Chinese characters are one of the core challenges of international Chinese teaching. The arrangement and presentation of Chinese characters in textbooks directly impacts teaching efficiency and learners' development of Chinese character proficiency. This study, focusing on three typical character arrangement methods in mainstream international Chinese textbooks, examines the functional differences between reading and writing characters. Through comparative analysis, the authors explore the practical characteristics, applicable scenarios, and existing problems of these different arrangement methods. The study found that: while the pinyin arrangement method lowers the threshold for reading for beginners, it can lead to pinyin dependency, and the simultaneous implementation of reading and writing can increase the learning burden. The stroke order arrangement method conforms to the structural laws of Chinese characters and helps strengthen the writing foundation, but it is limited by its detachment from practical scenarios and the lag of commonly used characters. The commonly used character priority method aligns with daily life needs and can quickly stimulate learning motivation, but the complex structure of commonly used characters can increase the difficulty of reading and writing. At the same time, a "separate track" arrangement for character recognition and character writing is more aligned with learners' cognitive patterns at the elementary level, while a "simultaneous arrangement" is more suitable for intermediate and higher levels. The conclusions of this article can provide a reference for the scientific arrangement of Chinese character content in international Chinese textbooks, helping to improve the relevance and effectiveness of Chinese character instruction.
Yan-Tong Chen (Thu,) studied this question.