傣族儿童汉字识别的过程特征及教学启示

发布时间：2018-03-14 12:19

  本文选题：汉字识别　切入点：形音义　出处：《学术探索》2017年05期 　论文类型：期刊论文

【摘要】：本研究采用基于语义、语音和字形的启动范式判断任务,通过变化SOA(呈现启动刺激与目标刺激的间隔时间)和启动类型,考查三至五年级傣族儿童在高频汉字识别过程中,形音义激活的相对时间进程。研究结果发现:(1)傣族儿童在高频汉字识别中都表现为最先激活字形,只是三年级儿童字形激活滞后于四、五年级;(2)三年级傣族儿童在识别高频汉字时,先激活语音后激活语义;四、五年级的傣族儿童在识别高频汉字时则表现为语音、语义同时激活。基于以上结果本文提出了相应的汉字教学建议。
[Abstract]:In this study, based on semantic, phonetic and glyph priming paradigms, we used SOA (showing the interval between priming stimulus and target stimulus) and the type of priming to examine the process of high frequency Chinese character recognition among Dai children in grades 3 to 5. The relative time process of phonetic activation. The results show that the Dai children are the first to activate the font in the high frequency Chinese character recognition, but the third grade children lag behind the fourth. In grade 5, Dai children first activate speech and then activate semantics when they recognize high-frequency Chinese characters, while the fourth and fifth grade Dai children show speech when they recognize high-frequency Chinese characters. Semantic simultaneous activation. Based on the above results, this paper puts forward the corresponding Chinese character teaching suggestions.
【作者单位】： 云南师范大学教育科学与管理学院;昆明理工大学外国语言文化学院;
【基金】：国家自然科学基金(31660282)
【分类号】：G623.2;G752
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本文编号：1611175