2. It is particularly difficult to write Chinese characters.

Step 3 Use Oracle Bone Inscriptions

4. Classification of Chinese character radicals

5. Monographic hieroglyphics of Chinese characters

6. Computer Chinese character teaching.

7, the way to compare memory

1. Background of teaching Chinese as a foreign language At present, the momentum of teaching Chinese as a foreign language is very strong. However, the language characteristics of Chinese texts determine that considerable difficulties will be encountered in the teaching process and the progress will be slow. The characters used in most countries in the world only have phonetic functions, while Chinese characters have both phonetic and morphological functions. In the process of learning Chinese, foreigners should not only master Chinese Pinyin to make it pronounce correctly, but also master the unique writing methods of Chinese characters. It is relatively easy to master Chinese Pinyin, but the writing method of Chinese characters is a completely unfamiliar field for them, and its learning difficulty can be imagined. In life, we can see that some foreigners speak Chinese fluently, but writing Chinese characters is awkward. Teaching Chinese as a foreign language has a history of more than half a century, but compared with the global popularization of English education 100 years, teaching Chinese as a foreign language can be said to have just started. On the one hand, we should fully learn from the experience of teaching English as a second language, and on the other hand, we should explore a set of teaching methods suitable for the characteristics of Taiwanese national language. It is impossible to completely imitate foreign practices.

2. Teaching Chinese characters is the most difficult step in teaching Chinese as a foreign language. Many elementary students are afraid to look at the shapes of Chinese characters, so that they can learn Chinese well and master spoken English.

3. Some students with intermediate level are particularly difficult to write Chinese characters, especially those outside East Asia. The feeling of writing Chinese characters is similar to that of abstract painting, and I am very unfamiliar with the concept of stroke order, and even think that this strange writing method can't be mastered. If you don't master the writing of Chinese characters skillfully, you can only think of it as a superficial study of Chinese, not a real study of Chinese. Although Chinese characters are difficult to learn, there are ways to teach them. In terms of teaching, we should establish consciousness. Since this is a difficult word to master, we must work hard on teaching methods. I worked as a tutor for foreign primary school students in China during my college years, and then worked as a teaching assistant in an English training school. I have a superficial understanding of English as a second language teaching and Chinese as a second language teaching. Here I try to make some suggestions.

4. The biggest psychological obstacle faced by beginners of Chinese characters is how to change their habit of writing pinyin and accept the thinking mode of writing Chinese characters. Therefore, explaining the knowledge of Oracle Bone Inscriptions to students is not only fascinating, but also can stimulate their interest in learning. It can also help students understand the starting point of Chinese characters more deeply, rather than just instilling the concept of writing strokes. As a matter of fact, the primary textbooks for teaching Chinese as a foreign language will inevitably involve many words that have appeared in Oracle Bone Inscriptions. In the simplest daily conversation, some Chinese characters with the highest frequency may be induced from Oracle Bone Inscriptions's perspective. For example, the words "person", "big", "heaven", "husband", "woman", "kindness" and "surname" seem different, but they can all be summarized and explained from the perspective of who painted the human body in Oracle Bone Inscriptions. From a standing adult, the sky is on a person's head, and a hairpin is a husband. The person kneeling and hanging his head is a woman. Then it's good to say a woman with children, and then China people's surnames, women's surnames, men's surnames and so on. In this way, we can talk about China culture from the explanatory text. The author suggests that teachers can list the words related to Oracle Bone Inscriptions one by one, preferably with corresponding cartoon pictures, which is better than simply asking students to recite strokes and strokes. Oracle Bone Inscriptions font helps students to have an interest in learning Chinese characters, so that they can gradually identify with such a complicated and difficult writing form emotionally. It also allows students to touch the profoundness of China traditional culture in the process of learning Chinese characters. Therefore, I think Oracle Bone Inscriptions's role in teaching Chinese as a foreign language should be taken seriously. Of course, there is a certain degree of certainty, because Oracle Bone Inscriptions is a very old script. Even if China students learn Chinese characters, they should not dabble too deeply. The purpose of involving it is to induce foreign students to better establish a sense of Chinese characters, rather than mastering the ancient Chinese characters in China. Therefore, the use of Oracle Bone Inscriptions is only a way to attract jade, and we cannot put the cart before the horse.

5. "Educated and semi-illiterate" is not a rigorous learning method, and it is often criticized as a mockery by China people, but it may be very useful for foreign students to learn Chinese characters. For example, the common feature of words such as river, river, lake and sea is that the word water is radical, so teachers don't have to rush to teach word by word, so they can get together to teach the radical of the word water first. By explaining the radical of water, students can understand that the word "three points of water" means water. In this way, students will know that some Chinese characters they don't know, such as sweat, drip, drip, drip, are also related to water. According to the known radicals, we can guess the general meaning of new words, just like China memorized the roots when he was learning English. Although we can't determine the specific meaning of new words, we can still guess what meaning they belong to. China people's initial literacy in childhood is also in this way. Even after completing primary and secondary education, China people will still guess the meaning and pronunciation according to their known parts when they encounter some unfamiliar Chinese characters. Why can't they give foreign students a try? The author suggests that some of the most commonly used Chinese characters should be classified by radicals first, so that students can be familiar with the meaning and writing of a radical form, and then the writing and meaning of each word can be specified.

6. The pictographs unique to Chinese characters must be remembered in the initial teaching. If you master the basic radicals, you will naturally have a deep understanding of the problems of Taiwan dialect. Chinese compound words are mainly pictophonetic words and comprehensible words, and nearly 80% are pictophonetic words, that is, the combination of pictophonetic words and phonological words. We should make full use of the characteristics of combined Chinese characters as an important method of Chinese character teaching. One is the unique pictographic combination that students have mastered, such as the combination of "you" and "heart" into you, "me" and "me". The word "worm" is combined into a moth. More is the combination of radicals and many other words, so it is easier for students to remember new words from two familiar parts. Teachers can make their own radical cards and word cards, and help students learn and use them through continuous combination and division. This method of memorizing Chinese characters is especially suitable for students who already have a preliminary amount of Chinese characters.

7. After students have established their perceptual knowledge of Chinese characters, the next step is to let students use computers to improve Chinese characters. Professor Zhang, a scholar studying in the United States, talks about Ding's views on computer learning Chinese characters. He believes that learning Chinese characters by computer has some disadvantages, such as the existing handwriting ability will become rusty or even lost, and the ability to recognize handwritten Chinese characters will decline. However, using the Chinese input software of the computer will benefit more. One advantage is that writing is simple, typing on the keyboard is much easier and more efficient than stroke by stroke, and it can consolidate Chinese Pinyin. Another advantage is that the computer's automatic error correction system can help students identify typos and correct them themselves; The standardization of computer fonts eliminates the inferiority complex caused by shy writing. Another advantage is that computer teaching conforms to social modernization and is convenient for teaching and business communication. Wait a minute. Professor Zhang's point of view is very insightful, but we must involve such a question: Is it suitable for students to learn to "write" Chinese characters by computer when learning Chinese? Because I don't know the stroke order at all, and I don't know the characteristics of Chinese character radicals, I "write" on the computer, but it's still a pinyin mode. In my opinion, the time to write Chinese characters by computer should be the time when the traditional teaching method of Chinese characters has enabled students to have a certain "literacy", and Chinese Pinyin has passed the customs and started to learn disyllabic words and idioms. At this time, we can consider increasing the method of teaching "writing" by computer. Chinese has developed from monosyllabic to disyllabic. Using Chinese intelligent input method, students can continuously tap the pinyin of disyllabic words, and the computer can pop up alternative words to choose. Some words with more than two words, such as three words and idioms, are particularly effective with computers. There is almost no need to choose, and tapping Pinyin will directly display the desired phrase. In my opinion, when students quickly expand their vocabulary of Chinese characters, adding computers as teaching AIDS can not only verify the correctness of their Chinese pinyin, but also train students' ability to identify static Chinese characters. In my opinion, there is another great advantage. It is easy for foreign students to quickly combine and embody the Chinese phonetic alphabet with Chinese fonts, so that students can establish the feeling that it is not difficult to convert phonetic alphabet into Chinese fonts, and even it is very simple to master, which greatly enhances their learning confidence.

8. The similarity between some Chinese characters is the same as the spelling similarity of some English words, and some languages are similar to characters. The study of Chinese characters is not only a process of expanding the number of words and vocabulary, but also a process of correctly distinguishing confusing words and phrases. Characters that cannot be distinguished from unfamiliar characters are similar in nature, so it can get twice the result with half the effort in distinguishing similar characters. For example, there are big and pig in English, and the difference is only the first letter. If you remember this difference, you will remember two words. The same is true in Chinese, such as herringbone, herringbone, with one head to the right and one head to the left, and other words such as "big", "dog", "too" and "first class", and the difference of one point constitutes many different words. Words like this, with a group of explanations, emphasize a certain contrast, which is of great help to students' memory.