以認知心理、社會互動觀點探究兒童華語學習

Exploring the Learning of Mandarin for Children from the Perspectives of Cognitive Psychology and Social Interaction

華語學習在全世界受到廣泛重。學習華語的主要目標在於能夠以華語表達思想和情感，以實現在人際和社會中的熟練且有效的互動。語言的理解和表達能力被視為學習華語不可或缺的核心技能。在兒童語言習得的過程中，個人的認知發展變數扮演了關鍵的角色。同時，社會文化因素對兒童的認知和語言學習有著重要的影響。兒童華語學習是一個動態而複雜的過程，認知心理和社會互動兩者在其中扮演關鍵角色，對兒童的華語學習發展產生深遠的影響。首先，本文探討認知理論與語言學習的相互關係；接著，探討社會文化環境對語言學習和認知能力的影響；然後，討論兒童階段華語學習與發展的特點；最後，分析認知心理和社會互動對兒童華語學習的作用。認知心理和社會互動共同構建了兒童華語發展的基石，深入理解這兩個層面的相互作用有助於更有效地制定教學策略，使兒童在華語學習中獲得豐富的經驗。

Mandarin learning is widely valued around the world. The main goal of learning Mandarin is to be able to express thoughts and emotions in Mandarin to achieve skilled and effective interaction among people and society. The ability to understand and express language is regarded as an indispensable core skill for learning Mandarin. Individual cognitive development variables play a key role in children's language acquisition. At the same time, sociocultural factors have an important impact on children's cognition and language learning. The learning of Mandarin for children is a dynamic and complex process in which cognitive psychology and social interaction play key roles and have a profound impact on it. First, this article explores the relationship between cognitive theory and language learning; second, it explores the impact of sociocultural environment on language learning and cognitive abilities; then, it discusses the impact of children's characteristics of Mandarin learning and development at different stages; finally, it analyses the role of cognitive psychology and social interaction in the learning of Mandarin for children. Cognitive psychology and social interaction jointly form the cornerstone of children’s Mandarin development. A deep understanding of the interaction between these two levels can help formulate teaching strategies more effectively so that children can gain rich experience in Mandarin learning.