A Special Teaching Design Of Pictophonetics Characters Of HSK 3 Level For Students Of Pakistan

Chinese characters are carrier of Chinese culture.Chinese character teaching is an important part in teaching Chinese as a foreign language.Especialy after reaching HSK level 3,Chinese characters become essential learning part.Although Pakistani students belong to the non-character writing group,but if they learn Chinese radicals,it will be easier for them to write and recognize Chinese characters;also they will understand that Chinese characters are systematic.The largest proportions of Chinese characters are pictophonetic characters.Most of the HSK level 3 Chinese characters are pictophonetic characters.This article try to combine the characteristics of pictophonetic characters to carry out special Chinese character teaching,to help Pakistani HSK level 3 students understand pictophonetic characters more quickly and systematically.This article takes the students of HSK level three class of the University of Agriculture Confucius Institute Faisalabad as the research target,takes the pictophonetic characters of the HSK level 3 as the teaching content,under the guidance of behaviorism learning theory and component theory,using variety of teaching methods carry out the special teaching of pictophonetic characters,so as to improve recognition and reading ability of pictophonetic characters for HSK level 3 students,to let them learn pictophonetic characters more systematically and alleviate the fear of learning Chinese characters.The structure of the full text is as follows:The first chapter is the introduction,which mainly includes the origin of the research topic,literature review,research significance,research methods and basic teaching theories.The second chapter is the selection and analysis of pictophonetic characters of HSK level 3,which is required by this special teaching design.This chapter analyzes 229 pictophonetic characters of HSK level 3,statistical analyzes pictographic elements and phonetic elements of HSK level 3pictophonetic characters and according to the needs of the special topic teaching of pictophonetic characters,17 pictographs,40 phonetic elements and corresponding 49 pictophonetic characters are selected as examples.The third chapter is the overall design of the special topic teaching of pictophonetic characters.This chapter discusses class type,class time arrangement,teaching objects,teaching content,teaching methods as well difficult points and significance of teaching.On the basis of teaching principles and teaching objectives,carry out overall instructional design.The main content of the fourth chapter includes the analysis of specific teaching steps and also introduces the specific teaching plan of pictophonetic characters.At the same time,the examples of the three special teaching process designs are displayed and different Chinese character teaching methods are used to explain the pictophonetic characters selected for HSK level 3 students.The fifth chapter is the reviews and enlightenment of teaching part of this research.The author review special teaching design,including the shortcomings and advantages of the teaching design.The advantages of this teaching design lie in the novel teaching content as well as innovation of the teaching pattern,how teaching of pictophonetic characters can increase reading ability of the HSK level 3 students and changes the traditional teaching method of HSK level 3.The disadvantage is the analysis of the “phonetic elements” of pictophonetic characters is not enough explained,moreover due to teaching time is limited,therefore the teaching content cannot meet the requirements of HSK level 3 class hours and because the students belong to different majors and ages,hence students are not enough targeted.This paper includes enlightenment of emphasizing the effectiveness and pertinence of teaching content,improving the reappearances of phonetic elements in the teaching of pictophonetic characters and improving the skills and knowledge of teaching professions.In the final analysis,this research has significance for use as reference of teaching practice of the selected pictophonetic characters of HSK level 3.It provide examples of teaching Chinese character for Chinese teachers as well as for Pakistani teachers,so that they can improve the teaching effects of HSK level 3 class.