Let learning Chinese characters be both "useful" and "interesting"

Chinese characters are not only a written symbol system for recording Chinese, but also a carrier of Chinese culture. "Writing" is an important aspect of cultivating the four skills of "listening, speaking, reading, and writing" in international Chinese language teaching. The "recognition" and "writing" of Chinese characters are an important part of the "writing" skill training. At the same time, due to the ideographic features of Chinese characters, many chinese alphabet with semantic information need to be represented by Chinese characters. For example, why does "since" mean "the action has been completed"? The answer can be found by analyzing the word "both". For example, from the perspective of language teaching, it is more convenient and quicker to analyze words such as "suddenly", "suddenly", "suddenly" and "suddenly". Therefore, Chinese character teaching is not only an important part of international Chinese language teaching, but also plays an important role in related language elements such as phonology, vocabulary, and grammar.

Regarding the teaching of Chinese characters, many experts and scholars in the industry have conducted useful thinking and discussions. Colleagues in the international Chinese language education field also proceeded from the teaching reality and made many inductions and conclusions on the errors that overseas Chinese learners made in the acquisition of Chinese characters. Whether it is memorizing Chinese characters or writing Chinese characters, the fundamental problem lies in the theory of characters. Explaining the "character theory" clearly can basically solve the problems of "knowledge" and "remember".

The core value of the question lies in how to analyze and explain the "character theory"? This leads to two different paths. An important path is to scientifically manage and systematically sort out the characters of Chinese characters without following the laws of the emergence and development of Chinese characters. This is the main working method for studying Chinese character culture and teaching for native speakers of Chinese. From the perspective of international Chinese university education, the requirements for both teachers and learners are relatively high.

Another approach is to teach Chinese characters according to the thinking habits of Chinese learners (non-native speakers). This is a difficult path to explore. Teachers should fully understand the thinking rules and writing characteristics of learners' mother tongue, and distinguish the connection between "knowledge", "memory" and "writing" from the perspective of learners.

Some scholars have explored the teaching of Chinese characters "recognition" and "remembering" by using the thinking rules and writing characteristics of Chinese learners' mother tongue. For example, some scholars help learners "recognize" and "remember" the key strokes and stroke combinations of Chinese characters based on comparing the basic strokes of Chinese characters with the Latin alphabet. Although this method needs further discussion and research in theory, it does inspire the industry.

It is worth noting that in the teaching of Chinese characters, how to make students memorize "similar characters" and understand "characters and characters" are two major challenges.

The troubles brought about by "similar characters" to the teaching of Chinese characters are reflected in "similar characters". For example, "Ji, Ji, Si", "Yu, Tian, Jia", "Li, Li" are all difficult to distinguish. At the same time, Chinese characters with the same (or similar) characters but different positional relationships also cause great trouble to learners, such as "bu, bai", "dai, apricot" and so on.

In addition, correctly distinguishing between "characters" and "characters" is of great significance to the teaching and research of Chinese character culture. Some colleagues who are engaged in learning Chinese education and teaching in overseas companies often use the method of "vulgar interpretation of Chinese characters" in order to allow students to memorize Chinese characters as soon as possible. For example, "hungry" is interpreted as "I" want to "eat" (饣), and "thirsty" is interpreted as "the sun" (day) is very influential, so "people" hide in their houses and want to drink "water" (氵) ). In this way, we actually confuse "words" and "characters", which destroys the principles of characters. Concretely speaking with respect to the above-mentioned examples, "I" alone is a "character" in writing, but in characters such as "hungry", "goose" and "moth", "I" does not have a "character" but needs a reference. Structural parts, play the role of sound indication.

Many overseas learners find Chinese characters difficult to read, recognize, and write, but the cultural and aesthetic characteristics of Chinese characters are also an important factor for Chinese learners (non-native Chinese) to identify with Chinese characters. How to make full use of the thinking characteristics of learners' mother tongue, stimulate learning interest, improve learning motivation, and make Chinese character learning both "useful" and "interesting" is not only a practical problem that international Chinese language educators need to think about and solve, but also an important issue for all in the field of Chinese character research. Theoretical questions that scholars and experts need to think about and solve. With the joint efforts of everyone, there will be more and more people who like Chinese characters, love Chinese characters, and learn Chinese characters.