Teaching the Non-Chinese Speaking Students Origami to Improve Their Interest and Concentration in Learning Chinese Language

The difficulties in learning Chinese faced by non-Chinese students are the subjects of concern in the education sector, especially in writing Chinese characters. We write the characters with strokes and dots, more or less strokes or dots will represent different words and different meanings. Students found these very complicated and confused, thus it leads them to lose their motivation and interest in learning Chinese language. From the beginning of the 1990s, I began using origami as one of the activities to promote the teaching of Chinese in the state school in Melbourne Australia with remarkable results. Program got widely reported by Medias. In 1995, I got the ＂National Excellence in Teaching Awards＂. After I took up the position as the curriculum development officer in University of Hong Kong in 2007, I worked closely with the teachers and students using origami as the theme base learning in Chinese. It helps to increase their understanding of the radicals and parts, so as to improve their confidence in writing Chinese characters.

非汉字文化圈留学生汉字偏误“镜像错位”析

“镜像错位”是非汉字文化圈留学生汉字书写最典型的偏误之一。运用认知心理学、视觉语言学的基本原理进行分析,发现人类共同的认知生理机制制约下的认知规律是造成汉字“镜像错位”的根本原因。非汉字文化圈留学生由于方位定域民族性、认知汉字的方法以及文字书写规则与习惯等的不同,容易形成“镜像错位”。因此,应通过加强对他们进行学习策略的指导以及初始阶段汉字的细部认知训练等,有效地纠正“镜像错位”现象。

对外汉字教学中易混字形教学策略

非汉字文化圈学生缺乏汉字的笔画与部件意识,对汉字字形的认知尤其是对形近字的辨析是汉字学习的难点。根据他们对汉字的认知特点,应严格笔画、笔顺教学,通过溯本究源,分辨易混独体字形,在此基础上,应注重偏旁教学的理据性,并在教学中强化部件意识,帮助初学者形成从汉字字形和结构上正确审视汉字的思维模式,提高对易混合体字的识别能力。

词的复现率和字的复现率对非汉字圈学生双字词学习的影响

本文探讨非汉字圈学生汉语双字词学习中的频率效应。实验以一年级非汉字圈学生为被试,从课本中随机选取了62个双字词进行测验,并统计了整词和单字在课文中的复现率。结果显示:1)整词的复现率影响双字词的学习效果,在课文中出现过1次的双字词成绩好于没出现过的成绩;2)字的复现率影响双字词的学习,字的复现率越高,词的学习效果越好。这种影响在字复现率较低时比较大,较高时比较小。本文最后对频率效应的作用机制、频率效应对教学的启示进行了讨论。