Comparison Of Idgographic Phonetic Characters In Early Childhod Learning

Most of the characters in contemporary countries are alphabetic,but Chinese characters are widely spread and continuous ideographs.The image of Chinese ideograph matches with the specific image of early children's cognitive development.Chinese characters are naturally conducive to children's early acquisition.Text learning is a basic and important part of children's learning tasks.With the development of age,children's perception and understanding of text symbols are constantly improving.It is necessary to explore children's cognitive processing of attribute text symbols learning from the perspective of development fit.Under the current language environment,Chinese children mainly learn Chinese and English.The characters corresponding to these two kinds of languages are Chinese characters and English words,which are the representatives of ideographic and Pinyin characters.They have obvious differences in origin,evolution,character formation,font structure and cultural background.As a beginner of language symbols,children's cognitive processing mode and the suitability of acquisition at different ages for these two different types of language symbols learning deserve detailed study.The purpose of this study is to explore the differences between Chinese and English characters learning by learning recognition paradigm from the perspective of occurrence and development,and to further explore the appropriateness of different ages of phonographic and ideographic characters learning.The subjects were selected from the first grade children in a kindergarten in Hangzhou and the corresponding primary school.The subjects in the middle class were screened through the pre-school and primary school Chinese literacy test scale and the corresponding English version test,and the subjects were determined to have no Chinese and English literacy experience basically.The first grade subjects were determined to have about one year's Chinese and English literacy experience through the questionnaire survey.The Chinese character materials used in the study are all selected from the new Chinese character table of the Chinese textbook for Grade 3-6 of primary school.The English materials are the English words corresponding to the Chinese characters,and there is no significant difference in the number of strokes between the Chinese characters and the English words through the independent sample t-test,so as to ensure the consistent amount of visual stimulation information of the subjects.In Study 1,through independent character learning recognition,we can control the type of characters and the level of literacy experience,and explore the differences between Chinese and English learning of children with different literacy experience;in Study 2,we still use separate character learning recognition to divide the font structure into four levels: Chinese character,one-dimensional Chinese character symbol,English and twodimensional English symbol,and explore the effects of font structure on different literacy experience In Study 3,on the basis of study 2,we changed the learning materials,used figure text learning recognition,introduced simple strokes in the learning stage,and further explored whether simple strokes based on life experience have transfer effect on the acquisition of different character construction characteristics and the difference of transfer level.The results are as follows:(1)under the Chinese cultural living environment,no matter the middle class children or the primary school students,no matter whether they have Chinese and English literacy experience or not,the learning effect of Chinese children's Chinese characters and words is better than that of English words;the "life advantage theory" which supports the early children's ideographic learning of words.(2)The differences of children's learning Chinese characters and English words reflect the differences of coding difficulty and processing depth in the eye movement technical indicators,which leads to the differences of learning performance and efficiency of words,indirectly proving the advantages of ideograph in early children's learning.(3)The influence of ideographic and phonetic characters on Chinese and English learning is embodied in the font structure and construction characteristics of Chinese characters and English words.The two-dimensional structure and "image" of Chinese characters are the advantages of Chinese characters learning,which directly proves the advantages of ideographic characters in early childhood learning.(4)The influence of Chinese children's literacy experience on character learning is restricted by the types of ideographic and phonographic characters.Pupils with one year's literacy experience can improve the coding ability of Chinese characters,but can't improve the coding ability of English.It shows that Chinese children's literacy experience has obvious transfer ability to Chinese characters,but not to English words.(5)The simple strokes based on children's life experience are isomorphic with the ideographic attributes of Chinese words,which are more close to children's life experience.The important implications of this study for early children's language education and early reading are as follows:(1)learning based on life experience,especially the expression of life meaning in simple strokes,can create conditions for the understanding of ideographic meaning of Chinese words.(2)In the teaching of Chinese literacy for early children,especially for lower primary school students,we should pay attention to ideographic literacy,especially simplifying the meaning expression of Chinese characters after they are reduced to Oracle Bone Inscriptions and golden inscriptions,rather than mechanical literacy.(3)From the development characteristics of early children,Chinese words are more conducive to children's learning than English words,supporting Chinese pre-school children not to learn English words ahead of time;for some primary schools in some areas,English classes are offered from the first grade,mechanical memorization of English words is inefficient,but also increases the learning burden,reduces the interest in learning,provides reverse evidence,and supports pronunciation "Hearing superiority theory" in language acquisition and early communicative English teaching model for children.