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This study is aimed to discuss the impact and effectiveness of applying relative structural Hanzi theories to elementary school Chinese Character recognition instruction. It explores the improvment of Chinese character Recognition and learning attitude of students after applying some of the structural Hanzi theories to Chinese character recognition instruction. An action research was undertaken and recorded as the teacher used structural Hanzi theories in Chinese character recognition instruction including difficulties encountered, actions took to solve problems and personal progress. Five related teaching methods used in this study were etymology, word roots, components and Pianpang recognition, Xiesheng recognition and component analysis. Using the action research method, the author took a nine-week series of full record of the classroom activities of her homeroom-class six grader students by photograph and Cam recording and had them put into descriptive text, analyzed, summarized, discussed and revised. The student performance variations between the assessments of Chinese character components, phonectics and semantic before and after applying structural Hanzi theories in the Chinese character recognition instruction was compared. Intergrating feedback questionnaires, interviews and learning sheets, some conclusion points were made as following:
Firstly, It seems feasible to apply the Structural Hanzi Theories to Chinese Character Recognition in Chinese Character Recognition Instruction. If the insturctor apply the sturctural Hanzi theories to Chinese characters recognition curriculum, it could help to strengthen the students' comprehension of Chinese characters, improve their ability to think more about applying the rules to recognizing Chinese characters.
Secondly, the structure of Chinese characters literacy programs integrate theory helps to enhance the interest of students . Through commentary diversified teaching media , drawing the text between collaborative competitions ways to make it easy for students to understand the associated sound and meaning between Chinese Characters and enhance interest in learning Chinese characters.
Thirdly, the implementation of structural theories of Chinese characters into character recognition instruction had shown a obvious enhancement in students' ability to recognize Chinese characters. By appropriately applying five teaching strategies, the students could learn effectively, expand their volumn of recognized characters and minimize Chinese character error rate. The performance of Chinese characters recognition was effectively enhanced.
Fourthly, the implementation of structural theories of Chinese characters to used in character recognition instruction can stimulate and enhance the professional ability and experience of the teacher. The instructor can benefit greatly on Chinese character related knowledge, teaching professional competence and experience of on-site teaching through preparation of course materials, repeated amendments of teaching activities and dialog with exports and collaborative partners.
According to the research findings, the study of Chinese characters used in teaching literacy construct theories put forward suggestions for future research , as elementary school teachers to implement literacy instruction, reference characters and the subsequent publication of relevant materials related research .
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