内隐学习中象形文字促进幼儿汉字字形记忆的研究  

Research on Pictograph Influencing Children's Chinese Characters Memory with Implicit Learning

作　　者：王娟[1] 许姗姗[2] 袁杰[1] 张积家[3] 焦杰 

机构地区：[1]江苏师范大学教育科学学院,江苏徐州221116 [2]江苏师范大学教育研究院,江苏徐州221116 [3]中国人民大学心理学系,北京100873 [4]徐州市铜山区实验幼儿园,江苏徐州221116

出　　处：《红河学院学报》2014年第6期79-84,共6页Journal of Honghe University

基　　金：江苏省高校哲学社会科学研究基金项目:汉语儿童汉字规则意识的发展规律及教育模型的建构研究(2013SJB190002);江苏师范大学研究生科研创新计划一般项目:象形文字促进幼儿汉字字形记忆的实验研究(2013YYB060)

摘　　要：以100名4-5岁中班幼儿为研究对象,采用任务分离范式考察内隐学习条件下象形文字(东巴文、甲骨文)对幼儿汉字字形记忆的影响。该篇研究包括两个实验,幼儿均通过颜色判断任务进行学习,实验1采用再认任务考察象形文字对幼儿汉字字形外显记忆的影响,实验2采用偏好判断任务考察象形文字对幼儿汉字字形内隐记忆的影响。研究发现,在内隐学习条件下,甲骨文比东巴文更能够促进汉字字形的外显记忆,象形文字可以成为幼儿汉字学习的良好辅助材料。In this study, task dissociation paradigm was adopted to explore the effect of simulative functions of Dongba pictograph and the Oracle on Chinese character orthographic learning in implicit learning. A total of 100 (4-5 years old) kindergarten children were tested in this study,50 children took part in Experiment 1 and other 50 children took part in Experiment 2 . Color judgment tasks were used in learning period. Using recognition task, Experiment 1 was to investigate the impact of learning style on the explicit memory of Chinese orthographic learning. Using preference tasks, Experiment 2 was to investigate the influence of learning style on the implicit memory of Chinese orthographic learning. Results showed that Chinese learning combined with the Oracle yielded better results than learning Chinese combined Dongba pictograph in explicit memory. Pictograph can become better auxiliary learning tool to promote young children’s Chinese character learning.

关 键 词：东巴文 甲骨文 内隐学习 字形记忆 

分 类 号：G613.2[文化科学—学前教育学]