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词汇教学 - Coggle Diagram

- - - - Form-meaning link recognition 形-义-认
    - - Form-sound link recognition 形-音-认
    - - Form-sound link production 形-音-产
    - - Form-meaning link production
        形-义-产
  - - - Ask students to check the weather for the next 10 days on a Chinese weather broadcast website and then based on their activity schedule to make appointments on activity together
    - - Ask students to write their own schedule and activities during free time in a week, and then work in pairs to find a common time they can do an activity together
- - - - 展示汉字-几秒后读音和英语释义出现-学生掌握汉字效果更好=学生先要思考-confirm with delayed information
  - - - stroke order+handwriting has the most benefit-meaningful context里写字
- - - - 95%+ coverage readers or communication tasks
        Guessing from context; incidental attention drawing
        
        阅读来习得词汇-难度不能太高.阅读听力 TBLT-输入型
      - Form-meaning mapping;
        Form-sound mapping;
        Recognition
        Breadth of knowledge
      - 低水平：communication task(Pre-&during task); 高水平：reading passage(pre&during reading activity/idea extension in the after reading stage activity)
    - - Focus on high-frequency words
        Vocabulary learning strategies (word morphology, etc.)
        
        高频词/重点词汇-深入学习 -集中在深度/广度
      - Form-meaning mapping;
        Form-sound mapping;
        Recognition + Production
        Depth of knowledge
        
        review session at the end of each lesson
    - - Oral/written communication tasks
      - Form-meaning mapping;
        Form-sound mapping;
        Production
        Breadth of knowledge
        
        vocabulary study&extension at the after-task stage+after reading stage
  - - - Rehearsal tasks [recognition + production]
        Easy readers/speed reading/listen to easy input [recognition]
        10-minute writing [production]
        
        快速写作/阅读-限时-使用词汇的流畅度
      - Form-meaning mapping;
        Form-sound mapping;
        Recognition + Production
        Breadth + Depth of knowledge
- - - - semantic radical-教学侧重点
        
        65%合成字是形声字，与形旁又关系
        
        Instruction of Semantic Radicals?
        
        Implicit 隐性
        
        不教学，给大量的练习/例句-让学生自己找到语言的规律
        
        Explicit 显性
        
        教学-让学生应用到实例上，explicit优于Implicit
        
        greater long-term retention
        
        intensive teaching
        
        集中教学-把所有“巴”集中一起教学-提供大量developed material
        
        集中汉字教学，每单元有一两次课的安排学习
        
        extensive teaching
        
        unit inquiry（theme）-围绕一个主题组织=interesting and relevant to students’ life
        
        多种形式；报纸，日记，广告，说明书，杂志
        
        deductive
        
        归纳法-先给例子，自己观察-一起找规则
        
        inductive
        
        演绎法-：三点水-物-与水有关的动作-形旁有多重意思
        
        guided inductive instruction-对“具有多重意义的形旁的汉字”效果更好点。形旁意义单纯的汉字-归纳/演绎法都差不多
        
        演绎法比归纳法更有效
      - phonetic radical-教学辅助点
        
        18.5%高频词有声旁
        
        26.3%形声字与声旁表读音