如今儿童有声书已成为儿童教育的重要组成部分，新媒体平台的儿童有声书引起了广泛关注。本研究以使用与满足理论为基础，以喜马拉雅FM为例，探讨了儿童有声书的使用与互动。本文首先介绍了使用与满足理论的基本概念，认为用户使用儿童有声书是为了满足自身的需求，以及儿童有声书的发展现状，包括儿童有声书的研究现状。

为了深入了解儿童有声书的使用情况和互动行为，选取孩子年龄在3-12岁之间的儿童家长为研究对象，通过问卷调查为主，访谈为补充的研究方式，收集了家长作为喜马拉雅FM用户使用儿童有声书的相关数据。研究揭示了用户在使用儿童有声书时的需求和满足程度，发现不同儿童年龄段的家长对有声书类型有不同需求，例如，年龄较小的儿童使用有声书时家长更倾向于选择儿童动画，而针对于年龄较大的儿童，家长则更偏好少儿文学和科普百科。此外，研究还发现，使用动机强的家长更频繁地进行互动，知识付费意愿更强。本研究也发现了当前儿童有声书存在的问题，包括个性化推荐方面、内容生产方面、知识付费方面等，并给出了发展建议，要求平台在功能和内容等方面进行改善，也需要平台运营者、内容生产者、家长和教育者等多方努力。希望本研究能为儿童有声书的进一步发展提供理论支持和实践指导。

Nowadays children's audiobooks have become an important part of children's education, and children's audiobooks on new media platforms have attracted widespread attention. This study explores the use and interaction of children's audiobooks based on the use and satisfaction theory, taking Himalaya FM as an example. This paper first introduces the basic concepts of the use and satisfaction theory, which argues that users use children's audiobooks to satisfy their own needs, as well as the current development of children's audiobooks, including the current state of research on children's audiobooks.

In order to gain a deeper understanding of children's audiobook use and interactive behavior, parents of children with children between the ages of 3 and 12 were selected as the research subjects, and data related to the use of children's audiobooks by parents as users of Himalaya FM were collected through a questionnaire-based research method supplemented by interviews. The study reveals users' needs and satisfaction levels when using children's audiobooks, and finds that parents of different children's age groups have different needs for audiobook genres, for example, parents of younger children prefer children's animation when using audiobooks, while parents of older children prefer children's literature and science encyclopedias. In addition, the study found that parents who were highly motivated to use them interacted more frequently and had a greater willingness to pay for knowledge. This study also identifies problems with current children's audiobooks, including personalized recommendation, content production, and knowledge payment, and gives suggestions for their development, which require platforms to improve their functions and content, and also require the efforts of platform operators, content producers, parents, and educators. It is hoped that this study can provide theoretical support and practical guidance for the further development of children's audiobooks.