语素是语言中最小的音义结合体，也是汉语中最重要的构词单位。对将汉语作为第二语言学习的儿童来说，汉语语素意识的发展对他们了解和掌握汉语具有十分重要的意义。本研究以英语母语儿童为对象，考察了中文沉浸式教学班中儿童语素意识的发展情况。 论文共分为五部分：第一部分总结了关于语素本位理论和语素教学的已有研究成果。第二部分论述了本研究的写作角度，并提出了相关的假设。第三部分是本项研究的主体部分，主要为儿童语素意识的实验。实验分为两个部分，分别为语素意识实验和综合语言能力实验。语素意识实验包括语素辨义实验、语素释义实验以及语素构词实验。综合语言能力实验从阅读、写字以及听力三个方面考察了儿童对汉语的掌握情况。讨论部分从儿童的母语背景、家庭环境、认知水平和性别差异等方面分析了影响儿童语素意识发展的多种因素。通过分析，我们得出以下结论：1.儿童在将汉语作为第二语言学习的过程中，会逐步建立起符合汉语规律的语素意识。2.语素意识的形成和发展与综合语言能力的提高呈正相关。3.语素意识能力的培养是儿童学习和掌握汉语的关键因素。4.英语母语儿童的汉语阅读能力和英语阅读能力存在着很大关联。第四部分介绍了课堂环境中教师使用“语素法”教学的情况以及儿童语素意识的发展情况，同时对教材中的词汇以及练习中和“语素法”相关的习题作了统计和研究。结尾部分针对海外儿童汉语词汇教学和教材练习编写提出了建议。

Morpheme is the smallest meaningful unit in a language， which is also one of the most important basic units in Chinese. The appearance of Chinese morphological awareness can facilitate children who learn Chinese as a second language in the process of learning and managing Chinese language. This research studied the children’s development of morphological awareness in a Chinese immersion class. All the participants in this research were English native speakers. This study contained five parts:The beginning part concluded the existed accomplishment about the theory of morpheme as a basic unit and morpheme pedagogic. The second part introduced the writing aspect and the suggestion of this study.The main part of the study was the children’s morphological awareness research. This research consists of two parts: the morphological awareness tests and the test of synthetical Chinese language ability. The morphological awareness tests included three aspects: the morpheme identity test， the morpheme illustration test， and the morpheme construction test. The tests of synthetical Chinese language ability inspected children’s ability in reading, writing and listening. In the discussion part， factors such as children’s first language， home environment， cognition development and gender differences to form the reasons which effected children’s phonological and morphological awareness development were discussed. Conclusions from these analyses were obtained as below: 1. In the process of learning Chinese as a second language， children will gradually build the basic Chinese morphological awareness. 2. The appearance and development of morphological awareness have a positive correlation with their synthetical Chinese language ability. 3. To build the morphological awareness is crucial in the process of learning Chinese. 4. For children who speak English as their first languages， their reading ability in Chinese is closely correlated with their reading ability in English.In the following part， this study introduced how a teacher applied teaching morpheme theory and the appearance of morphological awareness in class as well. The vocabulary of the textbook and exercises which connected to the teaching morpheme theory were also studied. In the last part, suggestions were given on how to teach non-native Chinese speakers vocabulary and how to improve exercises of the current published textbook.