网络环境下儿童打写的内在差异研究

Intraindividual differences in children's typing compositions in the online environment

随着信息技术、学习理论以及人们社会实践的进步与发展,网络化学习成为信息化、全球化和个性化学习的交融点,正逐渐浸润着人类学习的各个方面,已然对传统的认知或思维发展提出了新的挑战。因此,关注人类在这种新型数字化学习环境中如何进行判断、推理以及从事心理活动等,开展内在差异研究就显得尤为重要。本研究通过相同被试重复测量的方法对网络环境下低年段儿童内在差异进行分析研究,根据语料分析中语言层次与思维特征水平之间的对应关系,提出了语言运用语境下以语言文字、思维发展和叙事结构为主的内在差异分析框架,对此分析框架下语料中的词项与概念、句子与判断、句群与推理、情节单元与内部应对分布度的分析方法和相应算法进行深入研究。研究发现,儿童内在差异发展具有典型的不完全同步特征,即同一儿童内在认知(或思维)发展的各个构成要素不一定按照一般意义上的前后顺序发展。该研究发现对于信息时代的语言学习具有较好的应用价值。建议学校、家庭将儿童逻辑思维的培养和语言能力的培养结合起来,在写作指导中有意引导和激发儿童表达内心中的真情实感,为儿童创造随时随地阅读和写作的氛围,形成大输入量的语言环境。

With rapid developments in information technology, learning theories and social practice, online learning which embodies informatization, globalization and individualized learning impacts on all aspects of human learning, hence challenging the traditional cognitive or mental development theory. It is important to study how people judge, reason as well as differ in mental activities in the digital learning environment.Adopting the repeated measures design, this study focuses on intraindividual differences in the lower grade children subjects in the online environment. In the light of the corresponding relationship between language levels and mental features, the study proposes an analysis framework for intraindividual differences, which is commposed of language(frequency profile), mental development(semantic logic) and narrative structure(plot unit), LMN-FSP in short. An in-depth examination is then made to determine the analysis methods and corresponding algorithms for word and concept, sentence and judgment, sentence group and reasoning, as well as plot unit and internal corresponding distribution in the corpus collected for the LMN-FSP framework. Findings indicate that children's intraindividual differences typically have asynchronous features. Implications for language learning in the digital age from this study are also discussed. First, children's logical thinking and language learning should be incorporated into a whole. Second, efforts should be made to help children express their true feelings instead of writing for writing's sake. Third, schools and families should work together to create an environment facilitating reading and writing to ensure sufficient language input.