汉语儿童前识字发展研究

发布时间：2018-01-17 03:05

本文关键词：汉语儿童前识字发展研究　出处：《华东师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 国外的研究表明,学前儿童在接受正式的识字教学之前,就已经能够从日常生活环境中自然习得一些文字,并对文字有了一定的理解。这种早期文字的习得和对文字的理解我们称之为“前识字”,它是早期读写的重要组成部分,是儿童从不识字到识字的发展过程。汉字不同于英文,有其独特之处,由于汉字与其读音联系的不紧密而曾经一度被认为是“图示”文字,只能通过机械记忆获得。但是近几十年的研究表明,不论是英语儿童还是汉语儿童,在其识字的过程中都有一个分析的过程,儿童是通过分析来学习文字的。在汉字分析中,部件起着重要作用,儿童如果能够意识到汉字由一些重复率极高的部件组成,就能大大地减轻其记忆负担,从而更快地学习新字。对于还未接受正式识字教学的学前儿童来说,其主要任务是能够从视觉上认知汉字部件,从而为日后系统地学习汉字部件做好准备。然而,目前还没有研究表明,在正式教汉语儿童学习识汉字之前,是否也能够从日常生活环境中自然习得一些文字,并能够从视觉上认知汉字部件。本研究旨在解决三个问题：第一,在未接受正式的识字教学之前,汉语学前儿童能否从日常生活环境中自然习得一些汉字；第二,在未接受正式的识字教学之前,汉语学前儿童是否已经能够从视觉上认知汉字部件；第三,学前儿童对汉字部件的视觉认知是否与其早期汉字习得有关。研究自行设计了四个任务,包括：汉字分析任务、拼字任务、记忆和辩识部件任务和认字任务,从上海市五所一级幼儿园选取4、5、6岁儿童共120名作为研究对象,以探索汉语学前儿童的前识字情况。研究表明,汉语学前儿童在接受正式的识字教学之前,就已经能够从视觉上认知汉字部件,并能从日常的生活和阅读中自然习得一些汉字。学前儿童早期对汉字部件的视觉认知与儿童自然习得汉字成绩显著相关。汉语学前儿童对汉字部件的视觉认知和汉字习得随着年龄的增长而不断发展。在此研究结果的基础上,我们总结出汉语儿童的前识字发展需要经过三个阶段：图形记忆阶段、粗略认知阶段和分析字形阶段,并对幼儿园指导儿童前识字发展,提出了教育建议。
[Abstract]:Foreign studies have shown that preschool children have been able to acquire some text naturally from their daily living environment before receiving formal literacy teaching. And has a certain understanding of the text. This early text acquisition and understanding of the text we call "pre-literacy" It is an important part of early reading and writing, and the development of children from illiteracy to literacy. Chinese characters are different from English and have their unique features. Because of the incompact connection between Chinese characters and their pronunciation, they were once regarded as "pictorial" characters, which can only be obtained by mechanical memory. However, recent studies have shown that. Whether English children or Chinese children, there is an analytical process in the process of their literacy. Children learn words through analysis. In the analysis of Chinese characters, components play an important role. If children can realize that Chinese characters are made up of parts with very high repetition rates, they can greatly lighten their memory burden and thus learn new characters more quickly, for pre-school children who have not yet received formal literacy instruction. Its main task is to be able to recognize Chinese character components visually, so as to prepare for systematic learning of Chinese characters components in the future. However, no research has shown that before formally teaching Chinese children to learn Chinese characters. Can we also learn some words naturally from our daily living environment and recognize Chinese character components visually. The purpose of this study is to solve three problems: first, whether Chinese preschool children can acquire some Chinese characters naturally from their daily living environment before receiving formal literacy teaching; Second, before the formal teaching of literacy, whether Chinese preschool children have been able to recognize Chinese characters from the visual components; Third, whether preschool children's visual cognition of Chinese character components is related to their early acquisition of Chinese characters. The study designed four tasks, including Chinese character analysis task, spelling task, memory and recognition component task and recognition task. A total of 120 children aged 6 years were selected as subjects to explore the pre-literacy of Chinese preschool children. The study showed that Chinese preschool children before receiving formal literacy teaching. It is already possible to visually recognize Chinese character components. And some Chinese characters can be acquired naturally from daily life and reading. The visual cognition of Chinese character parts in preschool children is significantly related to the achievement of children's natural acquisition of Chinese characters. The acquisition of Chinese characters develops with age. Based on the results of this study, we conclude that the development of pre-literacy in Chinese children needs to go through three stages: graphic memory stage, rough cognitive stage and analytical glyph stage. In addition, the author puts forward some educational suggestions to guide the development of children's literacy before kindergarten.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.2

【相似文献】