Chinese Character Education Research Articles

Design and practice of human-machine cooperative international Chinese character teaching in ChatGPT application

The incorporation of artificial intelligence (AI) into language education has created new opportunities for improving the instruction and acquisition of Chinese characters. Nevertheless, the cognitive difficulties linked to the acquisition of Chinese characters, such as their intricate visual features and lack of clear meaning, necessitate thoughtful deliberation when developing AI-supported learning interventions. The objective of this project is to explore the capacity of a collaborative method between humans and machines in teaching Chinese characters, utilising the advantages of both human expertise and AI technology. We specifically investigate the utilisation of ChatGPT, a substantial language model, for the creation of instructional materials and evaluation methods aimed at teaching Chinese characters to individuals who are not native speakers. The study utilises a mixed-methods approach, which involves both qualitative examination of lesson plans created by ChatGPT and quantitative evaluation of student learning outcomes. The results indicate that the suggested framework for human-machine collaboration can successfully tackle the cognitive difficulties associated with learning Chinese characters, resulting in enhanced learner involvement and performance. Nevertheless, the research also emphasises the constraints of AI-generated material and the significance of human involvement in guaranteeing the accuracy and dependability of educational interventions. This research adds to the expanding collection of literature on AI-assisted language learning and offers practical insights for educators and instructional designers who aim to use AI tools into Chinese language curriculum. The results emphasise the necessity of employing a multi-disciplinary strategy in AI-supported language learning, incorporating knowledge from cognitive psychology, educational technology, and second language acquisition.

Recognizing Digital Ink Chinese Characters Written by International Students Using a Residual Network with 1-Dimensional Dilated Convolution

Due to the complex nature of Chinese characters, junior international students often encounter writing problems related to strokes, components, and their combinations when writing Chinese characters. Digital ink Chinese characters (DICCs) are obtained by sampling the writing trajectory of Chinese characters with a pen input device. DICCs contain rich information, such as the time and space of strokes and sampling points. Recognizing DICCs is crucial for evaluating and correcting writing errors and enhancing the quality of Chinese character teaching for international students. Here, the paper first employs a one-dimensional dilated convolution to digital ink Chinese character recognition (DICCR) and proposes a novel residual network with one-dimensional dilated convolution (1-D ResNetDC). The 1-D ResNetDC not only utilizes multi-scale convolution kernels, but also employs different dilation rates on a single-scale convolution kernel to obtain information from various ranges. Additionally, residual connections facilitate the training of deep one-dimensional convolutional neural networks. Moreover, the paper proposes a more expressive ten-dimensional feature representation that includes spatial, temporal, and writing direction information for each sampling point, thereby improving classification accuracy. Because the DICC dataset of international students is small and unbalanced, the 1-D ResNetDC is pre-trained on the published available dataset. The experiments demonstrate that our approach is effective and superior. This model features a compact architecture, a reduced number of parameters, and excellent scalability.

Research on the Current Situation of Chinese Character Teaching in International Chinese Education: Based on Foreign Chinese Teaching Cases

Research on the Current Situation of Chinese Character Teaching in International Chinese Education: Based on Foreign Chinese Teaching Cases

한자 초급 학습자를 위한 한자지도법 모색

The purpose of this article was to explore new ways of teaching Chinese characters based on the cognitive patterns that learners have in advance. To this end, we identified the cognitive patterns of beginners who first encountered Chinese characters and presented teaching Chinese character and contents to suit their cognitive styles.
 The learning habits of most beginners who first encountered Chinese characters is familiar with the learning habits of acquiring Hangeul and English. It is very difficult to expand the learning habits by adjusting the existing learning habits. Based on these points, the school devised a way to start Chinese character education in the existing learning habits framework. The method is to start Chinese character education by using strokes. The stroke can serve as the alphabet of Hangeul and the alphabet of English, making it a material for learners to easily access Chinese characters with a priori learning habits. In this article, the author suggested that strokes be classified into 20 categories and each stroke should be named and used for teaching Chinese character.
 It is important to determine the learner's step-by-step learning according to the curriculum of education. It could be a way of teaching Chinese characters to teach them first when they first start Chinese characters. Still, strokes education is still unfamiliar as an educational method for Chinese characters. However, we hope that it will be a way for beginners who are new to Chinese characters to gain easier access to learning them.

한자 초급 학습자를 위한 한자지도법 모색

The purpose of this article was to explore new ways of teaching Chinese characters based on the cognitive patterns that learners have in advance. To this end, we identified the cognitive patterns of beginners who first encountered Chinese characters and presented teaching Chinese character and contents to suit their cognitive styles.
 The learning habits of most beginners who first encountered Chinese characters is familiar with the learning habits of acquiring Hangeul and English. It is very difficult to expand the learning habits by adjusting the existing learning habits. Based on these points, the school devised a way to start Chinese character education in the existing learning habits framework. The method is to start Chinese character education by using strokes. The stroke can serve as the alphabet of Hangeul and the alphabet of English, making it a material for learners to easily access Chinese characters with a priori learning habits. In this article, the author suggested that strokes be classified into 20 categories and each stroke should be named and used for teaching Chinese character.
 It is important to determine the learner's step-by-step learning according to the curriculum of education. It could be a way of teaching Chinese characters to teach them first when they first start Chinese characters. Still, strokes education is still unfamiliar as an educational method for Chinese characters. However, we hope that it will be a way for beginners who are new to Chinese characters to gain easier access to learning them.

A Study on the Teaching of Chinese Characters in the Chinese Department of Eötvös Loránd University

The teaching of Chinese characters is a “big problem” in teaching Chineseas a foreign language, especially for learners who are not in the cultural circle of Chinese characters, it is the biggest difficulty in learning process. This article analyzes the current situation of Chinese character teaching in the Chinese Department of Eötvös Loránd University from the aspects of teaching materials, teachers and teaching methods, points out the advantages and disadvantages, and proposes corresponding teaching strategies in order to improve the teaching effect of Chinese characters.

Study on Chinese Character Acquisition Strategies for Beginner Level Second Language Learners

More and more scholars are paying attention to the acquisition strategies of Chinese as a second language. This is because when teachers fully understand learners' acquisition strategies, they can use this as an entry point to formulate teaching methods suitable for learners, and the teaching effect will naturally get twice the result with half the effort. For beginners, Chinese characters are considered to be the most difficult part of learning Chinese as a second language. Of course, it is necessary to study their acquisition strategies in detail. Combined with the characteristics of primary second language learners' Chinese character acquisition strategies, teachers can improve the shortcomings of Chinese character teaching design and implement more efficient and targeted classroom teaching.

Research on teaching methods of Chinese characters in international Chinese language education under the new situation

As global interest in Chinese culture and language continues to grow, the importance of international Chinese language education is also constantly increasing. Against this background, the teaching of Chinese characters, as a key component of Chinese language learning, has received more attention. By analyzing the characteristics of Chinese character teaching, the characteristics of the teaching audience, and the problems faced in the new situation, this paper puts forward a series of suggestions for the improvement, aiming to improve the effectiveness and quality of Chinese character teaching in international Chinese language education and promote the development of Chinese character teaching.

Theoretical Research and Path Exploration of Chinese Culture Input and Acculturation for Foreign Students from the Perspective of Chinese Character Teaching as a Foreign Language

With the quick development of China, the number of foreign students in China has soared. Teaching Chinese as a second language for foreigners with different backgrounds includes language knowledge, the individual cross-cultural adaptation the Chinese culture spread. Chinese characters is the key point in Chinese language learning for foreign students. The charming of Chinese culture is reflected and transmitted by Chinese characters which can help foreign students understand Chinese culture better. By sorting out the theories on Chinese cultural course and acculturation with the perspective of Chinese characters teaching, exploring the corresponding research paths, this paper proposes a reference for the research on conducting cultural course through the way of teaching Chinese characters for foreign students acculturation.

What Visibilising Pedagogical Approaches do the Chinese as a Foreign Language (cfl) Teachers Adopt in the Teaching of Chinese Characters?

Abstract Chinese can be considered as one of the more challenging languages to learn for many non-native learners. Its complicated visual script, the Chinese characters, demands that teachers be proficient in utilizing diverse visual pedagogical approaches, coupled with different digital visual tools, to enhance their teaching effectiveness. Adopting a descriptive qualitative analysis method, interview transcripts from fourteen cfl teachers were examined. There were five online teachers, four university teachers and five pre-service teachers. The findings revealed that: 1) all the teachers use various visual pedagogical approaches, such as pictures, videos, Chinese character digital image files, Chinese character studying applications, and websites, to enhance the effectiveness of Chinese character learning, as well as motivate and engage learners; 2) teachers choose different pedagogical approaches to help students visualise characters as a whole unit or as several separate radical components; 3) the use of Pinyin to input characters on digital devices has been widely taught in class; and 4) online teachers, and some pre-service teachers, have replaced traditional handwriting methods with digital character input methods, whereas university teachers have not made this shift. The ways in which these perspectives relate to the form of Chinese characters and developing teaching practices are discussed.

Study Chinese Teenagers' Character Education from Six Dimensions: Analysis of Survey Data

Because the formation and development of human character are influenced by family, school, society, network, and peers, this paper studies the influence of these dimensions on youth character education to understand the current situation of youth character education and grasp the dimensions that youth character education should focus on. This paper examines the influence of the six dimensions of family, school, society, network, peer, and self on adolescent character education and the relationship between these six dimensions. This paper's quantitative research method finding: most respondents believed that family education significantly impacted teenagers' personalities, that teenagers attach the most importance to their personality, even more than schools and families, but the Internet attaches little importance to personality education and is most supportive of character education at school and home. This study will expand the dimension of youth quality education and has practical value for strengthening the joint education system.

Modeling the relationships among teacher instruction, learner belief, and learning strategies in Chinese character learning by alphabetic learners

With the increasing research on self-regulated learning of English as a foreign language, scant attention has been devoted to investigating Chinese as a foreign language (CFL). To partially address this issue, we investigated self-regulated Chinese character learning by alphabetic learners. Using structural equation modeling, we constructed a model of the relationship among teachers’ instructions, learners’ beliefs, and learning strategies based on a survey of 202 CFL learners. The model indicated that teachers’ instructions directly and positively affect learners’ beliefs and learning strategies. However, learners’ beliefs cannot predict what strategies they adopt in character learning. The findings of this study shed light on the effective teaching of Chinese characters to CFL learners. We suggest that in addition to shape-related and pronunciation-related instructions, CFL learners should be provided with more meaning-related instructions and that Chinese character typing should be introduced to facilitate the learners’ use of effective strategies in self-regulated character learning.

Research on The Application of Mind Mapping in Indonesian-Chinese Character Teaching Review Lesson: A Case Study of The Department of Chinese Language and Culture Universitas Sebelas Maret 心智导图在印尼汉字教学复习课中的应用研究——以 三一一大学中文系为例

<p>In order to probe the application of mind mapping in the Indonesian Chinese character teaching review lesson, the author attempts to use mind mapping to promote the development of student's writing skills in the Chinese character teaching review lesson. The research object of this article is a junior class student in the Department of Chinese Language and Culture of Universitas Sebelas Maret (first semester, newly exposed to Chinese) 180 mind maps were collected from 90 students and drawn. The analysis results of the observation method, action method, and questionnaire survey method indicate that Chinese character mind mapping is helpful in improving Indonesian students' ability to master Chinese characters and improve their quality and interest in Chinese character learning during the review lesson. When using mind mapping, teachers should try to highlight their strengths and avoid weaknesses. With the popularization of computers and the rapid development of graphic technology, the application of mind maps in Chinese character teaching as a foreign language will gradually be recognized, indicating that the development prospects of mind maps are bright. </p><p align="center"> </p><p><span lang="EN-US"><br /></span></p>

Yi Sheng Character Used in New Practical Chinese Reader Textbook (Volume 1-4)

In view of the current situation that the teaching of Chinese characters' pronunciation is relatively separated from the font and meaning in Teaching Chinese as a Foreign Language (TCFL), this thesis puts forward a plan to introduce the concept of "Yi Sheng character" in Shuowen Jiezi based on the fundamental, practicability and innovative of the New Practical Chinese Reader Textbook (Volume 1-4). This thesis analyses all the Yi Sheng characters and Yi Sheng components mentioned in the "Basic Chinese Characters" section of the New Practical Chinese Reader Textbooks (Volumes 1-4), discusses their associations with modern pronunciation by ancient or modern pronunciation, traditional or simplified Chinese character and phonemic component, in a bid to summarise the associations in meanings between the Yi Sheng components and the Yi Sheng characters. In this way, foreign Chinese learners can gain a holistic understanding of the pronunciation-font-meaning combination of basic Chinese characters.

The difficulty and challenge in Chinese children’s character reading: An analysis based on Chinese curriculum standards and Chinese character reading research

Chinese character reading is the focus of Chinese teaching in the lower grades of primary school, and it is also a difficult point and challenging problem in the transition from kindergartens (K3) to primary school. To understand the learning slope of children's Chinese character reading in this transition, this study assessed the requirements of Chinese curriculum standards for compulsory education over the years based on the number of Chinese characters being learned by children in the lower grades of primary school. The results showed that the requirement of 1600 Chinese characters was, is, and will be the “should level” required at this stage of education. Comparing it with the levels achieved by children in kindergartens and primary schools in the empirical research from 2005 to 2021, it was found that the slope of children's Chinese character reading was not in the transition between K3 and Grade 1 but rather between Grades 1 and 2. The study proposed that to alleviate the slope in this transition, we should pay more attention to Chinese character teaching in Grade 2, improve the abilities of Grade 2 students’ Chinese character reading, and help them reach the requirements of the curriculum standards, in order to prevent the pressure of Chinese character reading from Grade 2 flooding back into Grade 1, causing parents to worry about their children's Chinese character reading before entering primary school.

PHILOSOPHY AND TEACHING METHODS OF CHINESE CHARACTER LITERACY EDUCATION BASED ON THE APPLICATION CONCEPT OF PALEOGRAPHY

The reform and practice of the Chinese character literacy teaching method based on the concept of paleography application can be employed to a certain extent and thus will improve the quality of Chinese character literacy teaching. This paper discusses the necessity and feasibility of applying ancient characters to Chinese character literacy teaching, discusses the epistemological and methodological issues of Chinese character literacy teaching, and expounds five teaching methods for the application of ancient characters to Chinese character literacy teaching, including didactic teaching method, case teaching method, theme-based teaching method, situational teaching method, and comprehensive teaching method. Different teaching methods are the deconstruction of Chinese character teaching goals, highlighting teaching objectives and priorities from different levels. They are not isolated and separated from each other, and teachers can actively choose and use teaching methods under the guidance of teaching objectives at different stages.

A cognition perspective revisit on teaching of pictophonetic characters: A case study on the new HSK level 3 common verbs

This article discusses the teaching of Chinese characters’ pictophonetic characters from a cognitive perspective. First of all, it clearly explains the characteristics of pictophonetic characters, meaning components are used as expressing categories, and sound components express sound and meaning at the same time. It also discusses the combination of pictophonetic characters in the square character space. Secondly, it introduces the main literacy methods of Chinese character teaching at present, and uses the image teaching method and the assortment method among them. Then, on the basis of the previous knowledge, the “conceptual integration theory” (conceptual integration) is used to integrate the sound and meaning of pictophonetic characters with the shape of the characters. After that, it compares the common core pictophonetic verbs in the new Chinese Proficiency Test Syllabus (Level 3) (also known as the Chinese Proficiency Test) with the Contemporary Corpus (COCT, National Institute of Education, Taiwan), and selects the overlapping items. Among them, 22 Chinese characters conform to the core verb vocabulary of the new HSK (Level 3). There are 13 core verb pictophonetic characters suitable for “positive cognition” teaching. This article first introduces five examples of the strongest phonetic association: standing zhàn (standing), staying zhù (live), singing gē (song), singing chàng (singing) and discussing/discussing yì (discussion). Lastly it deliberates conceptual integration theory, analyzing its rationale, reconstructing and demonstrating its diversified literacy teaching methods.

PROBLEMS AND COUNTERMEASURES FOR ONLINE CHINESE CHARACTER TEACHING AT THE NATIONAL UNIVERSITY OF HUMANITIES IN UKRAINE

This paper analyses the teaching of Online Chinese characters to Ukrainian students. The author singles out two problems of Online Chinese characters teaching/learning at the National University of Humanities. According to the problems, four countermeasures of online Chinese characters teaching have been put forward: to strengthen the analysis of homophones and shapes, to improve the sound-speaking use, to maintain a tolerance to the Chinese characters, to strengthen the Chinese character consciousness, to attach importance to Pinyin teaching, and to use the real teaching corpus to improve online Chinese characters writing.

Research on Innovative Teaching of Chinese Characters in International Education Based on Traditional Chinese Culture

Research on Innovative Teaching of Chinese Characters in International Education Based on Traditional Chinese Culture

A Review and Prospects of Chinese Character Research in the Last Thirty Years

At this stage, the study of Chinese characters is undergoing a transformation of modern applications and technology, and research in this field is both deeply rooted in the traditional Chinese study of script and flourishing with new vitality. This paper analyses the five major components of Chinese character research, namely, the study of archaic characters, the study of the phonology, morphology and meaning of Chinese characters, the study of the application of Chinese characters in the computer field, the study of the cognitive processing of Chinese characters, and the study of Chinese character teaching, and the three methods of Chinese character research, namely, exegetical examination, corpus database and empirical research methods. This paper summarizes the literature on Chinese character research, analyses the trends in Chinese character research, and summarizes the review and outlook of Chinese character research in the past thirty years.