汉语儿童从图像到文字的早期阅读与读写发展过程:来自早期阅读眼动及相关研究的初步证据  

From Image to Text:the Early Childhood Reading and Literacy Development of Chinese-Speaking Children

作　　者：周兢[1,2] 刘宝根[1,3] 

机构地区：[1]华东师范大学学前教育与特殊教育学院,上海200062 [2]华东师范大学中国语言与文字研究中心,上海200062 [3]安徽师范大学教育科学学院,芜湖241000

出　　处：《中国特殊教育》2010年第12期64-71,共8页Chinese Journal of Special Education

基　　金：教育部人文社会科学重点研究基地重大项目<从图像到文字:儿童早期汉字习得过程研究>(项目号07JJDXLX264)部分研究成果

摘　　要：为了解汉语儿童从图像到文字的早期阅读与读写发展过程的特点,本研究以257名2-6岁儿童为被试,研究了(1)2-6岁儿童图画阅读的眼动发展特点,图画信息获取能力和文字阅读能力的发展特点;(2)4-6岁儿童的汉字视觉解析能力发展状况;(3)4-6岁儿童汉字视觉表现能力发展阶段。从阅读的视觉关注,汉字知觉解析和汉字视觉表现三个层面论证了汉语儿童从图像到文字的早期阅读与读写发展过程,探索了汉语儿童早期阅读和读写的视觉认知关键点,揭示了汉语儿童早期阅读和读写发展的文化独特性。This study aims to explore the development of Chinese-speaking children＇s early childhood reading and literacy, by testing 257 children aged 2-6. Specifically, the article probes into the children＇s developments in the following： （1） the eye movement of the children aged 2-6 during their picture-book reading time, their ability to obtain information from picture-books, and their reading ability; （2） the ability of the children aged 4-6 in their visual decoding of Chinese characters; and （3） the ability of the children aged 4-6 in their visual expression of Chinese characters.Also, from the perspectives of visual attention of reading, the perceptual analysis of Chinese characters, and the visual expression of Chinese characters, the article expounds the development of Chinese-speaking children＇s early childhood reading and literacy ＂from images to texts＂, probes into the key points of Chinese-speaking children＇s visual cognition of early childhood reading and literacy, and reveals the cultural uniqueness of the development of Chinese-speaking children＇s early childhood reading and literacy.

关 键 词：汉语儿童 早期阅读 读写发展 眼动 

分 类 号：B842.1[哲学宗教—基础心理学]