摘要
以474个幼儿园中、大班和小学一到三年级学生为研究对象,通过对70个线条图、位置错误非字、部件错误非字、假字和真字进行字典判断,探讨汉语儿童正字法意识的萌芽、发展及其与识字量之间的关系。结果发现:(1)汉语儿童正字法意识是从无到有、逐步发展的。学前处于萌芽状态,一年级儿童则已具备了一定的正字法意识,并随着年级增加而不断发展。(2)正字法意识分为多个层次,学前阶段只能发展区分汉字和线条图的基本能力,位置意识和部件意识要在入学后才能逐步发展,并且前者的获得比后者容易。(3)正字法意识的发展要以一定的识字量为基础,阅读能力在发展的不同阶段,分别与正字法意识的不同层面密切相关。
The study was to explore the emergence and development of Chinese orthographic awareness and the correlation between the orthographic awareness and vocabulary in 474 preschool and primary school children. Figures, illcomponents non-characters, ill-structure non-characters, pseudo-characters and real characters were used as stimuli. Subjects were required to judge whether a stimulus was a legal character or not. The results showed： （1） Children＇ s orthographic awareness emerged and developed gradually. The orthographic awareness didn＇t appear in preschool, until grade one. It grew with the increase of grade. （2） Preschool children can only discriminate figures among stimuli and school children are aware of the legality of structure and component. The awareness of structure was more easily acquired than the awareness of component. （3） The orthographic awareness developed based on children＇ s vocabulary. Reading ability was correlated with different aspect of orthographic awareness in different developmental stage.
出处
《心理发展与教育》
CSSCI
北大核心
2006年第1期35-38,共4页
Psychological Development and Education
基金
本研究得到国家攀登计划项目(95-专-09)
国家自然科学基金(30470574)
全国教育科学"十五"规划重点项目(DBA010171)
北京市教育科学"十五"规划课题的资助
关键词
汉语
正字法意识
阅读
发展
Chinese
Orthographic awareness
reading
development
