本文以美国贝尔丰特公立中学学生的汉字教学为研究内容，立足于笔者在当地一年的汉语教学实践，通过对学习者进行汉字水平测试、汉字学习和教学策略评价调查，探究如何针对美国公立中学学生的汉字学习需求，进行汉字教学策略研究和汉字教学设计，为非汉字文化圈国家青少年汉语学习者的汉字教学提供借鉴和参考。 本研究以教育行动研究为理论依据，以解决问题为目的，遵循行动研究理论，主要分为以下几个阶段：发现问题——提出问题——调研判断——反馈研究——自我参与式研究??——分析总结——提出解决方案。针对相关问题设计调查问卷，着重调查学习者的学习动机、学习策略及汉字水平。通过分析问卷调查结果，发现并解决问题，结合美国公立高中优质的现代教育技术资源（例如Chrome book，Schoology，Kahoot，Quizlet等），进行针对性的教学设计。此次研究的特色是基于海外教学实习的实证研究，所使用的语料主要来源于学习者的练习册、汉字本、课前听写、课堂笔记、汉字教学调查问卷和汉字水平测试卷。此外，还有汉字学习策略访谈笔录、访谈录音和转写后的文本材料。此次研究旨在通过个案分析，比较学习者在汉字学习策略选择上的差别，及其对学习成效的影响，为教师的汉字教学策略和学生的汉字学习策略提出建议。 本研究调研总结了美国公立中学学生的汉字学习需求，评估了汉字学习策略和汉字教学策略，开展汉字教学设计，进行汉字教学个案研究，以期为海外孔子课堂的汉字教学设计提供合理化建议。

This article takes the teaching of Chinese character in Bellefonte Public High School and Middle School, USA as the research content, which was based on the author's one-year teaching experience. It explores how to enhance the learners' interest and efficiency of learning through the Chinese characters level test, and the questionnaire of learning and teaching strategies, providing experience for Chinese characters teaching for non-native learners. This research process takes the educational action research as the theoretical basis, which aims to solve the problem, and follows the theoretical approach of action research. The research is mainly divided into the following stages: finding problems - asking questions - investigating judgments - feedback research - self Participatory research - analytic conclusion - propose solutions. A questionnaire was designed for relevant issues and focused on investigating students' learning background, motivation, learning strategies, and the level of Chinese characters. Through analyzing the results of questionnaire surveys, we found the problems and coped with them. Besides, the author took the advantage of the high-quality modern educational technology resources (such as Chrome book, Schoology, Kahoot, Quizlet, etc.) of public high schools in the United States to conduct targeted instructional design. The characteristic of this study is because it is an empirical research which based on overseas teaching practice.The corpus used in this study mainly comes from the students' workbooks, pre-course dictation, class notes, Chinese character teaching questionnaires, and Chinese character level test papers. In addition, there are transcripts of Chinese character learning strategies, interview recordings, and post-transmission text materials. Through case study to compare the difference of learning strategy between students, and how it affects their learning results. To establish a set of effective Chinese character teaching model, providing suggestions for teacher and students’ strategies on teaching and learning Chinese characters. This case study summarized the learning needs of American public middle school students for Chinese characters and evaluated the Chinese learning strategies and Chinese character teaching strategies to provide reasonable suggestions for the design of teaching Chinese characters in overseas Confucius Classroom.