Tips for Learning Chinese Characters

KCEL is the first Chinese language school to acquire the qualification of teaching Chinese as a foreign language and the earliest, largest and most professional Kunming language school.



Tips for Learning Chinese Characters



1. Stimulate Students' Interest in Learning Chinese Characters



When students do not understand the relationship between the glyphs and phonograms of Chinese characters as well as the origin of Chinese ideograms. They feel that Chinese characters are difficult to learn. Under such fears, it is difficult to have an interest in Chinese characters. In the early stage of Chinese character teaching, we must stimulate students' interest in learning Chinese characters and help them overcome this fear. Only in this way can Chinese teaching be carried out smoothly.



There are two ways to stimulate students' interest in learning and overcome the fear of difficulty. The first is to introduce the origin of Chinese characters, and let students understand how Chinese characters evolved to what they are today. How did the original shape of Chinese characters come from? And how does it express the meaning? In the process of introducing the evolution of Chinese characters, students are also allowed to understand the ideographic functions of Chinese characters, especially the pictographic and ideographic characters and the shape of the sound words. The second method is to introduce the relationship between glyphs and words, glyphs and meanings so that students can understand the relationship between sound and meaning, eliminate the fear of difficulty, and provide more clues for the memory of Chinese characters.



Introduce the origin of Chinese characters. There are 7 kinds of sayings about the formation of Chinese characters. Among them, pictographs express meaning most directly. Introducing the origin of Chinese characters from hieroglyphics is easier for students to accept and understand. The specific operation is as follows: Give the students a few Oracle characters that they have already learned, and let the students guess what the words are. Students will make all kinds of guesses. Of course, it is very likely that they will not be guessed correctly. It doesn't matter. After students have used their imagination, teachers can tell them what the words are. Most of the Chinese characters have changed a lot, and very different from the current simplified characters. Comparing the original Oracle with the simplified characters often arouses the students' surprise. The students will feel very strange and very interesting. At this moment, the teacher should give them a history of the development of this Chinese character, and let the students understand how it evolved into what it is today.



For example, write the oracle of the horse on the blackboard and ask the students to guess what does it mean, then tell the students the answer. The students will find that the two "horse" characters are very different, then the teacher will show the students how the word "horse" gradually evolved from the pictogram to the current glyph.



2. Resolutely Implement The Component Teaching Method



Component teaching is an effective teaching method. It can help students understand the relationship between various parts of Chinese characters, and can also reduce the number of things students need to remember. In the study of psychology, people's cognition of Chinese characters has both first whole then part processing and first part then whole processing. These two processing methods can be flexibly utilized according to the relationship between the whole and parts, parts and parts of different Chinese characters. As mentioned above, the relationship between the whole and parts, parts and parts will affect the learning of Chinese characters. The part mentioned here refers to components rather than strokes. In the component teaching, it is not only to let students understand the relationship between the whole and part, part and part, but also to improve the students' familiarity (or sensitivity) with specific exercises. This level of familiarity can improve the speed of recognizing Chinese characters, as well as enhance memory.



Now, for us, there is no need to emphasize the advantages and importance of the component teaching method. What we need to focus on is how to truly adhere to the component teaching and improve students' familiarity with the relationship between Chinese characters and components, components and components. I think there are two exercises that can achieve this goal: one is the Chinese character split practice, and the other is the Chinese character combination exercise.