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为探讨拼音知识与汉字命名的关系,本文对深圳市6间小学500多名二、三年级学童的汉字命名能力、语音意识和拼音知识进行了测试。本文提出拼音知识的本质是把分析出来的音节组成成分(即声母、韵母)拼合出整个音节读音的意识。从这个角度出发,深圳的测试数据说明:拼音知识对于学童早期汉字命名不起预示作用。前人研究中的不同观点部分源于学童的配对系联学习(paired-associates learning)作用,部分源于充当测试用字的类别不同。
In order to explore the relationship between Pinyin knowledge and naming of Chinese characters, this paper tested the Chinese naming ability, phonological awareness and Pinyin knowledge of more than 500 second and third grade school children in 6 primary schools in Shenzhen. This paper proposes that the essence of pinyin knowledge is to combine the components (ie, initials and vowels) of the analyzed syllables into the consciousness of pronouncing the entire syllable. From this perspective, the test data in Shenzhen shows that pinyin knowledge can not predict the early Chinese characters. The different perspectives in previous studies stem in part from the paired-associates learning role of schoolchildren and partly from the different categories used as test words.