本文選題：認寫同步 + 多認少寫　； 參考：《語言教學與研究》2013年03期

【摘要】：本研究在嚴格控制實驗材料和實驗時間的條件下,對不同筆畫、不同頻率、不同結構的漢字進行了三次教學實驗,考察了"認寫同步"和"多認少寫"兩種教法對漢字形、音、義三個維度習得效果的影響。結果表明,在不同筆畫、頻率、結構漢字的字義習得和不同結構漢字的字形習得實驗中,"認寫同步"教學組的成績都顯著好于"多認少寫"教學組。兩種教法對漢字的語音習得效果差異不顯著。時間造成的遺忘對字音和字形習得效果的負面影響顯著大于字義。本文建議在初級漢語階段采用"分散識字、口頭運用"和"集中識字、筆頭書寫"有機結合的雙軌教學。
[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.
【作者單位】： 北京語言大學漢語進修學院;
【分類號】：H193

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