汉字认读能力的高低是华裔儿童进一步提升汉语水平的关键，与汉语听说读写技能的培养和运用中文进行交际的能力息息相关。但与此同时，汉字认读于听说能力较好的华裔儿童而言又是学习的难点。因此，本文以Lingo Bus L2华裔课程为例，通过观察真实课堂的教学录像，记录华裔儿童线上汉字认读情况，统计华裔儿童认读率较低的汉字并分析原因，提出具有针对性的华裔儿童线上汉字认读教学改进建议，以期帮助线上汉语教学机构更有效地进行汉字教学，提高华裔儿童的汉字认读水平。

本文采取观察法、量化分析法和访谈法，对华裔儿童的汉字认读情况进行多角度地统计与分析。这主要包括三个方面：第一，制作针对华裔儿童的课堂情况观察记录表，进行数据收集和分析，了解每节课华裔儿童的汉字认读情况、教师所采用的汉字教学方法等信息；第二，针对观察记录表进行量化分析，统计每位华裔儿童的汉字认读率、每一单元的汉字认读率、每个汉字的认读率等信息，找出认读率较低的汉字；第三，分析汉字认读率较低的原因。

研究发现，汉字本身特征、华裔儿童自身特点和汉字认读教学方法都会对华裔儿童汉字认读情况产生影响。因此，本研究基于Lingo Bus现有的汉字教学方法，针对认读率较低的汉字，提出相应的汉字认读方法改进建议。包括：一是加强汉字字音教学；二是加强形声字对比教学，加强书写练习来辨析形近字；三是加强汉字形音义的联系；四是完善图解汉字教学法，重视图片元素的选择，并与其他汉字认读教学方法相结合；五是完善线上汉字认读教学辅助方法。

The ability to read Chinese characters is the key for overseas Chinese children to further improve their Chinese proficiency, which is closely related to the cultivation of Chinese listening, speaking, reading and writing skills and the ability to use Chinese for communication. But at the same time, it is difficult for overseas Chinese children with good listening and speaking ability to read Chinese characters. Therefore, taking Lingo Bus L2 Chinese language course as an example, this paper recorded the online Chinese character reading situation of overseas Chinese children by observing real classroom videos, counted the Chinese characters with low reading rate of overseas Chinese children and analyzed the reasons, and put forward targeted suggestions for improving online Chinese character reading teaching of overseas Chinese children. In order to help online Chinese teaching institutions to teach Chinese characters more effectively, improve the level of overseas Chinese children to read Chinese characters.

In this paper, observation method, quantitative analysis method and interview method are adopted to make a multi-angle statistical analysis and analysis on the Chinese character recognition of overseas Chinese children. This mainly includes three aspects: first, make classroom observation records for overseas Chinese children, collect and analyze the data, and understand the Chinese character reading situation of overseas Chinese children in each class, the teaching methods of Chinese characters adopted by teachers and other information; Secondly, a quantitative analysis was carried out based on the observation record sheet to make statistics on the Chinese character reading rate of each overseas Chinese child, the Chinese character reading rate of each unit, the Chinese character reading rate of each character and other information to find out the Chinese characters with low reading rate. Third, analyze the reasons for the low rate of Chinese character recognition.

It is found that the characteristics of Chinese characters, the characteristics of overseas Chinese children and the teaching methods of Chinese character reading will have an impact on the Chinese character reading of overseas Chinese children. Therefore, based on the existing Chinese character teaching methods of Lingo Bus, this study puts forward corresponding suggestions on improving Chinese character reading methods for the Chinese characters with low reading rate. Including: First, strengthen the teaching of Chinese characters; The second is to strengthen the contrast teaching of form and sound characters, strengthen the writing practice to discriminate form and close words; Third, strengthen the relationship between Chinese characters and meanings; Fourthly, we should improve the teaching method of graphic Chinese characters, attach importance to the selection of picture elements, and combine it with other teaching methods of Chinese characters reading. Fifth, improve the online Chinese character reading teaching auxiliary methods.