study are summarized from the aspects of ecological validity and research depth, and the future research direction is prospected.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：B842.1

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本文編號：2312520