听障学生阅读理解监控的眼动研究

发布时间：2018-04-12 11:58

本文选题：听障学生 + 阅读监控　；参考：《华东师范大学》2012年博士论文

【摘要】：由于听力损失,视觉信息的输入成为听障学生获得信息的主要渠道。从现实情况来看,当前聋校语文教学情况不容乐观。与健听学生相比,提高阅读理解能力对听觉通道缺失的听障学生而言,意义更为非凡。在听障学生阅读方面,国内外的研究大多集中在语音编码及其与阅读的关系上,涉及阅读理解的研究较少,仅从词汇知识、句法知识、背景知识以及阅读提示策略角度探讨了对阅读理解的影响。在听障阅读已有的研究领域中,尚未发现对阅读监控能力系统相关的成果介绍。而根据较为成熟的针对学习困难领域的监控研究可知：学习困难学生的阅读理解成绩与阅读理解监控能力相关,而且通过对学习困难学生元认知监控进行训练后,他们的成绩得以显著提高,这充分说明阅读监控能力干预的有效性。在这一背景下,本研究采取自信心评价的传统监控研究方式与眼动方式相结合,以错误觉察为手段展开了对听障学生阅读理解监控能力的研究。论文的第一部分是研究背景。系统回顾了国内外听障学生阅读研究、阅读理解监控研究以及阅读监控的研究方法。第二部分是研究框架的构建。提出按矛盾信息的存在与否、矛盾信息的不同空间位置以及矛盾信息的提示与否三个层级开展对听障阅读监控的研究。第三部分是针对研究框架的具体系列实验研究,共包含5个实验：实验1,主要研究听障学生在背景材料通达与否条件下的阅读理解监控能力及眼动特点。发现听障学生阅读理解的整体能力低于健听学生、听障学生基于自信心评价的理解监控和以回视为指标的眼动监控均低于健听学生。听障学生在阅读监控的眼动指标上,回视次数、回视时间和回视点个数上明显低于健听学生实验2,主要研究听障学生在句内不一致与句外不一致两种条件下的阅读理解监控能力及眼动特点。发现听障学生阅读理解的整体能力低于健听学生,听障学生对句内不一致与句外不一致的觉察人数上均低于健听学生。听障学生在阅读监控的眼动指标上,回视次数、回视时间和回视点个数上明显低于健听学生。实验3,主要研究听障学生在矛盾信息处于间隔距离不同(间隔2句、间隔4句、间隔6句、间隔8句)的条件下的阅读理解监控能力及眼动特点。发现在矛盾信息处于不同间隔距离下的四类阅读材料中,听障学生的阅读理解整体能力低于健听学生。听障学生在基于自信心评价的理解监控水平上,体现出矛盾信息处于不同间隔距离下的阅读材料上的差异。在矛盾信息处于间隔2句的阅读材料上,基于自信心评价的理解监控能力要明显低于其他三种间隔距离下的监控能力。听障学生在阅读监控眼动指标上显著低于健听学生,对于听障学生而言,上述眼动监控指标在这四种条件下差异不显著,听障学生在这四种条件下阅读监控能力均较低。实验4,主要研究听障学生在矛盾信息处于不同结构条件下(直线式结构、坐标式结构、网状式结构)的阅读理解监控能力及眼动特点。在三类矛盾信息处于不同组织结构条件下,听障学生阅读理解的整体能力低于健听学生。在三类矛盾信息处于不同组织结构条件下,听障学生在基于自信心评价的理解监控指标和以回视为指标的眼动监控均低于健听学生。在三类矛盾信息处于不同组织结构条件下,听障学生阅读监控眼动指标在回视次数、回视时间和回视点个数上均明显低于健听学生。实验5,主要研究听障学生与健听学生在告知与非告知两种条件下的阅读理解监控能力及眼动特点。听障学生与健听学生阅读理解的整体能力在告知情况下要显著高于非告知情况。听障学生基于自信心评价的理解监控和以回视次数为指标的眼动监控,在告知与非告知情况下均低于健听学生。听障学生的阅读监控眼动指标在回视次数上明显低于健听学生。本研究的创新之处在于：填补了听障学生阅读理解监控研究领域的空白。采用基于自信心评价的理解监控指标与以回视为依据的眼动指标双重标准对听障学生阅读理解监控能力做了较为系统的实证研究。并对基于自信心评价的理解监控研究的传统方法与眼动方法做了较为详细的比较研究。探索了对听障学生理解监控干预训练的有效性和可行性。
[Abstract]:As a result of hearing loss , the input of visual information becomes the main channel for students to obtain information . From the actual situation , the current situation of Chinese teaching in the deaf school is not optimistic . Compared with the students , improving the reading comprehension ability is more remarkable for students with hearing impairment .

On the reading of hearing impairment students , most of the researches at home and abroad are mainly focused on the relationship between speech coding and reading comprehension , and the influence of reading comprehension is discussed only from the perspective of vocabulary knowledge , syntactic knowledge , background knowledge and reading prompt strategy .

The first part of the thesis is the research background . The system reviews the reading research , the reading comprehension monitoring and the research methods of reading and monitoring at home and abroad . The second part is the research of the research framework . The second part is the research of the reading and monitoring of the hearing impairment based on the existence of the contradictory information , the different spatial positions of the contradictory information and the prompt of the contradictory information . The third part is the research of the specific series of the research framework , including 5 experiments :

In the experiment 1 , the reading comprehension monitoring ability and the eye movement characteristics of the hearing - impaired students in the background material were studied . It was found that the overall ability of the hearing - impaired students to read comprehension was lower than that of the students .

In the experiment 2 , the author mainly studied the reading comprehension monitoring ability and the eye movement characteristics of the hearing - impaired students in the two conditions . It was found that the overall ability of the hearing - impaired students to read comprehension was lower than that of the students .

The reading comprehension monitoring ability and the eye movement characteristics of the students with hearing impairment at different spacing intervals were found in the experiment 3 . It was found that the reading comprehension ability of the hearing impaired students was lower than that of the students in the four kinds of reading materials .

In experiment 4 , the author mainly studied the reading comprehension monitoring ability and eye movement characteristics of hearing impaired students under different structural conditions ( linear structure , coordinate structure , mesh structure ) . Under the condition of different organizational structure , the students with hearing impairment had lower overall ability to read comprehension .

Experiment 5 , mainly study the listening comprehension monitoring ability and the eye movement characteristic of hearing - impaired students and healthy listening students . The overall ability of hearing - impaired students and students to read comprehension is significantly higher than that of non - informed students .

The innovation of this study is to fill the blank in the field of reading comprehension monitoring and monitoring of hearing impaired students . The paper makes a systematic empirical study on the reading comprehension monitoring ability of hearing impaired students based on self - confidence assessment and the double standard of eye movement index based on self - confidence assessment .

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G762

【参考文献】