Zero Basis Of Foreign Chinese Character Teaching Practice Research

The field of teaching Chinese as a foreign language has developed vigorously since1950s. An influx of overseas students and an upsurge of learning Chinese universally have promoted the systemic development of international Chinese language teaching. Specialized Chinese characters’teaching has emerged since new developments in Chinese language teaching education have occurred. Some qualified universities are offering specialized Chinese characters’courses to overseas students in succession now, teaching Chinese characters according to the laws of characters, compiling specialized Chinese character teaching materials for foreigners. This thesis focuses on the materials that are directed mainly at baseline Chinese character learners. However, we only find six sets out of more than30Chinese characters teaching books due to the limited proportion of low-level materials.Firstly, we make a brief overall introduction of these six sets of books and then put forth the idea that a baseline Chinese characters teaching book should take the differing features of learners fully into account. Those learners, whose mother languages use alphabetic writings, come from non-Chinese-character-using countries. They have no basis of distinguishing the shape of Chinese characters because they have never encountered them before. Therefore these kinds of teaching materials should conform to the following requirements:all the content of the whole book (preface, contents, text, exercise, appendix and others) should be written in both the learners’ mother language and Chinese, teaching Chinese characters should start from identification of strokes, including their direction, intensity, and position, and the book should deconstruct Chinese characters with samples in Tian-shape grids by analyzing strokes in order.Secondly, we make a comparative analysis based on six main elements of the exercise design (including structural arrangement, types, intensity, density, language knowledge, and skills) to sum up generality and characteristic.On the basis of the above study we advance the opinion that we should compile specialized Chinese characters’teaching materials for baseline learners. In arranging these materials, we should stick to the principles of science, system and theory. We should write exercises which stick to the principles of pertinence, effectiveness, practicality and interest, as well as introduce cultural knowledge, considering the difference of learners’background and age.Finally, we conclude the research of this thesis, and put forth more problems worthy of further study. We hope to arouse other researchers’interests and to put greater effort into controlled experiments, so as to promote the development of Chinese characters’ teaching materials for baseline learners.