The Influence Of Pictures And Dongba Characters On Chinese Character Recognition Of Senior Class Children

Prior to formal school literacy education,through interaction with the surrounding living environment,the development of the awareness of symbols and characters in function,form and rules,as well as the initial acquisition of symbols and characters in purposeful and meaningful situations,are called pre-literacy.Training children’s pre-literacy can prepare for later reading and writing.At present,there are many ways to cultivate children’s pre-literacy ability,among which,the method of combining picture and text helps children to understand Chinese characters.Dongba is a kind of text from pictograph to Italian character.As an auxiliary material to learn Chinese characters,Dongba is more general than simple picture,but at the same time it has certain relation with picture.Whether Dongba language can be introduced into children’s life learning has an impact on children’s Chinese character recognition is worth exploring.This study selected two senior-class children from a kindergarten in Dali,Thirty-two children in class 50,Thirty-one children in class 51,To measure literacy and digital memory span in two senior classes,Screening out 30 children in 50 classes,There were 28 children in class 51 as subjects.The teaching of picture-Chinese character matching literacy materials in Class 51,The teaching practice of senior 50 children using Dongba language-Chinese characters matching literacy materials.Two senior class children learn the same Chinese characters,It is divided into pictographic characters,finger characters,ideographic characters,pictophonetic characters each have 10 Chinese characters,A total of 40 Chinese characters,And 40 corresponding Dongba characters and 40 corresponding pictures.The study of teaching materials according to the "pronunciation-meaning-group word" model,The teaching of Dongba language is also explained in Chinese.The course of the two classes is consistent,After the Chinese character learning and teaching activities,Display learned Chinese characters on computer screens using E-Prime software programs,Let the child recognize again,It is divided into instant test and delay test.At the same time,the qualitative materials were collected in the delay test.Experimental results showed that there were significant differences between the two classes in the mean responses of four types of Chinese characters: pictograph,finger word,ideograph T pictograph and pictograph.There is no significant difference in the other three types of Chinese characters.There was no significant difference between the two experimental classes in the mean response to the four types of Chinese characters in the delay test.There are significant differences in the correct rate of recognition of four kinds of Chinese characters in the instant test.In the delay test,there was no significant difference in the correct rate of recognition of the words.There are significant differences in the correct rate of re-recognition of object,ideation and pictophonetic characters.There are significant differences in the recognition of four kinds of characters,pictograph,finger word,ideograph word and pictophonetic word.Therefore,this study concludes that:1.in the process of learning Chinese characters in Dongba,the memory of Chinese characters is deepened.2.in the process of learning Chinese characters in Dongba,it promotes the memory processing of children to a deeper level,and makes the learning level of children gradually move from surface learning to deep learning.