Analysis Of Handwritten Chinese Characters In "International Chinese Language Education Chinese Proficiency Standards"

In order to meet the needs of international Chinese language teaching and promote the integration of Chinese into the national education systems of various countries,in 2021,the Ministry of Education of the People’s Republic of China published the "International Chinese Education Chinese Level Grading Standards".For the first time,the standard formally proposes to separate the recognition of Chinese characters from handwriting;set up a separate list of Chinese characters and a table of handwritten Chinese characters;and stipulate the reasonable ratio of recognized Chinese characters to handwritten Chinese characters.According to the common use of Chinese characters,the difficulty of writing and other characteristics of 1200 handwritten Chinese characters are listed.This paper conducts a comprehensive investigation,statistics and analysis of handwritten Chinese characters in the "Grade Standard",takes the handwritten Chinese characters in the HSK dynamic composition corpus of Beijing Language and Culture University as the research corpus,and selects the handwritten Chinese characters written by students in the three Chinese character cultural circles countries of Japan,South Korea and Malaysia and the three non-Chinese character cultural circles countries in the United Kingdom,France and Germany with a large number of papers,and statistically classifies the bias of these handwritten Chinese characters,and analyzes the reasons for the bias of handwritten Chinese characters.Finally,corresponding countermeasures are proposed for the teaching of handwritten Chinese characters at different levels and students in different cultural circles.This paper is divided into six parts:The introduction section mainly expounds the topic and significance of the paper,sorts out the research status of handwritten Chinese characters from three aspects: Chinese character ontology,Chinese character teaching for Chinese students,and Chinese character teaching in international Chinese education,and further clarifies the research content,theoretical basis,research methods and innovations of this paper.The first chapter discusses the content of handwritten Chinese characters in the International Chinese Education Chinese Level Grading Standards.The purpose,division,role and significance of the graded standards proposed by handwritten Chinese characters are expounded,and the handwritten Chinese characters of different grades are comprehensively examined from the perspectives of strokes,parts,structure,orthography,character sounds,and glyphs.The second chapter counts the bias of handwritten Chinese characters and analyzes and summarizes them.Taking the handwritten Chinese characters in the HSK dynamic composition corpus as the research corpus,the error frequency of handwritten Chinese characters by learners in different countries is investigated and analyzed,and the bias types of handwritten Chinese characters are summarized.The third chapter analyzes the reasons for the bias of handwritten Chinese characters.The reasons for the bias of handwritten Chinese characters are analyzed from the aspects of the complexity of Chinese characters themselves,the lack of pertinence in the teaching of handwritten Chinese characters,the negative migration of mother tongue,scientific and technological progress,and students’ own attitudes.The fourth chapter offers teaching suggestions on handwritten Chinese characters.Practical suggestions are put forward for the teaching of handwritten Chinese characters at different levels,the teaching of handwritten Chinese characters for students in the Chinese character cultural circle,and the teaching of handwritten Chinese characters for students in the non-Chinese character cultural circle,in order to provide a valuable reference for the future teaching of handwritten Chinese characters.The concluding part summarizes the study of handwritten Chinese characters.