摘要
本研究在严格控制实验材料和实验时间的条件下,对不同笔画、不同频率、不同结构的汉字进行了三次教学实验,考察了"认写同步"和"多认少写"两种教法对汉字形、音、义三个维度习得效果的影响。结果表明,在不同笔画、频率、结构汉字的字义习得和不同结构汉字的字形习得实验中,"认写同步"教学组的成绩都显著好于"多认少写"教学组。两种教法对汉字的语音习得效果差异不显著。时间造成的遗忘对字音和字形习得效果的负面影响显著大于字义。本文建议在初级汉语阶段采用"分散识字、口头运用"和"集中识字、笔头书写"有机结合的双轨教学。
Under the control of the experimental material and time, three experimental teach ings on different strokes, frequency and structure of Chinese characters were conducted with the aim of studying the effects of two different methods of teaching Chinese Characters on glyphs, pronuncia tion and meaning. The results showed that the group in which reading and writing were taken syn chronously performed better than the group in which reading was arranged more than writing, both in understanding meaning of characters with different strokes, frequency, structure and in writing glyphs of characters with different structure. There was no significant difference between the two methods in acquisition of pronunciation. Time forgetting was significantly greater in the acquisition of pronunciation and glyphs than meaning. The study suggested a twotrack method of Concentrated and Scattered Characterteaching in elementary stage.
出处
《语言教学与研究》
CSSCI
北大核心
2013年第3期16-23,共8页
Language Teaching and Linguistic Studies
关键词
认写同步
多认少写
汉字形音义
teaching reading and writing synchronously
teaching reading more than writing
glyphs, pronunciation and meaning of Chinese Characters
