对外汉字教学序列模式与教学策略

Sequential patterns for teaching Chinese as a foreign language

汉字教学在对外汉语教学中一直处于游离状态,其根本原因在于汉字研究与教学互相掣肘,牵拌其教学实践的开展,延缓其吸收相关学科先进理论。认知习得规律是心理学和教育学结合的理论成果,以之为指导,将对外汉字教学分阶段、定量进行,根据"六书"和"意义领域"构建常用汉字序列模式,并根据不同序列特点,探讨相应的教学策略,参考教学反馈,以期进一步改进对外汉字教学的理论研究和实践应用。

Researches are void of teaching Chinese as a foreign language. Chinese characters serve as the basis, while cognitive acquisition is thought of as helpful for learners to conform to mental process and stimulate learning motivation. A quantitative study is needed to explore into the system and sequential pat- terns of the Chinese characters.