| Summary: | 碩士 === 中國文化大學 === 華語文教學碩士學位學程 === 107 === Before the implementation of this study, the researchers investigated the needs of ten Chinese-language teachers in the teaching of Chinese characters. The interviewed teachers pointed out some difficulties in the teaching of Chinese characters. First, the strategies, teaching methods and teaching contents used by the teachers interviewed are not always consistent, and their Chinese character teaching objectives are relatively random. Some teachers do not teach Chinese characters relying primarily on students’ self-study.
Second, the interviewed teachers believed that the Chinese characters contain a large amount of information which makes preparing lessons and providing explanation difficult. Third, teachers felt that Mandarin teaching institutions they work in, sometimes, do not focus on Chinese character teaching. Fourth, most of the teachers surveyed believed that there is not enough time to teach Chinese characters within the current teaching hours. It is speculated that Chinese characters teaching is generally carried out as part of comprehensive textbooks that tend to emphasize communication skills. Because vocabulary, pronunciation, and grammar are the main focuses of the course, Chinese character teaching becomes supplementary and sometimes an afterthought. Within the limited number of hours, it is often difficult to help students lay the foundation in the initial stage for Chinese characters.
This study, therefore, attempts to create a Chinese character teaching strategy and the sinogram-based teaching approach. Through trial teaching and review, the teaching materials used contain suggestions for teaching materials for teaching primary level Chinese characters including supplementary teaching materials. The teaching process and the design of game activities for Chinese characters the beginning level will be recommended. The purpose of this research is to allow Chinese language teachers to use, and write appropriate supplementary materials to cope with the teaching of Chinese characters in different primary comprehensive textbooks. This model is demonstrated to ten in service Chinese teachers and then interviews and surveys were filled in. Such information was then used to modify and adjust the curriculum in accordance with the teachers’ needs.
Interviews and survey results showed that all Chinese-language teachers were satisfied with the teaching process, supplementary textbooks and teaching aids. In addition to the game design, the ten Chinese-language teachers also found the design to be innovative and easy to use. Suggestions for improvement mainly consisted of suggestions for improving teaching aids such as the inclusion of video recordings. Chinese teachers felt that videos would enhance the teaching material for characters.
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