从《字学纂要》书写现象看金龙壮族文化心理特征

文字使用作为一种社会现象，是使用者心理状态和精神面貌的一面镜子。《字学纂要》作为金龙壮族地区的工具书与识字课本，不仅是金龙壮族文字使用情况实录，更是该群体文化心理的真实写照。我们透过《字学纂要》书写现象观察金龙壮族心理特征，发现地处中越边境的金龙壮族一直以来秉持着强烈的国家认同和民族认同，同时也体现出了开放包容的心态与求真务实的作风。

白川静文字学在海内外的学术影响

白川静的文字学说，世称白川文字学，是日本战后具有突出文化功绩的大家。在日本，白川静文字学受到著名小说家宫城谷昌光、五木宽之的称赞。白川静著作中影响最大的是《字统》，该书揭示了作为表象文字的汉字字源具有文化的深远意义。松冈正刚、小山铁郎推出白川静的入门书籍，使白川文字学被世人所知。以白川文字学为中心的文字解释书籍也多数出版，足见白川著作受到广泛认可。在海外，白川静的《金文通释》成为在中国大陆、台湾地区解释金文时成为必须书籍。白川静的著作《汉字百话》、《常用字解》、《诗经的世界》、《孔子》等被翻译成中文，海外读者逐渐提高对白川静的认识程度，但是对于白川静文字学的基本认识还存在没有得到正确理解的部分。本文分析了日本、中国大陆、台湾地区学者对接受白川文字学的不同方式的原因，阐述对于白川文字学在不同国家区域接受现状及接受方式差异的根源。

战国陶文研究综述

学者们对陶文的研究可追溯到清代。不过，随着其他出土材料的不断增加，学界对陶文的重视程度始终不及其他古文字资料。事实上，与青铜器、简帛、玺印等相比起来，陶器几乎是所有阶层的人们均需要使用的器物，也是最常见的器物。而在此类器物上的文字，则是先秦人类日常生活和社会现实的最真实反映。其数量也应该是目前出土材料中最多的。如此大宗的材料，其所蕴含着的价值与其他材料是一样的，也就是说，陶文对于研究中国古代文字形体及其演变、用字情况、政治制度、职官制度、地理沿革、历史事实、姓氏状况、思想文化等问题均有重要价值。可见，战国陶文当可看作一个整体的类别进行专门研究。

白地杨玉发东巴文书信译释

书信是东巴文应用性文献的重要类别。书信与经书不同，能反映东巴的日常生活和思想状况，文献形式和语言文字也有特点，但以前很少刊布。本文对 1998 年白地杨玉发东巴写的一封东巴文书信进行了译释，分析了书信的文献学、语言文字学特点和价值。

Immediate effect of dialogic reading on interactive quality of book sharing among Chinese preschool mother–child dyads

Shared book reading is often used as an educational tool to promote the development of children’s early language and literacy skills. This study aimed to describe and compare the linguistic features of parent–child interactions during two shared book-reading sessions among 45 children (aged 4–6 years old) and their mothers. The dyads were divided into 2 groups: the intervention group ( n = 25), and the control group ( n = 20). In the first reading session, mothers read with their children the way they were most comfortable with and as they would usually do at home. Before the second reading session, we provided a 30-minute intervention on strategies of dialogic reading to the intervention group. Both readings were video-recorded. Mothers completed home literacy environment questionnaires. The results showed that even for mothers who were initially very skillful at reading with their children, this immediate intervention promoted a number of aspects of interactivity between mothers and their children, namely, the number of utterances, completion, open-ended, closed and labeling questions, and type token ratio by mothers, the number of utterances and initiated talk by children, and extra-textual talk and total number of turns by both mother and child. Mothers who received the intervention demonstrated more flexibility and more discursive styles, even though the intervention was short, and the time for them to practice was minimal.

The development of lexical semantics for Mandarin-speaking children in China: An exploratory study based on the East China Normal University Vocabulary Test

Through the compilation and research of the East China Normal University Vocabulary Test, this study explored the development of receptive and expressive language abilities of 58 children in the 2–3-year-old age group and 36 children in the 4–5-year-old age group. Results found that the children’s score of receptive vocabulary is higher than the score of expressive vocabulary, while there is a significant correlation between receptive vocabulary and expressive vocabulary. Moreover, children in the group of 2–3-year-olds had significantly lower scores than children in the group of 4–5-years-olds in both receptive and expressive vocabulary. Further analysis points out the earliest and most common word class of children is nouns, followed by verbs. Among the verbs, active verbs are the first to be acquired. Classifiers are the last acquired vocabulary by Chinese children. The exploration of phonetic errors reflects that children of 2–3 years old tend to misunderstand words by the similar sounds in words, but as their age increases, the number of phonetic errors decreases. Moreover, the results also indicate that biological and specific things are the two semantic categories learned by children. With cognition developing with age, the number of the words in different semantic categories that children acquired expands.

Exploring the development of early reading literacy and story narrative among young children

While numerous studies have examined the development of reading literacy and language skills of older primary and middle school-aged children, comparably little research focuses on those of younger children. The present study investigates the links between early reading literacy – including reading behavior, comprehension, and engagement–and narrative skills among children aged from 3 to 6. Eighty-five children participated in a picture book reading activity and a storytelling task. Their early reading literacy was rated during a child-led picture book reading, and their narrative skills were scored using the Edmonton Narrative Norms Instrument. Although the children’s development varied greatly in three early reading literacy sub-dimensions, we found a significant developmental tendency and a correlated relationship between early reading literacy and narrative skills among young children. The preschool children’s reading initially focused on pictures and gradually transferred to print as their age increased. Moreover, their reading behavior, comprehension and engagement had a predictive effect on narrative structure and linguistic development. This study suggests that school-based practices for early reading instruction should focus on children’s reading literacy and narrative skills in the future.

Association between teachers’ shared book reading strategies and children’s vocabulary development in rural China preschools

Shared book reading is among the most common activities in preschools and is a key teaching practice to improve children’s language and literacy skills. The purpose of this research is to investigate the association between teachers’ shared book reading strategies and preschoolers’ language skills in rural China. We coded shared book reading class videos of 10 village-level kindergarten classrooms and divided teachers’ strategies into two categories – textual and extratextual strategies. This study analyzed the correlation between teachers’ choice of shared book reading strategies and children’s language skills among 10 teachers and 94 children. We found that teachers’ use of textual strategies was a strong predictor of children’s language skills. Implications for teaching skills during shared book reading in rural China preschools are discussed.

The development of Chinese character reading and knowledge in young children

Early reading and literacy are critical for helping children to become good readers, and character reading and knowledge are important aspects. However, few studies have investigated this issue. By drawing on 127 children between 4 and 6 years of age from five Level 1 kindergartens in Shanghai, this study examined the development of Chinese character reading and knowledge in young children. Character reading was assessed using the revised Chinese Communicative Development Inventory. Children’s knowledge of Chinese characters was administered through three tasks, namely stroke-pattern recognition, visual memorization and component detection, and component positioning. Results indicated that children acquired some characters before formally learning to read and write. Both character reading and knowledge developed rapidly with age. Further, children’s knowledge of Chinese characters was closely associated with their character reading. Findings suggest that children’s interest and knowledge of characters should be fostered during the early years to prepare them to be successful readers.