摘要
本研究以176名一年级小学生为研究对象,通过为期一年的教学实验研究,探讨了在分享阅读和独立阅读条件下,拼音对儿童汉字学习和阅读动机的影响。结果发现:(1)在分享阅读条件下,学生的汉字学习效果不受阅读材料注音方式的影响;在独立阅读条件下,拼音能促进中低能力儿童的汉字学习。(2)分享阅读组儿童的阅读动机高于独立阅读组;长期阅读全文注音材料的儿童,其阅读效能感明显低于阅读无拼音材料的儿童。
Chinese, usually called a logographic writing system,has no grapheme-phoneme correspondence rule in it.As a result,pinyin,a phonological coding system that roughly corresponds in appearance to the Western alphabet,has been used in Chinese young children＇s books to help them learn to read.However,the conclusions on the role of pinyin in children＇s reading developments were mixed with lab studies or short-term intervention researches. In the present study,the long-term effects of pinyin on children＇s character learning and reading motivation in different reading programs were investigated by a one-year classroom intervention experiment.A total of 176 typically developing children from the first grade participated in the present study.All children read one story almost every week and a total of 26 stories were read from the beginning of the second semester of the first grade to the end of the first semester of the second grade.81 children under the shared-book reading condition were instructed by their Chinese teachers according to the classic shared-book reading procedure while 85 children read the same stories independently at the same reading time without any help under the independent reading condition.In order to explore the role of pinyin in Chinese children＇s reading,47 children under shared-book reading condition and 46 children under independent reading condition read the full pinyin story books,in which pinyin was written above every characters.For the rest of the children（44 children the under the shared-book reading condition and 39 children under the independent reading condition）,their with-no-pinyin books were identical to the full pinyin books.About one year later,all children＇s incident character learning was measured by a Chinese character naming test and reading motivation was assessed by the Motivation for Reading Questionnaire（MRQ）.The results indicated that （a） under the shared-book reading condition,the performances of Chinese character naming test of children with full pinyin books were not significant different from those of their ＂whith-no-pinyin＂.It seemed that pinyin didn＇t play an important role in children＇s character learning under the shared-book reading condition.However,full pinyin was beneficial to middle-and low-achieving students under the independent reading condition.The new long-term evident was consistent with the conclusion of previous short-term studies.（b） The level of reading motivation of children under the shared-book reading condition was higher than that of children under the independent reading condition.It was indicated that compared with independent reading,shared-book reading was an effective reading program to capture young children＇s reading interest.The reading efficacy of students who read full pinyin books was lower than their counterparts who read no-pinyin books.More research is needed to explore the reading motivation of Chinese children.
出处
《心理科学》
CSSCI
CSCD
北大核心
2011年第2期367-370,共4页
Journal of Psychological Science
基金
教育部人文社科项目(10YJCXLX020)
北京市教育委员会共建项目(SYS100270661)的资助
关键词
拼音
分享阅读
独立阅读
汉字学习
阅读动机
pinyin
shared-book reading
indepandent reading
character learning
reading motivation
