拼音在儿童课外阅读中的作用

心理发展与教育 ›› 2002, Vol. 18 ›› Issue (2): 49-54.

拼音在儿童课外阅读中的作用

伍新春¹, 张洁¹, 舒华¹, 李虹¹, Richard C. Anderson², 李文玲²

1. 北京师范大学心理学院, 北京100875;
2. 美国lllinois大学阅读研究中心

出版日期:2002-04-15 发布日期:2002-04-15
作者简介:伍新春(1967- ),男,汉族,湖南人,北京师范大学心理学院副教授.
基金资助:
得到国家攀登计划项目(95-专-09)、美国Spencer基金项目;全国教育科学规划项目(EBA010432)的资助.

The Role of Pinyin in the Independent Reading of Chinese Children

WU Xin-chun¹, ZHANG Jie¹, SHU Hua¹, LI Hong¹, Richard C. Anderson², LI Wen-ling²

1. School of psychology, Beijing Normal University, 100875;
2. Center for the Study of Reading, University of Illinois at Urbana Champaign, USA

Online:2002-04-15 Published:2002-04-15

摘要/Abstract

摘要： 本研究利用课堂时间模拟儿童独立阅读情景,探讨了拼音在小学一年级儿童课外阅读中的作用.结果发现:(1)低年级儿童已经在一定程度上具备了独立阅读能力.在合适的阅读材料条件下,儿童能很好地理解故事,并能从独立阅读中伴随学习到一定数量的词汇.(2)伴随学习效果受注音方式的影响,全文注音条件的伴随学习率最高,生字注音最不利于伴随学习.

关键词: 课外阅读, 伴随学习, 拼音

Abstract: Simulating the situation of children's independent reading in class,the present study investigates the roleof pinyin in the Chinese children's independent reading.The result indicates:(1) Children of 7-8 years old havethe potential of independent reading if provided proper reading materials.(2) Style of pinyin labeled influenceschildren's incidental learning.Possibility of incidental learning is highest under total pinyin condition and lowestunder partial pinyin condition.(3) For all ability level children,partial pinyin goes against their independent reading,and total pinyin is the best style of pinyin labeled in children's independent reading materials.

Key words: independent reading, incidental learning, pinyin

中图分类号:

B844.1

伍新春, 张洁, 舒华, 李虹, Richard C. Anderson, 李文玲. 拼音在儿童课外阅读中的作用[J]. 心理发展与教育, 2002, 18(2): 49-54.

WU Xin-chun, ZHANG Jie, SHU Hua, LI Hong, Richard C. Anderson, LI Wen-ling. The Role of Pinyin in the Independent Reading of Chinese Children[J]. Psychological Development and Education, 2002, 18(2): 49-54.

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