學齡前幼兒在漢字書寫與繪畫的概念差異

CHINESE CHILDREN'S EMERGING CONCEPTS ABOUT CHARACTER WRITING AND DRAWING

張菀真(Wan-Chen Chang) ； 辜玉旻(Yu-Min Ku)

《國立臺灣科技大學人文社會學報》 17卷1期 (2021/03) Pp. 1-24

摘要

本研究目的是探討幼兒對漢字書寫和繪畫的理解和概念，並分析年齡的影響。研究方法採用書寫漢字與繪畫任務與一對一的訪談，以突破過去研究採用間接資料進行分析，即收集幼兒書寫文字和繪畫的作品或動作。研究參與者為臺灣北區四所幼兒園中、大班各79名幼兒。研究結果顯示：（1）年齡越大的幼兒越能分辨出漢字和繪畫兩者間的差異；（2）幼兒識字經驗的差異會影響其使用不同的表現形式來表徵漢字和繪畫的概念；（3）幼兒多以視覺線索區分漢字和繪畫。本研究發現運用多元的書寫文字與繪畫活動並且結合訪談可獲得幼兒的書寫漢字與繪畫的豐富概念，並且凸顯漢字書寫概念的獨特性。在教學實務上建議幼兒園增加多元的讀寫活動，豐富幼兒生活環境中的文字刺激，有助書寫概念的發展。

關鍵字

讀寫萌發 ； 漢字 ； 書寫概念 ； 學齡前幼兒

並列摘要

The present study investigated young children's concepts about Chinese character writing and drawing. Previous studies indicated that children's knowledge about their writing system increases with age. Older children seem to be more able to differentiate the function of writing and drawing. However, these findings derived from studies that compared the formats (products) or actions of writing and drawing rather than directly prompting children into using explanatory talk for why and how they create those symbols. Thus, the objective of the current study was to develop tasks to tap young Chinese children's understandings and concepts of Chinese character writing and drawing. The participants included 79 kindergarteners and 79 preschoolers from four schools in Taiwan. Children's understanding and concepts about print and drawing were collected through interviews and their character writing performance was measured by several writing tasks. The results of the study showed that 1) children could distinguish the differences of print and drawing as they increase of age; 2) children use different representations to present Chinese character and drawing, respectively, based on their literacy experience; 3) most children rely on visual form to distinguish the two notation systems, that is, pay more attention to the visual features of the Chinese character or the shape of the drawing.

並列關鍵字

emergent literacy ； Chinese character ； concepts about writing ； children

參考文獻

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