百科卡的一个疑问

linkspeed

我现在正在准备百科知识，忽然发现一个问题，我看了几边doman的百科
知识，都没有说给孩子看和图相关的标题，它只提到把标题贴在图的背后。
但没有说给孩子先看标题然后看图，或是先看图然后看标题，反而给我的感觉
是标题是给大人看的。

到底需不需要看标题那？

有没有哪个妈妈可以解答这个问题？

love哈夫

我的理解:标题应该不是给孩子看的,是家长闪的时候读出来给宝宝听的吧

rainbow

我们这里的幻灯就是杜曼的百科的一种教法，百科可以有不同方式来教：只展示图，或者既展示字又展示图。如果既展示字又展示图的话（幻灯就是这样），就变成百科和阅读同时进行。我比较喜欢最后这种方式。

linkspeed

这个是我从 www.childbrain.org   找到的答案。


Can I Mix Words and Bits?

I wanted to throw some additional comment into this. There are some parents who really like the format---word card, bit, word card, bit, etc. This is an available format on the picture dictionary cd's that is really well-liked.

I have been cautioned against this by Carol Newell, but have a GREAT alternative. Create bits and create "matching" word cards. HOWEVER, when you show them, show them a complete set of words FIRST and then a complete set of bits. You are giving them the terrific information, but remember that you are stimulating different things with bits than you are with words. Mixing them isn't the greatest idea. I've known several parents who mixed words and bits---and their children liked the bits so much they really just ignored the words to get to the bits.

Also, you are providing just one word of stimulation before you switch to another area of the brain, then just one bit before you are asking the cortex to switch to the higher skill of reading. It really waters down your "intensity" in the frequency, intensity and duration equation. It's a lot more intense to show 5 or 10 words, THEN 5 or 10 bit.

Once you are ready to retire those words and bits, then you can play the matching game with the words and bits. This is a TON of fun and then they really get the association.

At the How to Multiply course, they strongly cautioned against mixing words and bits. They had the same recommendation---show a set of bits and separately show a set of the matching words. As Donna mentioned, they said bits and words build separate pathways, and alternating a word with a bit does not help to build one pathway. If the word set is shown separately from the bit set, children will have no trouble making connection.

gracexue

请教如何做百科啊?有哪个网站上有百科图片？

zhoumanlin

linkspeed+-->引用:linkspeed 这个是我从 www.childbrain.org 找到的答案。  Can I Mix Words and Bits?  I wanted to throw some additional comment into this. There are some parents who really like the format---word card, bit, word card, bit, etc. This is an available format on the picture dictionary cd's that is really well-liked.  I have been cautioned against this by Carol Newell, but have a GREAT alternative. Create bits and create "matching" word cards. HOWEVER, when you show them, show them a complete set of words FIRST and then a complete set of bits. You are giving them the terrific information, but remember that you are stimulating different things with bits than you are with words. Mixing them isn't the greatest idea. I've known several parents who mixed words and bits---and their children liked the bits so much they really just ignored the words to get to the bits.  Also, you are providing just one word of stimulation before you switch to another area of the brain, then just one bit before you are asking the cortex to switch to the higher skill of reading. It really waters down your "intensity" in the frequency, intensity and duration equation. It's a lot more intense to show 5 or 10 words, THEN 5 or 10 bit.  Once you are ready to retire those words and bits, then you can play the matching game with the words and bits. This is a TON of fun and then they really get the association. At the How to Multiply course, they strongly cautioned against mixing words and bits. They had the same recommendation---show a set of bits and separately show a set of the matching words. As Donna mentioned, they said bits and words build separate pathways, and alternating a word with a bit does not help to build one pathway. If the word set is shown separately from the bit set, children will have no trouble making connection.

We really need to pay attention to this issue that Donna mentioned about stimulation of different areas of brain. I've never notice this before. But to my experience,  one word + one picture style doesn't extract kid's interest from words to picture only. They learn both information. Sometimes if kids are not interested in words, this way can gain back their interest in both words and picture. If the children have interest in both word and picture cards showing seperately, we'd follow Doman's suggestion to adjust our showing pattern as they may have scientific evidence for this issue.

linkspeed

我想这个是经验性的问题.

关键点在于: 我们怎么去判断 "1字+1画" 和 "单独字+单独画" 哪种对自己的宝宝更有效.

我想childbrain.org上面也是根据经验得到这个结论.
至于刺激脑子不同部位一说也许是推理...

linkspeed

不过看自制书的时候却一句一图,
似乎有些矛盾哎...

zhoumanlin

linkspeed+-->引用:linkspeed 我想这个是经验性的问题.  关键点在于: 我们怎么去判断 "1字+1画" 和 "单独字+单独画" 哪种对自己的宝宝更有效.  我想childbrain.org上面也是根据经验得到这个结论. 至于刺激脑子不同部位一说也许是推理...

根据你引用的帖子，这不是childbrain.org上家长的经验，而是DOMAN研究学院为父母教授百科课程的学院内老师的观点。费城学院不仅有教上万孩子的经验，还有强大的脑科专家等做科学的研究支持。所以他们强调的要点，想必有一定的根据。是我们这些实践者不得不注意的。 DOMAN法学习文字阅读和百科图教学，是通过右脑快速摄像功能把词汇乃至句子作为整体图象快速输入并记忆的。两者不同在于，文字是有别于实际意义的另一图象，它的内容在脑子里要再与实际意义图象连接，有一个快速转换的过程。他们强调的刺激位置不同，大概是指储存文字图象的位置和百科图象(即实物图象)不同。 无论怎样，文字是实物的代表符号，不可以脱离实物而独立存在。所以在教授百科图时，如果要引入文字阅读，按照DOMAN学院提出的ALTERNATIVE方法，同样的一组内容，整组百科卡应在相应一组文字卡之前先展示，不然从来没有看过实际内容图象，宝宝对不知其意的文字很难感兴趣，也不可能理解。

zhoumanlin

linkspeed+-->引用:linkspeed 不过看自制书的时候却一句一图,似乎有些矛盾哎...

按DOMAN阅读书中介绍的方法，看自制书，与文字卡/百科卡的教育是两个不同的概念。前者是引导式的阅读理解，并不只是右脑的学习。后者则是纯右脑的快速记忆学习法。所以两者不可比较。并不矛盾。 当然象恩宇所用的快速闪书式速读法，显然是在调动右脑阅读理解，应该可与此联系考虑。不知这是否是适合正常孩子的速读训练法。七田真的想象速读训练法倒确实是适合正常孩子的方法。