A Report On The Reform Of Chinese Character Teaching In Primary Chinese Teaching In Thailand

Chinese character is a kind of character which integrates form,sound and meaning.It is not only the carrier of Chinese,but also the basic content of TCFL.However,the complexity of Chinese character strokes makes many Chinese learners avoid Chinese characters and try to learn Chinese by learning Pinyin instead of learning Chinese characters.Pinyin plays an important role in Chinese learning,but a large number of Chinese teachers can find such a problem in the teaching process.Only learning Pinyin makes students' Chinese foundation extremely fragile.Therefore,even if learning Chinese characters is a difficult problem,we should learn from it and solve it.While teaching Chinese as a foreign language in Thailand,the author has made a certain research on the current situation of Chinese character teaching.Combined with the psychology of Thai students learning Chinese characters and the learning environment of Chinese characters,the author has tried a variety of teaching methods to cultivate students' ability of “discerning and memorizing“ Chinese characters through teaching.First,the teaching method of graphic Chinese characters.In practice,the author puts forward the improved methods of “expanding promotion”,“adding dynamic pictures”,“improving existing pictures”,“constructing Chinese character picture library”and “rational use of motivation”.Second,the teaching method of Chinese character department.In practice,the author puts forward some improved methods for this method,such as“making clear the relationship between” shape,sound,and “of Chinese characters”,“consolidating the teaching content of components”,“using multimedia to strengthen the role of contrast”,“guiding students to make their own map of Chinese character Department” and“enhancing the identification and contrast content”.Third,the combination of audio-visual game teaching method.In practice,the author aims to strengthen the relationship between “form meaning” and “sound meaning” of Chinese characters,and adopts various games to help students distinguish homophones and near words.At the same time,it puts forward the improvement methods of “ focusing on near sound words ”,“ selecting appropriate words ”,“diversifying teaching methods” and “focusing on phased objectives”.In the practice of the above three teaching methods,the author also interspersed several other teaching methods.First,the teaching method of Chinese pithy formula.The vocabulary in the pithy formula comes from the first three levels of vocabulary in the syllabus of modern Chinese teaching,which is convenient for students to understand and remember.Second,the teaching method of Chinese character songs,according to the interest of students,can effectively strengthen the learning motivation and strengthen the learning process.Third,the component card teaching method is to lay a solid foundation for the Chinese character linkage method and strengthen the understanding and application of the radicals and components.Fourth,the Pinyin input replaces the teaching method.In the classroom,the electronic Pinyin input method saves the teaching time and strengthens the learners' ability to distinguish homophones and near words.Although Chinese characters are difficult,in the author's practice,learners' abilityof memory and recognition of Chinese characters has been significantly improved.In the teaching of Chinese characters,Chinese teachers should actively try new teaching methods and improve the old ones.The author believes that it is near to break through the difficult problems of Chinese characters.