本文選題：語素意識 + 閱讀能力��； 參考：《陜西師范大學(xué)》2010年碩士論文

【摘要】： 始于上個世紀(jì)50年級末的兒童語素意識的研究,主要是以拼音文字為對象,兒童漢語的語素意識又是如何發(fā)展的呢?閱讀作為一種基本的學(xué)習(xí)和生活技能,一直是研究者研究的重點。近年,對兒童語素意識與閱讀能力間的關(guān)系研究成為熱點,但大多都是對英語兒童的研究,漢語兒童語素意識的發(fā)展及其與早期閱讀能力的關(guān)系如何呢?分享閱讀教育作為一種有效的早期閱讀教育方法,對兒童語素意識和閱讀能力又是否有影響呢?為了探討這些問題,本文以幼兒園中班和大班、小學(xué)一二三年級兒童為被試,主要包括以下三項研究： 研究一兒童語素意識的發(fā)展特點研究。研究結(jié)果發(fā)現(xiàn),兒童在學(xué)前時期已經(jīng)開始發(fā)展語素意識；兒童在識別語素測驗中得分最高,識別語素意識發(fā)展的最早,在幼兒園中班時已經(jīng)可以識別語素；辨別語素能力比識別語素能力發(fā)展的晚,且小學(xué)二三年級是辨別語素能力發(fā)展的關(guān)鍵時期；三個年級的區(qū)分語素能力存在差異性,區(qū)分語素能力隨著年級的增長而提高,小學(xué)階段是兒童區(qū)分語素能力發(fā)展的關(guān)鍵時期；三年級兒童選擇解釋語素能力顯著高于一二年級,三年級是兒童選擇解釋能力發(fā)展的關(guān)鍵時期；兒童的語素意識隨著年級的增長而不斷提高。 研究二兒童語素意識的發(fā)展與早期閱讀能力的關(guān)系研究。研究結(jié)果發(fā)現(xiàn),兒童的詞匯理解能力隨著年級的增長而提高,除了幼兒園大班與小學(xué)一年級兒童之間的差異不顯著外,其他各年級之間的差異均顯著；一二三年級兒童的閱讀理解能力隨著年級的增長而不斷提高；識別語素能力、辨別語素能力、區(qū)分語素能力、選擇解釋能力、詞匯理解能力和閱讀理解能力之間均呈現(xiàn)顯著的相關(guān),區(qū)分語素意識能力與詞匯理解能力和閱讀理解能力的相關(guān)系數(shù)都是最高,選擇解釋能力與詞匯理解能力和閱讀理解能力的相關(guān)系數(shù)都是最低；小學(xué)一年級時兒童的語素意識與詞匯理解能力和閱讀理解能力表現(xiàn)出顯著的相關(guān),隨著年級的增長,語素意識與詞匯理解能力和閱讀理解能力的相關(guān)性降低了；語素意識能較好的預(yù)測詞匯理解能力的發(fā)展；語素意識比詞匯水平更能預(yù)測兒童的閱讀能力,語素意識對閱讀能力的影響作用比詞匯水平的影響作用大,而且年級越低,預(yù)測作用越顯著。 研究三以分享閱讀教育法為例,說明早期閱讀教育對學(xué)前兒童語素意識發(fā)展和閱讀能力的影響。研究結(jié)果發(fā)現(xiàn),對于中班兒童來說,分享閱讀教育對兒童的語素意識、詞匯理解能力和閱讀理解能力有影響；對于大班兒童來說,分享閱讀教育對兒童的閱讀理解能力影響更大；參加分享閱讀兒童和未參加分享閱讀兒童在辨別語素能力、詞匯理解能力和閱讀理解能力方面差異顯著,進(jìn)一步說明分享閱讀教育可以促進(jìn)兒童語素意識、閱讀能力的發(fā)展,教育者應(yīng)在學(xué)前時期就加強對兒童的早期閱讀教育。
[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 .
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G612

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 陳泊蓉;小學(xué)中高年級兒童漢語語素意識的發(fā)展特點及其與閱讀理解的關(guān)系[D];陜西師范大學(xué);2011年

2 趙永玲;語音加工技能與兒童閱讀理解關(guān)系的研究[D];陜西師范大學(xué);2012年

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本文編號：2002606