Elements-analysis Of Chinese Characters In Common Use And Elements-Teaching For Foreign Students

This dissertation aims at the actuality of teaching foreign students Chinese Characters, clutching at the bifurcations and some practical teaching problems of the Elements and Elements-Teaching per se, to look back and summarize the Elements, Elements-analysis and Elements-Teaching. It tries to analyze, coordinate, even perfect and re construct the Elements-Teaching Method by the numbers from the view of Chinese Characters itself.By analyzing the Chinese Characters Form and Structure Theories in existence, mostly "Liu-Shu Theory", Qiu-Xigui's"San-Shu Theory" and Wang-Ning's "Chinese Characters Construct and Form Theory", it discusses whether they are the same with the present Chinese Characters or not, and to fix on the definition, syncopating principle and criterion of Elements which adapts to the present Chinese Characters. Analyzing 3,500 Characters in "Xiandai Hanyu Changyong Zibiao", it find 352 Complete-function Elements, 306 Ideographic Elements (271 groups),873 Phonographic Elements (726 Least Phonographic Elements),4 Indicated Elements and 307 Token Elements. As the Elements of different functions having different characteristics, by function statistic coordination and conclusion, according to the kind of functions, each having own criterion, it fixes on Functional Elements in common use, including 48 Complete-function Elements, 28 Ideographic Elements,61 Phonographic Elements and so on .Consulting Chinese Characters Teaching and cognitive psychology in existence, combining the practical experience of teaching Chinese Characters foreign students, it discusses the practices of Elements-Teaching Method theoretically, relating to teaching content, order, practical skill and so on, mainly about Elements Own Teaching and Elements Function Teaching, as well as the frame of Elements-Teaching as a whole. It does the teaching experiment of Elements-Teaching Method, seeing about Ideographic Elements and Phonographic Elements respectively, using repeated measures, to fide out which method is better. According to the statistical results and concerned analysis, it affirm more the effect and meaning of Elements-Teaching Method.The analytical results of 3,500 Characters in "Xiandai Hanyu Changyong Zibiao" according to the kind of functions, function statistics of Chinese Elements and questionnaires of the teaching experiment are also included at the end of this dissertation. These can be used for the purpose of examining the conclusion used in this dissertation and as a basis of consultation for a more in-depth analysis of teaching Chinese Characters foreign students.