小学生文本理解的视听通道差异

doi:10.16187/j.cnki.issn1001-4918.2026.03.10

摘要/Abstract

摘要： 为探究输入通道在小学生文本理解中的作用,实验一考察了298名二、四、六年级学生在单通道(听或读)条件下的文本理解差异,实验二测查了466名一到五年级学生在单通道(听或读)和双通道(听读)条件下的文本理解,并探索了输入通道和解码能力在不同年级中的作用。结果发现:(1)听力理解和阅读理解的转折点位于一年级到二年级之间;(2)相较于单通道的听或读,双通道的听读更有利于小学生的文本理解;(3)在小学低年级阶段,具有高书面解码能力的学生,更有可能较早出现听力理解和阅读理解持平现象。本研究揭示了输入通道对汉语儿童文本理解的影响,对未来的教育实践具有一定的启示意义。

关键词: 文本理解, 输入通道, 解码, 小学生

Abstract: This study aimed to explore the effect of modalities on text comprehension in Chinese children across different grades. In Experiment 1, participants were 298 elementary children in Grades 2, 4 and 6. We compared their text comprehension under two modalities (listening only, reading only). In Experiment 2, participants were 466 elementary children in Grades 1 through 5. We added dual-modality text comprehension and compared their text comprehension under three modalities (listening only, reading only, and dual-modality). The character recognition efficiency test assessed children’s decoding ability to explore its role in the modality effect model on text comprehension. The results indicated that: (1) Reading comprehension equals listening comprehension by Grade 2; (2) Dual-modality text comprehension is more beneficial; (3) Strong decoding skills accelerate parity between listening and reading comprehension in early grades. This study reveals the impact of modalities on Chinese children’s text comprehension, offering significant implications for future educational practices.

Key words: text comprehension, modality, decoding, primary stage

中图分类号:

G442

蒋梦雯, 冷秋仪, 李虹. 小学生文本理解的视听通道差异[J]. 心理发展与教育, 2026, 42(3): 400-407.

JIANG Mengwen, LENG Qiuyi, LI Hong. The Effect of Visual-audio Modalities on Text Comprehension in Chinese Children[J]. Psychological Development and Education, 2026, 42(3): 400-407.

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