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对于母语为拼音文字的欧美汉语学习者来说,汉字的识读与书写是他们学习汉语的软肋和瓶颈。这是因为记录汉语的符号是汉字,而汉字属表意文字系统。这就是海外汉字教学棘手的主要原因之一。笔者认为,突破汉字教学的瓶颈的关键是转变观念,把汉字作为一个独立的系统来进行研究和教学,认清海外汉字教学有别于汉语作为母语教学或其他拼音文字的语言教学,将汉字由汉语教学的瓶颈变成汉语教学的引擎。本文将重点讨论:1)海外汉字教学的定位、教学对象和特点;2)海外汉字教什么:是认写分流还是认写同步?3)在基础汉语教学阶段何时引进汉字、引进什么汉字最为合适、何时让学生见汉字最理想?4)对非汉语为母语的学生,先教哪些汉字后教哪些汉字?5)怎么教汉字:是分解教,还是整体教,集中教,教单字还是教串字,写字和拼字能否同步并举?是以笔画教学为主,还是以部件教学为主,是先描红后写字还是不描就写?6)教授零起点学生汉字的诀窍和方法;7)如何创造性地设计编写合理速成、简易简单、易学易练的海外汉字练习。本文尝试从海外汉字教学的特点和不同课程设置的需要谈起,结合笔者多年来在海外汉语教学第一线教授汉语汉字的实践、体会、研究和思考,试图探究新的汉字教学范式。
For Chinese and European learners whose native language is pinyin, the reading and writing of Chinese characters are the soft underbelly and bottleneck of their learning Chinese. This is because the symbol for recording Chinese is Chinese and the Chinese are ideographic. This is one of the main reasons for the difficult teaching of Chinese characters overseas. The author believes that the key to breaking the bottleneck in Chinese teaching is to change the concept of Chinese characters as an independent system to conduct research and teaching, recognizing the overseas Chinese teaching is different from the Chinese language teaching as mother tongue teaching or other pinyin text, the Chinese characters from The bottleneck of Chinese teaching becomes the engine of Chinese teaching. This article will focus on: 1) the positioning of teaching Chinese characters overseas, teaching objects and characteristics; 2) what to teach overseas Chinese: recognition of diversion or recognition? 3) in the basic Chinese teaching phase when the introduction of Chinese characters, what is the most 4) For Chinese students who are not native speakers, what Chinese characters should be taught after they are taught? 5) How to teach Chinese characters: Is it a disorganized teaching or a whole teaching, a centralized teaching or a teaching of Chinese words? Teaching string, writing and spelling can simultaneously? Is the teaching of strokes, or the teaching of components, is the first to describe the writing or not to describe the red? 6) Professor zero starting point for Chinese characters and methods; 7) how to creatively design and write a quick and easy, easy to learn and practice of overseas Chinese characters practice. This article attempts to talk about the characteristics of overseas Chinese characters teaching and the need of different curriculums. Based on the author’s practice, experience, research and thinking of teaching Chinese characters in the forefront of overseas Chinese teaching for many years, this paper tries to explore a new paradigm of Chinese characters teaching.