A Comparative Study On Chinese Character Teaching Contents Of Developing Chinese And A Key To Chinese Speech And Writing

In international Chinese teaching,Chinese character teaching is known as one of the"three bottlenecks".There has always been an objective reality that "it is difficult for teachers and students to learn".The reason for this reality is,on the one hand,due to the characteristics of Chinese characters themselves,on the other hand,due to the lack of systematic teaching theory of Chinese characters and the lack of textbook compilation.Especially for zero basic Chinese learners,whether the selection of Chinese characters in teaching materials is reasonable,whether the arrangement of Chinese characters is scientific,and whether the practice setting is appropriate will directly affect the construction of students’ Chinese character foundation and their willingness to continue learning.This paper selects two representative and extensive textbooks at home and abroad,the Developing Chinese(Elementary Comprehensive Course)and A Key to Chinese Speech and Writing,as the research object.In the first chapter,the introduction explains the basis of topic selection,research purpose and value,research object,content and methods,and summarizes the research status of Chinese character teaching,foreign Chinese character teaching materials and related teaching materials.The second chapter discusses the selection of Chinese characters in the two textbooks and its relationship with the standard.Based on the analysis of the number and grade of new words in the two textbooks,it is concluded that the amount and difficulty of words in the two textbooks are basically the same and the selection is more reasonable.In the third chapter,the teaching contents of Chinese characters in the two textbooks are compared.Firstly,starting from the compilation principles and compilation styles,this paper analyzes the different theories behind the two textbooks.The former focuses on words and takes into account Chinese characters,while the latter highlights the "character based" teaching method and takes characters as the center;Secondly,it discusses the basic knowledge of Chinese characters in the two textbooks from the selection,arrangement,distribution and presentation of basic knowledge of Chinese characters.The former has less overall content,pays attention to glyphs and lacks interpretation,while the latter has comprehensive content,reasonable arrangement and characteristics;Thirdly,the exercise arrangement of the two textbooks is compared from the two aspects of the number of Chinese character exercise questions and the type of questions.The former has a moderate number of questions and various types of questions,and generally pays more attention to the practice of basic knowledge,while the latter has a small number of questions and a relatively single type of questions,and pays more attention to the comprehensive application of Chinese characters;Finally,from the perspective of cultural knowledge of Chinese characters,the arrangement of cultural knowledge in the two textbooks is compared.The former compiles the Chinese cultural knowledge into a separate volume and does not arrange the cultural knowledge of Chinese characters in the textbooks.The latter intersperses the cultural knowledge of Chinese characters in each chapter and deepens students’ understanding of Chinese character knowledge with the evolution of ancient characters and Chinese characters.In the fourth chapter,according to the contents of the first three chapters,this paper puts forward some thoughts and suggestions on the compilation of Chinese character teaching content in primary comprehensive teaching materials from four aspects:the selection of Chinese characters,the arrangement of basic knowledge of Chinese characters,the arrangement of Chinese character practice and the arrangement of Chinese character cultural knowledge.