1、 Introduction

International Chinese education requires the cultivation of high-level Chinese talents, and written Chinese language teaching is the key. Chinese character recognition is crucial for improving Chinese reading and writing abilities, but currently, the literacy level of intermediate and advanced second language learners is generally insufficient. Research shows that the literacy level of intermediate level international students is about 1000 words, while that of advanced level students is about 1600 words, far below the 2905 words required by the "Chinese Proficiency Vocabulary and Chinese Character Level Outline". The International Chinese Language Education Chinese Proficiency Level Standards also point out that learners' Chinese character proficiency and ability have not met expectations, which affects their correct use of Chinese characters and understanding of literature.

2、 Overview of the Development of Chinese Character Formative Awareness

Chinese characters, as symbols for recording Chinese words, are characterized by their structural features that carry meaning information. Phonographic characters are their main body, and they adapt to the dual nature of sound and meaning of words through the combination of form and sound symbols. Shape symbols indicate the category of meaning, sound symbols distinguish speech, and jointly promote Chinese character cognition. Research has shown that there are differences in the development of second language learners' awareness of the functional components of Chinese characters. The cultivation of morphological awareness among primary learners takes time, while the improvement of morphological awareness among intermediate learners is slow. The development of sound symbol consciousness was relatively late, and only gradually formed in the intermediate stage. The awareness and ability of Chinese character component functions need to be further improved among learners at intermediate and above levels. Chinese character teaching should attach importance to the analysis of the reasons for the formation, emphasizing the connection between form, construction, and application, in order to improve learners' cognitive ability of Chinese characters.

3、 Teaching Practice of Chinese Character Formations

This article introduces the teaching practice of Chinese character construction for third year undergraduate students majoring in Chinese language studying in China at Qingdao University. Teaching focuses on the form, structure, and function of Chinese characters, with a particular emphasis on analyzing the semantic components (form symbols) and phonetic components (sound symbols) of Chinese characters. The aim is to enhance learners' cognitive abilities regarding the functionality and systematicity of Chinese character components. Teaching practice includes the teaching of form and sound symbols, and evaluating learning outcomes through pre-test and post test assessments.

4、 Interview on Teaching Chinese Character Formations

The final test shows that learners have a basic grasp of the functions of Chinese character components and can use form and sound symbols to recognize Chinese characters. Learners generally believe that Chinese character classes are beneficial for learning Chinese characters and the language itself, and particularly recognize the teaching of Chinese character construction. Student feedback shows that the course helps them expand the number of Chinese characters, understand changes in Chinese characters, guess the meaning of Chinese characters, understand the composition and origin of Chinese characters, learn the "Six Books" method of character creation, improve their ability to guess the pronunciation of Chinese characters, and master the details and methods of character creation. Learners suggest that the pace of course explanation be appropriate. Teaching meets the needs of learners and meets expectations. The systematic teaching of the rules of Chinese character formation is crucial for improving the Chinese character proficiency of intermediate and advanced second language learners. Teachers should take effective measures to strengthen cognitive training on the form and sound symbols of Chinese characters, help learners establish awareness of the functional components of Chinese characters, deepen their understanding of the systematicity and regularity of Chinese characters, and improve the efficiency of Chinese character learning.

5、 Conclusion

The construction of the Chinese character knowledge system for intermediate and advanced Chinese second language learners requires a systematic and rational understanding. Chinese character construction teaching meets the needs of learners, provides a bottom-up path, enriches the Chinese character knowledge base, and improves Chinese character abilities. Teaching focuses on the internal structure and function of Chinese characters, identifying the relationship between Chinese character components and whole characters, while considering the external functions of Chinese characters, and recognizing Chinese characters from word word relationships. Further research is needed on the use of sound symbols as both form symbols and meaning symbols, in order to effectively utilize sound symbols to help learners recognize Chinese characters and grasp the systematic and inheritance rules of Chinese characters.