中文摘要：

电子媒体作为儿童学习、娱乐、沟通和展示自我的工具，对儿童的认知方式、情感互动方式和参与社会的方式等都会产生一定的影响。生态系统理论认为儿童发展源于儿童与环境的交互，而生态科技微系统理论是在电子科技的环境下以生态系统理论为背景提出的。本文从生态系统理论的视角，分析电子媒体使用中儿童的特点、电子媒体的内容和特点，以及媒体使川的环境三类因素对儿童发展的影响。

英文摘要：

Children are using electronics more and more often at a very young age; children and adolescents use electronics as tools forlearning, entertainment, and communication. The driving theories behind the research on the impact of electronics use on their develop-ment offer different interpretations of the impact of electronics use on children＇s cognition, emotions, and the way they relate to the worldaround them. In particular, the ecological system theory emphasizes how the relationship between the child and the broader environmen-tal contexts affects development. The ecological techno - subsystem is a component of a child＇s microsystem. It includes interaction,communication, and recreation with both living （ e. g. , peers） and non - living （ e. g. hardware） entities. Empirical evidence showsthat the impact of media on children depends on three distinct but interrelated factors attributes of the child ; characteristics of the elec-tronic media stimuli; and the varied environmental contexts surrounding the child＇s media use. One essential finding of the studies to date is that the content delivered by electronic media is far more influential than the devicesthemselves. A small negative link between the total hours a child spends viewing TV and that child＇s academic achievement were foundin some studies, but this link typically disappeared when the child＇s IQ or socioeconomic status was controlled for. Moreover, taking intoaccount the different types of content children may encounter, viewing entertainment programs is linked negatively with achievement,while viewing educational programs is linked positively with academic achievement. For other cognitive skills, researchers have foundthat electronic media, particularly video games, can enhance visuospatial skills. Media exposure also affects children＇s social development. Online communication with peers is beneficial to children and adoles-cents. Researchers propose rich - get - richer and social - compensation hypotheses to explain the different