不同的拼音教学方式对幼儿拼音水平及汉语语音意识发展的影响

心理发展与教育 ›› 2009, Vol. 25 ›› Issue (2): 68-72.

不同的拼音教学方式对幼儿拼音水平及汉语语音意识发展的影响

唐珊, 伍新春

北京师范大学心理学院儿童阅读与学习研究中心, 北京 100875

出版日期:2009-04-15 发布日期:2009-04-15
通讯作者: 伍新春,北京师范大学心理学院教授.E-mailxcwu@bnu.edu.cn E-mail:xcwu@bnu.edu.cn
基金资助:
全国教育科学规划课题(EBA010432)的成果之一;应用实验心理北京市重点实验室和北京奕阳教育研究院的资助

The Effects of Shared-book Reading and Phonetic Instruction on the Pre-school Children’s Pinyin Skills and Phonological Awareness

TANG Shan, WU Xin-chun

School of Psychology, Research Center of Children's Reading and Learning, Beijing Normal University, Beijing 100875

Online:2009-04-15 Published:2009-04-15

摘要/Abstract

摘要： 本研究用纵向实验的方法考察了分享阅读(故事教学)和传统教学(字母教学)两种拼音教学方式对幼儿园中班儿童的拼音水平和汉语语音意识发展的影响。研究结果表明:(1)相对于无拼音教学组,两种形式的拼音教学均可以显著提高幼儿的字母知识,但分享阅读拼音教学对幼儿字母知识的促进作用更大。(2)分享阅读的拼音教学可以显著提高幼儿的拼读能力,而传统教学对幼儿的拼读能力基本没有促进。(3)分享阅读的拼音教学对幼儿的首音、韵脚和声调意识的发展有显著的促进作用,对幼儿自然发展起来的音节意识的影响很小;传统教学对幼儿的语音意识基本没有促进。

关键词: 拼音教学, 分享阅读, 幼儿, 语音意识

Abstract: The present study examined the effects of shared book reading and phonetic instruction on the development of middle grade preschool children's Pinyin skills and phonological awareness.The results suggested that 1) Both methods significantly improved children's letter knowledge; 2) While the method of shared book reading significantly improved children's spelling ability,the phonetic method did not; 3) Of the four factors of phonological awareness the method of shared book reading significantly promoted the development of onset rime awareness,and tone awareness,but showed no significant effect on their naturally developed syllable awareness.The phonetic method did not promote the development of any factors.

Key words: pinyin teaching methods, shared-book reading, phonetic instruction, pre-school children, phonological awareness

中图分类号:

G441

唐珊, 伍新春. 不同的拼音教学方式对幼儿拼音水平及汉语语音意识发展的影响[J]. 心理发展与教育, 2009, 25(2): 68-72.

TANG Shan, WU Xin-chun. The Effects of Shared-book Reading and Phonetic Instruction on the Pre-school Children’s Pinyin Skills and Phonological Awareness[J]. Psychological Development and Education, 2009, 25(2): 68-72.

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