圖畫書中漢字形旁和聲旁對一年級學生新詞學習影響的眼動研究
發(fā)布時間：2018-12-17 17:30
【摘要】：在我國,一年級兒童已經習慣在幼兒階段閱讀大量圖畫書,圖畫書作為兒童閱讀的起點,在兒童的閱讀發(fā)展中扮演著非常重要的作用。如何繼續(xù)采用圖畫書閱讀來促進兒童識字學習成為一個重要研究方向。但很多眼動研究已證實兒童在圖畫書閱讀的過程中對文字的關注時間是極少的,關于兒童能否在圖畫書閱讀中通過與文字短暫的接觸學習新詞仍存在爭議,關于這一問題的研究具有很大實踐意義,也是本研究的主要問題之一。在中文中左形右聲結構的形聲字占很大比例,已有不少研究證明,在中文漢字識別中,組成形聲字的形旁和聲旁分別對漢字語義和語音的學習起到非常關鍵的作用。本研究關注的是,在形聲字的語音、語義的獲得過程中,形旁和聲旁各自是如何起關鍵作用的,以及這一過程是否受到形旁、聲旁頻率的影響。本研究主要采用眼動追蹤技術,探究在圖畫書分享閱讀情境下,中國一年級兒童能否學習新詞,以及這一學習過程是否受到新詞形旁、聲旁頻率的影響。30個一年級兒童在眼動追蹤的記錄下,完成閱讀32個包含有目標刺激故事的學習任務。每次讀完8個故事后,要求兒童完成兩個測試:讀音測試(讀出目標詞的發(fā)音)和選擇測試(從四個選項中選出目標刺激)。實驗采用2(形旁、聲旁)×2(高頻、低頻)的兩因素被試內設計,實驗記錄閱讀過程中的眼動數(shù)據與測試階段中的反應時和反應正確率。研究結果發(fā)現(xiàn):(1)圖畫書閱讀可以促進一年級兒童對新詞的學習,且這一學習過程受到新詞形、聲旁頻率的影響。(2)對新詞的注視時間占總注視時間的16%。(3)注視時間和兒童本身的語言能力對學習效果產生不可忽視的作用。本結果為圖畫書閱讀可以促進新詞學習提供了實驗證據,同時也證明這一學習過程受形旁、聲旁頻率的影響,因此本研究最后提出關于漢字學習與教學兩方面的教育建議。
[Abstract]:In China, first grade children have been used to reading a large number of picture books in early childhood. Picture books, as the starting point of children's reading, play a very important role in the development of children's reading. How to continue to use picture book reading to promote children's literacy learning has become an important research direction. However, many eye movement studies have confirmed that children pay little attention to words in the course of reading picture books, and there is still controversy about whether children can learn new words through brief contact with the text in picture books. The research on this issue is of great practical significance and is one of the main problems in this study. In Chinese, the left and right phonetic structures account for a large proportion of phonetic characters. Many studies have proved that in Chinese character recognition, the phonetic side and the phonetic side of the phonetic characters play a very important role in the semantic and phonetic learning of Chinese characters. This study focuses on how the paratonic and phonetic side play a key role in the phonetic and semantic acquisition of pictophonetic characters, and whether the process is affected by the phonetic side and the phonetic side frequency. In this study, eye movement tracking technique was used to explore whether Chinese first-year children could learn new words in the context of picture book sharing, and whether the learning process was next to new words. The effect of side frequency. Thirty first graders completed 32 tasks of reading with goal-stimulating stories recorded by eye movement tracking. After reading 8 stories at a time, children were asked to complete two tests: pronunciation test (pronunciation of target words) and selection test (target stimulation from four options). Two factors (high frequency and low frequency) of 2 (shape side, sound side) 脳 2 (high frequency and low frequency) were used in the experiment. The eye movement data during reading were recorded and the reaction time and the correct rate of reaction were recorded. The results show that: (1) Picture-book reading can promote the learning of neologisms in the first grade children, and this learning process is shaped by neologisms. (2) the fixation time of the new words accounts for 16% of the total fixation time. (3) the fixation time and the language ability of the children can not be ignored. The results provide experimental evidence for picture book reading to promote the learning of neologisms, and also prove that the learning process is affected by the frequency of side by side and sound side. Therefore, this study finally puts forward some educational suggestions on the study of Chinese characters and the teaching of Chinese characters.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B842
本文編號：2384562
[Abstract]:In China, first grade children have been used to reading a large number of picture books in early childhood. Picture books, as the starting point of children's reading, play a very important role in the development of children's reading. How to continue to use picture book reading to promote children's literacy learning has become an important research direction. However, many eye movement studies have confirmed that children pay little attention to words in the course of reading picture books, and there is still controversy about whether children can learn new words through brief contact with the text in picture books. The research on this issue is of great practical significance and is one of the main problems in this study. In Chinese, the left and right phonetic structures account for a large proportion of phonetic characters. Many studies have proved that in Chinese character recognition, the phonetic side and the phonetic side of the phonetic characters play a very important role in the semantic and phonetic learning of Chinese characters. This study focuses on how the paratonic and phonetic side play a key role in the phonetic and semantic acquisition of pictophonetic characters, and whether the process is affected by the phonetic side and the phonetic side frequency. In this study, eye movement tracking technique was used to explore whether Chinese first-year children could learn new words in the context of picture book sharing, and whether the learning process was next to new words. The effect of side frequency. Thirty first graders completed 32 tasks of reading with goal-stimulating stories recorded by eye movement tracking. After reading 8 stories at a time, children were asked to complete two tests: pronunciation test (pronunciation of target words) and selection test (target stimulation from four options). Two factors (high frequency and low frequency) of 2 (shape side, sound side) 脳 2 (high frequency and low frequency) were used in the experiment. The eye movement data during reading were recorded and the reaction time and the correct rate of reaction were recorded. The results show that: (1) Picture-book reading can promote the learning of neologisms in the first grade children, and this learning process is shaped by neologisms. (2) the fixation time of the new words accounts for 16% of the total fixation time. (3) the fixation time and the language ability of the children can not be ignored. The results provide experimental evidence for picture book reading to promote the learning of neologisms, and also prove that the learning process is affected by the frequency of side by side and sound side. Therefore, this study finally puts forward some educational suggestions on the study of Chinese characters and the teaching of Chinese characters.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B842
【參考文獻】
相關期刊論文 前10條
1 張積家;王娟;印叢;;聲符和義符在形聲字語音、語義提取中的作用 來自部件知覺眼動研究的證據[J];心理學報;2014年07期
2 劉妮娜;王靜;韓映虹;徐振平;;自讀、伴讀和指讀對2～3歲幼兒圖畫書閱讀中文字注視的影響[J];心理發(fā)展與教育;2014年01期
3 劉寶根;周兢;高曉妹;李林慧;;4—6歲幼兒圖畫書自主閱讀過程中文字注視的眼動研究[J];心理科學;2011年01期
4 方燕紅;張積家;;漢字詞和圖片命名與分類的比較[J];心理學報;2009年02期
5 陳俊,張積家;小學低年級學生對陌生形聲字的語音提取[J];心理科學;2005年04期
6 張積家,王惠萍;聲旁與整字的音段、聲調關系對形聲字命名的影響[J];心理學報;2001年03期
7 周曉林,魯學明,舒華;亞詞匯水平加工的本質:形旁的語音激活[J];心理學報;2000年01期
8 韓布新;漢字識別中部件的頻率效應[J];心理科學;1998年03期
9 劉鳴;漢字認知與形象思維[J];華南師范大學學報(社會科學版);1996年04期
10 彭聃齡,劉穎,陳鷹;漢字識別的計算機模擬[J];應用心理學;1996年01期
相關博士學位論文 前1條
1 高曉妹;漢語兒童圖畫書閱讀眼動研究[D];華東師范大學;2009年
相關碩士學位論文 前2條
1 遲慧;聲旁語音信息對形聲字加工的影響[D];天津師范大學;2013年
2 許鳳;單詞接觸頻率對于英語學習者附帶詞匯習得的影響[D];湖南大學;2006年
，本文編號：2384562
本文鏈接：http://www.sikaile.net/shekelunwen/xinlixingwei/2384562.html
教材專著
