發(fā)布時(shí)間：2018-03-14 12:19

  本文選題：漢字識(shí)別　切入點(diǎn)：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(yǔ)義、語(yǔ)音和字形的啟動(dòng)范式判斷任務(wù),通過變化SOA(呈現(xiàn)啟動(dòng)刺激與目標(biāo)刺激的間隔時(shí)間)和啟動(dòng)類型,考查三至五年級(jí)傣族兒童在高頻漢字識(shí)別過程中,形音義激活的相對(duì)時(shí)間進(jìn)程。研究結(jié)果發(fā)現(xiàn):(1)傣族兒童在高頻漢字識(shí)別中都表現(xiàn)為最先激活字形,只是三年級(jí)兒童字形激活滯后于四、五年級(jí);(2)三年級(jí)傣族兒童在識(shí)別高頻漢字時(shí),先激活語(yǔ)音后激活語(yǔ)義;四、五年級(jí)的傣族兒童在識(shí)別高頻漢字時(shí)則表現(xiàn)為語(yǔ)音、語(yǔ)義同時(shí)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(guó)語(yǔ)言文化學(xué)院;
【基金】：國(guó)家自然科學(xué)基金(31660282)
【分類號(hào)】：G623.2;G752
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本文編號(hào)：1611175