默读、朗读和表情朗读对儿童識记诗歌的影响

THE EFFECTS OF SILENT READING, RECITAL READING WITH AND WITHOUT EXPRESSIONS ON CHILDREN'S MEMORIZATION ON POETRY

問題 背诵一定数量的课文是学好语文的关键问题之一,近几年语文教学改革中一再強调这一问题.究竟怎样正确地根据儿童记忆的特点组织儿童课堂练习,減轻儿童背诵课文的负担,是心理学工作者面临的一个重要的现实问题。 关于语文背诵问题的心理学研究近年尚不多见。

Experiments were carried out for testing the effects of and the differences between silent reading, recital reading with and without expression in memorizing poetry in primary school children. The results indicated:1. Recital reading and recital reading with expression are more effective for memorizing poetry than silent reading.2. There is a slight difference in the results of recital reading and recital reading with expression in favour of the latter.3. In primary school children, using any kind of reading, those at a higher level of reading ability have good results in their memorizing. The raising up of the level of recital reading in children is, therefore, an important condition for increasing the efficiency of poetry memorization.