动画作品对青少年价值观的影响研究
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摘要
在发达的多媒体时代,青少年价值观教育需要更为合适的形式,而动画作品或多或少影响着少年儿童,对他们的价值观与行为产生影响。借助手段-目的链理论(MEC),采用硬性阶梯与焦点小组访谈法,对290名青少年进行调查,分析了动画作品对青少年的影响。研究提取了23个要素作为动画的属性层、结果层及价值层并构建了三者间的综合关联矩阵,绘制了动画作品影响青少年的层级价值图,探讨动画作品应怎样持续发挥其价值观引导作用。
In the booming multimedia era, adolescents' values education needs more appropriate forms. Animation works more or less affect growing juveniles and children, determining their values and behaviors. Based on the Means-End Chain theory(MEC), this paper investigates 290 adolescents by means of of rigid ladder and focus group interview, and analyzes the influence of animation works on them. In the study, 23 elements were extracted as the attributes, consequences and value layers of animation works, and a comprehensive correlation matrix was constructed. Besides, a figure of the hierarchical values of the animation works affecting adolescents was drawn. Thus the problem how the animation works should continue to play their value guiding roles was discussed.
In the booming multimedia era, adolescents' values education needs more appropriate forms. Animation works more or less affect growing juveniles and children, determining their values and behaviors. Based on the Means-End Chain theory(MEC), this paper investigates 290 adolescents by means of of rigid ladder and focus group interview, and analyzes the influence of animation works on them. In the study, 23 elements were extracted as the attributes, consequences and value layers of animation works, and a comprehensive correlation matrix was constructed. Besides, a figure of the hierarchical values of the animation works affecting adolescents was drawn. Thus the problem how the animation works should continue to play their value guiding roles was discussed.
引文
[1] 黄会林,李明.动画对未成年人价值观形成的影响摭论[J].艺术百家,2011(1):76-78.
[2] 唐忠敏.施拉姆对电视受众研究的历史贡献[J].青年记者,2017(2):36-37.
[3] Gabriel S,Young A F.Becoming a vampire without being bitten:the narrative collective-assimilation hypothesis[J].Psychological Science,2011(8):990-994.
[4] 杨青红,杨同宇.手段—目的链理论应用[J].商业时代,2013(21):35-37.
(1)包括黑龙江、辽宁、山西、山东、河南、河北、陕西、江苏、浙江、湖南、江西、安徽、广西、云南、贵州、宁夏、甘肃、新疆、福建,基本涵盖东北、华北、西北、华中、华南、西南等区域,被调查对象男女各占50%。
(2)学术界对价值观分类大概有:(1)斯普朗格尔6种基本价值类型(1928),包括理性、唯美、政治、社会性、经济及宗教性6种价值观。(2)罗克奇RVS量表(1973),包括18种终级性价值观(舒适的生活、兴奋的生活、成就感、世界和平、美的世界、平等、合家安宁、自由、幸福、内心平静、成熟的爱、国家安全、享乐、拯救灵魂、自尊、社会承认、真正的友谊、智能)与18种工具性价值观(有抱负、心胸宽广、有才能、快活、整洁、勇敢、宽恕、助人、诚实、富于想像、独立、有理智、逻辑性、钟情、服从、有教养、负责任、自控)。(3)卡尔LOV量表(1983),包括自尊、受尊重、满足自我、归属感、刺激冒险、享受人生、和睦的人际关系、成就感、安全感9个维度。
(3)是指剧情持续播映,而非重播。
[2] 唐忠敏.施拉姆对电视受众研究的历史贡献[J].青年记者,2017(2):36-37.
[3] Gabriel S,Young A F.Becoming a vampire without being bitten:the narrative collective-assimilation hypothesis[J].Psychological Science,2011(8):990-994.
[4] 杨青红,杨同宇.手段—目的链理论应用[J].商业时代,2013(21):35-37.
(1)包括黑龙江、辽宁、山西、山东、河南、河北、陕西、江苏、浙江、湖南、江西、安徽、广西、云南、贵州、宁夏、甘肃、新疆、福建,基本涵盖东北、华北、西北、华中、华南、西南等区域,被调查对象男女各占50%。
(2)学术界对价值观分类大概有:(1)斯普朗格尔6种基本价值类型(1928),包括理性、唯美、政治、社会性、经济及宗教性6种价值观。(2)罗克奇RVS量表(1973),包括18种终级性价值观(舒适的生活、兴奋的生活、成就感、世界和平、美的世界、平等、合家安宁、自由、幸福、内心平静、成熟的爱、国家安全、享乐、拯救灵魂、自尊、社会承认、真正的友谊、智能)与18种工具性价值观(有抱负、心胸宽广、有才能、快活、整洁、勇敢、宽恕、助人、诚实、富于想像、独立、有理智、逻辑性、钟情、服从、有教养、负责任、自控)。(3)卡尔LOV量表(1983),包括自尊、受尊重、满足自我、归属感、刺激冒险、享受人生、和睦的人际关系、成就感、安全感9个维度。
(3)是指剧情持续播映,而非重播。