An Empirical Study On The Standardization Of Chinese Character Writing Based On Automatic Evaluation Feedback

As Chinese economic and social influence continue to increase,more and more foreigners begin to learn Chinese,with the country "The Belt and Road" policy,the number of people who come to China to study Chinese has reached a climax.As the carrier of Chinese culture,Chinese characters have become the most important part of learning Chinese.For foreign students,Chinese character learning is the most difficult part of Chinese learning,but the rapid rise and development of information technology and mobile smart devices have brought people a glimpse of hope and victory.So far,many scholars and technicians have been exploring the use of information technology and computer software technology to help students learn Chinese characters,but few of them have noticed the effectiveness of these tools or software.However,the study of its use effect is essential.This article uses a software system can automatically provide the evaluation and feedback information for Chinese characters,which is used in the classroom of foreign students to test their use effects and provide some guidance and assistance for information technology support learning,and provide a direction for the follow-up of this type of learning system design.The theoretical guidance of the paper is behaviorism learning theory,timely feedback principle and mobile learning theory,through literature research,grouping experiments,questionnaire,discuss several key elements of Chinese character considerations,that is strokes,stroke numbers,stroke orders,components,and words,it explores the influence of automatic evaluation feedback provided by smart devices on the standardization of writing of Chinese characters.This survey is based on 48 foreign students from International School of Chinese studies of a University in Shaanxi.They were randomly divided into two groups.Group A used the Chinese character evaluation system to practice Chinese characters,and Group B used traditional methods.Before the start of the experiment,the two groups of students were tested for the standard writing of Chinese characters,which facilitated the comparison after the experiment.After that,the two groups started a four-week experiment.After the experiment was ended,the two groups were tested,and then according to the two test results,analyze the experimental results and comparative statistics.Through the group teaching experimental study,it is found that:(1)Before the experiment,students in the experimental group scored slightly higher in strokes,stroke order,and whole words than in the control group,but scores on the number of strokes,components and scores were slightly lower than those in the control group.through independent sample T test,the differences are not significant in these six scores,two groups can be considered equivalent.After the experiment,the scores of strokes,the number of strokes,stroke order,and total scores of the experimental group were better than those of the control group.The scores of the components were slightly lower than those of the control group,and the scores of the whole characters were the same.(2)After the experiment,the scores of the strokes and stroke order of the two groups of students increased,but there was a significant difference between the control group and the experimental group,indicating that the software had a better effect on improving the strokes and stroke order of the students.(3)After the experiment,both the experimental group and the control group improved in the stroke number score.The independent sample T test found no significant difference between the experimental group and the control group,indicating that the learning method based on automatic evaluation feedback did not play the expected role.(4)After the experiment,the scores of the experimental group components were slightly lower than before the experiment.The scores of the control group components were slightly improved.The independent sample T-test component scores,found no significant differences between the two groups.(5)After the experiment,the score of the whole characters of the experimental group and the control group both decreased,but from the results of the independent sample T test,there was no significant difference between the two groups.After the experiment was completed,the students in Group A and other students who used the software were surveyed to find out their experience in using the automatic feedback system and suggestions for improvement by questionnaire.Through grouping experiments and questionnaires,the author puts forward some suggestions and improvement measures on the improvement of automatic evaluation system,making the information technology play a greater and better role in supporting foreign students standardized writing Chinese characters.