Chinese Characters Teaching Based On Cognitive Psychology

Teaching Chinese as a foreign language,it has always been difficult to teach the Chinese characters to foreign students,especially to non-Chinese Chinese learners.Chinese characters teaching also restricts the development of Chinese teaching to a large extent.This paper combines the actual teaching experience with the collected interview results of teachers from the Confucius Institute at the Catholic University of Santa Maria in Peru,the results of student questionnaires,and the corpus of Chinese characters to study the learning of Chinese characters in Confucius Institute students.From the perspective of cognitive psychology,this paper tries to find out the psychological reasons for the students’ writing errors,and propose corresponding teaching strategies.This will fundamentally help students to understand and learn Chinese characters more accurately and efficiently,and reduce obstacles for their future Chinese learning as much as possible.In addition to the conclusion,this article mainly includes the following five parts:The first part introduces the reasons for this choice and the purpose,significance and method of the research.At the same time,it summarizes the relevant theories of cognitive psychology required in this paper.Including general cognitive rules,attention theory,cognitive theory of student motivation,memory theory,etc.,to lay the foundation for the later research;The second part combines teaching practice,questionnaire survey and interviews to investigate the teaching status of Confucius Institute.It mainly explains the advantages and disadvantages of teachers in the process of Chinese characters teaching and students in the process of learning Chinese characters.The inadequacy will inevitably lead to many errors in the writing of Chinese characters;The third part is based on my own teaching practice and the students’ corpus I collected in the Confucius Institute.From the perspectives of strokes,order of strokes,components,structure,and whole characters,the statistics and analysis of the types of writing mistakes of Confucius students are carried out.The fourth part combines the results of classroom observation,under-class interviews and questionnaire surveys.From the perspective of cognitive psychology,the psychological reasons for the students’ writing errors are psychologically generalized,mind-set,and memory-deficient.Too much memory can lead to excessive memory load.Then it proposes to use the relevant theories of cognitive psychology to help students reduce errors and learn Chinese characters moreefficiently.According to the theory of attention and the cognitive theory of learning motivation,this paper puts forward that students attach importance to Chinese characters and learn motivation is a prerequisite for learning Chinese characters.It is proposed to use color visual to distinguish the internal structure of Chinese characters,to break the mindset caused by negative transfer of mother tongue,and to give play to students’ ability to remember consciously and follow the theory of memory to expand the meaning of words.The fifth part is to illustrate the feasibility and operability of the theory of this paper.The cognitive psychology theory of this paper is applied to the actual Chinese characters teaching.Take the new words in the fourteenth lesson of "New Practical Chinese Textbook" as an example.Five students from Intermedio1 of the Confucius Institute were teaching subjects and presented a specific teaching case.And join the students’ Chinese dictation results to feedback the classroom teaching effect.Finally,it summarizes and reflects on the teaching content and teaching methods,and appropriately proposes corresponding improvement strategies.