中西方关于电视对儿童社会化影响的比较研究

上世纪社会科技的飞速发展,使得整个人类社会经济发展取得巨大成就。其中电视的普及对人类社会产生了巨大影响,中西方都对电视对儿童的影响进行过不同程度的研究。西方对电视对儿童的研究过程呈现三个阶段,并逐步显现回落的趋势;而我国对电视对儿童的研究则日趋活跃,其中表现为四个研究重点和三个发展趋势;中西方关于电视对儿童社会化影响的研究还存在四个方面的差异。     

Television Formats and Children's Classifications of their Viewing

Children's ability to classify television programmes by genre has been depicted as significant in the development of children as viewers and employed as a variable in researching such development. This article reports a research study, employing the repertory grid procedure with 9‐10 year olds, designed to investigate the constructs children employ in describing and differentiating television programmes. Recent approaches to children's viewing have begun to prioritise their construction of meaning in relation to broadcast television. This study indicates that 9‐10 year olds' classifications of their viewing do not conform to those assumed in many earlier studies.     

Showing puberty: overcoming the taboo in children’s television

This article examines how non-fiction children’s television programmes portray bodily changes and sexuality at puberty. Engaging with the body and the sexuality of children in the broadcast media raises cultural and social challenges. Public concern about social morality and the ‘sexualisation of children’, sexual objectification and pornography, together with the construction of childhood as a naïve pre-sexual stage of life, have silenced children’s television when it comes to the subject of children’s sexuality. However, a few programmes have offered an alternative to this taboo. Based on a study of 30 non-fiction programmes submitted between 1964 and 2016 to Prix Jeunesse international festival for children’s media, this paper describes and analyses how these programmes present unique, thought-provoking and innovative ways of engaging with the culturally controversial issue of the body and sexuality on children’s television.     

Children's Memory and Comprehension of Two Science Programmes

A total of 111 children, 55 aged 8 to 9 years and 56 aged 14 to 15 years of age, watched one of two single‐topic prime‐time science programmes. Recall and comprehension scores following the viewing of the programmes were assessed. In addition, a number of demographic factors including age, sex, linguistic fluency, prior television viewing and reading habits were investigated as possible predictors of learning from television. It was found that age was a significant factor in both recall and comprehension, but even more important was general knowledge. Sex and linguistic fluency was neither systematically nor frequently associated with good performance. Prior viewing habits concerning science programmes on television and reading behaviour were found to have particular effects but were not major predictors of performance. Knowledge growth (defined as differences in performance between pre‐ and post‐test performance on key, repeated, items specifically addressed by the viewed programme) was consistently observed. This major finding indicated clearly that children can learn prime‐time television science information.     

TELEVISION AND THE DEAF

Few television programmes are designed for the deaf viewer, partly because the potential audience is small, partly because production problems are manifest. In this paper, first delivered at the 1979 Conference of the Association, two speakers describe the development of series of television programmes tailor‐made for the profoundly deaf, and their usage in a school for such children. The first part of the paper is by Tony Wise, the last part by Ray Hill.     

Critical Viewing of Television News: the impact of a Dutch schools television project

Using a quasi‐experimental pretest‐posttest control group design, the study investigated the educational effects of a six‐programme schools television series designed to teach children aged 10‐12 that television news broadcasts give a selective and thus subjective and incomplete impression of the news. Results indicated that the schools television series led to an increase in children's knowledge of the selection processes involved in the production of news programmes, and an increase in children's proficiency in recognizing the moments of selection in news items. However, the television series did not result in a decrease in the level of credibility children attribute to television news broadcasts. The reason for the latter finding probably is that the series showed that the makers of news programmes are conscious of the selection processes involved in making news programmes and do their utmost to make the choices in the most responsible way possible. As a result, the series may have unintentionally created the impression that the problem of selectivity can be satisfactorily solved.     

Paid Educational Leave in Scotland

Same language subtitling (SLS) refers to the idea of subtitling motion media programmes (television and film) in the ‘same’ language as the audio. This simplest of additions in existing television programmes, especially film songs and music videos, can make a quantum contribution to the improvement of reading skills of over 325 million neo-literate people in India. Song videos are watched with great passion all over India, in every state and major language. Earlier work on SLS reported that it was found to enhance the entertainment value of televised songs for both literate and neo-literate viewers. This paper discusses a controlled experiment to ‘measure’ the impact of SLS on the reading skills of disadvantaged school children. The results confirm that SLS of film songs leads to reading skill improvement, thus reaffirming the enormous potential of this simple and economical approach for mass literacy skill development in India.     

Children Using Audiovisual Media for Communication: a new language?

The author reports on the Schools Council Project based at Brighton Polytechnic, where children in schools have been encouraged and taught to use audiovisual media in the classroom for communication and social purposes. He looks at how the process of making television programmes can have dramatic effects on education and points to the power and responsibility this places on all of us who are involved in audiovisual production.     

Popularising science through television

Conclusion Currently the 26 films in the Science Territory series have been shown to audiences who watch Channel 8 commercial television in the vicinity of Darwin. They are still being shown to audienc who watch Imparja Television. There are no plans at the moment to shown Science Territory for any extra time on either Channel 8 or Imparja, once the Imparja programmes are completes. There are plans however to develop materials to complement the programmes, which could be used in schools and there are also plans to repeat the success of Science Territory and to expand it on a national basis to a series of programmes to be called “Science Oz”. This research note has described of the Scienc Territory project which has attempted to improve students' and parents' attitudes to science. It has alo attempted to explain how the issue of determining the effectiveness of the project has been addressed. Overall, Science Territory proved to be an interesting, exciting, successful and whorthwhile venture, particularly for the small scientific community of the Northern Territory. It also appears to be unique both in Australia and worldwide. There are therefore lessons that science educators can learn from this about new ways of improving students' attitudes to science. Specializations: Science education policy, curriculum development and science education development projects with industry. Specializations: Science teacher education, chemical education, science education in developing countries, educational Issues.     

IMPROVING TEACHING AND LEARNING IN AFRICAN UNIVERSITIES ‐‐ STAFF (FACULTY) DEVELOPMENT PROGRAMMES AS A FIELD OF CO‐OPERATION BETWEEN EUROPEAN AND AFRICAN UNIVERSITIES

In virtually all the countries of the world, the need for staff‐development programmes for university and other higher education teachers has been recognized. Because the developed countries of Europe and of North America have a head start in the domain, specialists from these countries have frequently been called upon to create and to offer staff‐development programmes in the universities of developing countries. This article discusses the appropriateness of European conceptions of staff‐development for African universities. Concluding that Euro‐centric staff‐developers and pre‐packaged European programmes are not appropriate, that they run the risk of becoming a form of cultural neo‐colonialism, the author considers ways in which European specialists can collaborate with their African colleagues in the structuring of staff‐development programmes that are not only African‐centred but are geared to the real needs of African universities as they are perceived by Africans themselves. If the author's suggestions are accepted, African universities will be able to make use of those aspects of European staff‐development concepts and programmes which have universal value without having to accept European cultural tutelage along with them.     

Teaching Television in the Classroom: results of a preliminary study

Against a background of concern at the effects of heavy TV viewing on young people, a number of studies have indicated the value of television studies courses. However, little systematic research has been carried out in Britain on the best ways to teach with or about television. This paper describes a course for 14‐15 year‐old children, aimed at explaining TV production techniques and approaches, and to evaluate critically TV news broadcasts and drama. The course involved analysis of specific broadcasts and the planning, preparation and production of video programmes by the pupils themselves. Detailed course evaluation, by careful pre‐ and post‐testing of experimental and control groups, has demonstrated clear improvements of the children's understanding of television.     

Educational Television and the Curriculum for Children up to the Age of Seven Years

The results of a three-year investigation in England and Wales into the way educational television was used by 259 teachers of children up to the age of seven years indicated that only a few teachers were using the medium effectively. Class viewing and mass viewing of programmes were the normal methods, even when a video-recorder was available. In most instances the video-recorder was used for timetable convenience, and'view and follow-up'the common practice. These factors, together with a lack of continuity between programmes and separation from other activities the children were pursuing, suggested that educational television was isolated from other aspects of the curriculum. The findings indicated the necessity for a course on educational television to be included in the initial training of teachers, the need for a vastly increased in-service programme for serving teachers and the provision of adequate resources.     

Television Viewing and the Learning of Expectations for Problem Resolutions

As children spend greater amounts of time watching television, there is the increasing likelihood that what they see and hear will factor prominently into their educational experiences. Indeed, in many countries, it has been demonstrated that children spend more time in front of the television than they do in a formal classroom. In terms of exposure time alone, there is a potential for television to serve as an informal educational tool. A variety of studies have demonstrated not only the potential for television to teach its young viewers, but the reality that children are learning a host of lessons through this constant exposure. While most previous studies have looked at the learning of content from television exposure, the present research considers the learning of structure, and specifically learning about the nature of problem resolutions. This paper reports evidence that among heavier viewers, there is the perception that problems in real life are resolved in a manner consistent with the way television depicts them: problem resolutions are certain, and they are achieved quickly. Observational learning theory is proposed as a possible explanation for these findings.     

RECORDING TELEVISION PROGRAMMES FOR SELF‐HELP LEARNING MATERIALS IN MATHEMATICS

One of the most common complaints of teachers and lecturers who have tried to use television as a teaching medium is the inordinate amount of time it takes to record even the simplest programme. At the University of Edinburgh a method of recording Mathematics teaching programmes has been devised that is both economical in the use of the teachers' time and effective as a teaching aid. The programmes were intended to be used by students for self‐help instruction, but they have also been used successfully in small group teaching.     

Piaget's Theories and some Possible Implications for Educational Television

This article discusses the extent to which Piaget's general theories of thinking and mental development might have relevance for the production of educational television programmes. Joan Bliss summarises and discusses the main points of Piaget's theories, and Michael Goater and Christopher Jones provide their own critical analysis of the implication of those theories for television production. Tony Bates concludes that, while there are some major difficulties in making the jump from Piaget's more general theories to specific television practice, the exercise does raise some fundamental questions about the relationship between television and the development of thinking.     

Who's Afraid of the Big Bad Box? Children and TV Advertising in four Countries

Abstract

To what extent are children influenced by television and, in particular, by advertising? The study discussed in this article was conducted in four countries with, in some cases, surprising results. Parents think that television influences their children, but children too have views on how adults are affected.     

The Making of Citizens: pedagogy and address in children's television news

This paper offers a comparative analysis of three television news programmes aimed at children: the BBC's Newsround Nickelodeon's Nick News and Channel One News. It focuses on the programmes’ implicit assumptions about the child viewer, and on the ways in which these are manifested both in the selection and framing of content and in their formal strategies and modes of address. It also raises questions about the extent to which such programmes can be seen to ‘give children a voice’ or to ‘empower’ them as active citizens.     

Educating through Television in Nigeria

In highlighting the nature of educational television in Nigeria, the author traces the development of television in Nigeria, discusses aspects of instructional and educational television and looks at their importance in Nigerian education and national development. Some of the educational programmes broadcast on Nigerian television are described and the major problems facing the television industry are discussed. The author proposes some recommendations for solving those problems.     

Young Children,Television & Learning: Part I. The effects of children watching a continuous off‐air broadcast

Responses of 21 pre‐operational children, aged between 6#lb6 and 7#lb4 years, to an uninterrupted television programme, viewed in small groups, were surveyed by individual post‐viewing questioning. The indications are that the children viewed the programme passively except when something extraordinary or stimulating occurred; they recalled only isolated aspects that interested them or that they liked. They were unable to deduce the producer's intentions and gained only a vague idea of what the programme was about. Children are limited in what they can take from a broadcast by their own experiences and by how those relate to what is viewed, so teachers have a responsibility to assist young children to internalise and interpret what is viewed from educational television. Continuous ‘programmes’ seem unsuitable as learning media; children should view, via a videorecorder, short sequences or ‘modules’ of television material, linked to activities with which they are involved or familiar, to enable a three‐way interaction between children, teacher and television to be established     

The globalization ofSesame Street: A producer's perspective

Sesame Street, the Children's Television Workshop's pioneering educational television series for preschoolers, has become an international—as well as an American—institution. Licensed versions, adaptations, and coproductions of the series have been seen in approximately 115 countries. Children in 65 countries have viewed the series in its English-language form. In addition, the program has been coproduced in 13 other languages for broadcast in 50 countries. Each local adaptation ofSesame Street is unique, reflecting the varying educational, social, and cultural needs of children from country to country. This article documents the spread ofSesame Street—and the CTW research and development model—abroad, and includes several case studies of different foreign adaptations ofSesame Street.He works withSesame Street coproductions worldwide, providing onsite consultation through all phases of project development and production.