山东师范大学学报:人文社会科学版
山東師範大學學報:人文社會科學版
산동사범대학학보:인문사회과학판
Journal of Shandong Normal University(Social Science Edition)
2013年
6期
136~143
,共null页
学语前全聋儿童 正字法意识 形旁意识 声旁意识
學語前全聾兒童 正字法意識 形徬意識 聲徬意識
학어전전롱인동 정자법의식 형방의식 성방의식
pre -linguistic deaf children; orthographic awareness ; phonetic awareness; radical awareness
正字法意识是对书写系统组合规则的意识,在形声字中表现为声旁表音意识和形旁表意意识。采取纸笔测验,对某市两所聋校二、四、六年级82名学语前全聋儿童的声旁意识和形旁意识进行测试,探讨聋童形声字正字法意识及其发展特点后发现:学语前全聋儿童具有形声字正字法意识;声旁意识与形旁意识随年级升高而提高,声旁意识呈显著性年级差异,但形旁意识无显著性年级差异;声旁意识和形旁意识的发展关系密切;学语前全聋儿童形声字的正字法意识受语音的影响;现代汉字中85%以上都属于形声字。这一研究结论对探讨学语前全聋儿童汉字识别的认知过程与聋生汉字教学具有重要的理论与实践指导意义。
正字法意識是對書寫繫統組閤規則的意識,在形聲字中錶現為聲徬錶音意識和形徬錶意意識。採取紙筆測驗,對某市兩所聾校二、四、六年級82名學語前全聾兒童的聲徬意識和形徬意識進行測試,探討聾童形聲字正字法意識及其髮展特點後髮現:學語前全聾兒童具有形聲字正字法意識;聲徬意識與形徬意識隨年級升高而提高,聲徬意識呈顯著性年級差異,但形徬意識無顯著性年級差異;聲徬意識和形徬意識的髮展關繫密切;學語前全聾兒童形聲字的正字法意識受語音的影響;現代漢字中85%以上都屬于形聲字。這一研究結論對探討學語前全聾兒童漢字識彆的認知過程與聾生漢字教學具有重要的理論與實踐指導意義。
정자법의식시대서사계통조합규칙적의식,재형성자중표현위성방표음의식화형방표의의식。채취지필측험,대모시량소롱교이、사、륙년급82명학어전전롱인동적성방의식화형방의식진행측시,탐토롱동형성자정자법의식급기발전특점후발현:학어전전롱인동구유형성자정자법의식;성방의식여형방의식수년급승고이제고,성방의식정현저성년급차이,단형방의식무현저성년급차이;성방의식화형방의식적발전관계밀절;학어전전롱인동형성자적정자법의식수어음적영향;현대한자중85%이상도속우형성자。저일연구결론대탐토학어전전롱인동한자식별적인지과정여롱생한자교학구유중요적이론여실천지도의의。
The present study investigates Chinese Orthographic Awareness and its development of pre - linguis- tic deaf children. Orthographic Awareness is the awareness of composing rule in writing system, which is man- ifested in pictophonetic characters with two forms, namely, phonetic awareness and radical awareness . This study used the pencil - paper test to examine the phonetic awareness and radical awareness of 82 pre - linguis- tic deaf children in grade 2,4 and 6 from two deaf schools. The results showed ( 1 ) pre - linguistic deaf chil- dren have the orthographic awareness of pictophonetic characters (2) phonetic awareness and radical aware- ness increased with the increment of grade, on the one hand, radical awareness showed significant difference with grade; on the other hand, phonetic awareness did not have this significant difference (3) the develop- ment of phonetic awareness and radical awareness had a tight relationship. The orthographic awareness of pre -linguistic deaf children on phonogram is influenced by pronunciation, and 85% Chinese characters belongs to phonogram. The conclusion of the present study bears meaningful influence on the investigation on the cog- nitive process of Chinese characters for pre - linguistic deaf deaf students. children, and instruction of Chinese characters for