Talking About The Chinese Character Teaching Design For Overseas Chinese Children Based On The Domestic Children's Literacy Experience

Master the four skills of listening,speaking,reading and writing in Chinese,which can quickly improve students' Chinese proficiency.However,the development of Chinese sub-skills is not coordinated,and it is difficult to teach Chinese as a foreign language.This has become a major problem that teachers of Chinese as a foreign language have been concerned about but have not solved.Many overseas students think that Chinese characters are difficult to pronounce,complicated in writing,and having many homophones.However,primary school students in my country's low-level students can learn through systematic learning in a short period of time and rely on domestic Chinese textbooks and literacy books for children,basic acquisition and mastery of commonly used Chinese characters.The physical and mental development characteristics of lower-grade domestic pupils and overseas Chinese children are the same,and the learning of Chinese characters is at the same initial stage.These common points show that we can draw on the experience and methods of Chinese learning by domestic children,draw on the experience of compiling domestic literacy textbooks,and promote the teaching of Chinese as a foreign language for overseas Chinese children.Based on the current characteristics of Chinese character teaching for overseas Chinese children and the uniqueness of children's physical and mental development,an attempt was made to propose an audience group for overseas Chinese children's Chinese character textbook compilation ideas and Chinese character teaching strategies.By analyzing the Chinese character requirements,font recognition examples and literacy teaching strategies of the "Ministry Edition" Chinese textbook for primary school students and the first volume of the domestic children's literacy book "Four-Five Quick Reading",it is found that there are many methods for domestic children's literacy textbooks.The style is complete.In addition,combining the similarities and differences between overseas Chinese children and domestic children,as well as the survey of overseas Chinese children's parents' situation and needs for their children's Chinese learning,the necessity of designing foreign Chinese teaching materials is proposed.The compiling principles of Chinese character teaching materials are mainly practical and interesting,combined with the daily life background of overseas Chinese children living in the country.The teaching content of Chinese character textbooks is determined according to the vocabulary list such as the syllabus of foreign Chinese level.According to certain selection criteria and selection range,a primary vocabulary list of level one to ten is finally formed.Finally,on the basis of learning from the domestic elementary school students' literacy teaching experience and methods,combined with the proposed design principles of Chinese characters teaching materials for foreigners,three graded teaching cases with overseas Chinese children as teaching objects and vocabulary list content as teaching materials are set up for reference.The research methods of this article mainly include questionnaire survey and quantitative analysis.Through the questionnaire survey,we learned about the Chinese learning background,Chinese proficiency and Chinese needs of overseas Chinese children.This makes the content and planning of Chinese textbooks more pertinent and persuasive.Based on the analysis of the survey results,it will help us improve the text and make this article more convincing.