With the continuous acceleration of globalization, exchanges and interactions between countries are becoming more and more frequent. The integration and convergence of cultures have become a prominent feature of today's society. In the teaching of Chinese as a foreign language, teaching Chinese characters is a challenging task. Learners need to master the stroke order and structure of Chinese characters to improve the accuracy and fluency of writing; at the same time, they also need to recognize and understand a certain number of commonly used Chinese characters in order to better use Chinese characters in practical applications. This paper takes the third-year junior high school students of Mae Sai Guangming Overseas Chinese Public School in Thailand as the research object, and starts from the perspective of symbolic culture. Based on the theoretical foundations of the "Six Books" theory and the "Character Family" theory of Chinese characters, through literature research, questionnaire surveys and other methods, the types and proportions of Chinese character writing errors of the third-year junior high school students of Mae Sai Guangming Overseas Chinese Public School in Thailand are analyzed, and the substantial reasons for the errors are summarized. Finally, targeted teaching strategies for Chinese character writing ability are proposed. This paper consists of seven parts. The introduction mainly introduces the significance of the topic, the current status of research, etc.; the first chapter explains the theoretical basis of Chinese characters and their correlation, laying the theoretical basis for this paper; the second chapter is an overview of the Guangming Overseas Chinese School in Mae Sai, Thailand, including the school introduction, the current status of Chinese teaching, the current status of Chinese character teaching, etc.; the third chapter conducts a questionnaire survey on Chinese characters among junior high school students, mainly investigating the basic situation of students learning Chinese and their cognition of Chinese characters and writing, and statistical analysis is conducted in the form of charts; the fourth chapter mainly systematically describes the error phenomena and types of students' Chinese character writing materials based on the theoretical basis and previous research; the fifth chapter mainly introduces The reasons for the Chinese character writing errors of the third-year junior high school students at Guangming Overseas Chinese School in Mae Sai include the influence of Chinese character symbols, the negative transfer of Thai mother tongue symbols, the cultural differences between Chinese and Thai education, and other influences. Chapter 6 proposes targeted Chinese character symbol teaching strategies and teaching step designs to improve students' Chinese character writing ability, mainly including standardizing the correctness and aesthetics of Chinese character writing symbols; using Chinese character symbol culture to motivate students in class; comparing the teaching of Chinese and Thai text symbols, and using pictographic characters, indicative characters, ideographic characters, and phono-semantic characters to teach; advocating character analysis teaching; strengthening the teaching strategies of extending character family symbols to literacy, so as to improve students' Chinese character writing ability.
随着全球化的不断加速，各国之间的交流与互动日益频繁。文化的交融与交汇已成为当今社会的显著特征。在对外汉语教学中，汉字教学一个具有挑战性的任务。学习者需要掌握汉字的笔画顺序和结构，以提升书写的准确性和流畅度；同时，他们还需要识别并理解一定数量的常用汉字，以便更好地在实际应用中运用汉字。本文以泰国美赛光明华侨公学初三学生为研究对象，从符号文化视域展开，依据汉字“六书”理论、“字族”理论等理论基础，通过文献研究、问卷调查等方法，分析出泰国美赛光明华侨公学初三学生汉字书写偏误类型及所占比例，并总结偏误产生的实质性原因，最终提出了具有针对性的汉字书写能力方面的教学策略。本论文一共七个部分，绪论主要介绍选题意义、研究现状等内容；第一章交代汉字符号及相关性理论基础，为本文奠定理论依据；第二章是对泰国美赛光明华侨公学的概况分析，包括学校简介、汉语教学现状、汉字教学现状等内容；第三章是对初三学生展开汉字方面的问卷调查，主要调查学生学习汉语的基本情况以及学生对汉字及书写情况的认知等内容，并通过图表形式分列统计分析；第四章主要是依据理论基础和前人的研究对学生汉字书写语料的偏误现象及类型进行系统性描述；第五章主要介绍美赛光明华侨公学初三学生汉字书写偏误形成的原因，包括汉字本体符号影响、泰语母语符号负迁移影响、中泰教育的文化差异及其他各方面影响等；第六章则是为提升学生的汉字书写能力，提出针对性的汉字符号教学策略及教学步骤设计，主要包括规范汉字书写符号的正确性与美观性；以汉字符号文化调动学生课堂积极性；对比中泰文字符号教学、以巧用象形字、指事字、会意字、形声字类符号教学；提倡字符分析教学；加强字族符号延伸识字等教学策略，以达到提升学生汉字书写方面的能力。
