【摘要】：以41名二年級兒童為研究對象,采用"自我教學(xué)"(self-teaching)研究范式(Share,1999),通過操縱漢字類型、出現(xiàn)次數(shù)和測試時間,考察兒童的字形學(xué)習(xí)效果。結(jié)果發(fā)現(xiàn),兒童在故事朗讀中的字形學(xué)習(xí)受漢字結(jié)構(gòu)和部件熟悉性的影響,表現(xiàn)為獨(dú)體字有穩(wěn)定的再認(rèn)優(yōu)勢,熟悉部件能促進(jìn)合體字短期的再認(rèn)和回憶,這對今后的理論研究和教學(xué)實(shí)踐都具有一定啟示意義。
[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.
【作者單位】： 北京師范大學(xué)心理學(xué)院應(yīng)用實(shí)驗(yàn)心理北京市重點(diǎn)實(shí)驗(yàn)室;西安市第二十六中學(xué);美國西肯塔基大學(xué)教育學(xué)院;
【基金】：國家社會科學(xué)基金重大項(xiàng)目《兒童閱讀障礙的認(rèn)知機(jī)制及其干預(yù)》(14ZDB157)的資助
【分類號】：B842.3
，

本文編號：2196389