儿童语素意识的发展及其与儿童早期阅读的关系

发布时间：2018-06-10 08:35

本文选题：语素意识 + 阅读能力　；参考：《陕西师范大学》2010年硕士论文

【摘要】： 始于上个世纪50年级末的儿童语素意识的研究,主要是以拼音文字为对象,儿童汉语的语素意识又是如何发展的呢?阅读作为一种基本的学习和生活技能,一直是研究者研究的重点。近年,对儿童语素意识与阅读能力间的关系研究成为热点,但大多都是对英语儿童的研究,汉语儿童语素意识的发展及其与早期阅读能力的关系如何呢?分享阅读教育作为一种有效的早期阅读教育方法,对儿童语素意识和阅读能力又是否有影响呢?为了探讨这些问题,本文以幼儿园中班和大班、小学一二三年级儿童为被试,主要包括以下三项研究：研究一儿童语素意识的发展特点研究。研究结果发现,儿童在学前时期已经开始发展语素意识；儿童在识别语素测验中得分最高,识别语素意识发展的最早,在幼儿园中班时已经可以识别语素；辨别语素能力比识别语素能力发展的晚,且小学二三年级是辨别语素能力发展的关键时期；三个年级的区分语素能力存在差异性,区分语素能力随着年级的增长而提高,小学阶段是儿童区分语素能力发展的关键时期；三年级儿童选择解释语素能力显著高于一二年级,三年级是儿童选择解释能力发展的关键时期；儿童的语素意识随着年级的增长而不断提高。研究二儿童语素意识的发展与早期阅读能力的关系研究。研究结果发现,儿童的词汇理解能力随着年级的增长而提高,除了幼儿园大班与小学一年级儿童之间的差异不显著外,其他各年级之间的差异均显著；一二三年级儿童的阅读理解能力随着年级的增长而不断提高；识别语素能力、辨别语素能力、区分语素能力、选择解释能力、词汇理解能力和阅读理解能力之间均呈现显著的相关,区分语素意识能力与词汇理解能力和阅读理解能力的相关系数都是最高,选择解释能力与词汇理解能力和阅读理解能力的相关系数都是最低；小学一年级时儿童的语素意识与词汇理解能力和阅读理解能力表现出显著的相关,随着年级的增长,语素意识与词汇理解能力和阅读理解能力的相关性降低了；语素意识能较好的预测词汇理解能力的发展；语素意识比词汇水平更能预测儿童的阅读能力,语素意识对阅读能力的影响作用比词汇水平的影响作用大,而且年级越低,预测作用越显著。研究三以分享阅读教育法为例,说明早期阅读教育对学前儿童语素意识发展和阅读能力的影响。研究结果发现,对于中班儿童来说,分享阅读教育对儿童的语素意识、词汇理解能力和阅读理解能力有影响；对于大班儿童来说,分享阅读教育对儿童的阅读理解能力影响更大；参加分享阅读儿童和未参加分享阅读儿童在辨别语素能力、词汇理解能力和阅读理解能力方面差异显著,进一步说明分享阅读教育可以促进儿童语素意识、阅读能力的发展,教育者应在学前时期就加强对儿童的早期阅读教育。
[Abstract]:In recent years , the relationship between the awareness of children and the ability of reading has been the focus of the research of the researchers .

The developmental features of a child ' s language consciousness were studied . The results showed that children had begun to develop morphemes during the pre - school period .
The child has the highest score in the identification corpus , the earliest of which identifies the development of morphemes , which can be identified in the kindergarten class .
The second three - year level is the key period to identify the development of Chinese language ability .
There is a difference in the distinction between the three grades , which is the key period of the development of the children ' s ability to distinguish the pragmatic ability with the increase of the grade .
The third - grade children choose to explain the language ability is significantly higher than the second grade , the third grade is the key period of the child ' s choice explanation capacity development ;
The language consciousness of children is increasing with the increase of grade .

The relationship between the development of children ' s language consciousness and the ability of early reading was studied . The results showed that the vocabulary comprehension ability of children increased with the increase of grade , except that there was no significant difference between the kindergarten and primary grade children , and the difference between other grades was significant ;
The reading comprehension ability of first - second - grade children is increasing with the increase of grade ;
The correlation coefficient between the ability of speech recognition and vocabulary comprehension and reading comprehension is the highest , and the correlation coefficient between the selection interpretation ability and the vocabulary comprehension ability and reading comprehension ability is the lowest ;
In the first grade of primary school , the child ' s pragmatic awareness is related to the ability of vocabulary comprehension and reading comprehension , and with the increase of grade , the correlation between pragmatic awareness and vocabulary comprehension ability and reading comprehension ability is reduced ;
Pragmatic consciousness can predict the development of vocabulary comprehension ability better ;
The level of morphemes is more predictive of children ' s reading ability than vocabulary level . The effect of morphemes awareness on reading ability is greater than that of vocabulary level , and the lower the grade , the more significant the prediction function .

The research results show that , for middle - class children , the sharing of reading education has an influence on the language consciousness , vocabulary comprehension ability and reading comprehension ability of children .
For large - class children , sharing reading education has a greater impact on children ' s reading comprehension ability ;
There is a significant difference in the ability of reading children and not participating in the sharing of reading children ' s ability to distinguish language , vocabulary comprehension and reading comprehension , and further illustrates that sharing reading education can promote the development of children ' s language consciousness and reading ability , and the educator should strengthen the early reading education for children in the pre - school period .
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612

【引证文献】