不同词汇呈现法对学前儿童名词习得效果的比较研究

An experimental study of preschool children's noun retaining effects under different lexical presentation methods

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。

This study compares 30 preschool children's noun retaining effects under three lexical presentation methods. SPSS analysis shows different lexical presentation methods result in different retaining effects. Among the three lexical presentation methods， the perception presentation method and the game presentation method are superior to the description presentation method. Gender analysis indicates that the game presentation method caters more for boys while girls prefer the description presentation method and the perception presentation method. The paper proposes that preschool vocabulary teachers be fully aware of children's differences in learning， and apply the perception method and the game method appropriately according to the teaching contents and objectives， to achieve the best teaching results.