Design Of Chinese Character Teaching With The Radical “疒”

For a long time,the “three difficulties” of Chinese characters-difficult to recognize,difficult to write and difficult to teach-have plagued the teaching and learning of Chinese characters for foreigners.Therefore,breaking through the “three difficulties” has become a consensus and research hot spot in the field of teaching Chinese as a foreign language in recent years.When I was teaching local students in Pakistan,I found that the students’ acquisition of “疒” and other Chinese characters during their preparation for the HSK examination was very inefficient.Therefore,I chose this as the topic for my thesis,focusing on the teaching of the character 疒,with a view to making a breakthrough and providing some useful practical experience for the teaching of Chinese characters overseas.The author uses the radical “疒” as an example to help students understand the radical “疒” in a visual way and to build up a family of characters to help them grasp the meaning of the radical “疒” through the family system.The results showed that by using the “Six-Script” theory of Chinese characters as a basis for analyzing the forms,explaining the meanings and intervening in the character family,students can significantly improve their literacy of the “疒”characters and thus develop a strong interest in the culture of Chinese characters.This thesis begins with a statistical analysis of the characters in the HSK syllabus and other important reference documents,and a framing of the teaching content.It was found that “ 疒 ”,as a common radical in Chinese characters,has a strong ideographic function and is a suitable material for teaching the construction of a character family,which can also be taught in the specific context of the current epidemic of the new crown.Secondly,this thesis uses the character theory approach to analyze the character theory of the character “疒” from the perspective of Chinese characterology,taking into account the monographs on Chinese characters such as“Shuowen Jiezi”,and proposes a design for teaching the character “ 疒 ” in the classroom.The thesis also proposes a design for the specialized teaching of the character “疒” in the classroom.Finally,this thesis compares the teaching effectiveness of FD and EE-E classes through an experimental method,and tests the effectiveness of the two classes through questionnaires and interviews.The results show that the analysis of the meaning of the characters by their radicals is the key to improving the efficiency of reading Chinese characters.The students were able to build up a family of “ 疒 ”characters through the analysis of the “疒” character configuration,which helped to improve the efficiency of “疒” characters in a short period of time.However,in the process of implementation,attention should be paid to the teaching of epigraphic consonants,the correspondence between archaic symbols and modern character features,and the highlighting of morphological differences in the “疒” family to avoid the interference of meaning-related homologues.The research in this thesis has been effective in practice,but there are also shortcomings that need to be addressed in the future implementation of character families.It is hoped that this thesis will provide a reference for the design of Chinese character lessons,provide information for future teaching and research on Chinese character families,and provide more evidence for the scientific understanding of the Chinese character meaning system.