A Study On Teaching Chinese Characters On Classin Platform Guided By Cognitive Theory

Teaching Chinese characters is one of the important components of international Chinese teaching and one of the teaching tasks that Chinese language teachers need to address.How to improve the effectiveness of international Chinese online character teaching and enable learners to master Chinese characters more efficiently in a limited time is the problem to be solved in this study.Currently,there are quite a lot of theories on Chinese character research and Chinese character teaching,but there is not enough integration between Chinese character theoretical research and international Chinese online teaching practice.This study takes cognitive psychology,cognitive linguistics,and conceptual metaphor theory as the theoretical basis,Classin as the online teaching platform,and the online teaching practice of the theorists to design a "cognitive model of online Chinese character teaching" to improve learners’ acquisition of Chinese characters,and to explore online Chinese character teaching methods and strategies in depth.The paper compares several online teaching platforms for teaching Chinese characters.The paper also compares the similarities and differences of the Chinese character teaching models of several online teaching platforms,and then identifies the differences between them in terms of teachers’ instructional behaviors,teacher-student interaction,and teaching resources allocation.The introduction of this paper introduces the background and significance of the selected topic,the current status of the research,the theoretical foundation,the research methodology,and the research focus.The first chapter discusses the characteristics of Chinese character teaching guided by cognitive theory and expands its significance and usefulness for online teaching,and suggests the "listening,speaking,reading,and writing" and cultural teaching of Chinese characters in terms of the mutually reinforcing relationship between Chinese character teaching and integrated classroom teaching and the "three-dimensional" cognitive characteristics of Chinese character form,sound,and meaning.The second chapter suggests specific methods for teaching Chinese characters,including the use of Chinese character thinking,ideographic components,the connection between the whole and the parts,and contemporary Chinese culture.Chapter two describes the characteristics of online teaching platforms,analyzes the operation mechanism of Classin and other online teaching platforms,focuses on comparing the similarities and differences between online Chinese character teaching and traditional Chinese character teaching models,lists the current situation of Chinese character teaching on mainstream online platforms,and summarizes the main methods,strategies,and contents used in online Chinese character teaching.The third chapter combines theoretical analysis,online platform research and teaching,and uses 30 students from the "Wukong Chinese" organization as teaching objects to carry out the teaching design.The instructional design uses the primary level "80 characters" of the International Chinese Language Education Level Standards(2021 Edition)as the content of instruction,and classifies the "80 characters" according to the number of strokes,stroke shape and structural characteristics of Chinese characters.The teacher will subcategorize the "80 characters" according to the number of strokes,stroke shape and structural characteristics.Before the class,teachers take a "Chinese character cognitive level" test to understand students’ Chinese character levels and implement a "conceptual integration model" for each Chinese character,and then reflect on the teaching results.Chapter four focuses on the "220 characters" of the elementary level of the International Chinese Language Education Standards.And before the teacher starts teaching,he/she subdivides the "220 characters" and constructs a "40 characters + 40parts" teaching system with "40 characters" being character formation components and "40 parts" being character non-formation components,and teaches these two kinds compound element characters separately.The "concept blending model" is used in the teaching design.Finally,post-tests and reflections on the teaching of Chinese characters were conducted.The concluding remarks summarize the effective results of cognitive theory-guided Chinese character teaching on the Classin platform in terms of learners’ acquisition of Chinese character forms,sounds,and meanings,and discuss the possibility of introducing cognitive theory-guided Chinese character teaching into other fields in the future with artificial intelligence and virtual reality technologies.