The Literary And Literary Industry Has Achieved An Experimental Study Of The Characteristics Of Chinese Words And Meanings Of Backward Children

The poor academic performance of Chinese learning difficulties means that children who are normal in intelligence without the physical or mental illness,excluding the interference of learning motivation or social factors,and their Chinese academic performance is significantly backward.Prior research show that the children who are weak in Chinese academic performance tend to rely on the role of speech for semantic activation in the process of activation and extraction for form-meaning connection,but the characteristic of the form-meaning connection has been completely ignored.Meaning is the core of the language.Therefore,the number and its stability of the form-meaning connection in the process of language learning will directly affect the children' academic performance of Chinese.This study focus on the characteristics of the form-meaning connection of the children who are weak in Chinese academic performance.Through the systematic study,it finds that the impacts of speech on the semantic understanding and the role of implicit learning for the children.Then it explores the methods of the promotion for the children,and provides new evidence and support for further research.Specifically,this thesis has the following major conclusions and contributions:First,under the paradigm of semantic correlation judgment,it introduces the characteristics of the form-meaning connection of the children who are weak in Chinese academic performance,and then compares the expressional characters of the children with three different interference conditions-similar Chinese character,homophone and irrelevant words.Second,under the paradigm of implicit learning of the form-meaning connection,it explores the role of implicit learning for the children,and then compares the characteristics of the children who go through implicit learning for the form-meaning connection.Third,based on the paradigm of implicit learning of the form-meaning connection,it explores the role of perceptual simulation for implicit learning on the form-meaning connection,and then compares the characteristics with two different learning style-perceptual simulation and word association.This thesis has three conclusions:First,the children who are weak in Chinese academic performance tend to rely on the mediating role of speech for semantic activation in the process of activation and extraction for form-meaning connection,and the accuracy of semantic activation extraction is lower than the children with high achievement,but the time is longer.Second,the children who are weak in Chinese academic performance don't obtain form-meaning connection about high and low.It may be the use of non-perceptual simulation.Third,perception simulation is the necessary condition of implicit learning.The children who are weak in Chinese academic performance can obtain form-meaning connection about high and low,and this is a new way for education intervention.