正字法意识、语音意识与汉语读写能力关系研究

发布时间：2019-04-18 17:32

【摘要】：读写能力是儿童学习和生活能力的重要组成部分,也是当前儿童阅读发展研究的重要课题。正字法意识、声韵母命名意识、音节拼合意识等在不同程度上影响着儿童读写能力的发展。西方学者在这方面进行了大量研究,很多学者认为,在拼音文字中,正字法意识、语音意识与读写能力之间存在着密切的关系,而且语音意识对读写能力的影响要大于正字法意识的影响。关于影响读写能力的因素,学界目前尚存在分歧。有学者认为,正字法意识、语音意识与读写能力之间不存在任何相关关系;也有学者认为,正字法意识与读写能力之间有正相关关系,语音意识与读写能力之间没有联系。因此,对于正字法意识、语音意识与汉语读写能力之间的关系,值得研究。本研究采用分层抽样的调查方法,对深圳市12所小学二、三、四、五年级共1183人进行了测试。测试内容包括智商、读写能力、正字法意识、语音意识、等。其中,正字法意识测试包含真字、假字识别测试,语音意识测试由声母韵母意识、音节意识测试、拼音知识测试组成。读写能力主要是通过单字命名测试,词语命名测试,一分钟快速阅读测试来体现。正文共分为三个部分:第一部分研究正字法意识与读写能力之间的关系。研究发现,正字法意识和读写能力之间有着密切联系。从年级层面来看,二年级正字法意识已经处于发展阶段,三年级和四年级,正字法意识发展迅速,到了五年级,正字法意识趋于成熟稳定。从题型层面来看,正字法意识内部并不是同步发展,位置意识比部件意识要优先发展。从性别层面来看,在低年级阶段,男生在真字识别方面落后于女生;到高年级阶段,男生女生的正字法意识则已经没有显著差异。第二部分是研究语音意识与读写能力之间的关系。语音意识测试主要包含声母韵母意识、音节意识和拼音知识三方面,通过分析这三方面测试和读写能力之间的相关性可以发现:低年级阶段是语音意识发展的最佳时期,语音意识与读写能力联系密切,语音意识内部发展并不平衡。其中,声母意识比韵母意识要优先发展,音节意识在二、三年级发展较快,声韵母命名比音节拼合能力要优先发展。在性别层面上,低年级阶段,女生的声母韵母意识和音节拼合能力比男生要好。第三部分是正字法意识、语音意识和读写能力之间的回归分析。语音意识对读写能力的影响要大于正字法意识对读写能力的影响,在不同年级之间,正字法意识和语音意识对读写能力的影响的可预测程度各有不同总之,正字法意识、语音意识的发展具有不平衡性,二者都与读写能力具有显著相关关系,但在各年级内相关程度有所不同,低年级阶段,男女生在真字识别、声韵母意识、音节拼合上具有显著差异。
[Abstract]:Reading and writing ability is not only an important part of children's learning and living ability, but also an important topic in the research of children's reading development. Orthographic consciousness, phonological naming consciousness and syllable articulation consciousness affect the development of children's reading and writing ability to some extent. Western scholars have done a lot of research in this respect, many scholars believe that there is a close relationship between orthographic awareness, phonological awareness and reading and writing ability in phonetic characters. Moreover, the influence of phonological consciousness on reading and writing ability is greater than that of orthographic consciousness. As to the factors that affect the ability of reading and writing, there are still differences in the academic circles. Some scholars believe that there is no correlation between orthographic consciousness, phonological awareness and reading and writing ability, while some scholars believe that there is a positive correlation between orthographic awareness and reading and writing ability, and there is no relationship between phonological consciousness and reading and writing ability. Therefore, the relationship between orthographic awareness, phonological awareness and Chinese reading and writing ability is worth studying. In this study, 1183 students in grade 2, 3, 4 and 5 of 12 primary schools in Shenzhen were tested by stratified sampling. The test includes IQ, reading and writing ability, orthographic awareness, phonological awareness, and so on. Among them, orthographic awareness test consists of true character, false character recognition test and phonological awareness test, which are composed of vowel awareness test, syllable awareness test and Pinyin knowledge test. Ability to read and write mainly through single-word naming test, one-minute fast reading test to reflect. The text is divided into three parts: the first part studies the relationship between orthographic consciousness and reading and writing ability. It is found that there is a close relationship between orthographic awareness and reading and writing ability. From the level of grade, the awareness of orthographic method in the second grade has been in the development stage, and the awareness of the orthographic method has developed rapidly in the third and fourth grades. In the fifth grade, the consciousness of the orthographic method tends to mature and stable. From the aspect of question type, the consciousness of orthography is not developing synchronously, and the consciousness of position is more important than the consciousness of parts. From the gender point of view, in the lower grade, boys lag behind the girls in the recognition of true characters, but in the senior grade, there is no significant difference in the sense of orthography between boys and girls. The second part is to study the relationship between phonological awareness and reading and writing ability. The Pronunciation Awareness Test mainly includes three aspects: vowel awareness, syllable consciousness and pinyin knowledge. Through analyzing the correlation between these three tests and reading and writing ability, we can find that the lower grade stage is the best period for the development of phonological consciousness. Phonological awareness is closely related to reading and writing ability, and the internal development of phonological consciousness is not balanced. Among them, the consonant consciousness develops first than the vowel consciousness, the syllable consciousness develops faster in the second and third grade, and the nomenclature of the vowel takes precedence over the syllable assembling ability. At the gender level, girls had better consonant awareness and syllabic articulation than boys in the lower grades. The third part is the regression analysis between orthographic consciousness, phonological consciousness and reading and writing ability. The influence of phonological consciousness on reading and writing ability is greater than that of orthographic consciousness on reading and writing ability. In different grades, the influence of orthographic consciousness and phonological consciousness on reading and writing ability is different. In short, orthographic consciousness has different predictable degree on reading and writing ability, in short, orthographic consciousness has different influence on reading and writing ability. The development of phonological consciousness is unbalanced, both of them are significantly related to the ability of reading and writing, but the degree of correlation is different in different grades. In the lower grade, the boys and girls recognize the true characters and the awareness of phonology and vowels. There are significant differences between syllables and syllables.
【学位授予单位】：深圳大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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