Research On Teaching Of Chinese Character Forms Of Junior Middle School In Viet Nam On The Basis Of Implicit-Explicit Learning Theory

After the appearance of Implicit Learning, researchers were always focus on proving its independence from Explicit Learning. With the graduate discovery of the similarities between the two, they began to reflect on the independence of Implicit Learning and got through a much further study. Such researches had shown that there had been an interaction between Implicit Learning and Explicit Learning, that is to say, any product of a kind of learning task is the common contribution from the two. As regards the complete Implicit Learning or Explicit Learning, the existence will make no sense.With the consideration of Implicit-Explicit Learning Theory, the author investigated the current station in character forms'teaching in Viet Nam copiously from many sources, such as, the current teaching model of character forms in Viet Nam, the instructions used in teaching, students'reports of knowledge in characters, error phenomena in students'writing, and made a conclusion that Implicit Teaching was more important in instruction of word characters.The cooperation of Implicit Learning and Explicit Learning reveals to the education that:when resolving problems, especially a difficult one, it is better for students to observe it passively, and then be given a formal instruction by the teacher. It is also reveals to the teaching of character forms in Viet Nam that, in all kinds of knowledge of the teaching in character forms, the author advocated that the order of explicit-implicit-explicit in teaching should be made in strokes and stroke orders firstly because of its less difficulties. However, for the parts of character components, single styles and ligatures which is more difficult as considered, the author advocated for the order of implicit-explicit-implicit. The strategy for explicit teaching should lay emphasis on the explaination of rules, and implicit teaching should be focus on the development of character senses for students. The latter is suitable for students in Viet Nam.This paper mainly discusses the research on the Implicit Teaching and Explicit Teaching from strokes, components and similarities of characters. And the author considered that, Explicit Teaching could be exposed by the rules of character patten through such methods as direct explaination, contrasting induction, picture presenting. Implicit Teaching internalizated explicitial knowledge in many ways. The author is trying to offer some help to Character Teaching in Viet Nam through these researches.