小学生学校动态绘画与学业成绩

Relationship between kinetic school drawing and academic performance of primary school students

目的:初步了解国内小学生学校动态绘画指标的特点,探讨小学生学校动态绘画与学业成绩的关系。方法:选取广州市某小学五年级学生82名施测学校动态绘画。以人物尺寸、人物距离、朋友数量、人物顺序等为绘画指标,以学生绘画前最近一次语文、数学、英语三科考试成绩的平均值作为学业成绩标准。将学业成绩排在82名同学中前27%的被试作为高学业成绩组(n=22),排名后27%的作为低学业成绩组(n=22)。结果:样本学生绘画的教师像尺寸大于西方小学生[(65.7±28.3)mm vs.(54.3±25.3)mm,P<0.05],师生距离小于西方小学生[(56.1±41.2)mm vs.(90.0±79.5)mm,P<0.01];师生距离[(56.1±41.2)mm vs.(98.8±55.9)mm]、同伴距离[(34.9±33.2)mm vs.(53.2±30.8)mm]和朋友数量[(1.4±0.7)vs.(2.4±1.2)]小于日本小学生(均P<0.01)。高学业成绩组学生的自画像尺寸大于低学业成绩组[(59.2±20.9)mm vs.(44.0±23.5)mm;P<0.05],同伴距离小于低学业成绩组[(22.6±14.0)mm vs.(42.7+40.3)mm;P<0.05]。自画像尺寸(r=0.22,P<0.05)、教师像尺寸(r=0.24,P<0.05)与学业成绩呈正相关;朋友顺序与学业成绩呈负相关(r=-0.23,P<0.05)。结论:国内小学生的学校动态绘画指标可能与西方、日本小学生存在差异,动态绘画的某些指标与学业成绩存在相关性。

Objective： To explore the characteristics of kinetic school drawing indicators in Chinese primary school students and the relationship between the kinetic school drawing and academic performance. Methods： Eighty-two grade 5 students in a primary school were selected to do the kinetic school drawing. Taking body size, distance between characters, number of friends, order of painting characters, et al. as drawing indicators, and the lat- est average score of Chinese, math and English before the drawing test as the criterion of academic perform- ance. Among total 82 students, those scoring at the top 27% were considered as high-achieving group （n = 22）, while the last 27% as low-achieving group （n = 22）. Results： Compared to western students, the teacher＇s size was larger [ （65.7 ± 28.3） mm vs. （54. 3 ± 25.3） mm, P 〈 0. 05 ] and the distance between teacher and self was smaller [（56. 1 ±41.2） mm vs. （90. 0 ±79. 5） mm, P 〈0. 01] in this sample. Compared to Japanese research, the distance between teacher and self [（56. 1±41.2） vs. （98.8±55.9）, P 〈0. 01], distance between self and friend [（34.9 _＋ 33.2） mm vs. （53. 2 ±30. 8） mm, P 〈 0. 011 were smaller, and the friend numbers were fewer [ （ 1.4 ± 0. 7） mm vs. （2. 4 ± 1.2） mm, P 〈0. 01]. Students with high-achieving drew larger self size [（59. 2 ±20. 9） mm vs. （ 44. 0 ± 23.5） mm, P 〈 0.05], and smaller distance between self and friend than students with low-achieving [ （22. 6 ± 14. 0） mm vs. （42. 7 ± 40. 3） mm, P 〈 0. 05]. Academic performance were positively correlated with self portrait size （r =0. 22, P 〈0. 05） and teacher＇s size （r =0. 24, P 〈0. 05）, and negatively correlated with friend drawing order （r = -0. 23, P 〈 0.05）. Conclusion： There may be significant differences in the characteristics of kinetic school drawing indicators between Chinese primary school students and students from western countries and Japan. Some kinetic school drawing indicators are related to academic performance.