The Research On System Of Chinese Character Knowledge And Compiling Materials In The Teaching Of Chinese As A Foreign Language

At present, there are two serious problems in the selection and arrangement of materials of Chinese character in the teaching of Chinese as a foreign language(TCFL henceforth), namely,"placing too much attention on primary stage but senior stage" and "focusing too much on Chinese skills training but knowledge teaching". There are only a few knowledge textbooks of Chinese character in the senior stage and the relevant research is also very limited."Chinese Characters Tutorial","Modern Chinese Character Tutorial","Concise and Practical Chinese Philology","Philology in Chinese Character Teaching", Hu Yushu’s "Modern Chinese(second edition)" and Huang Borong&Liao Xudong’s "Modern Chinese (fourth edition)" are more influential and representative works of similar materials. By the combination of macro and meso research and the combination of quantitative and qualitative analysis, we are to compare and analyze the compiling of Chinese character knowledge items of the two kinds of textbooks above. Through questionnaires we are to understand the needs of teachers and students to Chinese character knowledge in the senior stage, assess the selection and arrangement of knowledge items of "Chinese Character Tutorial", provide vision to the selection and arrangement of Chinese character knowledge textbooks, and propose some suggestions to the teaching of Chinese character knowledge. The research above is still the first in China.The arrangements of the four senior Chinese character knowledge textbooks of TCFL are nearly the same, but there is no uniform standard for choosing knowledge items, leaving great uncertainty and randomness."Chinese Character Tutorial" has the particularity of the TCFL materials in choosing knowledge content, but the item arrangement does not meet the cognitive law of "easy things first", which means the contents are too difficult and fail to meet the instructional needs of teachers and students. To this end, we propose the principle of "step by step", and design a diagram of "Chinese character knowledge items" which is divided into three stages.