摘要
[目的 /意义]电子绘本种类繁多,交互丰富,对学龄前儿童吸引力强。相比阅读传统纸质绘本,学龄前儿童在阅读电子绘本时与父母的交流少。本文对这一现象进行深入分析,并解释以下两个研究问题:其一,当把交互功能降到最低时,父母和儿童之间的交流是否会增多;其二,在阅读传统纸质绘本时亲子交流的内容和行为。[方法 /过程]研究针对5-6岁的学龄前儿童以及其家长设计了实验,实验过程中,采用观察记录和录音两种方法收集数据,并采用扎根理论对数据进行分析。[结果 /结论]实验结果表明,去除大部分交互功能之后,在阅读电子绘本时父母和儿童之间的交流仍然很少。在阅读纸质绘本的过程中,儿童会通过提问和强化故事内容的方式来表达理解故事的需求,而父母不仅关注儿童对故事的理解程度,还关注儿童的阅读能力和阅读习惯。据此,提出一些针对电子绘本阅读和交互功能的设计建议及亲子阅读建议。
[ Purpose/significance ] Digital picture books attract pre-school children because of the abundant and in- teresting interactive functions. However, there is an absence of parent-child communication when the kids read digital pic- ture books. This paper makes a deep analysis and study on： 1 ） whether the parent-child communication in digital picture book reading will be more if the interactive functions are removed; 2） how the parent-child communication looks in print picture book reading.[ Method/process]This paper designs an experiment for observing 5 and 6 years old children with their parents. It uses grounded theory approach to code and analyze the data gathered by observing the reading process. [Result/conclusion] It finds that the parent-child communication in digital picture reading with minimized interactive functions is still far less than in print picture book reading. In print picture book reading, children like to understand sto- ries better by asking questions and strengthening story content, and parents not only pay attention to children＇ s under- standing stories but also improving their reading ability and habit. Finally, it gives some suggestions for designing digital picture book application and parent-child reading based on the findings.
出处
《图书情报工作》
CSSCI
北大核心
2015年第22期64-71,共8页
Library and Information Service
关键词
电子绘本
阅读
亲子交流
设计
digital picture book
reading
parent-child communication
design
