テレビ視聴時における親の介入と小学生の批判的思考 : 親へのメディア・リテラシー講座を通して  [in Japanese] Parental Mediation in TV Viewing and Children's Critical Thinking Abilities : through a Media Literacy Course Conducted for Parents  [in Japanese]

Access this Article

Search this Article

Author(s)

Abstract

子どもによるテレビの単独視聴が増加の傾向にあるが,単独視聴は限られた価値判断でのテレビ理解を招く。子どもがより良くテレビを理解するためには,親が一緒に視聴し,子供に対して介入することが必要になると考えられる。本研究では,ニュースを批判的に視聴する力「ニュースに対する批判的思考」尺度を作成し,保護者会において親に対してメディア・リテラシーの講座を行い,小学6年生のテレビ視聴に対する介入を促し,この講座の実施前後での,変化を測定することにより,親の介入の効果を検証した。結果,間接的な実験による介入の効果に有意な差はみられなかったが,実験前に行った調査の結果,親によるテレビ視聴時の子どもへの介入と,子どもの批判的思考に相関関係があった。つまり,日常的に親が介入を行っている家庭ほど,子どもがニュースを批判的に視聴していることがわかった。

Even though the frequency of children watching TV on their own is on the rise, unmonitored TV observation often leads to misinterpretation of content, caused by a restricted value judgment. For children to better understand TV content, a parent should accompany the child and mediate. In this study, a group of parents with 6^<th> grade children were presented a lecture on media literacy, then encouraged to mediate as their child watched TV. A scale to measure a child's ability to interpret news broadcasts critically, or "critical thinking towards news", was created, in order to assess the change in the effectiveness of parental mediation before and after the lecture. Although no significant change was observed from this experiment, evaluation of the survey conducted before conducting the experiment revealed there was indeed a correlation between the availability of parental mediation and a child's critical thinking abilities. That is to say, children in households where parents more regularly mediate as the child watches TV demonstrated more ability to implement critical thinking in interpreting news broadcasts.

Journal

  • Japnese Journal of Educational Media Research

    Japnese Journal of Educational Media Research 16(1), 41-52, 2009

    Japan Association for Educational Media Study

Codes

  • NII Article ID (NAID)
    110009616707
  • NII NACSIS-CAT ID (NCID)
    AA11144471
  • Text Lang
    JPN
  • ISSN
    1340-9352
  • NDL Article ID
    10528135
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-B545
  • Data Source
    NDL  NII-ELS  J-STAGE 
Page Top