论文部分内容阅读
本文采用实验测试的方法比较了适合儿童生理心理特点的三种词汇呈现法——描述呈现、感知呈现和游戏呈现——对学前儿童名词习得效果的差异。通过对实验数据的分析,探索符合儿童身心发展规律的科学合理的词汇呈现法,以期研究成果可以为学前儿童外语教学提供一定的参考。在本实验中,幼儿园中班30名儿童参加了测试,实验结果显示,词汇呈现法不同,儿童习得名词的效果亦不同。感知呈现法和游戏呈现法优于描述呈现法。在性别差异方面,女孩对传统的描述呈现法以及感知呈现法适应性较好,男孩则偏爱游戏呈现法。同时,笔者还指出词汇教学应充分考虑教学目标和内容,以学生个性差异为参考,合理运用感知呈现法和游戏呈现法才能达到最佳效果。
In this paper, three methods of vocabulary presentation, which are suitable for children 's physiological and psychological characteristics, are compared by means of experimental test - description presentation, perception presentation and game presentation - the difference of effectiveness of prenatal children' s noun acquisition. Through the analysis of experimental data, we explore a scientific and reasonable method of lexical presentation that accords with the law of children's physical and mental development so as to provide some reference for the preschool children's foreign language teaching. In this experiment, 30 children in kindergarten participated in the test. The experimental results show that the vocabulary presentation method is different and the effect of children's acquisition of nouns is also different. Perceptual presentation and game presentation are superior to description presentation. In terms of gender differences, girls are better adapted to the traditional method of presenting and perceiving, while boys prefer game presenting. At the same time, I also pointed out that lexical teaching should give full consideration to the teaching objectives and content, take the individual differences of students as a reference, and make reasonable use of perceived presentation and game presentation to achieve the best results.