幼児の書字学習に及ぼす文字提示法の効果

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The purpose of the present study was to examine the effects of the presentation of scripts and to compare the effects of the trace method and the reproduse method on learning to write in young children. The subjects were 80 children whose average age was 5:8. 0n the basis of the age, the male-to-female ratio, the number of letters they could read and write, and the scores of figure-reproduse test, they were assigned to the following four groups : scripts-trace, scripts-reproduse, word-trace, and word-reproduse. The scripts used in this experiment were four artificial scripts, both of which built up a high familiality word. In the study trials each subject in the script-presentation groups was presented a script and each subject in the word-presentation groups was presented a word. The experimenter showed how to write scripts or words to each subject as a model. In the trace group each subject was asked to trace scripts written with doted lines five times and in the reproduse groups each subject was asked to reproduse the scripts presented to him or her five times. In the test trials each subject was requested to write scripts and words. A study trial and a test trial, successively, were administered three times. The main findings of the investigation were as follows: (1) The group which learned to write scripts presented as a word got higer scores than the group learned to write scripts presented one by one. (2) The group which was taught to write scripts by the reproduse method was better than that in the trace method group. The findings suggest that the word presentation and the reproduse method have facilitation effects on learning to write letters in young children.
1987-11-25

著者

今井靖親
奈良教育大学

幼児の書字学習に及ぼす文字提示法の効果

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