Empirical Research On The Teaching Method Of Radicals In The Teaching Of Chinese Characters For Vietnamese College Students

More and more schools in Vietnam offer Chinese classes,but Chinese characters have become a major obstacle in the way of Chinese learning for Vietnamese students due to their complex structure and various strokes.How to make Vietnamese students learn Chinese characters efficiently is a very important topic.The author believes that radical teaching method is an effective Chinese character teaching method,and applies it to the Chinese character teaching of Vietnamese college students for experimental research.The first chapter introduces the experimental theoretical basis of radical teaching method in Chinese character teaching.Including the definition,characteristics and classification of radicals of Chinese characters,and their distinction from components and radicals;the meaning of radicals of Chinese characters and commonly used radicals;finally,the teaching method of radicals and its application are introduced.The second chapter expounds the overall design and specific implementation process of the experiment.The author chooses two classes,AB and AB,who have the same level of Chinese as the first grade in the Chinese Department of Ton Duc Thang University in Vietnam as the teaching objects.Among them,the students in Class A are teaching normally,and Class B is teaching Chinese characters using the radical teaching method.On the basis of students’ knowledge of the strokes and structures of Chinese characters,they introduce and explain new words in their Chinese textbook "Chinese Course" The most commonly used 20 radicals,and then conduct a Chinese character test on the students in AB class,and finally conduct a questionnaire survey on the students’ Chinese character acquisition,radical awareness and other related issues to understand the students’ attitude towards learning Chinese characters using the radical method.Reviews and Feedback.The third chapter conducts data statistics and analysis on the results of the Chinese character test and the results of the questionnaire.Judging from the test results.Students with a score of 90 or more in Class A accounted for 21%.74% of students in class B scored 90 or above.Through the test paper and the performance of the students in class,the author found that although the students did not pay much attention to the radicals of Chinese characters at the beginning,in the end,after the teacher explained the importance of radicals,the students began to learn Chinese characters unconsciously according to the method of radicals of Chinese characters,causing The time to memorize Chinese characters increased,and even some students with the worst test scores slowly began to understand Chinese radicals.The fourth chapter draws conclusions based on the data analysis of test results and questionnaire results,and conducts teaching reflections in combination with the teaching process of radical teaching method,and then puts forward some suggestions for Chinese character teaching for first-year students in Vietnamese universities.It can be clearly seen from the students’ classroom learning performance and test questions that this teaching mode meets the needs of students in learning Chinese characters.The advantage of this kind of teaching is that it can help students understand the meaning of characters,because radicals can express the meaning of Chinese characters.After students know some radicals,it will be smoother to continue to learn other characters.In this way,students can learn Chinese characters from the overall impression and memory,thereby improving their ability to distinguish characters.