年幼儿童的视频学习:研究与展望

Young Children’s Learning from Video: Researches and Perspectives

视频资源已成为当代儿童生活中不可或缺的组成部分。研究表明，尽管年幼儿童通过视频进行了学习，但在年幼儿童，尤其是3岁前儿童的认知发展过程中，视频学习的作用可能并不明显。因此，理解年幼儿童视频学习的视角应当从对认知发展的关注转换到对社会性发展的关注上来，在年幼儿童社会化的过程中理解视频学习，揭示视频学习的社会性本质。视频资源不应是单纯的知识载体，而应当成为儿童的社会伙伴。考察视频环境中年幼儿童的学习，应在儿童、他人和视频构成的互动系统中，关注人际互动与人机互动的动态协调。强调视频学习的社会性本质．可以为年幼儿童学习理论的建设带来新思路，也可以为视频资源的教育应用及相关政策的制定提供依据．为视频节目的设计与制作带来新的启示。

Video media has currently become an indispensable part of children＇s life. Researches indicate that although children do learn through videos, video has little use during the development of children＇s cognition, especially during the first 3 years in life. Therefore, attention should be shifted from cognitive development to social development in terms of video learning, that is, to interpret children＇s video learning in children＇s socialization in order to reveal its social nature. Video should be children＇s social partner instead of the mere knowledge carrier. The observation of children＇s learning in video environment should focus on the dynamic coordination of interpersonal interaction and human-media interaction in the interactive system. Emphasis on the social nature of video learning brings new perspectives to the construction of children＇s learning theory and offers evidence for policy-making as well as inspirations for program making.