学前儿童绘本阅读&#x0201c;心流体验&#x0201d;生成机制与提升策略研究

岳艳雯; 雷青; 王海龙

doi:10.19554/j.cnki.1001-3563.2025.24.022

PDF(1156 KB)

包装工程（设计栏目） ›› 2025, Vol. 46 ›› Issue (24) : 269-281. DOI: 10.19554/j.cnki.1001-3563.2025.24.022

工业设计

学前儿童绘本阅读“心流体验”生成机制与提升策略研究

岳艳雯¹, 雷青^1,2,*, 王海龙^1,2

作者信息 +

Generation Mechanism and Promotion Strategy of "Flow Experience" of Preschool Children's Picture Book Reading

YUE Yanwen¹, LEI Qing^1,2,*, WANG Hailong^1,2

Author information +

文章历史 +

摘要

目的通过对学前儿童绘本阅读心流体验形成影响因素、生成机制,以及提升策略的探究,以期为绘本创作与出版,儿童阅读专注力提升、综合阅读素养培养提供理论与实践参考。方法研究从“刺激-机体-反应”（Stimulus-Organism-Response, SOR）理论模型出发,从绘本内容要素、阅读感知、心流体验与行为意愿关系提出研究假设,并进行模型构建,采用实验观察、用户体验测量等方法面向3~6岁学前儿童开展测试,最终使用PLS-SEM进行假设检验与模型评估。结果研究显示,主题内容、角色塑造、叙事呈现、表现形式均正向显著影响阅读感知,现阶段“表现形式”是影响心流体验的首要因素,心流体验在阅读感知与行为意愿中起中介作用。结论以主题内容创作为导向,树立阅读目标任务;以角色魅力塑造触发情感沉浸,促儿童社会情感能力发展;以儿童叙事逻辑代入故事情境,提升儿童专注力效能;以多元演绎激活儿童直觉感知,形成积极心流效应等,是提升儿童绘本阅读心流体验的核心策略。

Abstract

The work aims to explore the influencing factors, generation mechanisms, and improvement strategies for the formation of flow experience in preschool children's picture book reading, to provide theoretical and practical references for picture book creation and publication, the improvement of children's reading concentration, and the cultivation of comprehensive reading literacy. Based on the theoretical model of "stimulus-organism-response" (SOR), a research hypothesis was put forward and a model was constructed from the relationship between picture book content elements, reading perception, flow experience and behavior intention, and methods such as experimental observation and user experience measurement were used to test preschool children from 3 to 6 years old, and finally PLS-SEM was used for hypothesis testing and model evaluation. The results showed that the theme content, character building, narrative presentation, and expression form all had a positive and significant impact on reading perception, and "expression form" was the primary factor affecting flow experience at this stage, and flow experience played a mediating role in reading perception and behavior intention. Taking the creation of thematic content as the guidance, establishing reading goals and tasks; triggering emotional immersion through character charm and promoting the development of children's social and emotional abilities; substituting children's narrative logic into the story situation to improve children's attention efficiency; activating children's intuitive perception and forming a positive flow effect through multiple interpretations are the core strategies to enhance children's flow experience in picture book reading.

导出引用1

岳艳雯, 雷青, 王海龙. 学前儿童绘本阅读“心流体验”生成机制与提升策略研究[J]. 包装工程. 2025, 46(24): 269-281 https://doi.org/10.19554/j.cnki.1001-3563.2025.24.022

YUE Yanwen, LEI Qing, WANG Hailong. Generation Mechanism and Promotion Strategy of "Flow Experience" of Preschool Children's Picture Book Reading[J]. Packaging Engineering. 2025, 46(24): 269-281 https://doi.org/10.19554/j.cnki.1001-3563.2025.24.022

中图分类号： TB472

参考文献

[1] 中华人民共和国中央人民政府. 2021年《中国儿童发展纲要(2021—2030年)》统计监测报告[EB/OL]. (2024-04-28)[2024-07-12]. https://www.gov.cn/lianbo/2023-04/20/content_5752337.htm.
[2] CSIKSZENTMIHALYI, MIHAL Y.Flow: the Psychology of Optimal Experience[M]. New York: Harper & Row, 1990.
[3] NOVAK T P, HOFFMAN D L, YUNG Y F.Measuring the Customer Experience in Online Environments: A Structural Modeling Approach[J]. Marketing science, 2000, 19(1): 22-42.
[4] 徐锦芬, 赵妮莎. 外语学习者心流研究: 理论、主题与设计[J]. 外语教学, 2024, 45(3): 6-13.
XU J F, ZHAO N S.Flow in Foreign Language Learners: Theories, Themes and Designs[J]. Foreign Language Education, 2024, 45(3): 6-13.
[5] 王永固, 张婷, 李玮, 等. 基于心流理论的教育游戏设计框架要素研究——以特殊儿童言语学习游戏为案例[J]. 远程教育杂志, 2014, 32(3): 97-104.
WANG Y G, ZHANG T, LI W, et al.Elements of Educational Game Designing Framework Based on Flow Theory: A Case Study of the Speech Learning Games for Exceptional Children[J]. Journal of Distance Education, 2014, 32(3): 97-104.
[6] 李磊, 王璇. 儿童语言教育游戏中的心流体验设计原则研究[J]. 装饰, 2017(2): 82-84.
LI L, WANG X.Design Principles of Flow Experience in Children's Linguistic Educational Game[J]. Zhuangshi, 2017(2): 82-84.
[7] 王璇, 李磊. 基于增强现实的儿童汉语学习图书设计与开发[J]. 中国编辑, 2020(8): 64-69.
WANG X, LI L.Design and Development of Chinese Learning Books for Children Based on Augmented Reality[J]. Chinese Editors Journal, 2020(8): 64-69.
[8] 赵诗凡, 沈雷. 基于心流理论的儿童智能手表交互界面设计研究[J]. 包装工程, 2023, 44(18): 92-100.
ZHAO S F, SHEN L.Interactive Interface Design of Smart Watches for Children Based on Flow Theory[J]. Packaging Engineering, 2023, 44(18): 92-100.
[9] DAY R R, BAMFORD J, RENANDYA W A, et al.Extensive Reading in the Second Language Classroom[J]. RELC Journal, 1998, 29(2): 187-191.
[10] CSIKSZENTMIHALYI M.Good Business: Leadership, Flow, And the Making of Meaning[M]. New York: enguin, 2004.
[11] 季丹, 郭政, 李武. Flow理论视角下的社会化阅读行为影响因素[J]. 图书馆论坛, 2020, 40(5): 116-122.
JI D, GUO Z, LI W.The Relationship between Flow Experience and Social Reading Motivation[J]. Library Tribune, 2020, 40(5): 116-122.
[12] 罗倩倩, 龙耀华. 图书馆沉浸式阅读推广模式构建及优化策略——以长沙市图书馆为例[J]. 图书馆工作与研究, 2024(4): 98-104.
LUO Q Q, LONG Y H.Construction and Optimization Strategies of Immersive Reading Promotion Model in Library—Taking Changsha Library for an Example[J]. Library Work and Study, 2024(4): 98-104.
[13] INAL Y, CAGILTAY K.Flow Experiences of Children in an Interactive Social Game Environment[J]. British Journal of Educational Technology, 2007, 38(3): 455-464.
[14] BRESSLER D M, BODZIN A M.A Mixed Methods Assessment of Students' Flow Experiences during a Mobile Augmented Reality Science Game[J]. Journal of Computer Assisted Learning, 2013, 29(6): 505-517.
[15] GOLDSPINK C, FOSTER M.A Conceptual Model and Set of Instruments for Measuring Student Engagement in Learning[J]. Cambridge Journal of Education, 2013, 43(3): 291-311.
[16] VANWESENBEECK I, PONNET K, WALRAVE M.Go with the Flow: How Children's Persuasion Knowledge Is Associated with Their State of Flow and Emotions During Advergame Play[J]. Journal of Consumer Behaviour, 2016, 15(1): 38-47.
[17] MEHRABIAN A, RUSSELL J A.An Approach to Environmental Psychology[M]. Cambridge: MIT Press, 1974.
[18] 孟猛, 朱庆华. 移动视觉搜索用户体验模型构建与实证研究[J]. 图书情报工作, 2022, 66(5): 80-92.
MENG M, ZHU Q H.Construction and Empirical Research on the User Experience Model of Mobile Visual Search[J]. Library and Information Service, 2022, 66(5): 80-92.
[19] 姚佩. 读图时代背景下儿童绘本叙事的游戏性研究[J]. 出版广角, 2019(11): 58-60.
YAO P.Research On The Playfulness Of Children's Picture Book Narrative in The Context of The Era Of Picture Reading[J]. View on Publishing, 2019(11): 58-60.
[20] 陈彧. 故事世界的洋葱模型与“中国故事世界” 的建构路径[J]. 当代传播, 2021(2): 72-75.
CHEN Y.The Onion Model of The Story World and The Construction Path of "Chinese Story World"[J]. Contemporary Communication, 2021(2): 72-75.
[21] DAVIS F D.User Acceptance of Information Technology: System Characteristics, User Perceptions and Behavioral Impacts[J]. International Journal of Man-Machine Studies, 1993, 38(3): 475-487.
[22] DAVIS F D, BAGOZZI R P, WARSHAW P R.Extrinsic and Intrinsic Motivation to Use Computers in the Workplace1[J]. Journal of Applied Social Psychology, 1992, 22(14): 1111-1132.
[23] 崔楠, 陈全, 徐岚, 等. 当历史文创产品遇上AR: 增强现实技术产品展示对消费者历史文创产品评价的影响[J]. 南开管理评论, 2021, 24(6): 50-63.
CUI N, CHEN Q, XU L, et al.When Historical-Cultural Creative Products Meet AR: The Effect of Augmented Reality Product Display on Consumers' Evaluation of Historical-Cultural Creative Products[J]. Nankai Business Review, 2021, 24(6): 50-63.
[24] TIAN K T, BEARDEN W O, HUNTER G L.Consumers' Need for Uniqueness: Scale Development and Validation[J]. Journal of Consumer Research, 2001, 28(1): 50-66.
[25] ZHOU T, LI H X, LIU Y.The Effect of Flow Experience on Mobile SNS Users' Loyalty[J]. Industrial Management & Data Systems, 2010, 110(6): 930-946.
[26] 赵呈领, 王娴, 马晨星. 感知交互性对在线学习者持续学习意愿的影响: 基于S-O-R视角[J]. 现代远距离教育, 2018(3): 12-20.
ZHAO C L, WANG X, MA C X.Impact of Perceived Interactivity on the Online Learners' Continuance Intention: Based on S-O-R Perspective[J]. Modern Distance Education, 2018(3): 12-20.
[27] 董伟, 郑盈盈, 甘若琳, 等. 存在感、动机和心流体验如何影响学习者的情绪和成绩——基于虚拟现实和幻灯片的媒介比较研究[J].电化教育研究, 2023, 44(6): 104-111.
DONG W, ZHENG Y Y, GAN R L. How Presence, Motivation, and Flow Experiences Affect Learners' Emotions and Performance?——A Comparative Study of Media Based on VR and PPT[J]. Electronic Education Research, 2023, 44(6): 104-111.
[28] HAN J, JO M, HYUN E, et al.Examining Young Children's Perception Toward Augmented Reality-Infused Dramatic Play[J]. Educational Technology Research and Development, 2015, 63(3): 455-474.
[29] READ J C.Validating the Fun Toolkit: An Instrument for Measuring Children's Opinions of Technology[J]. Cognition, Technology & Work, 2008, 10(2): 119-128.
[30] 方睿, 张莎莎, 魏雪琪. 基于儿童阅读差异的电子绘本与纸质绘本设计研究[J]. 出版科学, 2019, 27(5): 71-77.
FANG R, ZHANG S S, WEI X Q.Research on the Design of Print and Digital Picture Books Based on Children’s Reading Differences[J]. Publishing Journal, 2019, 27(5): 71-77.
[31] 刘国雄, 方富熹, 赵佳. 幼儿对不同情境中的情绪认知及其归因[J]. 心理学报, 2006, 38(2): 216-222.
LIU G X, FANG F X, ZHAO J.Preschoolers' Emotion Cognition and Attribution under Different Situations[J]. Acta Psychologica Sinica, 2006, 38(2): 216-222.
[32] 盛笑莹, 孟琦, 王维清, 等. 不同测量方式对学前儿童图画书故事理解能力的影响[J]. 中国临床心理学杂志, 2019, 27(2): 373-377.
SHENG X Y, MENG Q, WANG W Q, et al.The Influence of Different Measurement Methods on Preschoolers' Story Comprehension of Picture Book[J]. Chinese Journal of Clinical Psychology, 2019, 27(2): 373-377.
[33] 陈先红, 杜明曦. 叙事运输理论: 隐喻、模型与运用[J]. 南昌大学学报(人文社会科学版), 2021, 52(4): 78-87.
CHEN X H, DU M X.Narrative Transportation Theory: Metaphors, Models, and Applications[J]. Journal of Nanchang University (Humanities and Social Sciences), 2021, 52(4): 78-87.
[34] BUSSELLE R, BILANDZIC H.Measuring Narrative Engagement[J]. Media Psychology, 2009, 12(4): 321-347.
[35] MAHFOUZ A Y, JOONAS K, OPARA E U.An Overview of and Factor Analytic Approach to Flow Theory in Online Contexts[J]. Technology in Society, 2020, 61: 101228.
[36] 刘哲雨, 刘宇晶, 周继慧. 桌面虚拟现实环境中自我效能感如何影响学习结果——基于心流体验的中介作用[J]. 远程教育杂志, 2022, 40(4): 55-64.
LIU Z Y, LIU Y J, ZHOU J H.Research on the Influence of Self-Efficacy on Learning Outcomes in Desktop Virtual Reality Environment: The Mediating Based on Flow Experience[J]. Journal of Distance Education, 2022, 40(4): 55-64.
[37] 赵婧, 王喜海. 3~6岁儿童学习品质观察评价量表的研制[J]. 学前教育研究, 2018(6): 44-59.
ZHAO J, WANG X H.Observing and Evaluating Scale of 3-6-Year-Old Children's Approaches Toward Learning[J]. Studies in Early Childhood Education, 2018(6): 44-59.
[38] 谢尔登·卡什丹. 女巫一定得死:童话如何塑造性格[M]. 李淑珺, 译. 北京: 机械工业出版社, 2014. 08.
CASHDAN S.The Witch Must Die:the Hidden Meaning of Fairy Tales[M]. Beijing: China Machine Press, 2014.
[39] 哈罗德·威特克, 约翰·哈拉斯.动画的时间掌握[M]. 北京: 中国电影出版社, 2012.
HAROLD W, JOHN H.Temporal Mastery of Animation[M]. Beijing: China Film Publishing House, 2012.
[40] 王琳琳, 周慧敏, 吴贵芊, 等. 学前融合教育对幼儿社会情感能力的影响: 基于角色理论的分析[J]. 学前教育研究, 2023(8): 10-20.
WANG L L, ZHOU H M, WU G Q, et al.The Effects of Preschool Inclusive Education on Children's Socioemotional Competence from the Perspective of the Role Theory[J]. Studies in Early Childhood Education, 2023(8): 10-20.
[41] 王云. 儿童故事的道德叙事理路与路径[J]. 上海教育科研, 2022(7): 81-86.
WANG Y.The Moral Narrative Path and Path of Children's Stories[J]. Journal of Shanghai Educational Research, 2022(7): 81-86.
[42] 罗伯特·麦基. 故事—材质、结构、风格和银幕剧作的原理[M]. 周铁东, 译. 天津: 天津人民出版社, 2014.
ROBERT M.Story: Material, Structure, Style and Principles of Screen Playwriting[M]. ZHOU T D, Translated. Tianjin: Tianjin People's Publishing House, 2014.
[43] 张建, 于爽. 具身认知理论视域下VR/AR图书阅读方式的变革[J]. 出版发行研究, 2017(7): 83-86.
ZHANG J, YU S.The Transformation of VR/AR Book Reading Mode from the Perspective of Embodied Cognition Theory[J]. Publishing Research, 2017(7): 83-86.