I

Abstract

Today people around the world growing the enthusiasm for learning Chinese,and even a
lot of people came to China to learn Chinese,but these learners who come to China for
learning Chinese characters,there is still a psychological fear of difficulty in learning Chinese
characters, making foreign language teaching slow down the pace of progress,in order to
break through the bottleneck of Chinese characters teaching,many researchers are trying to
find some better and more efficient ways to help students who can write faster and better.
With Chinese characters , thus making the students were able to ease of using and writing
Chinese characters.Through literature research, analysis and induction questionnaire found
that there are problems with the current level of students who master the learning of Chinese
characters and the Chinese characters which with similar form,the textbooks used to teach
Chinese characters, curriculum lesson of Chinese characters,final Chinese papers,and the
actual situation of teaching Chinese characters, such as the character textbooks and other
materials used in class type are do not match.Because of the different students' cognitive
habits and the existence of Chinese writing psychological fear of difficulty , these problems
are making the teaching of Chinese characters become difficult,so hoping to find effective
ways to help international students who will write characters better, faster and more accurate
of learning Chinese characters and can accurately distinguish characters with similar form.
Chinese character strokes should start teaching the transition from simple to complex strokes ,
characters with similar form is more difficulty for recent Chinese characters learners , if a
word is not be distinguished,then it will affect other courses,for example:elementary
comprehensive course, reading, writing, spoken, listening class will be certainly affected,
therefore characters with similar form is the focus of the teaching of Chinese characters .
Key

words: Characters with similar form; the teaching of chinese as a foreign language;
chinese charactor teaching;method

II

............................................................................................................... I
.............................................................................................................. II

............................................................................................................ III

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................................................................................................................. 1
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1............................................................................................................ 2
2............................................................................................................ 5
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1.................................................................................................................... 5
2.................................................................................................................... 6

.......................................................... 7
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............................................................................................. 8

............................................................................. 14
............................................................................................................... 14
............................................................................................................... 15
........................................................................................... 15

......................................................................... 17
............................................................................................... 17
1.............................................................................................................. 17
2.............................................................................................................. 17
3.................................................................................................. 18
........................................................................................... 18
1.......................................................................................................... 18
2...................................................................................... 19

......................................................................... 20
............................................................................................... 20
1.............................................................................................. 20
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............................................................................................... 21
1.............................................................................................. 21
2.............................................................................................. 21
3.............................................................................................. 22
4.............................................................................................. 22
5.............................................................................................. 22
6.............................................................................................. 23
III


............................................................................................................. 24
............................................................................................................. 25

............................................................................................................. 27
2013 A ......................................... 27
2013 B ......................................... 28
............................................................. 29
2013 A ........................................ 31
2013 B ........................................ 33

............................................................................................................. 34

IV

2004

2001
2004

2008

2012

2009

2011

2012

2012

2012

1990

1997
2

1998

1998

2001
2001

2005

2005

()
2905

2006

2007

20072009
2012

520
2008 2006
12 80% 520
520
2010

.[J].2013(2).
3


2001

2011

2012

2012

1994

2011

2005

2009

(1)(2)
(3)(4)(5)
(6)
2000
6763

2008

HSK 2010
2905
381

2012
4

2011

2012

2.

1997

19971999

1.

2.

A B A
50 B 20 30 100
A
1 6 B

A B

A B
A

10%

30%

30%

20%

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B A
B
A

B
B

AB
A

43

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43

86%

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92%

50

100%

B
3

4 5

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9

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11

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7
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14 B
88 100
A
74 87 2 88 100
5 B 88 100
4 2 70 30

12

13

17

.[M],2011 186

14

A
14:0015:50 B
16:0017:50 B
10:1012:0014:0015:5016:0017:50

B
8:009:50

2~3
23

A A

.,1997 155
15

.,1997 156

16

1.

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bi
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kuiqin

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Zu
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2.

sh
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lng,suywdexn
hnho

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1.

18

2.

.,2011 67
19

1.

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.[M],2007 144

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(8)

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(3)

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23

24

[1].[J].
1996(4).
[2].[J].
2012(2).
[3].[M].2008.
[4].[J].2009(12).
[5].[J].1997(3).
[6].[M].1999.
[7].[J].2012(4).
[8].[J].
1998(3).
[9].[J].
2005(3).
[10].[J].2001(2).
[11].[J].
2001(5).
[12].[A].[C].
1999
[13].[M].2009.
[14].[J].
2004(3).
[15].[J].2011(1).
[16].[J].2011(23).
[17].[J].2012(3).
[18].[J].2008(36).
[19].[J].
1998(3).
[20].[J].2004(2).
[21].[J].
2009(5).
[22].[D].2006.
[23].[J].2011(1).
[24].[J].2011(14).
[25].[M].2011.
[26].[J].2011(7).
[27].[M].2002.
[28].[C].
2005.
[29].[J].2010(12).
[30].[J].2008(10).
[31].[M].2006.
25

[32].[J].2007(5).
[33].[M].2009.
[34][M].2010.
[35].[J].2001(1).
[36].[J].2012(2).
[37].[M].2006.
[38].[D].
2012.
[39].[D].2012.
[40].[J].2007(5).
[41].[J].1994(4).
[42].[J].2002(2).
[43].[J].2005(2).
[44].HSK [D].2010.
[45].[M].2007.
[46].[M].1994.
[47].[J].2009(12).
[48].[J].2012(11).
[49].[J].1990(2).
[50].[D].2012
[51].[J].2012(30).
[52].[J].2013(2).
[53]. 520 [A].
[C].2008.
[54].[J].2000(3).

26

2013 A
20
1.hng
2.pi
3.t
4.sh gu
5.sh wn gu
6.hng zh
7.pi din
8.hng zh wn gu
10.hng zh zh pi
9.hng zh t
11
12
13
14
15
16
17
18
19
20
10
1
A.
2
A.
3

A.

A.
4
A.
5

B.
B.
B.
B.
B.

C.
C.
C.
C.
C.

D.
D.
D.
D.
D.

10
7

3
1
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4
9

5
10

30
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1.

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11

nn

12

x
8

w men

nin

t men

30

27

nn

13

yu

14

bi

z j

10

xu x
15

2013 B

pio

gun(
)
no

chung
hu

yun

mng

ti

hn

fng

yun(
)
gi (
)
zo

gng(
)

28

bng
xu (
)
tin(
)

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g

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grn

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nkuiqbngngshb,tmen

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ti
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bi
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kuiqin

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qin
Zhuzishangyu
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29

ku

7jng qngqngqng
Tdeyn
hnpioling


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8j
y
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q

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9h
k
Whn
xing
shu

write the pinyin of the following characters

to combine words

(add one stroke to become another character as much as you can )

e.g:

write new characters with the part is given following as

much as you can
e.g:

30

mark the tone to characters

Ma
Zu
Qing
write name of the stroke
Xn drbsh
the second stroke ofis
li zuhuybsh
the last stroke ofis
s dsnbsh
the third stroke ofis
w dybsh
the first stroke ofis
dsbsh
the forth stroke ofis
dwbsh
the fifth stroke ofis
zuhuybsh
the last stroke ofis
Hi dsnbsh
the third stroke ofis

2013 A

1
2
3
4

ANTON
KHRAMTCOR MIKHAIL

95
90
94
52

5
6

VALENTINA
KASHPIROVSKAYA
ALINA

93
86

7
8

ALINA
TOKAREV LGOR

85
52

31

9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45

DENIS MAEROV
STELLA
ANTHONY
ZHANNA
JOSEPHENE AFAGBEDZI
CHVIS
OMWEGA
MAXWEL
MANDERE
ADAM
YUSAF
ABUBAKAR
MIKE INALFGWN
DIANA THADEUS
SYED
MUHAMMAD
MUZAMMIL
SYED WAQAS GILLANI
FAISAL
MUHAMMAD WASIM
LINDA
YOLAMU
KAMUKWAMBA
SOGYN TOLYBAY
MUBARAN
MAISHUNAU
HANY
MEDHAT
ABDELAZIZ
KHONOSHULIN
MUHAMMAD HAROON
NLIIZEGE
ISAAC INKUM
MAHMUD YAHAYA
MUHAMMAD
ANAS
IQBAL
MUHAMMAD UMAR
AHMAD MUKHLAK
USMAN MUHAMMAD
RANA IERJAB
SUCHER PETER
ELENA DEDIUKH
KAVINQ MUSTAKIMAN
EJEGI
JOHN
WILLIAMS
ALFRED LERAHIM
DALERIIA PALAGINA
NYARADZO MOYO

32

90
95
98
92
94
96
86

85

89
75
91

94
95
93
79
60

89
0

53

46
31
76
59
43
95

54
86
43
56
60
71
66
0

47
70
51
93

46
47
48
49
50

90
86
85
89
92

2013 B

1
2
3
4
5
6
7

90
95
91
94
90
88
95

8
9
10

DEDIUKH

92
97
85

11
12
13
14
15

GULZADA
REIM AIKANYM
KAVINA
SASRAKU EUNICE

80
78
75
75
70

16

BENJAMIN ADDEI

75

17

70

18
19

OKWUCHUKWU
ARINZE
KWAMERUA
RYBAKOV DMITRII

60
85

20

PONOMAREV MARK

65

ELENA

33

34


2014 1

35