朝鲜族儿童汉字正字法意识的发展

The Development of Orthographic Awareness of Chinese Character in Korean-Chinese Children

Orthographic awareness plays an important role in the Chinese literacy development. Three studies were designed to investigate how the orthographic awareness of Korean-Chinese children is acquired and developed for three levels of Chinese characters such as strokes, constructive features, and radicals. Korean-Chinese preschool children and elementary school students of Grade 1, 3 and Grade 5 participated in the experiments. The results showed that the orthographic awareness of preschool children was emerged but not developed enough. However, students in Grade 1 showed significantly increased orthographic awareness and made a great progress on learning of Chinese characters. Students in Grade 3 improved significantly and continued to develop for all aspects of Chinese characters. Students in Grade 5 showed fully developed orthographic awareness of Chinese characters. Based on current results we conclude that Grade 1 of elementary school is a critical period to Korean-Chinese students for the development of orthographic awareness of Chinese characters.

本研究以幼儿园中、大班和小学一、三、五年级的儿童为对象，考察朝鲜族儿童在笔画、结构类型和部件层次上的汉字正字法意识及其发展。研究结果显示：幼儿园的学龄前儿童已经开始萌芽汉字正字法意识并逐渐发展；小学一年级儿童在笔画、结构类型和部件层次上的汉字正字法意识有了较大的提高；小学三年级儿童的汉字正字法意识有了进一步的发展并达到相当的水平；小学五年级儿童的汉字正字法意识趋于完善。研究结果有力地证明：小学一年级是朝鲜族儿童在笔画、结构类型和部件层次上的汉字正字法意识迅速发展的关键时期。