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论文编号：	10836
作者编号：	1120140829
上传时间：	2018/12/19 17:07:35
中文题目：	学龄前儿童视角下的公共图书馆儿童服务
英文题目：	Public Library’s Children Services in Preschool Children’s Perspectives
指导老师：	徐建华
中文关键字：	学龄前儿童视角，图书馆儿童服务，马赛克法，阶梯法，图式
英文关键字：	preschool children''s perspective, library children service, mosaic approach, laddering method, schema
中文摘要：	在少年儿童图书馆服务日益受到重视的今天，图书馆界仍不乏忽视学龄前儿童话语权的现象。在学术界，由于被认为认知与表达能力有限，涉及学龄前儿童的调研主要采取两种方式：直接回避或由家长与专家代理；在实践界，对待学龄前儿童读者仍是成人为中心的管理为主，缺乏对学龄前儿童的发展规律的了解与服务意识。这些行为一方面释放出图书馆界对儿童话语权漠视的信号，另一方面也蚕食着儿童对图书馆服务使用过程中的良好体验与未来成为终身用户的可能性。有鉴于此，作者开展本项研究，目标是通过实证研究，尝试还原了学龄前儿童感知到的图书馆儿童服务，揭示学龄前儿童对图书馆服务的偏好及其动机，探索学龄前儿童对图书馆儿童服务的认知图式，以证据证明“以儿童为中心”提供图书馆服务的必要性。 基于以上研究背景与问题，作者首先明确研究涉及的概念与定义，并梳理研究所依托的话语体系与思想基础，阐述本研究的理论框架。随后，根据研究目的对已有相关研究进行综述，发现仍有以下问题：1、整体学科而言，图书馆学虽然有一些关于学龄前儿童的研究，但尚未出现以学龄前儿童视角为中心的研究；2、从方法论角度而言，既有的学龄前儿童研究多移植用于成人的社会调查方法（如观察、访谈、问卷调查等），少有研究应用专门针对学龄前儿童开发的研究方法；3、在图书馆学内，涉及到学龄前儿童的研究往往以回避或寻找成人代理方式处理，无视了儿童的话语权。本研究希望能弥补这些方面的空白。 对于学龄前儿童对图书馆儿童服务的感知，作者使用马赛克法对学龄前儿童的观察、访谈、分析摄影与绘画作品，作还原了他们眼中的儿童图书馆，并发现其具有如下特征：儿童图书馆是实体，是初级的第三空间，是家庭与社会的交界，是看书的地方、但不只可以看书，儿童能够在其中培养对自身读者身份的认同。这些内容不仅表明学龄前儿童眼中的儿童图书馆具有的特征，也暗示低幼龄读者已经开始形成了对图书馆的认识与理解。其中学龄前儿童将儿童图书馆视为实体、学龄前儿童将儿童图书馆视为初级第三空间、学龄前儿童在儿童图书馆中具有人际需求是本研究中比较有指导意义的发现。 对于学龄前儿童对图书馆儿童服务的偏好，作者将图书馆服务根据现实情况细分为图书馆日常服务与图书馆活动两部分，采用阶梯法考察儿童对二者的偏好。研究首先验证了阶梯法在学龄前儿童对图书馆服务偏好中的可行性。在此基础上，获得了学龄前儿童对图书馆日常服务与活动的偏好。研究发现：书、游乐区、同龄人、软包区域、椅子是图书馆服务中吸引儿童的内容。儿童喜欢的动机涉及抽象属性、功能性结果、具体属性、心理社会性结果四个层面。其中，书很多、书可以用于学习知识、书的主题吸引人占据了主流观点。此外，学龄前儿童对这些实体区域与实体物品的关注也暗示了对于学龄前儿童，着力进行图书馆的实体空间设计与物品选择上更能获得好感。对于活动部分，作者通过自行举办活动吸引儿童参加，调查了儿童对活动的偏好。在活动中，绘本、唱歌、手指操三种活动形式均受到了儿童的欢迎，儿童喜欢的动机同样涉及抽象属性、功能性结果、具体属性、心理社会性结果四个层面。其中喜欢唱歌、歌曲好听、绘本中的角色与情节吸引人、手指操易学是形成偏好的主流动机。 综合了前两项研究成果的基础上，作者提取出学龄前儿童对图书馆的认知图式体系。学龄前儿童有关儿童图书馆的一般图式包含实体空间、实体书、人际关系、规则四个认知图式。除一般图式外，各个图书馆的特色设置丰富了学龄前儿童的图书馆图式体系。这些发现说明，学龄前儿童视角中的公共图书馆与当前图书馆界描绘的公共图书馆形象并不完全重合，也与当下诸多图书馆发展趋势有所背离。因此，当前的公共图书馆儿童服务需要做出相应调整。 最后，作者提出了服务重点与建议，包括：第一，着重建设实体空间，具体的做法包括：重视实体空间与物品，用图书馆特色加深儿童记忆。第二，将纸质书作为馆藏资源主体。具体的做法包括：以绘本为主，同时注意丰富绘本的形式与内容；需要强调纸质书的借阅属性、培养学龄前儿童的读者意识；开发符合学龄前儿童认知的检索功能，采取双重排架系统。第三，鼓励亲子互动与同龄人互动。具体的做法包括：促进亲子阅读；推广对话式阅读方式共读绘本；推广亲子游戏；发挥家长的示范作用；促进同伴共读；提供游戏道具设施；活动中增加同龄人互动内容。第四，帮助树立道德规则意识。具体的做法包括：制定清晰一致的图书馆规则与奖励措施；及时训导不良行为；向儿童解释图书馆中的规则。第五，引入心流理论，根据学龄前儿童的能力调整活动难度。 本研究的主要创新点与价值体现在以下三方面：1、尝试构建了图书馆学术界与实践界中以儿童视角为核心的话语体系。整项研究从研究目标、研究对象、研究群体、研究方法、研究结果、研究贡献均围绕儿童视角展开，切实尊重学龄前儿童表达与他们相关事务看法的权利。2、搭建儿童视角的研究方法论框架。本研究采用马赛克法中的摄影、访谈、绘画法与阶梯法作为研究方法。这些研究方法与本文主张的以儿童视角为中心具有立场上的一致性，两种方法均对儿童十分友好、方便儿童参与，同时可以将研究结果相互验证，组成了儿童视角研究的方法论框架。3、揭示学龄前儿童的图书馆儿童服务认知图式，包括实体空间、实体书、人际关系与规则四个认知图式。探索学龄前儿童对于图书馆的认知图式的意义在于帮助反思为学龄前儿童提供的图书馆资源与服务是否被他们感知到，以及学龄前儿童对图书馆的认知是否与行业的政策制定者对图书馆的定位一致。此外，当前的图式是学龄前儿童继续认识图书馆的基础，只有凭借当前的内部结构，才能知道今后需要通过什么样的外界刺激，帮助学龄前儿童继续认识图书馆。研究发现，学龄前儿童关于图书馆儿童服务的认知图式与当前图书馆界描绘的公共图书馆形象与定位并不完全重合，也与当下诸多图书馆发展趋势有所背离。因此，当前的公共图书馆儿童服务需要依据儿童的认知特征与心理状态做出相应调整。总结而言，以实证证据证明“以儿童为中心”建设图书馆的必要性，并为之后的相关研究打下基础，是本研究的价值所在。图34幅，表19个，参考文献219篇。
英文摘要：	The library service for children is getting more and more prosperous. However, some phenomena in the library community indicate that a lack of respecting of preschool children’s voices: In academia, preschool children are excluded in researches due to their limited cognitive and expression skills. Researchers omitted preschool children’s data or ask their parents and children experts for children’s data. In library practice, the “management” of preschool children is still adult-centered, suggesting a lack of the understanding of preschoolers or service awareness. On the one hand, these behaviors release the signal of the library community's disregard for children's voices, and on the other hand, they also eroded the children's good experience in the use of library services and the possibility of becoming a lifelong user. In view of this, the author carried out this research, with the aim of trying to reveal the library in the eyes of preschool children and exploring preschool children's preference for library services and the motivations, finally prove that library services should be provided to children with “children-centered”. The author firstly clarified the concepts this study involved and claimed the discourse and theoretical foundation on which the research is based. Subsequently, based on the research purpose, the related researches were reviewed, and the researcher found that: First, although there are some studies on preschool children in library science, there is no researcher on preschool children perspectives. Second, existing preschool children's studies are more commonly used traditional social study methods (such as observations, interviews, questionnaires, etc.), and few research recruited the methods which are specifically developed for preschool children. Third, in library science, traditional treatment on preschool children’s data was omitted by researchers or gathered from children’s parents and children experts. There was no study on children’s perspectives on library services. The study first explored preschool children's understanding of libraries. Through the use of the mosaic approach to observe, interview, analyze photography and painting works for preschool children, the results indicate: First, children’s libraries are physical spaces, Second, children’s libraries areprimary third places. Third, children’s library is an overlapping of home and society. Fourth, children can read books in children’s library, but not just read. Fifth, children’s library improves children’s patron awareness. It is suggested that young patrons already form initial understandings of the library, begin to complain about the problems and put forward requirements for the library. Therefore, librarians and researchers should respect the rights of children and listen to children's voice when design and provide library services associated with children. On the basis of obtaining preschool children's perspectives on library services, the author divides the library service into two parts: library routine services and library activities. Then, the author recruited the laddering method to reveal children's preference for the two. The study first verified the feasibility of the ladder method in preschool children's preference for library services. Then the preschool children's preference for the routine service and activities of the library was examined. The study found that books, play areas, peers, cushion areas, and chairs are preschoolers’ favorite. The motivations of children’s preference were related to four levels: concrete attributes, abstract attributes, functional consequences, and psycho-social consequences. Among them, there is a great number of books, books can be used to obtain knowledge, attractive themes of the book occupied the mainstream view of preschool children’s preferences for library. For the activity section, the author organized events to attracted children and investigated children's preferences for the activities. The three sessions of activity, i.e. picture book, singing and finger play were all liked by preschool children. The motivations that children’s preferences are also related to concrete attributes, abstract attributes, functional consequences, and psycho-social consequences. Among them, like singing, nice songs, characters and plots in the picture book, and easy to learn are the main motivations for children’s preferences. The author then integrated two research results, analyzed the cognition and preference of preschool children for libraries, concluded preschool children’s shema of children’s libraries. Physical spaces, books, rules, interralationships composed young children’s perceptions of children libraries. Additionally, according to the schema theory, the author found that library features played an important role in children’s library memory formation. Finally, the author proposed service suggestions, including First, the physical spaces are important to preschool children’s perception of public libraries. Second, paper book should be the main body of the collection resources. Third, encourage parent-child and peers’ interaction. Fourth, help preschool children to establish a sense of moral rules. Fifth, adopting the theory of flow to adjust the difficulty of activities according to the ability of preschool children. The main values of this research are as following: First, constructing a discourse of respecting children perspectives in the library community. The current mainstream of the library practice and academia on preschool children's readers reflects the traditional child discourse which is centered on the adult perspective, namely “deficient children”. The library community excludes children's “non-adult” abilities and behaviors and believes that these “being to be transformed” or avoided. In this regard, this study proposed to examine the library and its services from the perspective of children, and selected a methodology which is suitable for preschool children. The whole research including the research aim, research objects, research groups, research methods, research results, research contributions, are all around the perspective of preschool children. Thus, this study constructed a discourse with children's perspective as the core of the library community. Second, establishing a research methodology framework for children's perspectives researches in the library context. This study uses photography, interviews, painting methods of the mosaic approach and laddering methods as research methods. These research methods are consistent with the child-centered viewpoint which is in line with the claim of this study. Both methods are very friendly to children and convenient for children to participate. Research results can be mutually verified and form a methodological framework for children's perspective research. Third, revealing the schema of children’s libraries in preschool children’s perspectives. Physical spaces, books, rules, interralationships composed young children’s perceptions of children libraries. Understanding the cosnition schema in the eyes of preschool children is the basis for all library services for preschool children. With this study, it is possible to provide direct feedback on library services from preschool children themselves.34 figures, 19 tables, 219 references.
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