Teaching Design Of Chinese Character Font Recognition For Italian Zero Foundation And Junior Students

Generally speaking,in teaching Chinese as a foreign language,compared with the teaching of other elements such as grammar,vocabulary and pronunciation,the teaching of Chinese characters still has a lot of room for development.Whether theoretical or empirical research,the academic community has a lot of research on Chinese character recognition and writing,but from the perspective of the actual teaching effect,there are many learners with unbalanced mastery of various elements,especially the students with primary and quasi intermediate Chinese level.Chinese character recognition needs Pinyin assistance,and they don’t pay much attention to Chinese character recognition learning.According to the current research results,the obtained teaching methods are not invalid,but there is still a lack of teaching practice specifically for zero foundation and junior students.Therefore,according to the situation of Italian students taught by the author,this paper designs a complete series of courses on Chinese character font recognition around a specific theme,compiles the required teaching materials,and preliminarily explores some general teaching methods.Firstly,this paper combs the current academic research on Chinese character font recognition from the perspectives of learners,teaching methods and Chinese character ontology,and obtains some factors and conditions affecting Chinese character font recognition,such as font structure,stroke number effect,word frequency effect and so on.Secondly,in order to design an effective course,the author understands the situation of the learners in detail.With the help of schema theory,multimodal theory and cognitive development theory,and integrating the existing research results,the author summarizes the methods suitable for the learners to learn Chinese characters.The specific methods are:Flexible combination of Chinese characters,words and sentences;Grasp the components and spatial structure of Chinese characters;Skillfully use the symbols and notes of pictophonetic characters;Follow the development of learners’ awareness of Chinese orthography.Thirdly,through the teaching practice,it is verified that with the help of the teaching methods and teaching materials proposed by the author,learners can better master the Chinese character font,but the author also found that the factors and conditions affecting the recognition of Chinese character font in the teaching practice need to depend on the specific situation,mainly reflected in the activation order of form,sound and meaning and the structure of font.In addition,through the interview,the learners also put forward their own views on the author’s teaching design.On this teaching design,combined with the feedback of students,the author also made the following reflections:coordinate the relationship between hero character class and other classes;Comprehensive use of various teaching methods;Clarify the teaching objectives of expanding the content and control the difficulty.Finally,the author also gives the following suggestions for better improving the efficiency of Chinese character recognition in the future:at the level of teachers,pay attention to enhancing the awareness of Chinese character teaching and learn to refine general teaching methods in teaching practice;At the teaching material level,when compiling Chinese character teaching materials,we should take the essence of the current teaching materials and strengthen targeted,innovative and interesting research as much as possible.