Research On Associative Compounds Characters' Teaching Of Teaching Chinese As A Foreign Language At Primary In Rwanda

There are 900 primary Chinese characters commonly used in the word classification of syllables used in international Chinese education,among which the characters with meaning understood account for 33%.The commonly used textbooks HSK standard course and new practical Chinese textbook mainly explain the characters with meaning understood by means of character breaking and stroke order,ignoring the rationale and cultural significance of the characters with meaning understood.In the teaching of Chinese characters in the elementary class of RKARA campus of Confucius institute in Rwanda,it is found that students' listening and speaking ability is generally higher than their reading and writing ability.In writing Chinese characters,students often have confusion on the position of radical,confusion on adding or losing ideographs,confusion on calligraphy components,confusion on homophones,and so on,without establishing a basic sense of character.These problems are caused by both external and internal factors.The external factors are that the teaching of Chinese characters is attached to the teaching materials of comprehensive courses,the teachers pay insufficient attention to the teaching of Chinese characters,the teaching methods of Chinese characters are improper,and Rwanda,as a non-chinese cultural circle country,lacks the context of Chinese characters.The internal factors are students' lack of basic knowledge of Chinese characters,insufficient learning time and unscientific learning methods.In order to improve the current situation,it is necessary to strengthen the professional skills of Chinese teachers,improve the level of Chinese characters of local teachers,and improve the teaching methods of knowing characters.At the same time,students should gradually learn to use Chinese thinking,the use of induction to learn Chinese characters,cultivate and enhance orthographic awareness;In addition,Confucius institutes should also provide teaching materials of Chinese characters for students,teachers should decorate classrooms with ideographs,and students should use common electronic devices to learn Chinese.Only in this way can the teaching of Chinese characters for foreign students be improved and the teaching of Chinese as a foreign language in East Africa enter a better stage of development.