| With the improvement of its international status,China’s influence in the international community has become increasingly stronger,Chinese has received more and more attention in the world,and international Chinese education has developed rapidly.In addition to the teaching of phonetics,vocabulary and grammar,the importance of Chinese character teaching has become more and more prominent,and Chinese characters have become the focus of international Chinese teaching.According to the 2001 edition of "Chinese Proficiency Vocabulary and Chinese Character Grade Outline" and the 2021 edition of "International Chinese Education Chinese Level Grade Standards",this paper counts the "攵" part characters with a frequency of more than 100 times in the "HSK Dynamic Composition Corpus" and the " Sun Yat-sen University International Students Whole Process Intermediary Word Library",collects over 13,000 corpus,combines 94 valid questionnaires and 4interviews with international Chinese front-line teachers to propose solutions according to the idea of discovering problems,analyzing problems,explaining the causes of problem formation,and proposing solutions,to study the writing errors of Chinese characters with the radical "攵" of international students,the entire text is divided into five sections:The first part of this paper will deeply explore the reasons,research objectives and importance of the topic selection,clarify the research scope,systematically sort out the ontology research of "攵" and the research results of the errors of international Chinese Chinese character components,introduce the research methods of this paper,and explain the theoretical basis.The second part analyzes the statistical results and word production of the Chinese characters with the radical " 攵 " in the 2001 edition of the "Chinese Proficiency Vocabulary and Chinese Character Level Outline" and the 2021 edition of the "International Chinese Education Chinese Level Standards",compares the statistical results and word production of the Chinese characters with the radical "攵" in the two,and counts the proportion of the Chinese characters with the radical "攵" and its production volume in the two,and finds that the Chinese characters with the radical "攵" has high practicality and commonality,so the learning of the Chinese characters with the radical "攵" plays an important part in the learning and application of the Chinese.In the third part,we make a calculation of the writing errors in the Chinese characters with the radical "攵",.This part consists of two parts.The first part is the errors statistics of Chinese characters with the radical "攵" in the corpus,and the second part is the errors statistics of the Chinese characters with the radical "攵" of the students in the questionnaire survey.At the same time,the standard deviation of the errors of the "攵" part and the errors of other components except the "攵" part are analyzed.It is concluded that the errors of the Chinese characters with the radical "攵" is mainly derived from the errors of the "攵" part.Part Ⅳ analyzes the errors of the Chinese characters with the radical "攵".This section consists of two subsections.In the first section,we analyze the errors of the "攵" part,and divide the types of errors into two categories: "component errors" and "stroke errors",and specifically elaborate the causes of the two errorses.In the second subsection,we analyze the causes of the errors in the Chinese characters with the radical "攵" in three respects: the characteristics of Chinese characters themselves,learner reasons and teaching reasons combining the previous statistical studies,questionnaires,and teacher interviews.The fifth part puts forward specific teaching suggestions on the basis of the analysis of the previous text.Through the analysis of the errors of the Chinese characters with the radical "攵" and its formation causes,combined with questionnaire surveys and teacher interview,the teaching suggestions of the Chinese characters with the radical "攵" are put forward from three aspects: distinguishing from the physical and close parts,the use of cognitive theory methods,and the simultaneous promotion of multiple senses.And with the small view of the big,combined with the teaching suggestions of the Chinese characters with the radical " 攵 " of the character to put forward some suggestions for the teaching of Chinese characters. |
