CAJ | 학술논문

幼儿对文字的关注是内化文字形式和功能（文字意识）的基本途径，如何有效提高年幼儿童对文字的关注是一个具有重要实践意义的课题。本研究以54名2～3岁幼儿为研究对象，记录和分析幼儿在自读、伴读和指读三种方式下阅读图画书的眼动行为。结果发现：1）自读和伴读方式下，2～3岁幼儿对文字和图画的关注具有相同的眼动模式，并且对文字的关注程度均较低；2）指读可显著提高幼儿对文字的关注频率，同时对文字注视时间、次数以及关注速度均表现出一定的促进作用；3）对图画的整体分析显示，指读与伴读／自读方式之间的眼动模式差异不显著；而进一步对图画的局部分析表明：指读不影响幼儿图画关注的全面性和有效性。综上所述，指读在一定程度上能够促进年幼儿童对文字的关注，同时动态手势也不抢占儿童阅读图画的注意资源。
유인대문자적관주시내화문자형식화공능（문자의식）적기본도경，여하유효제고년유인동대문자적관주시일개구유중요실천의의적과제。본연구이54명2～3세유인위연구대상，기록화분석유인재자독、반독화지독삼충방식하열독도화서적안동행위。결과발현：1）자독화반독방식하，2～3세유인대문자화도화적관주구유상동적안동모식，병차대문자적관주정도균교저；2）지독가현저제고유인대문자적관주빈솔，동시대문자주시시간、차수이급관주속도균표현출일정적촉진작용；3）대도화적정체분석현시，지독여반독／자독방식지간적안동모식차이불현저；이진일보대도화적국부분석표명：지독불영향유인도화관주적전면성화유효성。종상소술，지독재일정정도상능구촉진년유인동대문자적관주，동시동태수세야불창점인동열독도화적주의자원。
Children＇s visual attention to print serves as an important proximal process through which children internalize knowledge about print forms and functions （print awareness）. So what kind of reading can promote the extent to which children pay attention to print.9 To answer this question, the eye movements of 54 younger children ranging in age from 2 to 3 were recorded by eye tracker as they read the picture book through three kinds of reading styles： independent reading（IR） , reading with the narrator（RR） and pointing to and tracking the print with the nar]：ator（PTR）. The results were as follows：（1）Under IR and RR conditions, children had the same eye- movement patterns, that is children rarely looked at print, with about 5.7% of fixation time and 5.4% of fixation count allocated to print areas. （2） PTR could significantly increase the frequency of print fixation, and also increased the probability of time spent in print areas and speed getting into print areas in PTR group, namely, about 12.4% of fixation time and 11.3% of fixation count respectively. （3） The global analysis in picture areas yielded no difference on eye movement patterns between the PTR group and IR/RR group, furthermore, the local analysis on the objects in picture areas suggested that PTR did not disturb the comprehensiveness and effectiveness of children＇s fixation on picture areas. To conclude, the results of this study indicated that PTR could increase children＇s contact with print to some extent, moreover, the gestures in the reading of pointed to and tracked the print with the narrator did not overly tax the child＇s cognitive resources that are focused on the objects in pictures during picture book reading.