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Curriculum Design For Teaching Chinese Characters as a Second Language for Spanish Primary Students: Usage of Chinese Characters Etymology.
Chinese Characters Teaching Design
Cognitive Development of Children
The Six Categories
Teaching of Chinese Characters
很多研究者一直都在研究如何教漢字是最好的方法；[百聞不如一見]這個說法代表人類的記憶能力在應用圖案或詞彙時，採用圖案來記憶會較有成就 (Kobay-ashi,1986)。 根據研究者經驗，小學生教需要幫助記憶漢字的方法，而圖案就能刺激他們的想像力與創造力。
I have been teaching Chinese in a Chinese school named Bindung for one year, in Barcelona, Spain. I taught Chinese to kids between 7 and 15 years old. The kids were in Primary school and high school and I was teaching Chinese for beginner level. Chinese in Spain is not a very popular language. Actually, foreign languages are not very popular in this country; according to the 2011 European Adult Education Survey, Spain comes second in the list of Countries who don’t master a second language; only 50% of adults can show good knowledge of a second language. For that, teaching Chinese in Spain is not an easy task. Even more, Chinese characters are the most difficult part for the Chinese learners and according to my experience, trying to make Spanish kids have interest in Chinese characters is an even bigger challenge. My research about the design of a Chinese character class is aiming at Chinese characters etymology. I truly believe that the Chinese character etymology should increase the kids’ curiosity toward Chinese characters. For this, I took references in some teaching materials about teachingetymology method, books and articles in order to accomplish the design of a class for Spanish kids regarding the etymology of Chinese characters. The main question of my thesis was to know if it would be possible to use the etymology of Chinese characters to teach Spanish kids. My experience results are very conclusive; not only this method is making the kids learning Chinese characters in an easier way, but the kids are showing an interest in Chinese characters that they never shown before. The results of their etymology tests exceeded my expectations. Hence, I can confirm that using etymology of Chinese characters with kids is a method that needs to be developed and used profusely in Chinese characters classes. A lot of researchers have been looking for the best way to teach Chinese characters. The meaning of, “An image worth a thousand words” proves that the human’s memory, when using pictures or vocabularies, will have more results using pictures (Kobay-ashi,1986). However, since kids needs mnemonics to remember Chinese characters, in this way, pictures can stimulate their imagination and creativity. From the oracle characters, then the inscriptions on ancient bronze objects and other characters evolution, I will try to use the evolution of Chinese characters to make the kids experience the stories of the Chinese characters, increase their cognition toward Chinese characters and use the time they are in class to become a time of joy where they can discover Chinese characters with thousands of years of history and mystery.
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