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頁籤選單縮合
題 名 | 兒童之電視釋義基模初探 |
---|---|
作 者 | 吳翠珍; | 書刊名 | 新聞學研究 |
卷 期 | 48 1994.01[民83.01] |
頁 次 | 頁1-41 |
分類號 | 557.77 |
關鍵詞 | 兒童; 電視釋義; |
語 文 | 中文(Chinese) |
中文摘要 | 電視內容是經過高度人為處理的產品,同時又透過特殊的媒介性質呈現,於焉有其迴異的論域形式。兒童由於尚處於發展階段,在面對電視文本時的訊息處理可能呈現不同的型態或機制,而這個解讀機制或知識結構,在此暫稱「電視基模」,究竟包含何種機制或能力,是一個值得思索的問題。 本研究擬以電視論域分析為引介面,以電視的媒判特質與意涵為橫軸,以兒童接觸較多的節目型態為縱軸,針對每個相對應的交點,建立解讀機制的先備知識╱能力資料,依此發展出兒童電視釋義基模的結構。 本究研的目的,首先在於探索兒童解讀電視訊息的基模內涵(知識結構),以及建立兒童電視基模的測量雛型。其次,本研究希望進一步了解年齡、性別與電視媒體經驗是否會影響兒童電視基模的結構: 研究結果顯示: 1.整體而言,兒童對於電視的媒介特質有相當程度的了解,尤其在形式結構上的表現最佳,對於外延與內涵意義的理解則較弱。 2.年級(或可視之為認知發展)因為是一項強而有力的決定兒童電視知識(基模)的變項,性別則無顯著差異。 3.看電視時間的多寡與其電視知識量無顯著關聯。 |
英文摘要 | Children has been treated a special audience and as a result of such recognition, research attention has been focused on the impact of TV content on children's emotion, value system, and immediate responding behavior. However, the more fundamental question of "how children watch television?" has not been well searched. This study attempts to explore this issue from an interpretative schema perspective. Based on its dual-channel and unique symbolic representation structure and system, evision content had its own way of discoursive format. In the present study, three TV discoursive format has been identified for the alytic purpose: structural, connotation, and denotation. According to the program genre which children watch most, the horizontal dimensions includes advertisement, children programming, variety show, news, and drama. A total of 89 items of measurement was developed. The study concludes the following: 1.In general, children from 9 to 12 has relatively adequate TV knowledge to decode TV messages. Results show that children understand TV's format feature (structural system) better than underlying denotative and connotative meanings. 2.Cognitive development is the most significant factor to differentiate children's TV schema. Findings from the present study shows that 6 graders gained higher scores on all three categories form the measurement significantly. 3.The amount of viewing does not play a determined element on predicting children's TV knowledge. It means that The more TV children watch does not lead to more knowledge of understanding TV children watch does not lead to more knowledge of understanding TV content. Suggestions and recommendations for future studies are discussed in the paper. |
本系統中英文摘要資訊取自各篇刊載內容。