当代教育与文化
噹代教育與文化
당대교육여문화
CONTEMPORARY EDUCATION AND CULTURE
2014年
5期
42-49
,共8页
字源识字法%汉字构形%识字教学%字源识字策略
字源識字法%漢字構形%識字教學%字源識字策略
자원식자법%한자구형%식자교학%자원식자책략
learning Chinese character through its etymology%Chinese character configuration%literacy teaching%the strategy of etymology learning
以拼音为主的汉字教学，给幼儿的汉语学习与认知带来很多困难。在常用的增强汉字学习与记忆技巧中，依汉字演变规律，从追溯字源、再现汉字生成语境入手，通过揭示汉字形体内在机理，建立音、形、义三者内在关联的字源识字法值得关注。因此，研究旨在探索字源识字法对提高幼儿汉字理解、记忆的长期影响，以及对幼儿汉语言认知及思维发展的促进作用。参加者（N ＝99）按年龄差异，被分到大、中、小三个班级，实验结束后随机选择24名幼儿后测。尽管实验组和控制组的幼儿都认识一些汉字，但实验组的参加者接受了一个短期的字源识字法训练。结果显示，字源识字法提高幼儿汉字学习中的理解与记忆效果；字源识字法对幼儿汉语言认知及思维发展有促进作用。
以拼音為主的漢字教學，給幼兒的漢語學習與認知帶來很多睏難。在常用的增彊漢字學習與記憶技巧中，依漢字縯變規律，從追溯字源、再現漢字生成語境入手，通過揭示漢字形體內在機理，建立音、形、義三者內在關聯的字源識字法值得關註。因此，研究旨在探索字源識字法對提高幼兒漢字理解、記憶的長期影響，以及對幼兒漢語言認知及思維髮展的促進作用。參加者（N ＝99）按年齡差異，被分到大、中、小三箇班級，實驗結束後隨機選擇24名幼兒後測。儘管實驗組和控製組的幼兒都認識一些漢字，但實驗組的參加者接受瞭一箇短期的字源識字法訓練。結果顯示，字源識字法提高幼兒漢字學習中的理解與記憶效果；字源識字法對幼兒漢語言認知及思維髮展有促進作用。
이병음위주적한자교학，급유인적한어학습여인지대래흔다곤난。재상용적증강한자학습여기억기교중，의한자연변규률，종추소자원、재현한자생성어경입수，통과게시한자형체내재궤리，건립음、형、의삼자내재관련적자원식자법치득관주。인차，연구지재탐색자원식자법대제고유인한자리해、기억적장기영향，이급대유인한어언인지급사유발전적촉진작용。삼가자（N ＝99）안년령차이，피분도대、중、소삼개반급，실험결속후수궤선택24명유인후측。진관실험조화공제조적유인도인식일사한자，단실험조적삼가자접수료일개단기적자원식자법훈련。결과현시，자원식자법제고유인한자학습중적리해여기억효과；자원식자법대유인한어언인지급사유발전유촉진작용。
Teaching Chinese characters through Pinyin can cause many cognitive difficulties for young learners in learning Chinese . Among the frequently used learning and memorizing techniques , one technique worth special attention is teaching Chinese character through its etymology , which means establishing the association among the pronunciation , form and meaning of a character by tracing its etymology , recreating a generative context , and analyzing its configuration in accordance with the developmental rules of Chinese characters . Therefore , the present study aims to test the long term impact of teaching Chinese characters through its etymology on young learners’ learning and memorizing Chinese characters , and its positive effects on young learners’ Chinese character cognition and thinking development .99 learners were randomly assigned into the beginner , junior and senior classes in a kindergarten , and 24 of them were randomly selected to take the post test . Young learners in both the experiment group and control group have learned some Chinese characters , but the experiment group received one-week training in etymological learning of Chinese characters . The results indicate that the technique can not only promote young learners’ comprehension and memory of Chinese characters , but also can facilitate their Chinese character cognition and thinking development .
