1、 Introduction

The importance of learning Chinese characters in the introductory stage of Chinese language teaching was discussed, and it was pointed out that different textbooks have different approaches to teaching phonetics, writing, and daily conversations in the introductory stage. This article analyzes the Chinese character teaching modules of five comprehensive textbooks, namely "The Road to Success," "New Practical Chinese Textbook," "Developing Chinese," "Contemporary Chinese," and "Graded Chinese," with the aim of exploring how to optimize textbook writing and teaching models to improve teaching efficiency. At the same time, it emphasizes that the definition of the "introductory stage" is based on the phonetic basic teaching module, and pays attention to the teaching pattern of Chinese characters in the entire textbooks of "Development" and "New Practical".

2、 Overall design for the introductory stage of the five textbooks

In the overall design of the introductory stage, the five textbooks have different single lesson structures, but all include three major modules: phonetics, conversation, and Chinese character teaching. The Chinese character teaching modules of 'Success',' Contemporary ', and' Grade Picking 'have a high degree of independence and are not limited by phonetic and conversational teaching content. The Chinese character teaching modules of "Development" and "New Practical" have a certain degree of coordination with the text, but the specific methods are different. The Chinese character module of 'Development' runs through the entire book, and the selection of characters is based on system design and supplemented appropriately; The Chinese character module of "New Practical" focuses on the structural components of the characters used in the text. In the introductory stage, all five textbooks give independent status to Chinese character teaching to ensure its systematicity and avoid being completely restricted by phonetic and conversational teaching. There are two approaches in textbook writing: one is to not consider the coordination with phonetic teaching, as in "Contemporary" and "Grade Ten", and the other is to maintain a certain degree of coordination, as in "Development" and "New Practical".

3、 The teaching objectives and content of Chinese characters in the introductory or primary stages of the five textbooks

An investigation and analysis were conducted on the teaching objectives and content of Chinese characters in the introductory or primary stages of the five comprehensive textbooks. The Chinese character teaching objectives of the five textbooks are basically the same, aiming to lay a foundation for learners to learn Chinese characters, including basic knowledge points such as strokes, stroke order, radicals, etc. There are certain differences in the specific content arrangement among the textbooks. The teaching content of Chinese characters in the five textbooks is generally consistent, divided into two parts: Chinese character recognition and writing, and Chinese character knowledge. The number of recognized characters is basically the same as the scale of the textbook, but some Chinese characters lack definitions. The five textbooks demonstrate flexibility in explaining the basic and original meanings of Chinese characters. Some textbooks use different forms to help students understand the principles of character creation, such as illustrations of character development and ancient character forms. In terms of Chinese character interpretation and knowledge processing, efforts should be made to provide meaning explanations and distinguish between the original meaning and the basic meaning. Textbooks should provide a systematic introduction to Chinese character knowledge, such as font evolution, character structure, etc., and strengthen targeted explanations to enable students to understand Chinese character culture knowledge, in order to improve learning effectiveness and stimulate learning motivation.

4、 Comparison of Character Selection in the Beginner Stage of Five Textbooks

We conducted in-depth investigation and analysis of the Chinese character teaching module in the introductory stage of the five comprehensive textbooks. The five textbooks have similar numbers of character choices, but there are significant differences in specific character choices. The co selection of characters only accounts for a small portion of the total number of characters in the textbook, and Chinese characters with a high co selection rate usually have simple strokes, are commonly used, and are mainly single character characters. The textbooks "Development" and "New Practical" emphasize the ability to construct characters as an important basis for selecting characters, while "Success" focuses more on teaching stroke and stroke order rules, as well as teaching radicals and components. Contemporary "and" Grade Picking "absorbed the concept of" learning by doing ", emphasizing the construction of cognition through experiencing specific Chinese characters, and emphasizing the combination and aggregation relationships of character selection.

5、 Conclusion

There are differences in the design of Chinese character teaching modules among the five textbooks, and the teaching methods and objectives have changed after the introductory stage. The development trend of textbook writing mode is "appropriate separation of Chinese language", giving independence to Chinese character teaching, but the specific degree needs further research. Innovation in the design of Chinese character modules is an important area of innovation in textbook writing modes, which requires practical exploration and deepening of subject based research to improve the scientific and systematic nature of textbooks.