学龄前儿童文字形态意识发展中的跨文字体系一致性研究

Consistency in The Development of Orthography Awareness across Scripts

文字形态意识的产生是基于单纯的文字接触还是学前儿童字母知识的发展，这是字母文字研究 领域一个悬而未决的话题。基于不同文字在基本形态特征上存在一致，本文通过考察30 名学前儿童的汉文 字形态意识的发展过程对前述话题进行了论证，发现：（1）单纯的文字接触能促生汉文字形态意识的萌发。 （2）其中，部件意识的萌发程度最高，笔画复杂度意识居中，结构意识最差。（3）部件意识与笔画意识的 萌发期出现在中班，结构意识的萌发期出现在大班。本文认为，单纯的文字接触能触发字母文字形态意识， 并且，这种现象具有跨文字体系的一致性，但具体的发生时间与发展过程却因为各自形态特征的表现形式不 同而不同。

An ongoing debate on print exposure and alphabetic knowledge among the researchers of alphabetic languages is concerning what underlies the beginning of orthography awareness of alphabetic scripts. Grounded in the observation that scripts are common in basic features of orthographies ， this paper was set out to solve this debate by investigating 30 preschoolers on their development in orthography awareness of Chinese characters， which provided us findings of : (1) Orthography awareness began with print exposure alone; (2) Component awareness bettered structure awareness significantly and stroke awareness not significantly ; and (3) Both the component awareness and stroke awareness began in second graders of kindergarten while structure awareness in third graders. Drawn from this paper， the initiation of orthography awareness by exposure of print alone was consistent across scripts， but the trajectories and time courses of development in orthography awareness differed according to specific orthographic features of scripts.