拼音在儿童课外阅读中的作用  

The Role of Pinyin in the Independent Reading of Chinese Children

作　　者：伍新春[1] 张洁[1] 舒华[1] 李虹[1] Richard C.Anderson 李文玲 

机构地区：[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　　处：《心理发展与教育》2002年第2期49-54,共6页Psychological Development and Education

基　　金：国家攀登计划项目 (95 -专 - 0 9);美国Spencer基金项目;全国教育科学规划项目 (EBA0 10 4 32 )的资助

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。 (3)生字注音不利于各种能力水平学生的独立阅读 。Simulating the situation of children's independent reading in class, the present study investigates the role of pinyin in the Chinese children's independent reading. The result indicates: (1) Children of 7-8 years old have the potential of independent reading if provided proper reading materials. (2) Style of pinyin labeled influences children's incidental learning. Possibility of incidental learning is highest under total pinyin condition and lowest under 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.

关 键 词：拼音 儿童 课外阅读 阅读能力 阅读材料 注音方式 学习率 

分 类 号：H193.1[语言文字—汉语]