In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture Un...In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.展开更多
Chinese character teaching with a long history has rich experience. Teaching Chinese characters is popular all over the world, so Chinese character teaching experience at home should be made good use of and transplant...Chinese character teaching with a long history has rich experience. Teaching Chinese characters is popular all over the world, so Chinese character teaching experience at home should be made good use of and transplanted. Thus, we must first lay a good foundation of spoken Chinese to learn Chinese characters. Spoken language takes the lead, followed by literacy. At the beginning of teaching Chinese characters, we should focus on literacy, and implement in teaching materials and in classroom. Teaching should be paid attention to dispersing the difficulties, which should be progressively possessed step by step, with appropriate burden. We should take full advantage of the features of Chinese characters for teaching. From the reality of students, teaching arrangement is made. We should train teachers, and design teaching plans at different levels by judicious use of modem teaching methods. In the teaching materials, the amount of recognized characters is arranged, so that students can learn to read around 1,500 Chinese characters. We should select the species of new characters and arrange the order of emergence. We should teach students to use Pinyin, who should lay an emphasis on four bases. We should pay attention to vocabulary teaching and arrange proper training in writing. During classroom teaching, we should do a good job in： unified glyph, pronunciation, and meaning, and dominated with glyph; links among characters, words, and sentences, mainly based on characters; combination of reading and writing and dominated with reading; dual-purpose of using remembering, comparison, and speaking, mainly based on remembering.展开更多
文摘In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.
文摘Chinese character teaching with a long history has rich experience. Teaching Chinese characters is popular all over the world, so Chinese character teaching experience at home should be made good use of and transplanted. Thus, we must first lay a good foundation of spoken Chinese to learn Chinese characters. Spoken language takes the lead, followed by literacy. At the beginning of teaching Chinese characters, we should focus on literacy, and implement in teaching materials and in classroom. Teaching should be paid attention to dispersing the difficulties, which should be progressively possessed step by step, with appropriate burden. We should take full advantage of the features of Chinese characters for teaching. From the reality of students, teaching arrangement is made. We should train teachers, and design teaching plans at different levels by judicious use of modem teaching methods. In the teaching materials, the amount of recognized characters is arranged, so that students can learn to read around 1,500 Chinese characters. We should select the species of new characters and arrange the order of emergence. We should teach students to use Pinyin, who should lay an emphasis on four bases. We should pay attention to vocabulary teaching and arrange proper training in writing. During classroom teaching, we should do a good job in： unified glyph, pronunciation, and meaning, and dominated with glyph; links among characters, words, and sentences, mainly based on characters; combination of reading and writing and dominated with reading; dual-purpose of using remembering, comparison, and speaking, mainly based on remembering.
