The Rationality Of Chinese Characters And Its Application In Teaching

With people paying more attention to Chinese character teaching in TCSL, Chinese character rational teaching also enjoys great development in recent years. The key to Chinese character rational teaching is to teach on the basis of the rationality of Chinese characters. But just caring the rationality of Chinese characters cannot achieve very good teaching effect, because the rationality of Chinese characters and Chinese character teaching in TCSL is not the same thing. Therefore the teacher should give full play to the initiative and great creativity and apply the rationality of Chinese characters in a flexible way during the teaching process. This article mainly introduced the research overview of the rationality of Chinese characters and Chinese character teaching in TCSL. We mainly discussed the Six Categories, the Three Categories, the theory of the Chinese characters proposed by Qiu Xigui, the theory of Chinese characters formation proposed by Wang Ning and the new Six character-building methods proposed by Su Peicheng about the rationality of Chinese characters. Then we proposed the concept of the rationality of Chinese characters. The rationality of Chinese characters denotes the relation between the pronunciation and meanings of the character and the pronunciation and meanings which is recorded by the character. We mainly introduced the principle discussed in the preliminary pamphlet of characters written by Wang Yun, the method proposed by Jia Guojun and the achievements of Li Yunfu about the Chinese character teaching in TCSL.On top of that, the relation of the rationality of Chinese characters and the Chinese character teaching in TCSL was introduced in this paper. To grasp the rationality of Chinese characters and Chinese character teaching in TCSL, the relation of the character, the word element and the word should be clarified. The analysis and research of the rationality of Chinese characters and Chinese character teaching in TCSL above laid a good theoretical foundation. This paper quantitatively analyzed 800 characters of grade A in order to better guide the rationality of Chinese character teaching in TCSL, drawing on experiences of Su Peicheng theoretical methods and theories. This paper proposed the Five Categories innovatively, which is pretty different from the method proposed by Su Peicheng about the division of the value of the rationality of Chinese characters. This article focuses on the convenience and flexibility of teaching activities, but the method proposed by Su Peicheng focuses on the objective description. The conclusions are educed follow by analyzing 800 characters of grade A: Most Chinese characters can not be taught directly by the teaching rationality of Chinese character, and other factors should be taken into account. So this article discussed several aspects about the rationality of Chinese character teaching on top of that. Chinese culture teaching and the rationality of Chinese character is different, and the Chinese culture teaching can be seen as a part of the rationality of Chinese character. In order to overcome the difficulty in the rationality of Chinese character teaching, this article lays great emphasis on the methods of meaning-expressing, the systemic principle of the Chinese character and the method proposed by the Linguistics, etc. These methods of the rationality of Chinese character teaching from various aspects discussed above can expect to achieve good results.