汉语儿童正字法意识的萌芽与发展

发布时间：2018-03-29 13:29

本文选题：汉语　切入点：正字法意识　出处：《心理发展与教育》2006年01期

【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。
[Abstract]:Taking the students of the first and third grades in the large classes and primary schools in 474 kindergartens as the research objects, this paper discusses the germination of the orthographic consciousness of Chinese children through the dictionary judgment of 70 line diagrams, the wrong position, the wrong parts, the false characters, the false characters and the true characters. Development and its relationship with Literacy. The results show that Chinese children's orthographic awareness has developed from scratch and gradually. Preschool students are in their infancy, while first-graders have a certain awareness of orthography. And with the increase of grade, the awareness of orthography is divided into several levels. In the pre-school stage, the basic ability to distinguish Chinese characters from line maps can only be developed, and the awareness of position and component can only develop gradually after entering school. Moreover, the development of orthographic consciousness in the former is easier than that in the latter. The development of orthographic consciousness is based on a certain amount of literacy, and reading ability is closely related to different levels of orthographic consciousness at different stages of development.
【作者单位】：北京师范大学认知神经科学与学习国家重点实验室北京师范大学认知神经科学与学习国家重点实验室北京师范大学认知神经科学与学习国家重点实验室
【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
【分类号】：G613.2

【参考文献】