华裔幼儿是海外汉语学习者中的重要组成部分，他们成长的环境比较复杂，与非华裔汉语学习者相比有优势，但又比不上国内同龄学生。这种特殊性决定了教师在面对华裔幼儿时应更有针对性地进行教学。 本文以笔者在美国俄克拉荷马大学孔子学院教学实践过程中应用的四种教学方法为研究对象，对孔子学院华裔幼儿教学状况进行分析与思考，对字理教学法、部件教学法、图画识字法和编故事识字法这四种教学方法的实践过程和实践效果进行总结，希望可以对该区的华裔幼儿汉字教学提供有价值的参考。 本文共四个章节，第一章为绪论部分，主要介绍选题缘起、研究目的、研究意义及方法，并对相关资料进行归纳；第二章主要介绍俄克拉荷马大学孔子学院中文课后班华裔幼儿汉字教学情况，对孔子学院的情况、学生家庭背景、学生汉字认读情况、笔者教学方法和影响学生汉字学习的因素作了简要介绍和分析；第三章主要对字理教学法、部件教学法、图画识字法和编故事识字法这四种教学方法的实践过程进行简单介绍，并展示典型教学案例，结合学生课堂反馈和最终测试结果对这四种教学方法的教学效果进行分析；第四章结语，总结了这四种汉字教学方法在实践过程中的相关情况，并据此提出建议。 根据笔者的教学实际，本研究得出如下结论：1. 四种方法各有优势；2. 部件教学法在汉字教学初期进行较困难；3. 基础汉字和常用字识记效果最好；4. 汉字的教学顺序影响着学生的学习效果；5. 教学初期有必要教会学生汉字结构；6. 趣味教学活动能激发学生的学习兴趣。针对本研究得到的结论，笔者提出如下建议：1. 针对不同的汉字选择不同的教学方法；2. 选择汉字时应遵循由易到难的原则和常用性原则；3. 注重字形与字义的联系；4. 在游戏中学汉字，激发学生的学习兴趣。

Ethnic Chinese children are an important part of overseas Chinese learners. They grow up in a complex environment and have advantages over non-chinese Chinese learners, but they are not as good as domestic students of the same age. This particularity determines that teachers should be more targeted in teaching ethinic Chinese children. This paper takes the four teaching methods applied by the author in the teaching process of the Confucius Institute of the Oklahoma University in the United States as the research object， analyzes the teaching situation of ethnic Chinese children in the Confucius Institute, summarizes the teaching method of Chinese character theory, component teaching method, picture teaching method and storytelling teaching method to provide valuable reference about the Chinese characters teaching for the ethnic Chinese children in Oklahoma. This paper consists of four chapters. The first chapter is the introduction, which mainly introduces the origin of the topic, research purpose, research significance and methods, and summarizes the relevant data. The second chapter mainly introduces the Chinese characters teaching situation of ethnic Chinese children in after-school classes of the Confucius Institute of Oklahoma University. It briefly introduces and analyzes the situation of Confucius Institute, students' family background, students' Chinese character reading, the author's teaching methods and the factors affecting students' Chinese character learning. The third chapter mainly introduces the practice process of the four teaching methods--the teaching method of Chinese character theory, component teaching method, picture teaching method and storytelling teaching method, and presents typical teaching cases, then analyzes the teaching effect of the four teaching methods by combining students' classroom feedback and final test results. Chapter four, the conclusion, summarizes the relevant situation of the four teaching methods in the practice, and put forward the corresponding suggestions. According to the author's teaching practice, this study draws the following conclusions: 1. The four teaching methods have their own advantages; 2. It is difficult to carry out component teaching method in the early stage of Chinese character teaching; 3. The basic Chinese characters and common characters have the best recognition effect; 4. The teaching order of Chinese characters affects students' learning effect; 5. It is necessary to teach students the structure of Chinese characters in the early stage of teaching; 6. Interesting teaching activities can stimulate students' interest in learning. According to the conclusions obtained in this study, the author puts forward the following suggestions: 1. Choose different teaching methods for different Chinese characters; 2. The selection of Chinese characters should follow the principle “from easy to difficult”and the principle of commonality; 3. Pay attention to the connection between font and meaning; 4. Learn Chinese characters in games to stimulate students' interest in learning.