KR950013465B1 - A study book for chinese characters - Google Patents

Abstract

The study text is composed of lessons for reading, mastering meaning, and memorizing character forms. The reading lesson is further divided into a pre-reading practice with an example in Korean, a reading practice with a mixed example of Korean and chinese character pronouncing practice for chinese characters; the meaning mastering lesson practices to master words of characters and each character meaning in separation; the character form memorizing lesson includes the practice of recognizing respective characters out of a plurality of similar characters and the practice of writing characters.

Description

Chinese character learning materials

1 is an exemplary view of the reading practice step textbook, (a) is a preliminary reading process by the Hangul example, (b) is a reading process by the mixed example, (c) is a Chinese character learning process.

2 is an exemplary diagram of a textbook for learning meaning.

3 is an exemplary view of the text learning step textbook, (a) is the observation learning process of Chinese characters, (b) is the writing learning process of Chinese characters.

* Explanation of symbols for main parts of the drawings

1: Problem 2: Check

3: What is the answer?

The present invention relates to a kanji learning materials for the purpose of allowing beginners to learn kanji interesting and easy.

Kanji is a symbolic syllable character, and it is known that one Chinese character has various meanings and is difficult to learn because of its complicated stroke.

The present invention is not intended to educate Chinese to decipher or write sentences composed of Chinese characters, but to read Chinese characters used interchangeably with Korean in newspapers, magazines and specialized books, and contribute to Chinese character education to understand the meaning. It is for.

Chinese characters originally had different pronunciations, but after being introduced to Korea, many homonyms were formed in the process of being harmonized with Korean. Most Chinese characters could not be distinguished by pronunciation alone.

Therefore, in the case of Korean, the number of the kanji with the same pronunciation has reached several or dozens, and in the case of writing Chinese characters in Korean, it is difficult to grasp the meaning of the words of Chinese characters without the help of contexts before and after context.

For this reason, it is easy to understand the meaning of words even if we use Chinese characters because our conversation is mainly spoken.

Despite the strong arguments for Hangeul in our language life and Korean language education, the use of Chinese characters in newspapers and books is not only continued, but schools are also strengthening Chinese character education.

If that is the case, then it is necessary to educate the Chinese characters, but to study and develop ways to induce learning and learn Chinese characters effectively from the first learning stage.

The present inventor is to provide a new Chinese character teaching materials based on the results of experience in the field of education in order to closely analyze the problems of Chinese character teaching materials and to find a solution thereof.

The teaching aid aimed at by the present invention will be described in detail with reference to the example of the drawings.

The present invention clearly distinguishes the method of Chinese character education in the order of reading practice, meaning learning, and shape learning.

The reading practice and semantic learning phases must be distinguished, but the order can be interchanged, but the self-learning phase must be at the last stage.

First, the reading practice phase is divided into a preliminary reading process using a Hangul example including a Hanja to learn, a reading process by using a mixed example corresponding to a Hangul example, and learning a Chinese consonant.

Second, learning the meaning includes presenting the Chinese characters, learning the meanings, and learning the meanings of the Chinese characters.

Third, the type learning phase is divided into observation learning to identify and distinguish the structure of Chinese characters, and writing learning to learn the penmanship of Chinese characters accurately and to analyze and write the composition of Chinese characters analytically.

The present invention has a primary goal of reading Chinese characters.

Even if you don't know the meaning of Chinese characters or you can't write Chinese characters, if you can read Chinese characters, you will be more interested in learning and much of your goal of learning Chinese characters will be achieved.

In other words, if you can read in Chinese, even if you do not know the meaning of the Chinese characters included in the Korean mixed text, you can understand most of the meaning of the sentence by the flow of words before and after the sentence and the vocabulary sense learned in the language life.

On the other hand, the problem of writing in kanji education is simply not important. Because in everyday life we need to write Chinese characters, such as their names, numbers, congratulations marriage, condolences are very small.

The reading practice stage aims to induce the learning interest resulting from the confidence that the kanji can be easily learned by the learner. The learning process illustrated in FIG. 1 (a) of the present invention is performed by the beginner while inducing the learning interest. Under the hint of the Korean example (in some cases, it is possible to read the Korean example once), it is configured to read the first Chinese characters through the mixed example of FIG. 1 (ba).

In this process, the kanji notes are gradually learned, the self-reading kanji, the kanji is easy, and the confidence that I can be good at kanji. In the process of learning Chinese characters, you learn the Chinese characters repeatedly. Chinese character learning depends on memorization fundamentally, in the present invention, the second step of learning the meaning is composed of a problem column (1), a check column (2), the answer column (3), the answer column (3) is lowered by one row Arrangement and the use of a separate mask card to answer memorize questions. The organizational structure of these textbooks has the most effective memory effect by the development of association and association.

After learning the kanji's sound, in the stage of learning the meaning, the meaning of the kanji is combined with the kanji's shape and kanji's sound.

This consideration is very different from the method of combining hun (representative meaning) and sound with kanji in learning kanji.

In the case of teaching by the conventional method, the hun and the sound are combined, so when the kanji is read, the tendency to pronounce the first letter of the hun is prominent, and there is a discontinuity that the sound cannot be read correctly due to the hun. In other words, in the case of "large" and "small", the large and "large" are read as "small".

The learning of meaning is a process of learning Chinese characters and learning Chinese words in various ways while completing the reading of Chinese characters and semantics.

Finally, the step of learning the shape will be described.

The learning of writing is less important than the reading and semantic understanding, but if the meaning is to cultivate the ability to clearly distinguish Chinese characters without confusing them, it is possible to analytically observe the structure of Chinese characters. It can be said to have significance as the completion stage of the meaning learning phase.

In other words, by observing and grasping the structure of Chinese characters analytically, it is possible to separate the composition of Chinese characters from the obsession that Chinese characters are complicated and difficult, so there is no confusion in reading Chinese characters.

The type learning phase is divided into observation learning process and writing learning process.

The observational learning process focuses on developing the ability to distinguish one Chinese character from another.

The writing practice is to divide complex Chinese characters into several words, using dotted lines only for the first stroke and strokes, dotted lines for the second stroke, and the remaining strokes. By arranging only the corresponding strokes and the number of copies in the order of the Chinese characters indicated by dotted lines, the learner completes the unfinished Chinese characters so that the learners can naturally acquire the order of Chinese characters and analyze the structure of Chinese characters analytically. In addition, the write-ahead column arranges the write alone column in a line.

Learning materials of the present invention can be easily applied to computer programs based on the same principles as well as the form of books. Furthermore, resource pools or evaluation problems that are generally adopted will be more effective learning materials.

Claims (2)

In organizing the learning materials, it is divided into reading practice, semantic learning, and self-learning. The reading practice is based on preliminary reading by Korean example and reading by corresponding mixed example. Chinese character learning textbook is characterized by the combination of the observation process of kanji and kanji writing learning process to find the right kanji in the middle. The method of claim 1, wherein the learning process of writing Chinese characters is characterized by arranging the filling-in, the writing-in, the writing alone and the writing-in-one columns in a series of processes.