“书空”作为一种常见的手部书写动作，在汉字文化圈中广泛存在，是汉语和日语母语汉字教学中常用的辅助记忆练习方式。但在二语汉字教学领域，关于“书空”给汉字学习带来的潜在教育益处还更多停留在理论层面，缺乏相应的实验验证。对此，本研究采用行为实验法，辅之以课堂观察和教师访谈，探究“书空”这种汉字教学和练习方式在汉语作为第二语言中的作用。

本研究共进行了两个学习实验：实验一对象为英国幼儿园4～5岁幼儿，被试24名；实验二对象为英国小学K至二年级4～7岁低龄儿童，被试58名，幼儿园组根据三项前测结果分为“书空”测试组和“非书空”控制组，小学组则采用同一轮被试轮流使用“书空”和“非书空”方式进行汉字教学。两项实验均包括两轮汉字学习后的即时测查和一项延时测查。即时测查环节以课堂活动的形式进行，共计5道题，其中幼儿园组任务为“听音选字”、“看字选音”和“听字选图”，小学组前两项任务相同，后一项为 “看字选图”。延时测查在汉字学习结束后一周进行，测试题从原有即时测试的题目中选取，共计8道题。

结果发现：（1）使用“书空”动作比不使用“书空”动作对4～7岁儿童汉字认读学习的准确性有促进效应，但该效应不具备持续性。（2）三年级儿童的汉字认读成绩显著高于一、二年级。基于实验结果并结合课堂观察和教师访谈结果表明，各年龄段儿童单位时间内学会的汉字数量是有限的，教学的汉字数量合适才能对汉字认读学习有积极影响。此外，在访谈中教师们建议汉字“书空”教学和练习需要具备连续性。

Air-writing, a common hand-written action in the Chinese character culture circle, widely used as an auxiliary memory practice in Mandarin and Japanese native language Chinese character teaching. However, in the field of second language Chinese character teaching, the potential educational benefits of Air-writing for Chinese character learning are mostly theoretical and lack corresponding experimental verification. Therefore, this study uses behavioral experiments, supplemented by classroom observations and teacher interviews, to explore the role of Air-writing in Chinese as a second language.

This study conducted two learning experiments: Experiment 1 involved 24 British kindergarten children aged 4~5, and Experiment 2 involved 58 British primary school children from kindergarten to second grade aged 4~7. In the kindergarten group, based on three pre-tests, the children were divided into Air-writing test group and non-Air-writingcontrol group, while in the primary school group, both Air-writing and non-Air-writing teaching methods were used alternately among the same group of subjects. Both experiments included immediate tests and delayed tests after two rounds of Chinese character learning. The immediate test consisted of 5 questions conducted in the form of classroom activities, including tasks such as "listening and selecting characters," "seeing characters and selecting pronunciations," and "listening to characters and selecting pictures." The delayed test was conducted one week after the end of Chinese character learning and consisted of 8 questions selected from the original immediate test questions.

Results showed: (1) The use of Air-writing actions had a promoting effect on the accuracy of Chinese character recognition learning for children aged 4~7, but this effect was not sustainable. (2) Third-grade children's Chinese character recognition scores were significantly higher than those of first and second graders. Based on the experimental results and combined with classroom observations and teacher interviews, it was concluded that the number of Chinese characters learned by children in a unit of time is limited, and teaching an appropriate number of characters can have a positive impact on Chinese character recognition learning. Additionally, teachers suggested that continuous Air-writingteaching and practice are necessary, as revealed in the interviews.