心理发展与教育 ›› 2016, Vol. 32 ›› Issue (6): 698-705.doi: 10.16187/j.cnki.issn1001-4918.2016.06.08

• 教与学心理学 • 上一篇    下一篇

元语言意识和快速命名对小学生汉字听写的影响

李利平1,2, 伍新春2, 熊翠燕2,3, 程亚华4, 阮氏芳2   

  1. 1. 山西师范大学教师教育学院, 山西省心理与认知行为实验教学中心, 临汾 041000;
    2. 北京师范大学心理学院, 应用实验心理北京市重点实验室, 儿童阅读与学习研究中心, 北京 100875;
    3. 广西壮族自治区防城港市实验高级中学, 防城港市 538000;
    4. 宁波大学心理学系, 宁波 315211
  • 出版日期:2016-11-15 发布日期:2016-11-15
  • 通讯作者: 伍新春,E-mail:xcwu@bnu.edu.cn E-mail:xcwu@bnu.edu.cn
  • 基金资助:

    国家社科基金重大项目（13&ZD188）；教育部哲学社会科学研究重大课题攻关项目（11JZD041）；山西师范大学教育科学基金（YJ1505）。

Effects of Metalinguistic Awareness and Rapid Automatized Naming on Character Dictation for Pupils

LI Liping1,2, WU Xinchun2, XIONG Cuiyan2,3, CHENG Yahua4, NGUYEN ThiPhuong2   

  1. 1. School of Teachers Education, Experimental Teaching Center of Psychology and Cognitive Behavior, Shanxi Normal University, Linfen 041004;
    2. School of Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Beijing Normal University, Beijing 100875;
    3. Guangxi Zhuang Autonomous Region Fangchenggang Experimental High School, Fangchenggang 538000;
    4. Department of Psychology, Ningbo University, Ningbo 315211
  • Online:2016-11-15 Published:2016-11-15

PDF (PC)

被引次数

1

摘要： 汉字听写是小学生读写能力的重要组成部分，受多种认知技能影响。以858名小学一至六年级学生为对象，考察了元语言意识（语音意识、语素意识、正字法意识）和快速命名对汉字听写的影响，在控制了智力和口语词汇的影响后，结果发现：（1）语音意识和正字法意识在低年级儿童的汉字听写中起着重要作用，对中、高年级没有显著影响；（2）快速命名在中、高年级儿童的汉字听写中起着独特作用，而对低年级没有显著影响；（3）语素意识对整个小学阶段的汉字听写都起着重要作用。研究结果表明，各认知技能在儿童不同的发展阶段对汉字听写的作用有所不同。

关键词: 元语言意识, 快速命名, 小学生, 汉字听写

Abstract: Character dictation is an important task in Chinese pupils' literacy development, which is influenced by many cognitive skills. The present cross-sectional study investigated the contribution of metalinguistic awareness and rapid automatized naming to character dictation from grade 1 to grade 6.In this study, 858 children were administered by a battery of tests about metalinguistic awareness (e.g., phonological awareness, morphological awareness, and orthographic awareness), rapid automatized naming and character dictation, with non-verbal IQ and vocabulary knowledge as control variables. With IQ and vocabulary knowledge controlled,the results showed that (1) phonological awareness and orthographic awareness played important roles in low grades; (2) rapid automatized naming played an important role in intermediate and high grades; (3) morphological awareness explained unique variance of character dictation in all grades. Every cognitive skill played a different role in different grade level.

Key words: metalinguistic awareness, rapid automatized naming, pupils, character dictation

中图分类号: 

  • G442

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