摘要
本研究以60名3~4岁儿童为研究对象,考察手势对3~4岁儿童汉语词汇学习的影响。结果显示,象似性手势能促进3~4岁儿童汉语词汇的学习,观察象似性手势和模仿象似性手势对儿童词汇学习具有同等程度的促进作用,象似性手势对儿童名词和动词学习的促进作用存在差异。研究者据此提出相关建议。
Taking 60 children aged 3-4 as research subject,this study investigated the efect of gestures on children's Chinesevocabulary learning.The results show that the iconic gestures can promote children's Chinese vocabulary learning:observingiconic gestures and imitating iconic gestures have the same promoting effect,iconic gestures have different promoting effect onchildren learning nouns and verbs.Some suggestions are provided.
作者
王娟
张攀
Wang Juan;Zhang Pan(College of Educational Science,Jiangsu Normal University,Xuzhou,221116;College of Preschool Education,Jiangsu Second Normal University,Nanjing,211200)
出处
《幼儿教育》
2021年第12期14-18,共5页
Early Childhood Education
基金
江苏省自然科学基金项目“母亲语言支架对3~6岁儿童社会能力发展的影响研究”(项目批准号:BK20181008)
教育部人文社会科学基金青年项目“母亲语言支架对自闭症儿童叙事发展的影响及干预研究”(项目批准号:20YJCZH152)的研究成果之一。
