不同教法对汉字形音义习得影响的教学实验研究

发布时间：2018-05-22 14:25

  本文选题：认写同步 + 多认少写　； 参考：《语言教学与研究》2013年03期

【摘要】：本研究在严格控制实验材料和实验时间的条件下,对不同笔画、不同频率、不同结构的汉字进行了三次教学实验,考察了"认写同步"和"多认少写"两种教法对汉字形、音、义三个维度习得效果的影响。结果表明,在不同笔画、频率、结构汉字的字义习得和不同结构汉字的字形习得实验中,"认写同步"教学组的成绩都显著好于"多认少写"教学组。两种教法对汉字的语音习得效果差异不显著。时间造成的遗忘对字音和字形习得效果的负面影响显著大于字义。本文建议在初级汉语阶段采用"分散识字、口头运用"和"集中识字、笔头书写"有机结合的双轨教学。
[Abstract]:Under the condition of strictly controlling the experimental materials and experimental time, three teaching experiments were carried out on Chinese characters with different strokes, different frequencies and different structures. The two teaching methods of "recognition and writing synchronization" and "more recognition and less writing" were investigated. The effect of the acquisition effect of the three dimensions of meaning. The results show that in the experiments of different stroke, frequency, structural Chinese character meaning acquisition and different structure Chinese character acquisition, the "recognition and writing synchronization" teaching group is significantly better than the "more recognition and less writing" teaching group. There is no significant difference between the two teaching methods in the acquisition of Chinese characters. The negative effect of time-induced forgetfulness on the acquisition of phonetic and glyph is significantly greater than that of word meaning. In this paper, the author suggests a dual-track teaching of "decentralized literacy, oral use" and "concentrated literacy and written writing" in primary Chinese.
【作者单位】： 北京语言大学汉语进修学院;
【分类号】：H193

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