| The study of "situation" has been carried out for along time in the field of psychology. Most psychologists consider that the "situation" involves both objective factors and subjective factors, which are intertwined. They think that the situation can influence the individual to produce his behavior or change his behavior and it is composed of various stimulation, which is physical or psychological. The researchers put forward the point of view of "situated instruction", which is that the knowledge, learning, and cognition is situational, situation is part of the cognition and learning; moreover, the knowledge not only is constructed in the situation, but also continues to be developed in the situation. Because situation on the one hand is able to touch the spiritual needs of the learners and positive emotional experience, on the other hand can promote learners to apply personal relevant experience to construct the significance of the new knowledge, situated instruction achieve better efficiency. Many domestic and foreign empirical studies show that situated instruction benefits students to raise internal learning motive power, to carry on effective study, to realize the shift of learning, and to acquire healthy behavior.Literacy is the foundation of reading, and the guidance of literacy can not be taken lightly. Guiding young children’s literacy is generally by means of pictorial flashcards that present characters coupled with correspondingly pictures to children. However, which kind of picture should be matched so as to be more conducive for children to construct the meaning of Chinese characters and to obtain better learning effect? If Chinese characters are presented in the situational pictures which show life scenes or episodes of cartoons, whether characters learning will be more effective--this is the issue of my research’s main inquiry.Children behavioral experiments are used in the study. The experimental implementation is divided into two stages. In the learning phase,"the kind of characters’ presentation, scilicet picture type" factor is used in within-subject design. In order to avoid individual differences (such as the level of literacy) and characters differences (such as the shape of the characters, and their links with life experiences) to influence the learning effect, order effects such additional factors,"randomized balanced to offset the design pattern" is carried out. In the testing phase, the individual test is conducted. In accordance with the contents of the dependent variables, accurate records of the children’s verbal response are kept on the test record sheets.The study results are shown as follows:1. Compared to the Chinese characters in the article image pictures, the Chinese characters in the situational picture are preferred by children, and are linked with children’s personal experience more effectively so as to achieve the construction of meaning and active application. It also reflects that situational presentation has a positive significant impact on Chinese characters learning for young children.2. The children5-6years old have better learning outcomes than children4-5years old. Whether children age4to5or age5to6, they learn Chinese characters more effectively by use of situational pictures than by use of the article image pictures.3. Young children prefer cartoons situations to the life situations. Compared with using life situations pictures, using cartoon situational picture to learn Chinese characters, children perform better in subsequent recognition tests. This also reflects that cartoon situational presentation is more beneficial to children’s learning.4. Regardless of the quality of family literacy guidance, children can learn Chinese characters better by aid of situational presentation; moreover, they have better learning effects in virtue of cartoon situations than in virtue of life situations. In addition, children whose family guidance is low-quality benefit as much from cartoon situations as children whose family guidance is high-quality do. |
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