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Research Design for Chinese Characters Teaching-Western Students as Examples
TU CHI SOU WHEI
Teaching of Chinese Characters
The perception’s ability of Chinese characters has been always played an important role in obtaining knowledge, in particular in the contemporary time. The cognition of Chinese characters is the key factor to the development of Chinese language’s capability. The ability of Chinese characters’ cognition is the basic tool for Chinese learners to have access to Chinese language. Therefore, Chinese characters’ teaching is one of the most essential topics among Chinese teaching’s researches. In this thesis, the research objects are Western Students. According to teaching content, learning goal, assignment and methods for the levels of beginners, intermediate’s and the advance’s learners, there are a series of efficient Chinese teaching aid are suggested which can be used as the reference for the Chinese teachers. The research structure of this thesis is designed and based on five parts: the first chapter explains the research’s motivation, research’s purpose and its background, while the second chapter focuses on the reference review which is divided into three parts: the first paragraph introduces the theory of Chinese characters; the second one goes on with the discussion of the psychological cognition of Chinese characters, while the last one aims at the description of the theory of Chinese characters’ teaching. The third chapter is describing the research methods. Firstly, questionnaires are used in order to understand the learners’ motivation. Secondly, language errors of the beginners, the intermediate’s and the advance’s learners are collected and analyzed. At last, the thinking process and the difficulties of the learners are under observation in the daily teaching experience. The motive of this research is to design a Chinese characters’ teaching materials. Therefore, the fourth chapter is to design teaching exemplification and to examine their outcomes at the end. In terms of teaching content for the beginners, the cognition’s hearing of speech sound and speech meaning are designed to be acquired in the first place. And then with the better perception of Chinese characters, the learners are expected to learn the sequence of strokes and writing of those words which can be derivated easily and built up more words. At the level of the intermediate and the advanced course design, the connecting relationship between the semantic symbol and phonetic symbol are fully used for its systematic teaching. And the main teaching strategy is based on the theory of cognition psychology and the theory of scheme structure. At the same time, differentiating words with the similar morphological features, Homophones and the derivate meanings is also the main concern in this chapter. It aims at helping learners to build up their capability of Chinese characters and to have better command of using Chinese characters, such as idioms, derivate meanings and phrases. At the end, based on Robert M. Gagne’s（1985） teaching model “Nine Events of Instruction”, a teaching plan for beginners is designed and practiced in the class. In the fifth chapter the designed teaching plan and its outcome are under examination and discussion. In the end, there are some suggestions which are proposed for the teaching in the future.
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