小学学生中英语词汇获取中手写的作用
Yang Ying1, Zhang Huixin1, Wu Yunxia1
1College of Preschool and Primary Education, Shenyang Normal University, Shenyang, China.
Acta psychologica
|May 4, 2024
概括
对于小学学生来说,手写学习比视觉学习提供了显著的优势,他们可以学习单词的形式,声音和含义. 这项研究证明了手写.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 学习的神经科学学习的神经科学.
背景情况:
- 传统的教育方法往往依赖于视觉学习.
- 学习手写的认知益处正在越来越多地被探索.
- 了解不同学习模式如何影响词汇获取对于有效的教学至关重要.
研究的目的:
- 为了研究手写与视觉学习在小学学生的比较有效性.
- 为了确定手写是否在学习单词形式,声音和含义方面具有优势.
- 分析手写对词汇获取各个方面的不同影响.
主要方法:
- 在40名小学生的实验设计中,采用了实验设计.
- 参与者从事单词声音匹配,单词含义匹配和单词形式判断任务.
- 在三天内,手写和视觉学习条件之间的学习成果进行了比较.
主要成果:
- 在所有任务中,手写在准确性和响应时间上都显著超过了视觉学习.
- 学习成果的差异出现在不同的时间点,准确性和响应时间不同.
- 单词形式和声音学习显示,与单词含义相比,手写的早期显著改进.
结论:
- 手写提供了一个明显的优势比视觉学习为小学学生的词汇获取.
- 手写的好处在于学习单词的形式和声音,而不是单词的含义.
- 这些发现表明,在教育环境中优先考虑手写,以提高早期识字能力.
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