| In China,the history of TCASL is not very long, especially lagging behind in Chinese character teaching. Considering Chinese teaching,two teaching methods are carried out:the first one is literacy based on separate character, the second one is based on content.Among the first one, the method based on “Six categories”is the most prevalent one,and it has achieved good results in the teaching process. As time goes on,the meaning and the form of modern character have changed to a certain degree.There would be some limitations if merely “Six categories”method had been chosen to practice TCASL.As for this phenomenon,the article puts forward this view: Firstly learning simplified pictograph and self explanatory character,within making of “Six categories” method.where categories method.Where these characters are used as component to compose with other character to form “associative compounds characters” and “photo gram”therefore to constitute “the net(which is composed of form and meaning)”.Through learning “phonological cues”and “Chinese radical”in the “the net”,the tyro gains a deep understanding of Chinese character and aquires comprehensive grasp of“tone,form,meaning”.In this article, the first section,from the aspects of teaching Chinese character,it refers to the problems the overseas students meet when they are learning.There analysis on it in order to find the reasons leading to the problems.The second part elaborates the feasibility and applicability of “Six categories”method from Internal Chinese Teaching to TCASL.In the third part<Chinese character express textbooks> is used as a base,with statistics and analysis of vocabulary distribution,it proposes there teaching methods:Demo association, scenario presented, comparing to form and meaning,selecting group of word.In the end, it is the reflection about the methods mentioned above and giving suggestion about practising process of compiling textbooks and teaching. |
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