音标-音素意识整合训练的重要价值——小学二年级干预组与三年级对照组的比较  

Critical Values in the Integrated Training of Phonemic Awareness with Phonemic Transcription

作　　者：李庆安[1] 许莹[1] 张萌[1] 林崇德[1] 姚峰[2] 林依[3] 

机构地区：[1]北京师范大学发展心理研究所,北京100875 [2]北京市东城区府学胡同小学,北京100007 [3]北京师范大学心理学院,北京100875

出　　处：《心理科学》2006年第6期1324-1330,共7页Journal of Psychological Science

摘　　要：采用前-后测对照组的准实验设计,通过小学二年级的两个干预组与小学三年级的一个对照组之间的比较研究,结果表明:音标知识、音素分解、合成、删除与替换技能相整合的训练方案,以及音标知识、音素分解与合成技能相整合的训练方案,都有利于提高小学二年级学生的英语音素意识、准朗读和朗读技能;不过,训练内容相对多的前者,并没有显著地优于训练内容相对少的后者。A pretest-posttest contrast group quasi-experimental design with two primary school grade-2 classes as the intervention groups and one grade-3 class as the contrast group was used in the study. It was found that both the integration of phonemic transcription knowledge, phonemic segmentation, blending, deletion and substitution, and the integration of phonemic transcription knowledge, phonemic segmentation and blending training, could enhance phonemie awareness, quasi-reading and reading skills for English in grade-2 pupils; in addition, the effects of the former program which included more components were not significantly superior to those of the latter program which includes fewer components.

关 键 词：音标 音素意识 整合 干预 准朗读 

分 类 号：B842.3[哲学宗教—基础心理学]