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本研究以176名一年级小学生为研究对象,通过为期一年的教学实验研究,探讨了在分享阅读和独立阅读条件下,拼音对儿童汉字学习和阅读动机的影响。结果发现:(1)在分享阅读条件下,学生的汉字学习效果不受阅读材料注音方式的影响;在独立阅读条件下,拼音能促进中低能力儿童的汉字学习。(2)分享阅读组儿童的阅读动机高于独立阅读组;长期阅读全文注音材料的儿童,其阅读效能感明显低于阅读无拼音材料的儿童。
In this study, 176 first-year primary school students were selected as research objects. Through a one-year teaching experiment, the impact of pinyin on children’s Chinese learning and reading motivation under shared reading and independent reading was explored. The results are as follows: (1) Under the condition of shared reading, the effect of Chinese characters learning is unaffected by the phonetic patterns of reading materials; under the condition of independent reading, pinyin can promote Chinese learning of middle and low-capacity children. (2) Children who read the reading group had more motivation to read than those who did not read the pinyin reading material. Children who read the full-length phonetic material for a long time had significantly lower reading efficiency than children who did not read the pinyin material.