Enhancing Elementary Chinese Character Instruction through Digital Technologies and Artificial Intelligence: Practical Pathways and Strategies

Abstract

Addressing structural challenges in elementary-level Chinese character instruction within International Chinese Language Education, this study explores practical pathways and strategies for transforming pedagogy through digital technologies and artificial intelligence (AI). It proposes an integrated four-dimensional instructional framework encompassing recognition, reading, writing, and application. In the recognition phase, technologies such as dynamic etymology and augmented reality (AR) are employed to enhance visualization. The reading phase utilizes intelligent speech assessment for precise feedback. The writing phase incorporates stroke order tracking and AI-powered assessment to address specific learning difficulties. In the application phase, adaptive exercises and contextualized scenarios are used to promote the internalization of Chinese character knowledge. Implementation strategies include redefining the teacher’s role, adopting blended learning models, and introducing data-informed interventions. The ultimate objective is to shift Chinese character pedagogy from an experience-driven model to a data-driven paradigm of personalized learning, thus fostering a human-computer collaborative teaching ecosystem.