心理发展与教育 ›› 2018, Vol. 34 ›› Issue (1): 65-72.doi: 10.16187/j.cnki.issn1001-4918.2018.01.08

• 学习心理与促进 • 上一篇    下一篇

4~6岁汉语儿童正字法意识的萌芽与发展

刘宇飞1,2, 钱怡3, 宋耀武4, 毕鸿燕1,2   

  1. 1. 脑科学与学习困难研究中心, 中国科学院行为科学重点实验室, 中国科学院心理研究所, 北京 100101;
    2. 中国科学院大学心理学系, 北京 100049;
    3. 江南大学人文学院, 无锡 214122;
    4. 河北大学教育学院, 保定 071002
  • 出版日期:2018-01-15 发布日期:2018-01-15
  • 通讯作者: 毕鸿燕,E-mail:bihy@psych.ac.cn E-mail:bihy@psych.ac.cn
  • 基金资助:

    国家自然科学基金面上项目（31371044，31671155）；江苏省自然科学基金青年项目（BK20170180）。

Study on the Emergence and Development of Orthographic Awareness in Chinese Preschool Children

LIU Yufei1,2, QIAN Yi3, SONG Yaowu4, BI Hongyan1,2   

  1. 1. Center for brain science and learning difficulties, CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing 100101, China;
    2. Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China;
    3. School of Humanities, Jiangnan University, Wuxi 214122, China;
    4. College of Education, Hebei University, Baoding 071002, China
  • Online:2018-01-15 Published:2018-01-15

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摘要： 研究旨在考察汉语学龄前儿童正字法意识的发展情况。在某中等城市一所幼儿园随机选择4岁、5岁、6岁三个年龄段的儿童各31、37、34名。实验一使用汉字、韩文和日文（平假名）作为实验材料探查学龄前儿童的汉字特异性意识；实验二使用上下结构、左右结构的真字、假字和非字考察学龄前儿童的部件位置意识。实验结果显示：（1）三组儿童都能区分日文和汉字，5岁左右儿童这种能力达到成熟。4岁儿童不能区分汉字和韩文，直到6岁，辨别汉字和韩文的能力也没有发展成熟。（2）三组儿童都能意识到假字符合正字法规则，但拒绝非字的能力在学前期尚未发展成熟，儿童在学前期不具备部件位置意识；6岁儿童更容易拒绝上下部件位置颠倒的非字。

关键词: 学龄前儿童, 正字法意识, 汉字特异性, 部件位置

Abstract: Studies have shown that the orthographic awareness plays an important role in the development of children's literacy. There are three levels in the orthographic system of Chinese characters:strokes, radicals and the whole characters. About the whole characters, a number of literatures reveal that pre-school children could tell the difference between the Chinese characters and those obviously different materials such as numbers, letters, scribbles and so on. The present study aims to investigate the awareness of the characters-specific of Chinese. We analyzed the performance of pre-school children when asked to distinguish Chinese characters from Korean, Japanese (hiragana) and Chinese characters, which are similar in shape. In terms of the radicals, some people think that pre-school children haven't developed the position awareness of radicals. Conversely, some people believe that pre-school children could realize the reasonable position of the radicals. We optimized the experimental design to make clear that whether it has been developed or not. Two studies were designed to investigate the orthographic awareness in Chinese preschool children. We recruited 102 preschool children, who fell into three age groups:4-year-olds, 5-year-olds and 6-year-olds, consisting of 31, 37 and 34 children respectively. Chinese characters, Korean and Japanese characters were used to investigate the specific awareness of Chinese characters. And we used pictophonetic words of up-down and left-right structures to make pseudo-characters and non-characters to investigate the position awareness of the radicals. Children were asked to decide which one was Chinese character. Results showed that children could tell the Japanese was not Chinese characters and at about the age of 5 the ability reached maturity. Children at the age of four could not tell the difference between Chinese and Korean and even for the 6-year-old children, the ability wasn't mature. The results revealed that judging Japanese was easier than Korean and the specific awareness of Chinese characters didn't develop very well at the preschool age. All groups of children could realize that the pseudo-characters conform to the rules of orthography while the ability of judging the non-characters didn't evolve in preschool. They couldn't tell the correct position of the radicals and meanwhile we found that six years old children were more likely to discriminate the non-characters of up-down structures.

Key words: preschool children, orthographic awareness, Chinese characters' specificity, radical position

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