汉字部件信息在朝鲜族儿童汉字加工中的作用

The Role of Radical Information in Processing of Chinese Characters by Korean-Chinese Children

This study was designed to investigate the emergence and development of radical awareness and radical position awareness of Chinese characters in Korean-Chinese children. In the current study, preschool and school children aged from 4 to 6 were instructed to conduct the Chinese characters decision task for 3 different kinds of stimulus: non-characters with the radical in illegal form, non-characters with the radical in illegal position and pseudo-characters. The results showed that children aged from 4 to 5 acquired nothing about radical awareness and radical position awareness; and both the level of radical position awareness and radical awareness increased significantly for the children in school than that for children in preschool. Additionally, the level of children’s radical position awareness was higher than that of radical awareness. In conclusion, the results of current study indicate that school children who have received a formal education can acquire and develop the awareness of radical position as well as the awareness of radical, but preschool children without formal education cannot. Based on these results, we propose to pay more attention on the radical of Chinese characters in teaching.

本研究采用纸笔测验，以4-6岁三个年龄段的朝鲜族儿童为研究对象，通过对部件位置错误非字、部件错误非字和假字进行真假字判断，系统考察了朝鲜族儿童汉字部件意识与部件位置意识的发生与发展。结果发现，部件位置意识的发展早于部件意识，学龄期儿童在部件位置错误非字、部件错误非字的正确率显著高于假字，表明部件位置意识已发展成熟，而部件意识没有发展成熟。文章最后提出汉字教学中应加强部件教学的建议。