【摘要】：讀寫(xiě)能力是兒童學(xué)習(xí)和生活能力的重要組成部分,也是當(dāng)前兒童閱讀發(fā)展研究的重要課題。正字法意識(shí)、聲韻母命名意識(shí)、音節(jié)拼合意識(shí)等在不同程度上影響著兒童讀寫(xiě)能力的發(fā)展。西方學(xué)者在這方面進(jìn)行了大量研究,很多學(xué)者認(rèn)為,在拼音文字中,正字法意識(shí)、語(yǔ)音意識(shí)與讀寫(xiě)能力之間存在著密切的關(guān)系,而且語(yǔ)音意識(shí)對(duì)讀寫(xiě)能力的影響要大于正字法意識(shí)的影響。關(guān)于影響讀寫(xiě)能力的因素,學(xué)界目前尚存在分歧。有學(xué)者認(rèn)為,正字法意識(shí)、語(yǔ)音意識(shí)與讀寫(xiě)能力之間不存在任何相關(guān)關(guān)系;也有學(xué)者認(rèn)為,正字法意識(shí)與讀寫(xiě)能力之間有正相關(guān)關(guān)系,語(yǔ)音意識(shí)與讀寫(xiě)能力之間沒(méi)有聯(lián)系。因此,對(duì)于正字法意識(shí)、語(yǔ)音意識(shí)與漢語(yǔ)讀寫(xiě)能力之間的關(guān)系,值得研究。本研究采用分層抽樣的調(diào)查方法,對(duì)深圳市12所小學(xué)二、三、四、五年級(jí)共1183人進(jìn)行了測(cè)試。測(cè)試內(nèi)容包括智商、讀寫(xiě)能力、正字法意識(shí)、語(yǔ)音意識(shí)、等。其中,正字法意識(shí)測(cè)試包含真字、假字識(shí)別測(cè)試,語(yǔ)音意識(shí)測(cè)試由聲母韻母意識(shí)、音節(jié)意識(shí)測(cè)試、拼音知識(shí)測(cè)試組成。讀寫(xiě)能力主要是通過(guò)單字命名測(cè)試,詞語(yǔ)命名測(cè)試,一分鐘快速閱讀測(cè)試來(lái)體現(xiàn)。正文共分為三個(gè)部分:第一部分研究正字法意識(shí)與讀寫(xiě)能力之間的關(guān)系。研究發(fā)現(xiàn),正字法意識(shí)和讀寫(xiě)能力之間有著密切聯(lián)系。從年級(jí)層面來(lái)看,二年級(jí)正字法意識(shí)已經(jīng)處于發(fā)展階段,三年級(jí)和四年級(jí),正字法意識(shí)發(fā)展迅速,到了五年級(jí),正字法意識(shí)趨于成熟穩(wěn)定。從題型層面來(lái)看,正字法意識(shí)內(nèi)部并不是同步發(fā)展,位置意識(shí)比部件意識(shí)要優(yōu)先發(fā)展。從性別層面來(lái)看,在低年級(jí)階段,男生在真字識(shí)別方面落后于女生;到高年級(jí)階段,男生女生的正字法意識(shí)則已經(jīng)沒(méi)有顯著差異。第二部分是研究語(yǔ)音意識(shí)與讀寫(xiě)能力之間的關(guān)系。語(yǔ)音意識(shí)測(cè)試主要包含聲母韻母意識(shí)、音節(jié)意識(shí)和拼音知識(shí)三方面,通過(guò)分析這三方面測(cè)試和讀寫(xiě)能力之間的相關(guān)性可以發(fā)現(xiàn):低年級(jí)階段是語(yǔ)音意識(shí)發(fā)展的最佳時(shí)期,語(yǔ)音意識(shí)與讀寫(xiě)能力聯(lián)系密切,語(yǔ)音意識(shí)內(nèi)部發(fā)展并不平衡。其中,聲母意識(shí)比韻母意識(shí)要優(yōu)先發(fā)展,音節(jié)意識(shí)在二、三年級(jí)發(fā)展較快,聲韻母命名比音節(jié)拼合能力要優(yōu)先發(fā)展。在性別層面上,低年級(jí)階段,女生的聲母韻母意識(shí)和音節(jié)拼合能力比男生要好。第三部分是正字法意識(shí)、語(yǔ)音意識(shí)和讀寫(xiě)能力之間的回歸分析。語(yǔ)音意識(shí)對(duì)讀寫(xiě)能力的影響要大于正字法意識(shí)對(duì)讀寫(xiě)能力的影響,在不同年級(jí)之間,正字法意識(shí)和語(yǔ)音意識(shí)對(duì)讀寫(xiě)能力的影響的可預(yù)測(cè)程度各有不同總之,正字法意識(shí)、語(yǔ)音意識(shí)的發(fā)展具有不平衡性,二者都與讀寫(xiě)能力具有顯著相關(guān)關(guān)系,但在各年級(jí)內(nèi)相關(guān)程度有所不同,低年級(jí)階段,男女生在真字識(shí)別、聲韻母意識(shí)、音節(jié)拼合上具有顯著差異。
[Abstract]:Reading and writing ability is not only an important part of children's learning and living ability, but also an important topic in the research of children's reading development. Orthographic consciousness, phonological naming consciousness and syllable articulation consciousness affect the development of children's reading and writing ability to some extent. Western scholars have done a lot of research in this respect, many scholars believe that there is a close relationship between orthographic awareness, phonological awareness and reading and writing ability in phonetic characters. Moreover, the influence of phonological consciousness on reading and writing ability is greater than that of orthographic consciousness. As to the factors that affect the ability of reading and writing, there are still differences in the academic circles. Some scholars believe that there is no correlation between orthographic consciousness, phonological awareness and reading and writing ability, while some scholars believe that there is a positive correlation between orthographic awareness and reading and writing ability, and there is no relationship between phonological consciousness and reading and writing ability. Therefore, the relationship between orthographic awareness, phonological awareness and Chinese reading and writing ability is worth studying. In this study, 1183 students in grade 2, 3, 4 and 5 of 12 primary schools in Shenzhen were tested by stratified sampling. The test includes IQ, reading and writing ability, orthographic awareness, phonological awareness, and so on. Among them, orthographic awareness test consists of true character, false character recognition test and phonological awareness test, which are composed of vowel awareness test, syllable awareness test and Pinyin knowledge test. Ability to read and write mainly through single-word naming test, one-minute fast reading test to reflect. The text is divided into three parts: the first part studies the relationship between orthographic consciousness and reading and writing ability. It is found that there is a close relationship between orthographic awareness and reading and writing ability. From the level of grade, the awareness of orthographic method in the second grade has been in the development stage, and the awareness of the orthographic method has developed rapidly in the third and fourth grades. In the fifth grade, the consciousness of the orthographic method tends to mature and stable. From the aspect of question type, the consciousness of orthography is not developing synchronously, and the consciousness of position is more important than the consciousness of parts. From the gender point of view, in the lower grade, boys lag behind the girls in the recognition of true characters, but in the senior grade, there is no significant difference in the sense of orthography between boys and girls. The second part is to study the relationship between phonological awareness and reading and writing ability. The Pronunciation Awareness Test mainly includes three aspects: vowel awareness, syllable consciousness and pinyin knowledge. Through analyzing the correlation between these three tests and reading and writing ability, we can find that the lower grade stage is the best period for the development of phonological consciousness. Phonological awareness is closely related to reading and writing ability, and the internal development of phonological consciousness is not balanced. Among them, the consonant consciousness develops first than the vowel consciousness, the syllable consciousness develops faster in the second and third grade, and the nomenclature of the vowel takes precedence over the syllable assembling ability. At the gender level, girls had better consonant awareness and syllabic articulation than boys in the lower grades. The third part is the regression analysis between orthographic consciousness, phonological consciousness and reading and writing ability. The influence of phonological consciousness on reading and writing ability is greater than that of orthographic consciousness on reading and writing ability. In different grades, the influence of orthographic consciousness and phonological consciousness on reading and writing ability is different. In short, orthographic consciousness has different predictable degree on reading and writing ability, in short, orthographic consciousness has different influence on reading and writing ability. The development of phonological consciousness is unbalanced, both of them are significantly related to the ability of reading and writing, but the degree of correlation is different in different grades. In the lower grade, the boys and girls recognize the true characters and the awareness of phonology and vowels. There are significant differences between syllables and syllables.
【學(xué)位授予單位】：深圳大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.2

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 袁曉琳;肖少北;;國(guó)外語(yǔ)音意識(shí)研究綜述[J];國(guó)外社會(huì)科學(xué);2009年06期

2 直向輝;王桂青;;語(yǔ)音意識(shí)干預(yù)研究述評(píng)[J];校園心理;2010年01期

3 李潔;;國(guó)內(nèi)外語(yǔ)音意識(shí)研究概況[J];安陽(yáng)工學(xué)院學(xué)報(bào);2010年01期

4 李曉;;培養(yǎng)語(yǔ)音意識(shí) 提高閱讀能力[J];吉林省教育學(xué)院學(xué)報(bào)(學(xué)科版);2010年03期

5 李光澤;李榮寶;;語(yǔ)音意識(shí)的實(shí)質(zhì)及其作用機(jī)制的實(shí)證研究[J];福建師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2012年04期

6 陳婉轉(zhuǎn);;語(yǔ)音意識(shí)干預(yù)對(duì)克服單詞拼讀障礙的作用研究[J];洛陽(yáng)師范學(xué)院學(xué)報(bào);2013年04期

7 邱建華;趙登明;;培養(yǎng)語(yǔ)音意識(shí),提高閱讀能力[J];中小學(xué)外語(yǔ)教學(xué)(中學(xué)篇);2005年05期

8 姚玉紅;西方語(yǔ)音意識(shí)研究及其對(duì)我國(guó)教育的啟示[J];寧波大學(xué)學(xué)報(bào)(教育科學(xué)版);2001年04期

9 王燕,王素芳;漢語(yǔ)兒童閱讀能力發(fā)展中的語(yǔ)音意識(shí)研究[J];唐山學(xué)院學(xué)報(bào);2003年03期

10 李艷玲;語(yǔ)音意識(shí)培養(yǎng)對(duì)英語(yǔ)閱讀的作用[J];新疆石油教育學(xué)院學(xué)報(bào);2004年04期

相關(guān)會(huì)議論文 前10條

1 康翠萍;;語(yǔ)音意識(shí)和快速命名在預(yù)測(cè)漢語(yǔ)兒童閱讀能力中的作用[A];第十一屆全國(guó)心理學(xué)學(xué)術(shù)會(huì)議論文摘要集[C];2007年

2 李榮寶;陳素梅;李光澤;王幼琨;;方言對(duì)兒童標(biāo)準(zhǔn)語(yǔ)語(yǔ)音意識(shí)發(fā)展的影響[A];第四屆全國(guó)認(rèn)知語(yǔ)言學(xué)研討會(huì)論文摘要匯編[C];2006年

3 李榮寶;;語(yǔ)音知覺(jué)同化與雙語(yǔ)兒童語(yǔ)音意識(shí)發(fā)展[A];福建省外國(guó)語(yǔ)文學(xué)會(huì)2006年年會(huì)暨學(xué)術(shù)研討會(huì)論文集（上）[C];2006年

4 楊青;李慶安;王保云;;三種語(yǔ)音意識(shí)干預(yù)模式對(duì)英文單詞拼寫(xiě)作用的比較[A];第十一屆全國(guó)心理學(xué)學(xué)術(shù)會(huì)議論文摘要集[C];2007年

5 劉文理;;漢語(yǔ)語(yǔ)音意識(shí)困難兒童的音位范疇化技能[A];中國(guó)社會(huì)心理學(xué)會(huì)2008年全國(guó)學(xué)術(shù)大會(huì)論文摘要集[C];2008年

6 任萍;徐芬;張瑞平;;拼音學(xué)習(xí)對(duì)幼兒語(yǔ)音意識(shí)發(fā)展的影響[A];第十屆全國(guó)心理學(xué)學(xué)術(shù)大會(huì)論文摘要集[C];2005年

7 唐珊;伍新春;;漢語(yǔ)兒童語(yǔ)音意識(shí)的早期發(fā)展[A];第十屆全國(guó)心理學(xué)學(xué)術(shù)大會(huì)論文摘要集[C];2005年

8 孫燕平;徐長(zhǎng)艷;陶沙;;語(yǔ)音意識(shí)和正字法加工技能在漢語(yǔ)兒童英語(yǔ)閱讀中的作用[A];第十一屆全國(guó)心理學(xué)學(xué)術(shù)會(huì)議論文摘要集[C];2007年

9 馮艷皎;陶沙;;語(yǔ)音意識(shí)和正字法意識(shí)對(duì)漢語(yǔ)兒童英語(yǔ)單詞拼寫(xiě)的影響作用及其年級(jí)差異[A];第十一屆全國(guó)心理學(xué)學(xué)術(shù)會(huì)議論文摘要集[C];2007年

10 楊青;;四種語(yǔ)音意識(shí)干預(yù)模式對(duì)英文單詞拼寫(xiě)作用的比較[A];第十二屆全國(guó)心理學(xué)學(xué)術(shù)大會(huì)論文摘要集[C];2009年

相關(guān)博士學(xué)位論文 前2條

1 李光澤;中國(guó)青少年英語(yǔ)學(xué)習(xí)者語(yǔ)音加工技能與閱讀能力的關(guān)系研究[D];廣東外語(yǔ)外貿(mào)大學(xué);2009年

2 徐芬;兒童漢語(yǔ)和英語(yǔ)語(yǔ)音意識(shí)的發(fā)展特點(diǎn)及其相互關(guān)系[D];浙江大學(xué);2002年

相關(guān)碩士學(xué)位論文 前10條

1 張?jiān)缕?語(yǔ)音、語(yǔ)素及字形意識(shí)對(duì)閱讀理解的影響[D];山東大學(xué);2015年

2 鄧杰;拼讀法在小學(xué)英語(yǔ)詞匯教學(xué)中的實(shí)證研究[D];內(nèi)蒙古師范大學(xué);2015年

3 徐曉杰;中級(jí)水平印歐語(yǔ)系母語(yǔ)留學(xué)生漢語(yǔ)語(yǔ)音意識(shí)發(fā)展實(shí)證研究[D];南京大學(xué);2014年

4 曾旭;以閱讀為導(dǎo)向的自然拼讀法在小學(xué)高年級(jí)英語(yǔ)教學(xué)中的應(yīng)用研究[D];杭州師范大學(xué);2016年

5 鄒素梅;雙路徑教學(xué)對(duì)七年級(jí)學(xué)生英語(yǔ)識(shí)字學(xué)習(xí)的效果研究[D];江西師范大學(xué);2016年

6 羅樹(shù)華;英語(yǔ)拼讀法干預(yù)下的語(yǔ)音教學(xué)模式對(duì)語(yǔ)音意識(shí)和單詞識(shí)別能力影響的試驗(yàn)研究[D];廣西師范學(xué)院;2016年

7 陳蓓;小學(xué)低年級(jí)語(yǔ)文學(xué)業(yè)不良兒童的語(yǔ)音意識(shí)和語(yǔ)素意識(shí)的干預(yù)研究[D];陜西師范大學(xué);2016年

8 楊雄斐;正字法意識(shí)、語(yǔ)音意識(shí)與漢語(yǔ)讀寫(xiě)能力關(guān)系研究[D];深圳大學(xué);2017年

9 郭瓊;余干方言地區(qū)兒童語(yǔ)音意識(shí)發(fā)展特點(diǎn)及其與拼音水平的關(guān)系研究[D];江西師范大學(xué);2010年

10 李光澤;漢語(yǔ)語(yǔ)音意識(shí)在兒童閱讀發(fā)展中的作用[D];福建師范大學(xué);2005年

，

本文編號(hào)：2460206