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Anonymous asked in 教育與參考其他:教育 · 1 decade ago

幫忙翻譯此文(中翻英,勿用翻譯軟體翻),贈20點

幫忙翻譯此文(中翻英,勿用翻譯軟體翻),贈20點

本研究從兒童的觀點出發,探討國小中年級學童詮釋迪士尼動畫花木蘭(Mulan)文本中性別刻板印象之面貌,以及不同性別與不同程度性別刻板印象的兒童,他們在詮釋文本上有何異同之處。

研究方法兼採量與質的資料蒐集方式,先使用「兒童性別刻板量表(Gender Stereotype of Children Measurement Survey)」將受訪兒童區分為高、低不同程度性別刻板印象的兒童,再以「訪談法(interviews)」深入瞭解受訪兒童詮釋迪士尼

動畫「花木蘭(Mulan)」之面貌。

根據上述研究目的與方法,本研究獲得以下發現:

一、兒童具有多樣性的詮釋面貌

四位受訪兒童呈現出Stuart Hall(1973)閱聽人解讀形態的歸類,分別有「優勢型(dominant or hegemonic position)」、「協商型(negotiated position)」與「抗拒式(oppositional position)」解讀的面貌,所謂「優勢型」是閱聽人解讀的符碼,與製碼者相同,都具有主流意識型態,而「協商型」的解讀,閱聽人並不完全接受文本的引導式閱讀(preferred readings),會以自己的方式有限度的接受,最後「抗拒式」則與文本中的優勢意義對立,採取截然不同的相反觀點來解讀。

二、不同性別與不同程度性別刻板印象的兒童在詮上具有差異性在不同性別的部份,涉及實際生活中的自身權宜,像是體育課或親子互動,女性則容易對性別刻板的事件出現反動的情緒,而男性仍保有傳統社會的優勢立場來看待之;在不同程度性別刻板印象的部份,低程度性別刻板印象的兒童比起高程度的兒童,對於性別內容較為敏感且關注。

三、兒童性別刻板概念早已形成

兒童觀看文本前,對於兩性角色的觀念早已形成,他們會依照原有的認知想法去詮釋所見之文本,因此,透過訪談資料獲知形成性別刻板概念的因素是父母角色示範、親子互動,以及家庭之外的生活經驗等,皆為兒童觀影前形成性別刻板概念的因素。

4 Answers

Rating
  • 1 decade ago
    Favorite Answer

    This study from the children's point of view, explore the school year in the interpretation of the Disney animation Mulan (Mulan) version of the gender stereotypes of the face, and different gender and different levels of gender stereotypes of children, who are in the interpretation of the text He similarities and the differences in.

    Research methodology Jiancai quantity and quality of data collection, use the "children of gender stereotypes Scale (Gender Stereotype of Children Measurement Survey)" will be interviewed children divided into high and low varying degrees of gender stereotypes of children, and then "interview Law (interviews) "in-depth understanding of children's interpretation of the respondents Disney

    Animated "Mulan (Mulan)" the outlook.

    According to the study aims and methods, the study found that access to the following:

    First, children face a diversity of interpretation

    Four children respondents showing a Stuart Hall (1973) audience read the classified form, were "advantages of (dominant or hegemonic position)", "consultation-(negotiated position)" and "resisting-(oppositional position) "Interpretation of the face, the so-called" edge "is the audience interpret the codes, with the same code system, with the mainstream ideology, and" consultation "of the interpretation, audience does not fully accept the text of the guide Reading (preferred readings), will be in its own way limited degree of acceptance, the final "resist" with the text of the significance of the advantages of confrontation taken totally different point of view contrary to interpret.

    2008-07-26 22:49:07 補充:

    Second, different gender and different levels of gender stereotypes on children in the interpretation of gender differences in different parts of real life in their own expediency, such as physical education or parent

    2008-07-26 22:49:17 補充:

    -child interaction, while women vulnerable to gender stereotypes of events Reactionary sentiment, while men sti

    2008-07-26 22:49:19 補充:

    ll retain the advantages of traditional social position of view in different parts of gender stereotypes, low-level gender stereotypes of children than a high level of children, gender sensitive and more concerned about content.

    2008-07-26 22:49:29 補充:

    以下是第三

    2008-07-26 22:49:45 補充:

    Third, children have long formed the concept of gender stereotypes

    Children's viewing text, for the

    2008-07-26 22:49:52 補充:

    concept of gender roles has been formed, they will be in accordance with the original idea of cognitive interpretation

    2008-07-26 22:50:00 補充:

    of the text seen, therefore, formed through the interviews was informed that the concept of gender stereotypes is the

    2008-07-26 22:50:04 補充:

    role model parents, parent-child interaction and family The experience of life, children were viewing before the formation of the concept of gender stereotypes factors.

  • 1 decade ago

    This research sets out from the child's standpoint and inquire into that middle age class school-children in the elementary school explains the text of the Disney animation flowers and trees orchid(Mulan) this neuter gender don't the feature of stereotype, and the child of different sex and different stereotype of the degree sex, they have what of different and similar in explaining a text originally.

    Study a method and adopt the method of the data collection of quantity and quality, using "child's sex inflexible quantity form(Gender Stereotype of Children Measurement Survey)" first will be visited a child to be classified into Gao, the child of low and different stereotype of the degree sex, again with"interview method(interviews)" go deep into understanding is visited a child to explain a Disney

    The feature of the animation"flowers and trees orchid(Mulan)".

    According to the above-mentioned research purpose and the method, this research acquires a following detection:

    A, the child has diverse sexual annotation feature

    4 is visited a child to present Stuart Hall(1973) to read to listen to the person reading appearance of categorize, have "advantage type(dominant or hegemonic position)", "consultation type(negotiated position)" with the feature of "resist type(oppositional position)" reading respectively, so-called"advantage type" is read to listen to the person read of sign yard, with make a yard homology, all have an essential consciousness type, and the reading of "consultation type", read to listen to a person and incompletely accept a text originally of leading type reading(preferred r

    Source(s): 自己
  • Anonymous
    1 decade ago

    This study from the children's point of view, explore the school year in the interpretation of the Disney animation Mulan version of the gender stereotypes of the face, and different gender and different levels of gender stereotypes of children, in their interpretation of the text on the similarities and differences Department.

    Research methodology Jiancai quantity and quality of data collection, use the "Gender Stereotype of Children Measurement Survey" will be interviewed children divided into high and low varying degrees of gender stereotypes of children, and then "interviews" in-depth understanding of children's interpretation of the respondents Disney

    Animated "Mulan" appearance.

    According to the study aims and methods, the study found that access to the following:

    First, children face a diversity of interpretation

    Children showing a four respondents (1973) audience read the classified form, were "dominant or hegemonic position", "negotiated position" and "oppositional position" of the face, the so-called" dominant or hegemonic position "is the audience at the Interpretation Code, with the same code system, with the mainstream ideology, and "negotiated position" of the interpretation, audience does not fully accept the preferred readings guide will be in its own way limited degree of acceptance, the final "resist" With the text of the significance of the advantages of confrontation taken totally different point of view contrary to interpret.

    2008-07-27 12:17:06 補充:

    Second, different gender and different levels of gender stereotypes on children in the interpretation of gender differences in different parts of real life in their own expediency,

    2008-07-27 12:19:32 補充:

    such as physical education or parent-child interaction, while women vulnerable to gender stereotypes of events Reactionary sentiment, while men still retain the advantages of traditional social position of view in different parts of gender stereotypes,

    2008-07-27 12:20:39 補充:

    low-level gender stereotypes of children than a high level of children, gender sensitive and more concerned about content.

    2008-07-27 12:22:41 補充:

    Third, children have long formed the concept of gender stereotypes

    children's viewing text,

    2008-07-27 12:28:19 補充:

    for the concept of gender roles has been formed

    2008-07-27 12:29:34 補充:

    they will be in accordance with the original idea of cognitive interpretation of the text seen

    2008-07-27 12:30:21 補充:

    , therefore, formed through the interviews was informed that the concept of gender stereotypes is the role model parents, parent-child interaction and family's experience of life, children were viewing before the formation of the concept of gender stereotypes factors

    2008-07-27 12:38:00 補充:

    由於你的文章翻譯以致內容沒辦法完全打完,只好用補充內容來打完,不過不知為什麼補充內容只能一小段一小段的打完,害我有些單字跟標點符號部分沒有處理好,敬請見諒.

    Source(s): ME, me, me, me, me, me, me, me, me
  • 1 decade ago

    本研究從兒童的觀點出發,探討國小中年級學童詮釋迪士尼動畫花木蘭(Mulan)文本中性別刻板印象之面貌,以及不同性別與不同程度性別刻板印象的兒童,他們在詮釋文本上有何異同之處。

    研究方法兼採量與質的資料蒐集方式,先使用「兒童性別刻板量表(Gender Stereotype of Children Measurement Survey)」將受訪兒童區分為高、低不同程度性別刻板印象的兒童,再以「訪談法(interviews)」深入瞭解受訪兒童詮釋迪士尼

    動畫「花木蘭(Mulan)」之面貌。

    根據上述研究目的與方法,本研究獲得以下發現:

    一、兒童具有多樣性的詮釋面貌

    四位受訪兒童呈現出Stuart Hall(1973)閱聽人解讀形態的歸類,分別有「優勢型(dominant or hegemonic position)」、「協商型(negotiated position)」與「抗拒式(oppositional position)」解讀的面貌,所謂「優勢型」是閱聽人解讀的符碼,與製碼者相同,都具有主流意識型態,而「協商型」的解讀,閱聽人並不完全接受文本的引導式閱讀(preferred readings),會以自己的方式有限度的接受,最後「抗拒式」則與文本中的優勢意義對立,採取截然不同的相反觀點來解讀。

    二、不同性別與不同程度性別刻板印象的兒童在詮上具有差異性在不同性別的部份,涉及實際生活中的自身權宜,像是體育課或親子互動,女性則容易對性別刻板的事件出現反動的情緒,而男性仍保有傳統社會的優勢立場來看待之;在不同程度性別刻板印象的部份,低程度性別刻板印象的兒童比起高程度的兒童,對於性別內容較為敏感且關注。

    三、兒童性別刻板概念早已形成

    兒童觀看文本前,對於兩性角色的觀念早已形成,他們會依照原有的認知想法去詮釋所見之文本,因此,透過訪談資料獲知形成性別刻板概念的因素是父母角色示範、親子互動,以及家庭之外的生活經驗等,皆為兒童觀影前形成性別刻板概念的因素。

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