摘要
对283名小学三年级学生进行了历时两年的三次追踪,通过潜变量增长模型探索组合性成语、综合性成语和融合性成语的发展轨迹及语音意识、语素意识和阅读理解对三类成语发展轨迹的预测作用。结果发现:(1)小学3~5年级期间,三类成语均随时间呈线性发展趋势,起始水平和发展速度均存在显著的个体差异,且组合性成语和综合性成语的发展存在补偿效应;(2)组合性成语的起始水平同时受到语音意识和阅读理解的正向预测,综合性成语的起始水平同时受到语素意识和阅读理解的正向预测,而融合性成语的起始水平仅受到语素意识的正向预测;(3)融合性成语的发展速度受到语素意识的负向预测,以及阅读理解的正向预测。结果表明,语音意识、语素意识和阅读理解在三类成语的发展过程中分别发挥着不同的作用,对今后的成语教学具有重要的启示意义。
Chinese idiom is an important part of children’s language development,and exists widely in spoken and written language.In this study,283 third-grade Chinese children were selected and followed up three times from grade 3 entering to grade 5 for two years.A latent variable growth model was used to explore the developmental trajectories of high semantic decomposition idiom,middle semantic decomposition idiom,and semantic indecomposable idiom,and the predictive effects of phonological awareness,morphological awareness,and reading comprehension on the developmental trajectories of the three types of idioms.The results showed that:(1)All three types of idioms showed a linear development trend over time with significant individual differences in the initial level and development speed,and there were compensatory effects on the development of high semantic decomposition idiom and middle semantic decomposition idiom;(2)Phonological awareness and reading comprehension could positively predict the initial level of high semantic decomposition idiom,morphological awareness and reading comprehension could positively predict the initial level of middle semantic decomposition idiom,while the initial level of semantic indecomposable idiom was only significantly positively predicted by morphological awareness;(3)Reading comprehension was a positive predictor and morphological awareness was a negative predictor of the development speed of semantic indecomposable idiom.These results indicate that phonological awareness,morphological awareness,and reading comprehension play different roles in the development of three types of idioms,which enriches the recognition of Chinese idioms and has important implications for future idiom teaching.
作者
谢瑞波
方园园
伍新春
阮世芳
赵英
XIE Ruibo;FANG Yuanyuan;WU Xinchun;NGUYEN Thi Phuong;ZHAO Ying(Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province,School of Psychology,Zhejiang Normal University,Jinhua 321004;Research Center of Children's Reading and Learning,Beijing Key Laboratory of Applied Experimental Psychology,Faculty of Psychology,Beijing Normal University,Beijing 100875;Department of Psychology,Faculty of Arts and Sciences,Beijing Normal University,Zhuhai 519087;Collaborative Innovation Center of Assessment for Basic Education Quality,Beijing Normal University,Beijing 100875;School of Psychology,Nanjing Normal University,Nanjing 210023)
出处
《心理发展与教育》
北大核心
2025年第1期68-76,共9页
Psychological Development and Education
基金
国家语委科研重点项目(ZDI145-40)。
关键词
成语理解发展
语音意识
语素意识
阅读理解
小学中年级儿童
idiom comprehension development
phonological awareness
morphological awareness
reading comprehension
middle-grade primary school children
