《浅析认知心理学对儿童语言教学的启示中英文对照.pdf》由会员分享，可在线阅读，更多相关《浅析认知心理学对儿童语言教学的启示中英文对照.pdf（4页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、浅析认知心理学对儿童语言教学的启示中英文对照浅析认知心理学对儿童语言教学的启示中英文对照Cognitive psychology to language teaching for childrensCognitive psychology to language teaching for childrensenlightenment is analysed. In both Chinese and Englishenlightenment is analysed. In both Chinese and English随着认知科学的兴起和发展， 学者们认为要从认知语言学、 心理语言学的角度研究
2、语言习得。Skehan 认为以前的研究从某种程度上忽视了心理语言学的作用，特别是没有从当代认知心理学所重视的信息处理和认知能力两方面进行研究 。我以认知心理学理论为基础，分析儿童语言习得的特点，对语言教学提出意见。With the rise and development of cognitive science, the scholars thought that it would be from theperspective of cognitive linguistics, psychology linguistics research and language acquisition.
3、Skehan that previous studies in some extent, ignored the role of psychological linguistics,especially not from contemporary cognitive psychology attaches great importance to the twoaspects of information processing and cognitive study 1. I based on the theory of cognitivepsychology, analyzing the ch
4、aracteristics of childrens language acquisition to the languageteaching put forward their opinions.一、儿童语言习得的过程A, the childrens language acquisition process许多语言学家和心理学家根据儿童年龄的特点从不同角度对儿童语言习得的过程做出了解释。相关的理论有：斯金纳的刺激反应论，乔姆斯基的天赋论，皮亚杰的认知论，等等。Many linguists and psychologists according to the characteristics o
5、f the childs age to childrenfrom different angles, and explained the process of language acquisition. Related theory are:skinners theory of stimulus - response, Chomskys theory of talent, piagets cognitive theory, andso on.作为行为主义学派的代表， 斯金纳认为语言习得是一个操作条件反射过程， 强调儿童是通过模仿和选择性强化而习得语言的，主要经由模仿增强重复形成四个阶段 。这种
6、语言学习理论有合理的一面， 但它过于强调外在环境对儿童语言学习的影响， 忽略了儿童的内在能力。乔姆斯基则主张语言习得的天赋论， 认为儿童能够快速地学习语言， 天赋能力非常重要，而天赋能力是由生物遗传决定的；坚持语言的习得是一种本能和自然的过程，认为人类天生就具有获得语言的装置，不必刻意教就能轻易学到语言 。很明显，这种理论忽视了环境在语言习得中不可缺少的作用。 它与行为主义理论相斥， 可以说是两种极端。认知论的代表皮亚杰认为儿童语言的发展与认知能力有很大关系， 儿童语言的发展是天生的心理认知能力与客观经验相互作用的产物，是认知能力的发展决定了语言的发展 。认http:/ 并伴随着认知能力的发展
7、而发展， 是后天学习逐步形成的。As representative of behaviorism school, skinner believed that language acquisition is a processoperation condition reflection, emphasis on childrens acquisition of language by imitation andselective reinforcement, mainly through imitation, enhancement, repeat, formed four stages 2.T
8、he language learning theory has a reasonable side, but it is too much emphasis on the externalenvironments influence on childrens language learning, ignoring the childrens inherent ability.Chomsky argued that language acquisition theory of talent, thought that children can learnlanguage quickly, abi
9、lity is very important, talent and talent ability is determined by the biologicalheredity; Insist on language acquisition is a kind of instinct and the nature of the process, thathuman born with a language device, need not deliberately to teach language 3 can learn easily.Obviously, this theory igno
10、res the indispensable role in language acquisition environment. It andrepel, behaviorism theory can be said to be the two extremes. Representatives of the cognitivetheory of piaget, the development of childrens language and cognitive ability has a greatrelationship, the development of childrens lang
11、uage is innate psychological cognitive interactionexperience with the objective of the product, is the development of cognitive ability determinesthe development of language 4. Cognitive theory tells us that language development is based onpeoples cognition, and development, with the development of
12、cognitive ability is learninggradually formed the day after tomorrow.综上所述，在语言习得过程中，既要考虑环境因素，又要考虑习得者自身的因素，即儿童的认知心理特点。To sum up, in the process of language acquisition, both must consider environmental factors, andto consider the acquisition of its own factors, namely the cognitive psychological chara
13、cteristics ofchildren.二、认知心理学的相关规律Second, the related law of cognitive psychologyStern 认为语言学习主要是模仿，儿童不断重复着一些事情，在语言学习阶段中他总是在不断练习，儿童像一名模仿家，他模仿一切事 。由此可见，儿童的语言习得是从模仿开始的，而模仿是在特定的语境下进行的，通过模仿，儿童逐渐习得语言。Stern believes that language learning is mainly imitate, children constantly repeating somethingthat he is
14、 always in the stage of language learning in practice, children as an imitation of home, heimitated everything 5. Thus, childrens language acquisition begins with imitation, and imitationis, in the context of a specific by imitating, children acquire language gradually.蒙太梭利发现在知识的表征形式中既有比较具体的表象， 又有符号
15、抽象的命题网络， 还有综合的表征形式图式； 儿童在建立比较抽象的表征之前论文联盟WWW.LWLM.COM整理往往会以较为具体的表征形式作为过渡 。因此，儿童的语言习得是由简单到复杂，http:/ 具体的表征图式为基础，逐步使儿童形成抽象的思维，这是由儿童的认知心理决定的。Mongolia too, found in the representation form of knowledge among more concrete representation,abstract and symbol of propositional network, and comprehensive repre
16、sentation forms - schema;Children before establishing relatively abstract characterization of WWW.LWLM.COM finishingpapers alliance tend to more specific forms of representation as a transition 6. Therefore,childrens language acquisition is from simple to complex, from the concrete to the abstractpr
17、ocess. So, and at the same time the childrens language teaching should be based on the simpleand specific characterization of schemata, make children gradually form the abstract thinking,which is determined by the childrens cognitive psychology.总之， 教师应从儿童的认知心理出发， 根据儿童语言习得的特点通过模仿形成简单、具体的表征图式来习得语言，进行有
18、效的语言教学。In a word, teachers should begin from the cognitive psychology of children, according to thecharacteristics of childrens language acquisition - formed by imitating simple and specificcharacterization of schemata to acquire language, for effective language teaching.三、认知心理学理论对儿童语言教学的启示Three enl
19、ightenments to the teaching of childrens language, cognitive psychology theory通过上述分析，我们发现：教师要根据儿童的认知心理特点，针对不同的教学内容，创造相关的教学环境，采用相关的教学方法，达到儿童教学的目的。通过学习和观察发现：对儿童的语言教学应采用模像直观、实物直观、语言直观等直观的教学方式，实现以人为本、因材施教的目标。Through the above analysis, we found that: teachers should according to the cognitivepsychologic
20、al characteristics of children, according to different teaching content, create the relatedteaching environment and adopt relevant teaching method, reach the purpose of teaching children.Through learning and observation found that for childrens language teaching mode should beadopted as intuitive an
21、d practicality intuitive and direct language intuition teaching mode, realizethe goal of humanist, according to their aptitude.认知心理学告诉我们， 儿童不断模仿生活中的事情， 所以我们可以采用模像直观和语言直观的具体、简单的教学方法。教师可以根据相关的教学内容， 找到相应的视频材料或自己编排小节目、小游戏，把学习内容丰富有趣地展示给儿童。例如，在教儿童学动物词汇的时候， 教师可以采用播放与动物有关的视频或做一些动物的习惯动作， 来引导儿童模仿视频中出现的动物词汇和动物
22、的动作； 然后让儿童扮演小动物， 模仿它们的动作，让其他儿童来猜出该动物词汇。这样就让词汇和动作形成了一个表征图式，很容易被儿童记住。Cognitive psychology tells us, children imitate things in life, so we can take the mould as specific,simple, intuitive and visual language of teaching methods. The teacher can according to thehttp:/ content, find the corresponding vi
23、deo materials or their small programs, games, learningcontent to show interesting for children. For example, when teaching children to learn animalwords, the teacher can use broadcast video related to the animal or animals to do some habit ofaction, to guide the children to imitate animal words and
24、animal movement appeared in the video;And then let the children play a small animals, imitate their movement, let the other children toguess the animal words. So let the words and actions forms a representation scheme, children areeasy to remember.另外， 教师还可以采用实物直观的教学方法， 这也是提高儿童语言教学质量的有效方法之一。此教学方法也可以结
25、合语言直观的教学方法一起使用。 例如，在学习各种水果名称的时候，教师可以拿来一些水果，一边展示，一边说水果的词汇，让学生边看边模仿说这些水果词汇，进行反复练习。这样，各种水果的事物图像及词汇就会一起出现在他们的表征图式中，通过模仿并建立相关来习得语言。而且，在学与颜色相关词汇的时候，教师可以继续运用各种实物水果，因为它们代表不同的颜色， 运用以上方法，水果和颜色的词汇就会形成新的表征图式出现在儿童的脑海中，有效地达到语言教学的目的。In addition, teachers can adopt physical the intuitive teaching method, which is o
26、ne of theeffective methods to improve the quality of childrens language teaching. The intuitive teachingmethod can combine language teaching methods are used together. When learning a variety offruits, for example, teachers can take some fruit, side show, said the fruit words, let the studentsimitat
27、e said the fruit words by watching them, to practice over and over again. Things in this way,all kinds of fruit images and words will appear together in their representation scheme, andestablish related to acquire language by imitation. And learning associated with color words, theteacher can contin
28、ue to use all kinds of real fruit, because they represent different color, using theabove method, fruit and a color words will form new representation schema in the mind ofchildren, effectively achieve the goal of language teaching.因此，从事儿童语言教学的教师应从学生的认知心理角度出发，多思考、多研究，把教学内容串联起来，让它们形成一个表征图式， 采用直观的教学方法
29、， 让这些表征图式根植于儿童心中， 做到寓教于乐， 既让儿童在潜移默化中习得语言， 又使语言教学质量有显著提高。Engaged in childrens language teaching, therefore, teachers should begin from the studentscognitive psychology perspective, more thinking, more research, the teaching content together,make them form a representation scheme, using the intuitive teaching method, make therepresentation schema rooted in the childrens heart, and make others laugh and learn, let childrenacquire language in imperceptible already, and make the language teaching quality has improvedsignificantly.http:/