注音方式与教学形式在儿童课堂汉字学习中的作用

心理与行为研究 ›› 2009, Vol. 7 ›› Issue (3): 166-170.

注音方式与教学形式在儿童课堂汉字学习中的作用

伍新春,李虹,刘振宏

北京师范大学心理学院,北京 100875

收稿日期:2009-03-01 出版日期:2009-09-20 发布日期:2015-01-21
作者简介:伍新春,北京师范大学心理学院教授。Email: xcwu@bnu.edu.cn。
基金资助:
本研究得到教育部人文社会科学研究06JDXLX006项目和应用实验心理北京市重点实验室项目的资助

THE ROLE OF PINYIN AND FORMAL INSTRUCTION IN LITERACY LESSON OF CHINESE CHILDREN

Wu Xinchun,Li Hong,Liu Zenhong

School of Psychology, Beijing Normal Uniwersity, Beijing 100875

Received:2009-03-01 Online:2009-09-20 Published:2015-01-21

摘要/Abstract

摘要： 通过真实课堂中的教学实验法,以107名一年级小学生为研究对象,探讨了注音方式和教学形式在儿童课堂汉字学习中的作用。结果发现：（1）在课堂教学条件下,重点教学和伴随学习生字的学习效果都不受阅读材料注音方式的影响;（2）与伴随学习相比,重点教学能更好地促进学生的汉字学习,减少中等生和优等生之间的差距;（3）全体学生都能进行有效的伴随学习,学生原有的语文能力越高,伴随学习的可能性越大。

关键词: 课堂教学, 伴随学习, 拼音

Abstract: Using instructional experiments in classroom, the present study investigated the role of pinyin and formal instruction in Chinese children′s traditional literacy lesson with 107 1st graders. The results indicated that:(1)Pinyin didn′t play an important role in children′s character learning under either formal instruction condition or incidental learning condition.(2)Formal instrucion was a more effective way than incidental learning to help children learn to read Chinese and promote average students to catch up with good students.(3)All children benefited from incidental learning. Possibility of incidental learning increased with higher level of children′s ability.

Key words: formal instrucion, incidental learning, pinyin

中图分类号:

G441

伍新春,李虹,刘振宏. 注音方式与教学形式在儿童课堂汉字学习中的作用[J]. 心理与行为研究, 2009, 7(3): 166-170.

Wu Xinchun,Li Hong,Liu Zenhong. THE ROLE OF PINYIN AND FORMAL INSTRUCTION IN LITERACY LESSON OF CHINESE CHILDREN[J]. Studies of Psychology and Behavior, 2009, 7(3): 166-170.

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