音乐训练对4-6岁汉语儿童语音意识发展的影响
文献类型：学位论文
| 作者 | 刘逸妹 |
| 答辩日期 | 2022-06 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 刘烨 |
| 关键词 | 儿童 音乐训练 音乐能力 语音意识 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The effect of musical training on the development of phonological awareness in 4-and 6-year-old Chinese children |
| 中文摘要 | Music is an auditory art which may play an important role in the education and psychological development of children. Phonological awareness describes the ability to perceive, recognize, analyze and manipulate phonological units, which is an important indicator to predict children's literacy skills. It has been shown that children's musical competence could be associated with phonological skills. Musical training could be an important tool for early remediation and intervention on the development of children's phonological awareness, which needs further researches to confirm. The purpose of this study was to test the effect of musical training on the development of children's phonological awareness. The first research applied a meta-analysis to eleven longitudinal controlled studies of children aged 3-to 12-year old(N=1264) to test whether the musical training leads to gains in children's phonological awareness skills. Hours of musical training and children's age were examined as potential moderators. The results showed that effect of musical training on children's phonological awareness was small but significantly. Effect on children's large phonological awareness tended to grow stronger with increased hours of training. The second research applied detection tests to examine children's Chinese and English phonological awareness, and Gordon's musical aptitude tests to examine children's perception of rhythm and pitch, to explore the links between Chinese and English phonological awareness and musical competence in 4-and 5-year-old Chinese children. The result showed that the rhythm ability was strongly correlated with children's phonological awareness. Compared with the small phonological awareness, children's large phonological awareness was more strongly correlated with musical ability. The third research was a longitudinal controlled experiment. 46 children aged 4 to 6 were assigned to the music group and the painting group for 6 months' training respectively. A battery of tests were conducted before, in the middle of and after the experiment to explore the effect of the music training on the development of children's Chinese and English phonological awareness. The result showed that totally 36 hours of musical training could significantly enhance children's Chinese phonological awareness, while it was not enough to enhance children's English phonological awareness. The potential theoretical significance of the effects of musical training on children's phonological awareness was discussed in the context of revealing the cognitive neural mechanism and rules of human's language development, and the potential application in the field of children's education was also discussed. |
| 英文摘要 | 音乐是一种听觉艺术形式，在儿童教育和发展中扮演着重要角色。语音意识是感知识别、分析和操作语音单元的能力，也是预测儿童语言读写能力的重要指标。已有研究表明，儿童的音乐能力可能与语音意识之间存在关联，音乐训练有可能作为早期矫正和干预儿童语音意识发展的重要工具，但是这些结果还需要更多的研究来证实。本研究在前人研究的基础上，探索了音乐训练对儿童语音意识发展的影响。 研究一通过对11项3-12岁儿童的音乐训练影响语音意识的纵向对照组研究(N= 1264)进行元分析，讨论音乐训练对儿童语音意识的影响，以及累计音乐训练时长、被试年龄对音乐干预作用的影响，发现音乐训练对儿童语音意识有较小但显著的影响，随着音乐训练时间的增加，儿童大单元语音意识有增强的趋势。 研究二通过对60名4-5岁汉语儿童的行为研究，讨论儿童的汉语、英语语音意识水平和音乐能力的相关性。采用语音探测任务考察儿童的汉语和英语语音意识水平，采用Gordon的音乐能力倾向测试评估儿童的节奏、音高感知能力，发现儿童的节奏感知能力与语音意识有较强的关联性，且相比小单元语音意识，儿童大单元语音意识与音乐能力的关联性更强。 研究三采用纵向对照组实验设计，将46名4-6岁儿童分到音乐组和画画组，分别对两组儿童开展6个月的音乐训练、画画训练，在实验前期、中期、后期开展一系列测试，探索音乐训练对儿童汉语和英语语音意识发展的影响。研究发现，累计36小时的音乐训练可以在行为水平增强儿童的汉语语音意识总绩效，但不足以在行为水平增强儿童的英语语音意识。 本研究有助于我们进一步了解音乐训练与儿童语音意识发展的关系，在儿童教育领域具有重要的现实意义和应用价值。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45022]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 刘逸妹. 音乐训练对4-6岁汉语儿童语音意识发展的影响[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
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