繪本中的「好人」與「壞人」─以百本幼幼好書為例

淡江大學機構典藏 > 文學院 > 大眾傳播學系暨研究所 > 學位論文 > Item 987654321/52243

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Title:	繪本中的「好人」與「壞人」─以百本幼幼好書為例
Other Titles:	"good guys and bad guys" in the story books - 100 recommended story books for kindergarten children.
Authors:	高瑋稜;Kao, Wei-ling
Contributors:	淡江大學大眾傳播學系碩士班吳怡國;Wu, Yi-kuo
Keywords:	繪本、論述、幼兒教育;story book、discourse、children education
Date:	2010
Issue Date:	2010-09-23 17:19:32 (UTC+8)
Abstract:	在功利主義盛行、道德觀念薄弱的社會文化下，扮演幼兒教育機構中教育功能的繪本，如何加強道德觀念的推行，使幼兒理解繪本中的「好」與「壞」。本研究在「媒介即訊息」的前提下，探討繪本故事中「好」與「壞」角色是如何建立，而其建立的論述為何？另一部份挑選繪本對幼兒進行施測，並與分析的文本作一交互檢閱，瞭解幼兒對於是非概念的建立為何？研究者選擇Foucault的論述分析作為研究文本的方法，以心理分析論、社會學習論、認知發展論作為理論基礎，並利用故事架構將故事文本區分為四部份：「背景」、「主題」、「情節」、「解決」，個別探討在這四部份當中，「好」與「壞」是如何被建立；幼兒訪談部份，則使用團體討論法進行故事理解的討論。研究結果發現「好人」論述大都建立在心理分析論中「天生」、「本能」的概念；而「壞人」則以社會學習論中則以「教化」作為建立論述的方式；幼兒理解部分，則是對故事結構清楚，但在故事的趣味性與教育性之間的模糊地帶較無法主動感知。 Under society and culture to be full of utilitarian prevailing and frail morality, storybooks are educational functions roles to strengthen morality and teach children to understand good and bad. This research tries to find out how “good” and “bad” characters be built up and what the discourse is; in the other hand, I pick up part of these storybooks to experiment with children, and then review the analysis of storybooks, trying to understand how children think about moral concept. I use Discourse Analysis of Foucault as the method of analysis. First, the study us based on Psychoanalysis, social learning theory, cognitive-development theory, furthermore according to story framework, the text is decomposed into four parts: ”background”, “theme”, “plot” and “resolution”. I’ll discuss how ”good ” and “bad” character be built in those four parts individually. In the part of children experiment, I use Group Discussion as the method and discuss children comprehension of stories. This research finds out that the discourse of “good guys” bases on “inherent”, ”instinct” in Psychoanalysis; “bad guys” bases on “education and obedient” in social learning theory. In the children understanding part, children are clear with structure of story, but not positive to perceive in the indistinct area between educational and delight functions in the story.
Appears in Collections:	[大眾傳播學系暨研究所] 學位論文

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