学前儿童汉字识读的新路径——字源-解形教学法  

New Method of Chinese Character Image Reading for Preschoolers:An Etymology and Grapheme-analysis Approach

作　　者：沈刘波 金祎程 徐蒙蒙[1] 吴珊珊[1] 郑飞艺[1] 翁云云[1] 董文明[1] 卢英俊[1] 

机构地区：[1]浙江师范大学杭州幼儿师范学院

出　　处：《幼儿教育（教育科学）》2015年第4期17-21,共5页Early Childhood Education(Educational Sciences)

基　　金：浙江师范大学教育学基地青年骨干教师资助项目;浙江师范大学创新性实验项目“幼儿对象形甲骨文、简体字和简笔画认知加工模式的ERP比较研究”(项目批准号:X2014018);浙江师范大学学生课外学术科技活动“幼儿字源识字拼图教玩具的设计研究”的研究成果之一

摘　　要：本研究对字源-解形教学法与绘本故事教学法、实物图片教学法进行了比较研究，以探索字源-解形教学法对幼儿汉字识读的作用。研究表明，字源一解形教学法与绘本故事教学法一样。对幼儿短时汉字识读记忆的促进作用显著优于实物图片教学法。而一天及一周后的记忆测试显示。字源一解形教学法的效果又显著优于绘本故事教学法与实物图片教学法。由此，本研究认为。字源-解形教学法可视为促进幼儿汉字识读能力发展的新路径，还有助于对幼儿进行传统文化熏陶。教育者可以综合利用字源-解形教学法及其他教学法．促进幼儿汉字识读能力发展。In order to explore the function of etymology and grapheme-analysis approach on Chinese character image reading for preschoolers, the authors compared it with picture book approach and physical picture approach. The results show that etymology and grapheme-analysis approach, like picture book approach, is better than physical picture approach in promoting preschoolers＇ short -term memory of Chinese character image. But the subsequent long-term memory tests after one day and one week respectively show that etymology and grapheme-analysis approach is significandy superior to picture book approach and physical picture approach in memory efficiency. Thus, the authors believe etymology and grapheme-analysis approach is a new method promoting preschoolers＇ Chinese character image reading and helping to teach children traditional culture as well. Educators can use etymology and grapheme-analysis approach, combined with other teaching methods, to promote children＇s Chinese character image reading.

关 键 词：字源-解形教学法 幼儿汉字识读 绘本故事 .实物图片 

分 类 号：G612[文化科学—学前教育学]