汉字结构特点和出现次数在儿童字形学习中的作用
发布时间：2018-08-22 07:24
【摘要】：以41名二年级儿童为研究对象,采用"自我教学"(self-teaching)研究范式(Share,1999),通过操纵汉字类型、出现次数和测试时间,考察儿童的字形学习效果。结果发现,儿童在故事朗读中的字形学习受汉字结构和部件熟悉性的影响,表现为独体字有稳定的再认优势,熟悉部件能促进合体字短期的再认和回忆,这对今后的理论研究和教学实践都具有一定启示意义。
[Abstract]:In this study, 41 second-grade children were studied by using "self-teaching" (self-teaching) research paradigm (SharePoint 1999). The effect of Chinese character learning was investigated by manipulating Chinese character types, appearing times and testing time. The results showed that the Chinese character structure and the familiarity of the parts affected the children's glyph learning in the story reading, which showed that the single-type characters had a stable recognition advantage, and the familiar parts could promote the short-term recognition and recall of the characters. This has certain enlightenment significance to the future theoretical research and teaching practice.
【作者单位】： 北京师范大学心理学院应用实验心理北京市重点实验室;西安市第二十六中学;美国西肯塔基大学教育学院;
【基金】：国家社会科学基金重大项目《儿童阅读障碍的认知机制及其干预》(14ZDB157)的资助
【分类号】：B842.3
，
本文编号：2196389
[Abstract]:In this study, 41 second-grade children were studied by using "self-teaching" (self-teaching) research paradigm (SharePoint 1999). The effect of Chinese character learning was investigated by manipulating Chinese character types, appearing times and testing time. The results showed that the Chinese character structure and the familiarity of the parts affected the children's glyph learning in the story reading, which showed that the single-type characters had a stable recognition advantage, and the familiar parts could promote the short-term recognition and recall of the characters. This has certain enlightenment significance to the future theoretical research and teaching practice.
【作者单位】： 北京师范大学心理学院应用实验心理北京市重点实验室;西安市第二十六中学;美国西肯塔基大学教育学院;
【基金】：国家社会科学基金重大项目《儿童阅读障碍的认知机制及其干预》(14ZDB157)的资助
【分类号】：B842.3
，
本文编号：2196389
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