The Exploring Of Teaching Strategies Of Characters To Oversea Children

Nowadays more and more primary schools in Krakow, Poland are developing Chinese course. However, I found that those children who had learnt Chinese for three years couldn’t write characters or recognize them, and they tended to keep notes by Pinyin. It is known that many characters share the same Pinyin. Thus, teaching by Pinyin all the time will have effect on students’understanding Chinese in the long term. When characters and their pinyin appear at the same time, I also found that most students preferred to keep notes by Pinyin, many of which were incorrect, while some students were willing to keep by characters, most of which were incorrect in the stroke and writing order and often took them a lot of time. Therefore, it is necessary to start to teach characters in primary school No.12 and help students recognize and keep them in mind, which will benefit the students in their later Chinese learning.My students in this school are from 6 to 10 years old. Compared with the adults, they don’t have a strong motivation to learn Chinese. Besides, Chinese course in this school is not obligatory. And also, in Krakow there are few Chinese. Therefore, they don’t have a favorable environment to learn characters. Thus, I must take the students’interest into consideration during the teaching.The whole character teaching process is based on children’s learning psychology and cognitive characteristics. Thus, under the help of the model Chinese and Polish cooperation in teaching Chinese, I try to make the class interesting so that the students are willing to take part in the learning. Gradually, they can learn and recognize more characters in the entertainment.This essay mainly consists of five parts:The first part introduces the reason for this topic and its importance, concludes the past research related to this topic, and states the content and method of this research.The second part is about the situation of Chinese teaching and learning in primary school No.12.The third part is about the problems I met in my previous teaching. There are three problems as followed:Firstly, I can’t balance the content and process in teaching.Secondly, I can’t make the students write in correct stroke and order.Thirdly, I can’t keep the students’interest in learning characters.After analyzing of the language, the students and the teacher, I found that the model, the content and the activities in the teaching is not so interesting. Besides, my previous design puts much requirement on students.The fourth part is about how I revised the teaching model, content and activities under the help of Chinese and Polish cooperation in teaching Chinese.About the teaching model, I broaden the Polish teaching assistants’ function, and choose Polish students as my partners. The Polish teaching assistants need to prepare the characters teaching together with Chinese teacher. A part of Polish students need to help me take charge the class, as the role of helping and supervising other students. As a result, I can balance the teaching content and process.About the teaching content, together with Polish teaching assistant, I teach the basic knowledge of characters so that students will notice the stroke and order during writing. For some interesting characters, I add in some relevant culture. The teachers and the students work together to complete the cultural comparison. Thus, the fun of the character teaching class is increased.About the teaching activities, teachers and students cooperate to bring color into characters teaching, which provides happiness for Polish students in the learning. In order to motivate the Polish students to learn characters actively, I also try to make Polish students assume the responsibility of teaching, helping others to learn characters. Besides, by cooperating with Chinese teachers and students who are in China, I start the pen-pal activity which can make Polish students enjoy the sense of fulfillment in characters learning.At the end of term, I designed a test about recognizing characters for the students from 6-10.1 got three results:Firstly, Apart from one class, all other classes’ passing rate is above 70%.Secondly, as to those characters which are taught with culture, students’ recognition rate is about 80%.Thirdly, compared with their previous homework paper, most students have improved in writing.The last part is the conclusion about my teaching. With the help of Chinese and Polish cooperation, revising the teaching model, content and activities can make me balance the teaching process, help the students write in correct way and keep their interest in learning characters. However, the Chinese teacher, Polish teaching assistants and the Polish students have to pay a lot of time and energy to obtain high tacit in cooperation.