Design Of Teaching Program Of Chinese Character Components Based On The Theory Of The Gestalt

Chinese characters are a key tool of recording the Chinese language; the meaning and phonetic information is contained within each and every character. The various character processing methods, radical structures, combination rules, and positioning characteristics directly affects a learner’s understanding of Chinese characters. The ability to learn Chinese characters heavily affects a learner’s understanding of the Chinese language, therefore Chinese character teaching is a very important part of Chinese language education.Though increasing importance has been placed on Chinese character teaching, there has been much debate in regards to the method of teaching. Opinions include “stroke teaching”, “unit teaching”, “whole word teaching”, and even teaching following the “Liu Shu(Six Books)” with particular importance placed on pictometic character teaching. Besides these methods, core components teaching has also been greatly mentioned recently. This paper will discuss the different methods used with a key focus on the core components teaching method and its application in the classroom.On the other hand, many academic researchers have applied error analysis and such quantitative methods when conducting experimental studies to explore the field of Chinese character recognition, and thus hope to better understand the learner’s classroom situation through understanding how learners recognize Chinese characters. Applying cognitive psychology concepts into guiding Chinese character learning, in particular the use of the gestalt theory has been of strong interest to the academic community which hopes to develop a new teaching method. This paper will explore the combination of gestalt theory with Chinese character teaching, design a feasible scheme and discuss the possibility of placing such method into practice. The goal is to provide new ideas in terms of Chinese character teaching and to aid non-Chinese-culture students overcome the difficulties of Chinese character learning.This paper is divided into five chapters. The first chapter introduces the topic’s significance, research method and feasibility, as well as reviewing the present situation of Chinese character teaching. The design of core components teaching and application, as well as the results of combining cognitive psychology theories into Chinese character teaching are also discussed.The second chapter introduces what is Chinese character component teaching, including the definition of components, the standards in dividing the components, and the contents and advantages of using this method.The third chapter puts forward the idea of how gestalt theory would guide the teaching of Chinese character components, including both the application of the memory & trace theory and the principles of gestalt organization theory.The fourth chapter clarifies the specific application of gestalt theory in Chinese characters components teaching, examining the influences of the theory upon the method, the practicalities of implementation, and the actual feasibility within the classroom environment.The fifth chapter considers the teaching design, including the selection of teaching material, learner analysis, teaching objectives/targets, teaching contents, specific cases, self assessment, etc.The sixth chapter concludes upon the faults of this teaching design, and put forwards personal views and suggestions in regards to Chinese character components teaching.