Error Analysis And Teaching Suggestions Of Shape And Short Words For International Students In The Primary Stage

There are a large number of similar-form characters in Chinese,which are difficult to learn,recognize,remember,write,and use.These recognized"five-difficult" problems of Chinese characters are inseparable from the existence of a large number of close-knit characters.For the teaching of Chinese in elementary and middle schools in China and the teaching of Chinese as a foreign language,similar-form characters are the focus and difficulty of teaching Chinese characters.According to statistics,there are a lot of similar-form errors in Chinese characters errors in the primary stage for foreign students,which should not be ignored,but there are not enough investigations and researches on the errors in similar-form characters in the primary stage.It is necessary to carry out detailed investigation and research.Based on predecessors' research results,with international primary stage students in International School of Chinese Study of Shaanxi Normal University as an example,the use of the data collection method,the individual interview method,questionnaire survey method and statistical analysis,the primary stage students similar-form characters errors are summarized and classified,and extend the corresponding questionnaire for teachers' teaching and students learning situation investigation and research,combined with cognitive psychology,this paper comprehensively explores the causes of errors in similar-form words of foreign students at the primary stage,and then puts forward corresponding suggestions from three aspects of teachers,students,and textbooks,in order to improve the learning effect of similar-form words in primary students help.This article is divided into six parts:The first part is the introduction.Firstly,the origin and significance of this topic are introduced.Secondly,the research on the similar-form in the character books of the past,the ontology research of modern similar-form characters,and the study of similar-form characters in the teaching of Chinese as a foreign language,respectively.On the one hand,the research has been roughly sorted out;at last,the research scope and research methods of this article are explained.The second part is the analysis of the errors of similar-form characters in the primary stage.Firstly,based on the related researches of predecessors,this paper makes a judgment on the similar-form words,and explains the source,classification basis and classification method of the errors of the similar-form words in this paper.Secondly,the number of similar-form character errors of foreign students in Shaanxi Normal University in the second half year of 2018 was calculated and classified into three categories:single characters,combined characters,single and combined characters.Finally,single similar-form character was classified from the following five aspects:stroke number,stroke shape,stroke combination,stroke position and comprehensive factors.From the number of parts,the shape of the part,the position of the part,and the comprehensive factors,the classification and analysis of similar-form words are analyzed.The third part is the investigation and analysis of the teaching situation of foreign students in the elementary stage.Firstly,interviewed several teachers and foreign students of International School of Chinese Study of Shaanxi Normal University in the initial stage.Secondly,on the basis of the interview,the author designed targeted questionnaires to be distributed,in order to have a deeper understanding of the teaching situation of foreign students in the elementary stage about the teachers' teaching situation and the learning situation of foreign students,so as to comprehensively analyze the causes of the errors of Chinese characters and finally put forward practical teaching Suggestions.The fourth part is the reasons for the errors of the similar-form characters in the primary stage.A comprehensive analysis of the causes of errors in the similar-form characters of the foreign students in the primary stage is made from the four aspects of the Chinese character ontology,the students themselves,the teacher's teaching,and the compilation of textbooks.They include both objective and subjective factors.They work together comprehensively affect the learning effect of grammar characters for junior international students.The fifth part is the revelation of teaching Chinese as a foreign language.Combining with previous studies,puts forward suggestions on teaching Chinese as a foreign language from three levels:teachers' teaching strategies,students' learning strategies and suggestions on textbook compilation:first,teachers should adopt system,strengthening practice,skillfully use the word theory analysis method and other methods,at the same time,pay attention to the fun of teaching,can make full use of multimedia to assist teaching;Secondly,international students should expand their literacy,establish a comprehensive understanding of the structure of Chinese characters,master a variety of learning methods,actively learn similar-form characters,and establish a good learning attitude.Finally,the compilation of textbooks should focus on the content in a gradual manner,the layout should be fragmented,and the practice should be sufficient and diverse,and the actual situation of foreign students and attention to fun should be fully considered,so as to effectively improve the learning effects of near-form characters in the primary stage.The sixth part is the conclusion.The main research methods and contents of this paper are summarized,and some shortcomings of this paper are pointed out,with a view to teaching foreign Chinese teachers in near-form,learning of foreign students,and the compilation and practice of teaching materials.