结构意识教学对识字困难儿童的干预研究  

Literacy Teaching Based on the Structural Characteristics:Intervention to Children with Literacy Difficulties

作　　者：刘翔平[1] 张立娜[1] 刘文理[1] 郭雪玲 胡迎秀 曹济芝 赵雪峰 

机构地区：[1]北京师范大学心理学院,北京100875 [2]民族团结小学,北京100870

出　　处：《中国特殊教育》2005年第6期35-40,共6页Chinese Journal of Special Education

基　　金：教育部十五教育规划项目"阅读障碍的研究";教育部十五教育规划博士点基金项目"学习障碍的认知机制和干预研究"

摘　　要：采用结构意识识字教学干预,对小学一、二年级的学生(实验班23人/27人,控制班19人/30人)进行为期一个半月的现场教学干预,研究结构意识识字教学对于不同识字水平儿童的识字成绩以及结构意识的影响。结果表明:(1)实验班的识字成绩明显好于控制班,其中实验班的识字困难儿童的成绩提高更为显著;(2)教学干预对于结构意识中形旁意识的作用尤为明显,对于声旁意识作用不明显。由此推论,在小学低年级的识字教学中,强调汉字构成规则的结构意识识字教学相对于常规的识字教学更有利于提高学生的识字能力。The study introduced a new method of Chinese character teaching which focused on the structural characteristics of Chinese characters, investigated the effect on literacy and regularity awareness of students with different literacy abilities. 99 students from Grade 1 and 2 participated (two experimental classes from Grade 1 and 2 received the new teaching method, the other two from Grade 1 and 2 were control classes) this study which lasted 1.5 months. The results showed: 1) students from the experimental group made significant higher literacy achievements than students from the control group, and the students with literacy difficulties from the experimental group made brilliant progresses by the intervention; 2) the radical awareness of the experimental group improved significantly, while their phonetic awareness and the orthographic awareness hardly changed. The research findings indicated that in terms of developing literacy abilities of primary students, literacy teaching emphasized the structural characteristics would do better than routine literacy teaching.

关 键 词：结构意识 干预研究 儿童 识字教学 小学低年级 实验班 现场教学 识字能力 二年级 成绩 学生 控制 推论 

分 类 号：G78[文化科学—教育学] G212.2