Literacy Instructional Design Based On “Much Recognize Less Write, Identify First Write Behind” Principle

Foreign Chinese characters teaching theory has made great progress, such as the use of word building methods, components, the word source theory of Chinese characters teaching and achieved good results, but I think this did not solve the problem of Chinese characters are difficult to learn, hard to remember. According to the zero point of the cognitive ability of students and through the study of Chinese chara cters based on “much recognize less write, identify first write behind ” principle, the writer of this thesis points out the teaching theory of using the phonetic word source theory and modern electronic products typing function to teach Chinese characters. The traditional Chinese characters teaching mode combined with modern science and technology can help learners memorizing Chinese characters.This thesis is divided into five chapters. The first chapter is the introduction is mainly about the research purpose, significance, present situation; the second chapter describes the three theories in this theory as the theoretical overview, they are “much recognize less write, identify first write behind ” principle, the word source theory and context theory; the main part is the third chapter the main story of literacy, context construction, context construction in process design and the teaching effect; the fourth chapter is about the analysis of the research questionnaire investigation object is introduced and the survey data; the fifth chapter is the conclusion about the existence of the paper the conclusions, paper not foot and the tutor thanks.