表象对初中一年级学生成语理解影响的实验研究

The Effects of Imagery on Chinese Idiom Comprehension of First-year Junior High School Students

以初中一年级学生为被试,从小学语文六年制课本中选取高熟悉度、高表象性的成语为实验材料,采用三因素混合设计探讨表象对不同透明度成语理解的影响。研究结果表明:初中一年级学生能据所呈现的成语形成表象,并报告出较高的表象清晰度,但表象清晰度与成语理解成绩之间的相关不显著。高透明度成语比低透明度成语更容易被理解。通过有意表象的学习,成语理解成绩得到了显著的提高,尤其是高透明度成语。

The present study selected first- year junior high school students as the subjects, high familiarity and high imagery Chinese idiom as the material, to explore the effects of imagery on different transparency Chinese idiom comprehension through three factors mixed design. The results showed that First - year junior high school students were able to image and report high vividness of imagery during the idiom learning period, but the Significant correlation were not found between the vividness and the idiom comprehension achievements. Transparent idioms were easier to comprehense than opaque idioms. Imagery for idioms can promote Chinese idioms comprehension, especially for transparent idiom.