以寫助打漢語寫作教學：法國學生的反饋

Integrating Handwriting and Typing in Chinese Language Teaching: Feedback from French Students

數位時代的今日，漢語寫作教學亦需要在手寫與打字之間取得適當平衡，讓學生不僅掌握手寫漢字，更習得中打的技能。數位化發展使得打字教學更具吸引力，但課程設計中仍不能忽視手寫的必要性。手寫不僅有助記憶漢字字形，還能增進學生打字時的挑字正確性。本文重新審視幾項因應漢語特性的教學原則，提出能正視漢語文字書打教學的新原則：字本位析詞訓練選字、語文相對分步、識字適度分散、集中訓練主動會打詞。本研究並以三十位法國學生透過問卷的方式，分析了其中多數對于以打字的方式進行寫作考試的正面認可與其支持的原因。儘管多數學生同時仍舊表達希望保留手寫教學與練習的機會，以增強對漢字細緻結構的記憶與習得。本文最後提出以寫助打教學法，並分享在法國的實際教學經驗。目的為在手寫及打字中找出教學設計的互助平衡點，進而提高學生們對漢字識別的敏銳度，以期正面且良好地回應漢字作為漢語特殊性中最吸引外國學生的特點。

In today’s digital age, Chinese language teaching must find a balance between handwriting and typing to enable students to fluently respond to the demands of typing in Chinese in academic, professional, and everyday contexts. While digital advancements in teaching should make typing instruction more appealing, the importance of handwriting cannot be overlooked; it aids in memorizing Chinese characters and enhances students’observational and concentration abilities. We reevaluate several teaching principles tailored to the Chinese language and propose new methods for teaching Chinese writing and typing: word analysis based on a character-focused approach, a relative separation of oral and written language, a semi-selective character method, and focused training on active word typing. Thirty French students shared mostly positive feedback about taking exams via computer typing. However, most students also expressed a desire to maintain opportunities for handwriting instruction and practice to improve their memory and grasp of Chinese characters’complex structure. This paper concludes with the proposition of the“Writing-Aided Typing Teaching Approach”and shares practical teaching experiences in France. This approach offers teachers a balanced framework for teaching both handwriting and typing, aiming to develop students’sensitivity to Chinese characters and effectively responding to the unique charm of Chinese characters as a distinctive aspect of the Chinese language that appeals to foreign students.