發(fā)布時間：2018-03-14 12:19

  本文選題：漢字識別　切入點：形音義　出處：《學(xué)術(shù)探索》2017年05期 　論文類型：期刊論文

【摘要】：本研究采用基于語義、語音和字形的啟動范式判斷任務(wù),通過變化SOA(呈現(xiàn)啟動刺激與目標(biāo)刺激的間隔時間)和啟動類型,考查三至五年級傣族兒童在高頻漢字識別過程中,形音義激活的相對時間進程。研究結(jié)果發(fā)現(xiàn):(1)傣族兒童在高頻漢字識別中都表現(xiàn)為最先激活字形,只是三年級兒童字形激活滯后于四、五年級;(2)三年級傣族兒童在識別高頻漢字時,先激活語音后激活語義;四、五年級的傣族兒童在識別高頻漢字時則表現(xiàn)為語音、語義同時激活�；谝陨辖Y(jié)果本文提出了相應(yīng)的漢字教學(xué)建議。
[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.
【作者單位】： 云南師范大學(xué)教育科學(xué)與管理學(xué)院;昆明理工大學(xué)外國語言文化學(xué)院;
【基金】：國家自然科學(xué)基金(31660282)
【分類號】：G623.2;G752
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本文編號：1611175