Practice Of Teaching Chinese Characters By Phonetic Element For Elementary Chinese Learners

How to "teach Chinese characters" is one of the difficulties in teaching Chinese as a foreign language.For Chinese learners,it is more difficult to remember,read and write Chinese characters than to communicate in Chinese.At present,the number of primary Chinese learners is booming,while Chinese learners at intermediate and above levels are very few because of the barrier of Chinese characters.In order to overcome difficulties of Chinese characters,it is necessary to find appropriate teaching methods that are in line with the characteristics of Chinese characters themselves.In view of the fact that learners have a good understanding of Chinese glyphs,this study starts from the phonetic element,taking Ni Haishu’s Modern Chinese Character Shape Sound Character Collection(hereinafter referred to as Zi Hui)and The Contemporary Chinese Dictionary(7th Edition)(hereinafter referred to as Dictionary)as the main reference,writes up the relationship between the recording phonetic element and the whole character in the Chinese character table of the Chinese Proficiency Grading Standards for International Chinese Language Education(hereinafter referred to as the Grade Standards)published in 2021 and the Chinese Course II(3rd Edition)(hereinafter referred to as the Chinese Course II),formulates Phonetic Element Chinese Character Correspondence Table,in order to assist the teaching of Chinese characters and provide reference for peers.In practice,students of the Chinese Elementary Class 2(hereinafter referred to as B2 Class)of the Zhejiang University of Science and Technology were studied to investigate their mastery of Chinese characters and analyze the causes of Chinese character bias.The Phonetic Element Chinese Character Correspondence Table is used to design the Chinese character phonetic element teaching for Chinese learners at the primary level,and it is practiced in the B2 class,combined with the feedback of teaching practice,repeated revision and experimentation,and screens out more effective Chinese character teaching methods.In order to verify the universality of the resulting teaching methods,the study provides the Phonetic Element Chinese Character Correspondence Table to five Chinese teachers and asks for feedback from their practice.Finally,after integrating the feedback from all aspects in the practice process,the following suggestions are provided to Chinese teachers: using Chinese character rationale to cultivate students’ habit of word analyzing;Use the phonetic neighborhood to improve students’ understanding of phonetic element,etc.Suggestions are also provided for Chinese learners: cultivate the habit of word analyzing and enhance the awareness of pictophonetic character,compare Chinese characters with similar pronunciations,build soundside networks,etc.