1. The positioning of Chinese character teaching. The Chinese character teaching mentioned in this article is the modern Chinese character teaching in teaching Chinese as a foreign language. Copying the name of teaching Chinese as a foreign language, it may be called teaching Chinese characters as a foreign language. It is teaching Chinese as a foreign language. It is true that it is impossible not to involve Chinese character culture and related issues in Chinese character teaching, but we cannot focus on the cultural revelation and knowledge teaching. Although Chinese character teaching involves culture, Chinese character teaching is not cultural teaching. .It must be very clear: the object of teaching Chinese characters to foreigners is modern Chinese characters, and the cultural teaching of Chinese characters is not the main task of teaching Chinese characters to foreigners.
Practice shows that if the positioning of Chinese character teaching is unclear, it will interfere with the teaching of Chinese characters. Deviating from the direction of Chinese character teaching affects 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: targeting foreigners and using modern Chinese characters as the content It is a teaching activity that uses foreign language teaching methods and aims to master the skills of using Chinese characters. The fundamental purpose of Chinese character teaching is to explain the shape, sound and meaning of modern Chinese characters, to help students recognize and write Chinese characters, learn Chinese, and master Chinese. written language; of course, in the process of learning Chinese characters, students must also be exposed to and learn Chinese character culture. There is no doubt that this is an objective effect naturally produced by Chinese character teaching and does not need to be deliberately pursued. It must be particularly emphasized that Chinese characters are morpheme characters. The number of Chinese characters a student masters is not only related to the student's spoken Chinese level, but also the key to learning written Chinese well.
3. The current situation of Chinese character teaching. Modern Chinese character teaching should be close to the teaching objects. In fact, our teaching targets can be divided into two categories: one is students from Europe and the United States who neither understand Chinese nor Chinese characters, and whose linguistic and writing systems are completely different from Chinese and Chinese characters; the other is students who belong to the same cultural circle of Chinese characters. Japanese and Korean students. Although the latter know some commonly used Chinese characters, they cannot speak Chinese, and Japanese and Korean are not related to Chinese in terms of language family. In comparison, it is relatively easy for Japanese students and Korean students to learn Chinese characters because, Japanese students At the middle school stage, they will know 1945 commonly used Chinese characters in Japan, and Korean students will also know 1800 commonly used Chinese characters in Korea. Putting aside the pronunciation, this will be helpful to them in learning Chinese vocabulary. However, since the meanings of Japanese and Korean Chinese characters are different when borrowing Chinese characters, They are different from Chinese characters in connotation and denotation, so they can easily be interpreted literally and have negative effects. Famous examples are: Japanese "toilet paper" is equivalent to the Chinese word "letter", and the Chinese word "dim sum" is equivalent to the Korean word "Lunch". From the perspective of learning Chinese characters, it is definitely much easier for students in the Chinese character culture circle than students outside the Chinese character culture circle. However, it must be pointed out that the Chinese characters in the three countries record three different languages.
, therefore, when Japanese and Korean students learn Chinese characters, they should learn Chinese characters as a foreign language. Otherwise, they will not be able to learn Chinese well. In fact, perhaps due to cognitive deviations, Japanese and Korean students do not Because of the advantage of recognizing Chinese characters, they must learn better than European and American students, especially in oral expression.
Of course, learning rich and complex Chinese characters is by no means an easy task for European and American students over 20 years old. It is a relaxing and joyful thing, but it is even more painful to remember. As far as I know, most schools in China attach great importance to the teaching of Chinese characters and have made better arrangements. Some schools even offer Chinese character classes at the primary stage. Arrange Chinese character writing exercises. At the intermediate stage, Chinese character teaching is placed in text teaching, and Chinese character teaching and Chinese vocabulary teaching are carried out simultaneously. The advantage of this is that Chinese character teaching and Chinese vocabulary teaching can be combined to make students more accurate However, if it is not handled properly, it may also cause disadvantages, replacing Chinese character teaching with vocabulary teaching. This is because teachers usually focus on the reading and understanding of texts in classroom teaching, focusing on words and grammar. In teaching, Chinese characters are only taught to students as a vocabulary unit, so it is easy to neglect the teaching of Chinese characters. Therefore, some people say that the so-called Chinese character teaching is only available at the elementary stage, and is unknowingly canceled after reaching the intermediate level. It is difficult to say that there is still more strict
In the sense of teaching Chinese characters to foreigners. I believe that Chinese character teaching should implement the entire process of basic Chinese teaching. When students see "so many beautiful things that one simply can't take the mall", they first check the English translation: So many beautiful things that one simply can't take the mall in. Or more beauty tha one can't takeEi
n. They understand the meaning of the idiom from the English translation, but do not pay much attention to the glyph, pronunciation and meaning of the four Chinese characters of this idiom. They Usually, students read Chinese characters graphically and absorb the physical images of Chinese characters, but neglect to remember them. If the teacher does not give special emphasis and prompts, it is difficult for students to distinguish the parts and strokes of Chinese characters, so they often miss everything when writing. Usually, schools There are many first-year students learning Chinese, but many of them only try it superficially and give up halfway when they encounter difficulties. "After ten years of poor life, only a handful of students are left to climb to the top of master's or doctoral degrees." (Copit, 1997) According to I know that even these outstanding people rarely write their graduation thesis in Chinese, usually in their mother tongue. They speak Chinese fluently, but some of them have difficulty in reading, especially in writing. There are still many difficulties, and there is still a long way to go before the so-called "language proficiency", "cultural proficiency" and "China proficiency". "The most obvious reason is the difficulty of Chinese characters". (Copit, 1997) They often lack appreciation of Chinese characters. Judgment ability, unable to distinguish "惃, pinch, narrow, 铗, block, stall, crotch, buy, sell, real, no, set, ne, na, na, na, raise, curtain, suddenly, mu, mu, volume, "Coupon" and so on, so I often make mistakes when I write, and the words I type are also weirdly wrong. This is the current situation of Chinese character teaching.
There are many reasons for this.
At the theoretical level, some people start from ontology and believe that there is language first and then words. Words are just symbols for recording language. Symbols can be separated from ontology. The person who best embodies this idea is the American structuralist John De Francis, the "Elementary Chinese Reader", "Intermediate Chinese Reader" and "Advanced Chinese Reader" edited by him are divided into two types: pinyin version and Chinese character version. He advocates teaching Chinese words first and then Chinese characters. For those who only want to learn a single skill of conversation People do not need to teach Chinese characters. This view and practice was once popular in Europe and the United States. This view has also deeply affected European and American students. They generally have a tendency to emphasize speaking, neglecting Chinese characters, emphasizing reading, and neglecting writing. From a philosophical level As mentioned above, I think the view that language precedes writing is undoubtedly correct; but once a language has writing, the reaction of writing on language cannot be ignored. In particular, the reaction of morpheme writing like Chinese characters on Chinese is particularly obvious. , to an astonishing degree. It is Chinese characters that have preserved the words of ancient Chinese, the quotations of ancient sages, the excellent poems, songs, aphorisms and idioms of ancient times, the unique grammatical formats of ancient Chinese, and some of them. The elements remain intact in modern Chinese. Chinese characters and Chinese are simply inseparable. If a foreign student really wants to learn Chinese well and become a high-level talent in Chinese, I think it is simply impossible not to learn and master Chinese characters. Yes, it is not advisable to antagonize the learning of Chinese language and the learning of Chinese characters. In fact, Chinese characters have become a specific part of the Chinese language. Learning Chinese characters is learning Chinese; if you want to learn Chinese well, you must learn Chinese characters.
At the operational level, some people start from the theory of homology and believe that Chinese characters are Chinese culture. When teaching Chinese characters, they often talk about the origin and evolution of Chinese characters, cultural investigation, exploration of customs, appreciation of calligraphy art, etc. If we understand the teaching of Chinese characters in this way , people can teach the word "tea" like this: "tea" is "tea" in "Shuowen·Caobu": "tea, bitter tea, from the sound of grass. Tongduqie." According to Daxu's annotation : "This is the current word for tea." Then quoted from "Guangyun": "Zhairuqie, Pingmacheng." Then discuss the three ways of writing the word "tea": "tea, 梌, tea", according to "Tea Classics" by Lu Yu of the Tang Dynasty ·Yizhiyuan》"Note: Congcao is regarded as "tea", and its character comes from "Kaiyuan Characters Sound and Meaning"; Congmu is regarded as "梌", and its character comes from "Compendium of Materia Medica"; grass and trees are combined, and it is regarded as "tea", Its characters come out
From "Erya", the folk custom meaning of "tea" is further explained: "The old name for betrothal gift. Such as three teas and six gifts, receiving tea." Ming Chen Yaowen's "Tianzhong Ji Tea": "Every tea tree must be planted and transplanted Then she will never be reborn. Therefore, it is customary to give tea as a gift when marrying a wife." "Qing Ping Tang Hua Ben Kuai Zui Li Cuilian Ji": "What kind of financial gift? What kind of tea?" Let's talk about the types of tea, the functions of tea, tea sets, tea ceremonies, etc. etc. The speaker has good intentions and strives to promote the culture of Chinese characters, but the listener feels as if he has fallen into the clouds and gained 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 clearly the meaning of "tea" "The shape, pronunciation and meaning of "tea" tell students the usage and writing of the word "tea". In addition, teachers can practice by forming words, such as "black tea, green tea, new tea, old tea, teahouse, tea ceremony, refreshment", etc., and practice it every three to five times Let’s test whether the students have remembered it. It’s that simple!
I believe that only by reaching a consensus on concepts and operations can modern Chinese characters in teaching Chinese as a foreign language be carried out in the true sense. Only by teaching can we achieve the goal of Chinese character teaching.
4. Modern Chinese characters are different from ancient Chinese characters. Chinese character teaching in teaching Chinese as a foreign language should be positioned at modern Chinese characters. Although modern Chinese characters are the development of ancient Chinese characters
, but after the official reform, the shape of Chinese characters has changed from round to straight, and has greatly lost the function of expressing meaning with form. Chinese characters have gradually broken away from the meaning of pictures and become a symbol for recording language. This It is a sign of the maturity of Chinese characters. Although the traditional "Six Books" theory has similarities with modern philology, it is no longer fully applicable to the analysis of modern Chinese characters. The same terminology has the same name but different characters. For example, "Six Books" The pictographic characters "sun, moon, mountain, water, hand, heart, son, woman, bow, arrow, knife, Ge, household, boat" no longer have pictographic qualities in modern Chinese characters and have become symbols. The word "日" is just a symbol in "Qing, Ming, Dan, Dusk, Sun, Hui, Morning, Dark". The indicator words in "Six Books", such as "Concave, Convex, Ya, One, Two, "三" has become a pictographic character in modern Chinese characters. Many new meaning characters have appeared in simplified characters, such as "宝, pen, dust, Biao, Bian, tears, destruction, stove" and so on. In ancient Chinese characters, "三" has become a pictographic character. The so-called pictophonetic characters, such as "jiang, he, hit, cloth, engrave, snake, frost, escape, drunk", etc. have become half meaning symbols and half symbol characters in modern Chinese characters. Some pictophonetic characters in "Six Books" have become It is different from the current meaning, such as "to deceive": "Ji Yun" Pi Xianqie. "Zi Lue": "To deceive means to jump on a horse." Now it means "to deceive". "Te", "Shuowen Jiezi": " Te, pute, Niufu. From the sound of Niu Si, we can get Qie." "Niufu" is "Bull", which now means "special, special". The meaning and sound symbols have changed and become a combined sign. Characters. Although ancient and modern Chinese character teaching cannot be completely separated, ancient and modern Chinese characters must be distinguished conceptually.
5. Contents of teaching Chinese characters as a foreign language. Chinese character teaching is a practical science. Teachers engaged in teaching Chinese as a foreign language should have rich experience knowledge of Chinese characters, but it is not necessary to impart all this knowledge to students. On the one hand, we must strengthen the research on modern Chinese characters themselves and use the research results of others to teach Chinese characters; on the other hand, we must also study the teaching methods of Chinese characters. Understand the actual situation of students, select the key points and difficulties for students to learn Chinese characters, and teach Chinese characters at different levels through repeated teaching and practice.
First of all, explain the nature of modern Chinese characters. Chinese characters are morphemes Text, not pinyin text. A Chinese character is composed of three parts: shape, sound, and meaning. The shape and sound can change, but the basic meaning generally remains the same. For example: "女", "Shuowen Jiezi": "女人" Also, pictograms. Wang Yu said that all women are subordinate to women, Niluqie." The shape of the modern Chinese character "女" is changed from seal to regular script, but the basic meaning remains unchanged. Many combined characters composed of "女" are only "Shuowen" has 244 words such as "surname, marriage, marriage, wife, aunt, sister". As a basic morpheme, "女" can form multi-word knots, and is preceded by "daughter, female side, female worker, queen, woman," "Sexy woman, lady, strong woman" and so on. "女" can also be used as a postposition, such as "virgin, maiden, prostitute, beauty, young girl", etc. If you remember a "女", you can recognize that it is composed of "女" Compound words and the meanings of words related to "女", it can be seen how important it is for learning Chinese and Chinese characters to memorize single-character characters with strong word formation ability!
There are 3,500 commonly used Chinese characters in modern Chinese. Teaching Chinese as a Foreign Language has made appropriate fine-tuning of the 3,500 commonly used Chinese characters based on actual conditions. According to the "Chinese Proficiency·Chinese Character Level Outline" regulations: 800 Chinese characters for Level A and 800 for Level B. There are 804 Chinese characters, 500 + 11 Chinese characters for Level C, 2864 + 41 Chinese characters for Level D, and a total of 2905. Teaching materials can be compiled based on this for classroom teaching and teaching testing. As for whether the 2905 Chinese characters should be divided into "reuse mastery" Or "comprehensive mastery", this can and should be studied.
Secondly, analyze the glyph structure of modern Chinese characters. Modern Chinese characters can be divided into two types: single characters and compound characters. "Liu Shu "The pictographic characters and deictic characters in " are all single characters, and the ideographic characters and pictophonetic characters are all combined characters. Most of the single characters in modern Chinese characters come from ancient pictographic characters and deictic characters. The former such as "person, hand, water, "fire, sun, moon, grain, field, well, insect, stop", etc., the latter such as "gan, fang, qi, ba, shang, xia, ben, mo"; some compound characters are simplified and become single characters. Characters, such as "龙, Zhuan, Men, Shu, Wei", etc. Most of the compound characters of modern Chinese characters come from ancient ideographic characters and pictophonetic characters: the former such as "Xiu, Lin, Nan, Lu, Gai, Xi", etc., and the latter such as "Ya, Li, Jian, An, Mu, Ji, Sheng", etc.; a few come from ancient pictographic characters and characters referring to things: the former such as "Yan, Yu, Quan, Fu" and the latter such as "Yi". (Su Peicheng, 1994 , pp.70) Students should know that single-character characters are both commonly used Chinese characters and components of compound characters. They have strong ability to form characters and must be firmly remembered. Analyzing compound characters can rationally understand the construction principles of Chinese characters and comprehend The reasoned nature of Chinese characters can be used to master the secrets of memorizing and writing Chinese characters. It should be pointed out that in the process of creating characters, "some characters have reasons, some characters have no reasons, and some characters have partial reasons. Some words are just as they are being created. There is no reason. Some characters originally had reasons, but lost their reason in the process of development." (Su Peicheng, 1994, pp. 81) Therefore, it should be particularly emphasized that memorizing Chinese characters cannot be without tips or 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 memorizing!