Children's Chinese Textbook Research - "Hello,Chinese! "and Learning Chinese to Move Forward" as an Example

• Main Authors: WU, LI-YA, 吳莉雅
• Other Authors: YAN, LI-MO
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/53gf94

碩士 === 國立屏東大學 === 華語文教學碩士學位學程 === 107 === 　　In the past, Chinese language learning was mostly confined to the Chinese-born life circle. However, when China became a world economic power, it promoted the popularity of Chinese language. In many countries, learners have a tendency to decline gradually. The Chinese language teaching departments in Taiwan and the Chinese language teaching institutions in mainland China are mostly based on learners of 18 years old or older. The teaching materials for children are relatively scarce, and systematic and scientific are far less than adult Chinese textbooks. 　　Chinese language teaching for children is an important field. The academic research of Taiwanese Chinese language teaching has gradually become more and more popular. The academic institutions of higher education have successively established new Chinese language teaching relations institutes, as well as Chinese language related associations to hold seminars and academic journals, Chinese. The promotion and academic development of teaching has shown a vigorous trend. However, in the academic study of Chinese language teaching in Taiwan, most of them focus on the topic of "adult" Chinese teaching, and the topic or overall research on "children" Chinese teaching is relatively lacking. 　　To write children's Chinese language textbooks, we should first understand the language learning process of children at various stages in order to design the teaching content according to their learning characteristics. Therefore, we should have a understanding of children's cognitive development process and learning strategies, and secondly, after decades. The development of the second language teaching method has a rich and rich face. The characteristics of children's learning are different from those of adults. Therefore, the teaching method applicable to children's classrooms is different from that of adults. The first priority for children's learning is to increase their interest in learning, to make them willing to participate in classroom activities, to have fun, and to internalize the learning content, reflecting the true meaning of secondary school.