小学儿童反语理解能力的发展及教育启示

The Development of Primary School Children's Understanding Ability of Irony and Its Educational Implications

为了考察小学儿童反语理解能力的发展,基于自编的反语情境故事对229名一至六年级小学儿童的反语理解能力特点进行测查。结果表明:(1)一至六年级小学儿童在反语理解的态度识别和话语含义识别上的发展呈现同步性,而在语言现象解释能力的发展上呈现滞后性;(2)小学儿童反语理解能力发展呈现"交错式"上升发展趋势,其中四年级是小学儿童反语理解能力发展的转折期;小学儿童反语理解能力不存在性别差异。(3)小学儿童在反语态度识别、话语含义识别的问题上更容易理解反语表扬,但在语言解释问题上更会解释反语批评。研究结果可为在教育实践中促进小学儿童逆向思维的发展、活化课堂教学效果、构建小学儿童品德培养的不同方式等方面提供参考。

In order to inspect primary school children’s understanding ability of irony,the study examined229children’s understanding ability of irony from grade1to grade6based on the suitable ironic storiesconstructed by the researchers themselves.The results are as follows:(1)The development of primaryschool children’s ironic recognition abilities of attitude and meaning synchronize with their grade,buttheir explaining ability of ironic language phenomenon lags behind.(2)The developmental trend ofthe primary school children’s understanding ability of irony outlines an“interlace mode”,and grade4may be the turning point.There is no significant difference between schoolboys and schoolgirls in theirunderstanding ability of irony.(3)The children do better in understanding ironic compliment stories in theironic recognition questions of attitude and meaning,and they do better in understanding ironic criticismin explaining the question of ironic language phenomenon.The research results provide reference forpromoting the development of the reverse thinking of primary school children,activating the effects ofclassroom teaching,and constructing different ways of cultivating the moral trait of primary school childrenin educational practice.