Semantic Perception Theory

A New Theory on Children's Language Development
1. Auflage 2019
ISBN: 978-981-15-1103-5
Verlag: Springer Nature Singapore

Buch, Englisch, 237 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 547 g

Reihe: Perspectives on Rethinking and Reforming Education

Based on an in-depth study of children’s language development theory, this book puts forward the original proposition that semantic perception is the human sixth sense. Presenting a detailed, complete, and scientific argumentation, it asserts that the innateness of semantic perception has a physiological basis and that language acquisition is based on semantic perception, and proposes the idea of a critical period of nurture and language growth. To this end, the book not only contrasts children’s language acquisition processes and the process of adult speech generation and comprehension, but also discusses the ability to read and write, describing this important stage of children’s language development and analyzing semantic perception.

Focusing on education and psychology, it also discusses the use of semantic perception theory to instruct teaching and learning. This book is a valuable resource for teachers, researchers, practitioners and graduate students in the fields of educational technology, child development and language learning, as well as anyone interested in children’s language development.

Zielgruppe

Research

Autoren/Hrsg.

He, Kekang

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

Chapter 1 Child Language Development.- Chapter 2 The Sixth Sense: Language Sense.- Chapter 3 Physiological Basis and Innateness of Language Sense.- Chapter 4 Child Language Development Based on Language Sense Theory.- Chapter 5 Innateness and Perceptibility of Speech.- Chapter 6 Language Sense Theory and Pavlov’s ‘Second Signal Systems’.- Chapter 7 Language Sense: Inheritance and Development to Child Language Development Theory.- Appendix.

Über Autor(innen)

Professor HE Kekang graduated in Radio Electronics from the Department of Physics, Beijing Normal University, in 1963. An Honorary Professor of Northeast Normal University, he is currently the Director of Modern Educational Technology Research Institute of Beijing Normal University. In 1993, the Academic Degrees Committee of the State Council approved him as China’s first Educational Technology Doctoral tutor. He has won the State Education Ministry and Beijing Municipal Science and Technology Progress Award six times, including four second prizes and two third prizes, as well as a Beijing International Invention Exhibition Gold Medal. In 2011, he has won the first prize of the 4th National Outstanding Achievement in Education Scientific Research and the Education Technology Outstanding Contribution Award issued by Chinese Education Technology Association

Professor He Kekang’s research interests include educational informatization engineering, primary and secondary school teaching reform, and educational innovation theory. He has not only developed a large number of leading domestic education information solutions and educational software products, but also pioneered and promoted the integration of information technology into various subject courses.

At the same time, he has explored innovation education theory in the Internet era, gradually creating a new educational theory based on creative thinking theory, information technology and curriculum integration theory, children's thinking development theory, semantic perception theory (a new theory on children's language development), and constructivist teaching design theory.