学龄前儿童汉字正字法意识的发展研究
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- 英文论文题名：Study on the Development of Chinese Orthographic Awareness in Preschool Children
- 论文作者：刘宇飞 ; 毕鸿燕
- 英文论文作者：LIU Yu-Fei ; BI Hong-Yan ; Institute of Psychology ; Chinese Academy of Sciences ; Key Laboratory of Behavioral Science ; University of Chinese Academy of Sciences
- 年：2015
- 作者机构：中国科学院心理研究所,行为科学所重点实验室;中国科学院大学;
- 论文关键词：学龄前 ; 正字法意识 ; 汉字特异性 ; 位置意识 ; 单部件意识
- 英文论文关键词：preschool ; orthographic awareness ; specific consciousness of Chinese characters ; position awareness ; single radical awareness
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：B844.1
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：759k
- 原文格式：D
- 会议级别：全国
摘要
本研究采用三个测验考察学龄前儿童正字法意识的发展情况。选择某中等城市一所无正式识字教育的普通幼儿园4岁、5岁、6岁三个年龄段的儿童各31、37、34名。实验一使用汉语、韩语和日语作为实验材料测查学龄前儿童的汉字特异性意识;实验二选用上下结构和左右结构的形声字,分为真字、假字和非字三组,考察学龄前儿童的部件位置意识;实验三将汉字分为四个象限,将每个象限的部件作缺失、旋转、替换操作,探究儿童在汉字不同位置的单部件意识。实验结果显示,三组儿童都能识别出日语并非汉字,此能力在5岁左右达到成熟,4岁儿童还不能区分汉语和韩语,6岁儿童的此项辨别能力也还没有发展成熟;非字正确率显著高于假字,但非字与假字的正确率均未显著高于随机水平,三组儿童都能意识到假字符合正字法规则,拒绝非字的能力在学龄前尚未发展成熟;三组儿童对不同位置的部件旋转、替换辨识度不高,对于部件缺失,5岁组与6岁组测验成绩显著高于4岁组,5岁组与6岁组成绩之间差异不显著,儿童在左上、左下、右下三个位置的得分显著高于右上位置,年龄与位置的交互作用不显著。这些结果表明,儿童汉字特异性意识发展较早,学前期基本成熟,部件位置意识和单部件意识在学前期已经开始发展,对部件缺失的拒绝能力发展较早,5岁左右发展成熟,对部件旋转和部件替换的拒绝能力需要等到学龄期才能发展成熟。
Studies have shown that the orthographic awareness plays an important role in the development of children's literacy and reading. Three studies were designed to investigate the development of Chinese orthographic awareness in preschool children. We recruited 102 preschool children, who fell into three age groups: 4-year-olds, 5-year-olds and 6-year-olds, respectively consisting of 31, 37 and 34 children. Chinese, Korean and Japanese were used to measure the specific consciousness of Chinese characters. We used pictophonetic words of up-down structures and left-right structures to make pseudo-characters and non-characters to investigate the radical position awareness. In the last experiment, to explore children's single radical awareness in different position, we put Chinese characters into four quadrants and there were three types in each quadrant: radical absence; radical rotation; radical replacement. Results revealed that children can identify the Japanese is not Chinese and at about the age of 5 the ability reach maturity. Children at the age of four can not tell the difference of Chinese and Korean and even 6-year-old children can not do it best. The accuracy of non-characters was significantly higher than that of pseudo-characters, but both of them were not significantly higher than random levels. Three groups of children can all realize that the pseudo-characters conform to the rules of orthography while the ability of negating the non-characters was not yet mature in the preschool. Children can not tell the radical rotation and radical replacement. For the radical absence, grades of 5 and 6 years old group was obviously higher than that of 4 years old and 5 and 6 years old group had no significant difference between grades. The score of children in the upper left, lower left and lower right position was significantly higher than that of upper right. The interaction between age and position was not significant. These results revealed that the awareness of writing system specificity developed earlier and it can be mature at preschool age. The radical position awareness and single radical awareness can be developed at preschool age and at about the age of 5, the ability of rejecting characters with radical absence can be mature.
Studies have shown that the orthographic awareness plays an important role in the development of children's literacy and reading. Three studies were designed to investigate the development of Chinese orthographic awareness in preschool children. We recruited 102 preschool children, who fell into three age groups: 4-year-olds, 5-year-olds and 6-year-olds, respectively consisting of 31, 37 and 34 children. Chinese, Korean and Japanese were used to measure the specific consciousness of Chinese characters. We used pictophonetic words of up-down structures and left-right structures to make pseudo-characters and non-characters to investigate the radical position awareness. In the last experiment, to explore children's single radical awareness in different position, we put Chinese characters into four quadrants and there were three types in each quadrant: radical absence; radical rotation; radical replacement. Results revealed that children can identify the Japanese is not Chinese and at about the age of 5 the ability reach maturity. Children at the age of four can not tell the difference of Chinese and Korean and even 6-year-old children can not do it best. The accuracy of non-characters was significantly higher than that of pseudo-characters, but both of them were not significantly higher than random levels. Three groups of children can all realize that the pseudo-characters conform to the rules of orthography while the ability of negating the non-characters was not yet mature in the preschool. Children can not tell the radical rotation and radical replacement. For the radical absence, grades of 5 and 6 years old group was obviously higher than that of 4 years old and 5 and 6 years old group had no significant difference between grades. The score of children in the upper left, lower left and lower right position was significantly higher than that of upper right. The interaction between age and position was not significant. These results revealed that the awareness of writing system specificity developed earlier and it can be mature at preschool age. The radical position awareness and single radical awareness can be developed at preschool age and at about the age of 5, the ability of rejecting characters with radical absence can be mature.
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