Author: Juefei Bian 1. Orientation of Chinese character teaching. The Chinese character teaching mentioned in this paper is the modern Chinese character teaching in teaching Chinese as a foreign language. Imitating the name of teaching Chinese as a foreign language may be called teaching Chinese as a foreign language. It is an indispensable part of teaching Chinese as a foreign language. It is true that it is impossible for Chinese character teaching not to involve Chinese character culture and related issues, but it is also impossible to focus only on cultural enlightenment and knowledge transmission. Although Chinese character teaching involves culture, Chinese character teaching is not cultural teaching. It must be very clear that the object of teaching Chinese characters as a foreign language is modern Chinese characters, and the teaching of Chinese character culture is not the main task of teaching Chinese characters as a foreign language. Practice shows that if the orientation of Chinese character teaching is vague, it will interfere with and deviate from the direction of Chinese character teaching and affect the effect of Chinese character teaching. 2. The purpose of Chinese character teaching. The so-called modern Chinese character teaching in teaching Chinese as a foreign language refers to the teaching activities aimed at foreigners, taking modern Chinese characters as the content and foreign language teaching means, and mastering the skills of using Chinese characters. The fundamental purpose of Chinese character teaching is to clarify the form, sound and meaning of modern Chinese characters, help students read and write Chinese characters, learn Chinese and master the written language of Chinese. Of course, in the process of learning Chinese characters, students inevitably have to contact and learn Chinese character culture. Undoubtedly, this is the natural objective effect of Chinese character teaching, and there is no need to pursue it deliberately. It must be emphasized that Chinese characters are morphemes, and how many Chinese characters a student can master is not only related to the students' oral Chinese level, but also the key to learning Chinese written language well. 3. The present situation of Chinese character teaching. Modern Chinese character teaching should be close to the reality of the teaching object. Our teaching objects can be divided into two categories: one is students from Europe and America, who know neither Chinese nor Chinese characters, and are completely different from Chinese characters in language family and writing system; The other is Japanese and Korean students who belong to the Chinese character cultural circle. Although the latter knows some commonly used Chinese characters, they can't speak Chinese, and Japanese and Korean are not related to Chinese in language family. Comparatively speaking, it is relatively easy for Japanese students and Korean students to learn Chinese characters, because Japanese students will learn 1945 Chinese characters commonly used in Japan and Korean students will learn 1800 Chinese characters commonly used in Korea. Besides pronunciation, it will help them learn Chinese vocabulary. However, because the meaning of Japanese and Korean Chinese characters is different from that of China Chinese characters in connotation and extension, it is easy for them to only look at the literal meaning, resulting in negative effects. A famous example is that Japanese "toilet paper" is equivalent to Chinese "letter" and Chinese "dim sum" is equivalent to Korean "lunch". From the perspective of learning Chinese characters, it is certainly much easier for students in the cultural circle of Chinese characters than for students outside the cultural circle of Chinese characters. However, it must be pointed out that Chinese characters in three countries are recorded in three different languages, so Japanese and Korean students should learn Chinese characters as a foreign language when they study Chinese characters in China, otherwise they will not learn Chinese well. In fact, perhaps because of cognitive bias, Japanese and Korean students do not necessarily learn better than European and American students, because they realize the advantages of Chinese characters, especially in oral expression. Of course, learning complicated Chinese characters is by no means an easy and pleasant thing for European and American students over the age of 20, and it is even worse to remember it. As far as I know, most schools in China pay more attention to the teaching of Chinese characters and arrange them well. In primary school, some schools also offer Chinese character classes and arrange Chinese character writing exercises. In the intermediate stage, Chinese character teaching is put into text teaching, and Chinese character teaching and Chinese vocabulary teaching are carried out simultaneously. The advantage of this is that it can combine Chinese character teaching with Chinese vocabulary teaching, so that students can understand the meaning of Chinese characters more accurately; However, if it is not handled properly, it may have disadvantages, so vocabulary teaching should be used instead of Chinese character teaching. Because, in classroom teaching, teachers usually pay attention to the reading and understanding of texts and the teaching of words and grammar. Chinese characters are only taught to students as a lexical unit, so it is easy to ignore the teaching of Chinese characters. Therefore, some people say that the so-called Chinese character teaching is only available in the primary stage, and it was unconsciously cancelled after the intermediate stage. It is hard to say that there is still a strict sense of teaching Chinese characters as a foreign language. In my opinion, Chinese character teaching should run through the whole process of basic Chinese teaching. When students see "beauty", they should first check the English translation: there are so many beautiful things that a person can't take into the shopping mall at all. Or more beautiful, unacceptable. They understand the meaning of this idiom from English translation, but they don't pay much attention to the shape, pronunciation and meaning of the four Chinese characters of this idiom. They usually read Chinese characters graphically and take physical images of Chinese characters, ignoring their memory. If the teacher doesn't give special emphasis and hints, it is difficult for students to distinguish the components and strokes of Chinese characters, so they often forget things when writing. Usually, a large number of students in every school learn Chinese in the first year, but many people just dabble in it and give up halfway when they encounter difficulties. "After ten years of cold window life, only a few students are left to climb the peak of master's or doctor's degree." (Peter Cobb, 1997) As far as I know, even these excellent people rarely write their graduation thesis in Chinese, but usually in their own mother tongue. They speak Chinese fluently, but some people still have many difficulties in reading, especially writing, which is far from the so-called "language proficiency", "cultural proficiency" and "China proficiency". The most obvious reason is that Chinese characters are difficult. (Peter Cobb, 1997) They often lack the ability to judge Chinese characters, and they can't distinguish between "happiness, gratitude, narrowness, communication, pawn, fork, buy, sell, reality, nothingness, collection, stupidity, that, that, constancy, support and screen". The typed words are also strangely wrong. This is the present situation of Chinese character teaching. There are many reasons for this. On the theoretical level, some people think that language comes first, then words, and words are only symbols that record language, and symbols can be separated from ontology. John de Francis, an American structuralist, can best embody this idea. His primary Chinese readers, intermediate Chinese readers and advanced Chinese readers are divided into pinyin books and Chinese character books. He advocates teaching Chinese characters first, and then teaching Chinese characters. For those who just want to learn conversational skills, there is no need to teach Chinese characters. This view and practice is very popular in Europe and America. This view also deeply affects European and American students, who generally tend to emphasize oral English, light Chinese characters, light reading and light writing. From a philosophical point of view, I think the view that language precedes writing is undoubtedly correct; However, once a language has vocabulary, the reaction of vocabulary to language can not be ignored. In particular, morpheme words such as Chinese characters have a remarkable response to Chinese, reaching an alarming level. It is Chinese characters that retain the words and phrases of ancient Chinese, the quotations of ancient sages, excellent ancient poems, ancient rhymes and idioms, and retain the unique grammatical format of ancient Chinese, and some of its components remain intact in modern Chinese. Chinese characters and Chinese are inextricably linked. If an international student really wants to learn Chinese well and become an advanced Chinese talent, I think it is impossible not to learn and master Chinese characters, and it is not advisable to set Chinese learning against Chinese character learning. In fact, Chinese characters have become a specific part of Chinese, and learning Chinese characters means learning Chinese; If you want to learn Chinese well, you must learn Chinese characters. On the operational level, some people think that Chinese characters are China culture from the perspective of homology theory. When teaching Chinese characters, they often talk about the evolution of Chinese characters, cultural investigation, custom exploration, calligraphy art appreciation and so on. If we understand the teaching of Chinese characters in this way, people can teach the word "tea" in Shuowen Caobu as "tea": "Tea, bitter tea, comes from Yusheng. Cut the same. " According to Xu Ben's note: "This is the word tea today." Then quote "Guang Yun": "The house is smooth and smooth." Re-discussion on the three ways to write the word "tea": tea, rafter and tea. According to Tang Lu Yu's "The Origin of Tea Classics", it is noted that "tea" comes from grass, and its word comes from "Kaiyuan Zi Yin Yi"; From wood, it is a "tree", and its word comes from materia medica; The combination of vegetation and trees is considered as "tea", and its word comes from erya. Explain the folk meaning of "tea" again: "the bride price is the old name. Such as three teas and six gifts, collect tea. " Chen's "Air Tea" in the Ming Dynasty: "All tea trees must be planted and moved, and they cannot be resurrected. Therefore, vulgar women must take tea as a gift. " "Qingpingtang tells the story of Li Cuilian": "What is the gift? What kind of tea? " Let's talk about the types of tea, the functions of tea, tea sets, tea ceremony and so on. The speaker is well-intentioned and tries hard to promote Chinese character culture, but the listener is like falling into the clouds and fog, and gets nothing. Is this the teaching of modern Chinese characters in teaching Chinese as a foreign language? Of course not. The correct way is to explain the shape, sound and meaning of "tea" and tell students the usage and writing of the word "tea". Also, teachers can practice with words, such as "black tea, green tea, new tea, old tea, teahouse, tea ceremony and refreshments", and test whether students remember them at regular intervals. It's that simple! In my opinion, only by reaching an agreement in concept and operation can we carry out modern Chinese character teaching in a real sense and realize the goal of Chinese character teaching. Modern Chinese characters are different from ancient Chinese characters. Chinese character teaching in teaching Chinese as a foreign language should focus on modern Chinese characters. Although modern Chinese characters are the development of ancient Chinese characters, the shape of Chinese characters has changed from round to straight, which has greatly lost its function of expressing meaning with form. Chinese characters have gradually divorced from the meaning of pictures and become symbols of recording languages. This is a sign of the maturity of Chinese characters. Although the traditional "Liu Shu" theory has something in common with modern philology, it is not fully applicable to the analysis of modern Chinese characters. Some of the same terms have the same name but different words. For example, the pictographic characters "Sun, Moon, Mountain, Water, Hand, Heart, Child, Female, Bow, Arrow, Knife, Ge, Hu, Boat" in Liushu no longer have the characteristics of pictographic characters in modern Chinese characters, but have become symbolic characters. The word "sun" is just a symbol in "sunny, bright, dandan, faint, sun, glow, morning and dark". The indicative characters "concave, convex, elegant, one, two and three" in Liushu have become pictographs in modern Chinese characters. Simplified characters have many new meanings, such as "treasure, pen, dust, brush, tear, extinguish, stove" and so on. The so-called pictophonetic characters in ancient Chinese characters, such as "Jiang, He, Da, No, Ke, Snake, Frost, Escape and Drunk", have become semi-symbolic and semi-symbolic characters in modern Chinese characters. Some pictophonetic characters in the Six Books have different meanings, such as "cheat": "Jiyun". "The word is abbreviated": "Cheat, jump on the horse." Now it means "cheating". "Te" and "Shuo Wen Jie Zi": "Te, Pute, Niu Fu also. Judging from the sound of Niumiao, you have to cut it. " "Father Niu" means "bull", and now it means "special, special". Both the signifier and the phonetic symbol have changed and become combined symbols. Although the teaching of Chinese characters cannot be completely divorced from ancient times, it is necessary to distinguish ancient and modern Chinese characters conceptually. 5. Teaching Chinese characters as a foreign language. Chinese character teaching is a practical science. Teachers of Chinese as a foreign language should have rich knowledge of Chinese characters, but they don't have to pour all this knowledge to students. On the one hand, we should strengthen the study of modern Chinese characters themselves and use other people's research results in Chinese character teaching; On the one hand, we should also study the teaching methods of Chinese characters, understand the reality of students, choose the key points and difficulties suitable for students to learn Chinese characters, and teach Chinese characters intuitively and hierarchically through repeated lectures and exercises. First, explain the nature of modern Chinese characters. Chinese characters are morphemes, not pinyin characters. A Chinese character consists of three parts: form, sound and meaning. Shape and sound can change, but the basic meaning of words generally remains the same. Such as "Female" and "Shuo Wen Jie Zi": "Female is also pictographic. Wang Yu said. All women belong to women, Nerucci. " The modern Chinese character "female" has been changed from seal script to regular script, but its basic meaning remains unchanged. In Shuowen alone, there are 244 combined words composed of "surname, marriage, wife, aunt and sister". As a basic morpheme, "female" can form a multi-word knot, such as "daughter, woman, worker, queen, woman, feminine taste, lady, strong woman" and so on, and "female" can also be postpositioned, such as "virgin, prostitute, beauty, girl" and so on. By remembering a woman, we can know the meaning of the compound words made up of her and the words related to her. This shows how important it is to remember monosyllabic words with strong word-formation ability for learning Chinese and Chinese characters! There are 3500 commonly used Chinese characters in modern Chinese. According to the practice of teaching Chinese as a foreign language, 3,500 commonly used Chinese characters have been fine-tuned. According to the Outline of Chinese Proficiency and Chinese Character Grades, there are 800 A-level Chinese characters, 804 B-level Chinese characters, 500+ 1 1 Chinese characters, and 2905 D-level Chinese characters. As for the subdivision of 2905 Chinese characters into "reuse mastery" or "comprehension mastery", this can and should be studied. Secondly, the font structure of modern Chinese characters is analyzed. The whole characters of modern Chinese characters can be divided into two types: single words and synthetic words. Liu Shu's hieroglyphs and signifiers are all combinations of letters, while ideographs and hieroglyphs are combination characters. Most of the unique characters in modern Chinese characters come from ancient pictographs and index characters. The former is like "man, hand, water, fire, sun, moon, grain, field, well, insect and stop", while the latter is like "Gansu, Fangqi, Pakistan, Commerce, Summer, Ben and Mo"; Some compound words are simplified to single words, such as "dragon, expert, door, book, life". Most of the compound words of modern Chinese characters come from the ancient knowing words and pictophonetic words: the former is like "Hugh, Lin, Gong, Xing, Gai, Analysis", and the latter is like "bud, reason, simplicity, case, eye, international and prosperity"; A few come from ancient pictographic characters and signifier characters: the former is like "swallow, fish, spring and hill" and the latter is like "Yi". (Su Peicheng, 1994, pp.70) Students should know that the logo is not only a commonly used Chinese character, but also a component that constitutes a compound word, and it has strong word-formation ability, so it must be firmly remembered. Through the analysis of compound words, we can rationally understand the construction principle of Chinese characters, understand the motivation of Chinese characters, and thus master the skills of writing Chinese characters. It should be pointed out that in the process of word formation, "some words are reasonable, some words are unreasonable, and some words are partially reasonable." Some words were not justified when they were produced, while others were justified and lost their legitimacy in the process of development. (Su Peicheng, 1994, pp.8 1) Therefore, it should be emphasized that memorizing Chinese characters is impossible without tricks and methods, but the most basic method is only one word: remember! This point should be repeatedly explained and emphasized to European and American students who have no habit of reciting! Third, analyze the components of Chinese characters. Components, also called roots, characters, morphemes and glyphs, are the basic structural units of Chinese characters. A letter combination has only one part, and a combined character has two or more parts. Earth, harmony, right, kindness, movement and garden are two parts, thinking, marriage, tree, sitting, canal and grace are three parts, camp, salt and basket are four parts, dryness, victory and cream are five parts, and feet and arms are six parts. The assembly of parts is carried out in layers, not at one time. If the components in the figure "Shao" are "Li, Sun, Knife and Mouth", it can be called the final component. The last part can usually become a single character. It can be seen that analyzing the composition of a word is very helpful for understanding the structure of Chinese characters and writing Chinese characters correctly. Fourth, teach strokes of modern Chinese characters. Stroke is the line that constitutes Chinese characters and the smallest unit of Chinese character configuration. Among the commonly used characters in modern Chinese, the smallest Chinese character has only one picture, such as "I" and "B", and the most is 36 pictures, such as "rhyme". Among them, 9 paintings are the most common, followed by 10 paintings and 1 1 paintings. If the strokes are classified as horizontal, points and folds, there are five basic strokes of Chinese characters: horizontal, vertical, left, point and fold; There are also 26 derivative strokes. (See Su Peicheng, 1994, page 59) I think students should be taught to correctly write the order of Chinese characters and be required to master the basic stroke order of Chinese characters: 1. First horizontal and then vertical: ten, dry and rich; 2. First lick and then lick: Eight, people, enter; 3. Go up first and then down: 3. Beijing and Gao; 4. First left and then right: Sichuan, Yan and Zuo; 5. First outside and then inside: month, uniform; 6. First in the middle and then on both sides: small, water, office; 7. Close the door after entering first: back, eyes, country. When teaching Chinese characters, teachers should always be strict with students, carefully train them, memorize them repeatedly, and develop standardized writing habits, so that students can benefit endlessly! 6. Teaching methods of Chinese characters. The Outline of Chinese Proficiency and Chinese Character Grading promulgated by Hanban is different from the general teaching syllabus, but a standardized grading syllabus. How to implement the Chinese character grade outline in teaching Chinese as a foreign language requires a separate Chinese character teaching plan. There are great differences between teaching Chinese characters as a mother tongue and teaching Chinese characters as a foreign language: the former is that learners learn Chinese characters after speaking Chinese, and the teaching order is word by word, so easy-to-learn Chinese characters are complementary; The latter is that learners know neither Chinese nor Chinese characters, but the teaching order is the opposite. From word to word, learning Chinese characters and characters is synchronous. (See Liu Yinglin et al., 1995, pp. 19) Therefore, the teaching of Chinese vocabulary and Chinese characters are synchronized in most schools' textbooks for teaching Chinese as a foreign language. I think this is a good method; I'm just worried that if we don't make reasonable arrangements and only pay attention to vocabulary teaching, it will affect our mastery of Chinese characters. The method of Chinese character teaching is worth studying. We should strengthen science and planning, and overcome randomness and blindness. First of all, we should make a Chinese character teaching plan to concretize the first, second, third and fourth Chinese characters listed in the Outline of Chinese Proficiency and Chinese Character Grades, that is, we should make a concrete plan on how to achieve the goals of the above levels. The specific requirements are: list a Chinese character teaching plan, list the main points of Chinese character teaching, determine the key Chinese characters to be taught in each class, and print these Chinese characters in a prominent position in the textbook. As John de Francis did in the textbook "A Reader of Elementary Chinese" edited by him, every lesson lists a group of Chinese characters in a box and puts them in the upper right corner of the text for students to read, write and remember. Teachers should adopt various effective methods to help students remember these Chinese characters. Secondly, in this Chinese character teaching plan, we should list the single words and commonly used compound words with strong word-formation ability in different levels, select example words, and accurately analyze the glyphs (components, strokes, strokes and stroke order), structures (signifiers, phonetic symbols, marks and their variants) and motivations of these example words with modern Chinese character theory, so as to facilitate students' cognition and memory. According to my statistics, among the 800 words in Grade A, the single word 137 accounts for about 5.7%. Such as "eight, white, hundred, half, government, package, capital, beard, non-cloth, talent, length, factory, ding, car, process, big, single, pawn, knife, electricity, east, son, second, development, opposition, square, flying, abundant, husband, dry." Color, business, youth, health, time, time, comfort, comfort, water, division, tai, Wu, head, wan, Wei, Wen, Wu, Wu,,, Xia, Xian, Xiao, Xin, Yang, Ye, Page. These words are generally used frequently and have strong word formation ability. For example, if you learn wood and white, it is easy to understand Bai: wood is signifier, white is phonetic symbol, and it is also easy to understand wood, pole and so on, which has cognitive significance. When explaining the meaning of Chinese characters, it is not appropriate to teach students all the meanings of a word because they can't understand it. They should teach basic common meanings first, and then create meanings according to sects, so that students can finally master the main meaning and basic usage of a Chinese character through gradual accumulation and deepening. Practice has proved that analyzing the components, signifiers and consonants of Chinese characters is an effective way to understand and remember combined Chinese characters. Thirdly, analyzing the structure of modern Chinese characters is also an effective way to learn and remember Chinese characters. Statistics show that modern Chinese characters are mainly pictophonetic characters, accounting for about 90%, followed by knowing characters, and pictophonetic characters are rare. This is similar to Shuowen Jiezi: Shuowen collected 9353 small seal characters, including 7967 pictophonetic characters, accounting for about 85%. Therefore, our teaching should focus on the teaching of pictophonetic characters. Due to the change of language, there are three pictophonetic characters in modern Chinese: 1. Narrow pictophonetic characters, such as "lake, elm, trouble, scar, animal, bud, maple, shovel, captive, lotus, lion, copper, predicate, zinc, continent, plant, brick, skin, protection and so on. 2. Generalized pictophonetic characters, such as "Jiang, He"; 3. Semi-symbolic figures, such as "lack, sculpture, snake, frost, escape, drunkenness, energy, foundation, lamp, stove, hug" and so on. In addition to pictophonetic words in a narrow sense, learners also need special memory to avoid analogy errors when reading half words. From the perspective of modern Chinese characters, ancient pictographic characters have become unique symbols because seal script has been changed into regular script, such as "sun, moon, mountain, water, hand, heart, child, female, bow, arrow, knife, ge, household, boat" and so on. If proper traceability analysis can be carried out, it will help to understand the meaning of these words and may stimulate students to learn Chinese characters. But it is not appropriate to digress from Wan Li. I don't agree to exaggerate the pictographic characteristics of Chinese characters when talking about modern Chinese characters, because this is not the essence of modern Chinese characters, nor does it conform to the facts. Even in Shuowen, there are only 364 pictographs, accounting for only 3.8%. In teaching, we can occasionally make people laugh by playing jokes on Chinese characters, but it cannot be the main method to analyze Chinese characters. Because it can neither reveal the structural rules of Chinese characters nor help to rationally recognize and remember Chinese characters. Fourth, compare the similarities and differences of structures and distinguish words that are easily confused. Chinese is a huge character set. Chinese characters are morphemes. Different Chinese characters represent different morphemes, and different morphemes are distinguished by different Chinese characters. The square of Chinese characters limits the construction of Chinese characters. One Chinese character can only be distinguished from another by its parts, strokes, vertical and horizontal, length and position, which leads to the complexity of Chinese characters. It is often difficult for novices to tell the difference. From the aspect of glyph analysis, the common confusions are: more horizontal and less points: enjoy it, rabbits are free; Long on the top and short on the bottom: non-end, scholar soil; Left and right are different: disturbing, gathering, embarrassing and ethical; Left and right are different: class, tree, naked; The same on the top and different on the bottom: dusk, curtain, simplicity and management; The following is the same as above: members and loans; External similarity and internal difference: obedience, inheritance, harmony and love; Left and right are the same, but there are differences: discrimination, debate, petals. From the aspect of word meaning, the confusion caused by motivation and usage includes: incorrect understanding of word meaning: (country) thing, (country) is; Very, very hard; Unclear usage: left (hair), left (hair), minute (child), minute (child) and so on. From the aspect of writing, it is easy to make mistakes: broken strokes, inaccurate strokes, wrong strokes, misplaced parts, disordered radicals, irregular shelving, and spelling mistakes due to similar shapes, sounds and meanings. (Shi Dingguo, 1997) Because of the inconvenience of printing, I won't give examples. Experience shows that when students learn some Chinese characters and make mistakes in reading or writing, it is a very effective way for teachers to compare their structure, meaning and usage. In a word, teaching Chinese characters as a foreign language is very important for foreign students to learn Chinese and write Chinese characters. We should attach importance to the teaching of Chinese characters as a foreign language, compile a syllabus for teaching Chinese characters as a foreign language, and list the main points of Chinese character teaching in detail; Pay attention to the teaching methods of Chinese characters; We should compile a set of teaching materials that can reflect the level of Chinese and the outline of Chinese characters. This should be a main goal of improving teaching Chinese as a foreign language. Refer to [1] Shi Dingguo's Study of Chinese Characters and Teaching Chinese as a Foreign Language, Selected Papers of the Fifth International Symposium on Teaching Chinese, Peking University Publishing House, 1997. [2] Meng, Characteristics and Problems of Chinese Teaching in Korea, in [1]. [3] Joel Jo?l Bellassen, Sino-British territorial disputes in China textbooks: merger, autonomy or separation? "? " , use [1]. [4] Koppert Chinese Character Culture and Chinese Character Teaching, same as [1]. [5] An Zijie's Chinese Character Recognition, Selected Papers of the Second International Symposium on Chinese Teaching, Beijing Language and Culture Institute Press, 1988. [6] Lu Shaochang's New Attempt to Teach Chinese Characters as a Foreign Language, the same as [5]. [7] Su Peicheng's Outline of Modern Chinese Characters, Peking University Publishing House, 1994. [8] Du Zhiqun's "Eight hundred groups of typos", Printing Industry Press, 1984. [9] Dai Zhaoming's Introduction to Cultural Linguistics, Language Publishing House, 1996. [10] Liu Zhiji's Chinese Characters and Ancient Living Customs, East China Normal University Press, 1995. [1 1] Zhong Qiusheng's Discrimination of Misspellings in Education in China, Singapore China Research Association, 1990. [12] Chen Renfeng, Chen Abao, 1000 Analysis of High Frequency Chinese Characters and Teaching Ideas, Language and Character Application,No. 1998. [13] Liu Yinglin et al. Chinese Proficiency Vocabulary and Outline of Chinese Characters, Beijing Language Institute Press, 1995.