汉字教学法在汉语国际教育中起着至关重要的作用。为了提高学习者的识字量，六书知识经常用于汉字教学。马来西亚学界对此教学法的研究有限。本文将依据在马来西亚满家乐国际学校的汉字教学实践，对六书四体理论汉字教学法的运用及其成效进行分析。

全文分为三部分。第一部分为第一章和第二章，主要包括绪论及满家乐国际学校汉语教学与学生学习现状。第一章“绪论”介绍的研究意义包括丰富六书四体理论汉字教学法案例，研究目标与内容包括针对中国籍学生及马来西亚华裔学生展开有关六书四体理论汉字教学法的设计与实施，并收集其教学反馈，研究困难及解决方法，研究方法，国内外研究综述六个小节。第二章“满家乐国际学校汉语教学与学生学习现状”，将对教师与学生进行采访调查。笔者以访谈的方式对学校的汉语老师、非汉语老师、家长进行调查及分析他们对学习汉语和汉字的看法，统计得出老师及家长们对非常支持学生学习汉语及汉字。其次，笔者将对学生进行访谈，从而了解他们的汉语背景，统计得出学生们喜欢有趣的学习方式。

第二部分为第三章至第五章，主要讨论教学的设计、实施和反馈。第三章“汉字教学设计”将展示以六书四体理论汉字教学法教授的九个汉字：象形字“木、禾、雨”；指事字“上、下”；会意字“天、多、坐”；形声字“草”。教学设计包括典型的课堂教学次序、趣味识字游戏、书写活动等。第四章“六书四体理论案例教学实施”将依照该九个汉字进行六书四体理论教学实施，主要目标为：学生在学习中能掌握听、说、读、写的技能及汉字的形、音、义。教学实施的内容包括浅述汉字的由来、演变、练习等。此章也记录了该九个汉字教授过程中的课堂气氛，并总结学生学习状况表，统计结果得出经六书四体理论汉字教学法所教授的汉字掌握成果佳；不能掌握的学生已获额外辅导。第五章“六书四体理论汉字教学反馈”将展示：一、对笔者班级学生期末测试结果进行分析；二、在汉语水平同等的前提下，对采用六书四体理论汉字教学法的笔者班级和未采用六书四体理论汉字教学法的另一班级的学生期末测试结果进行比较分析。两者的统计结果均得出运用六书四体理论汉字教学法教授的汉字答对率较高；三、了解学生对六书四体理论汉字教学法的看法：有趣的六书汉字教学方式能够加深学生对汉字形、音、义的印象；四、提供教学建议：选择教授汉字时所需考虑的因素。提供学习建议：良性竞争、趣味游戏能提高学生学习汉字的自主性。

第三部分为本研究的结论。已掌握了汉语听力和会话技能的中国籍学生和马来西亚华裔学生，采用六书四体理论汉字教学法对他们教授九个汉字取得了令人满意的效果。同时，本研究认为，采用本教学法仍需要考虑以下四方面的因素：学生的汉语背景、教师的汉语水平、汉字的选择与设计、六书四体理论教学法的趣味性。

The teaching method of Chinese characters plays a crucial role in the field of Chinese international education. In order to effectively improve learners' literacy, the six writings Chinese character teaching method is often used by Chinese teachers in teaching. However, there is limited research on this approach in Malaysian education. This paper will study the teaching of Chinese characters in Mont Kiara International School in Malaysia and analyse the application and effectiveness of the six writings Chinese language teaching method.

The paper is divided into three parts. The first part is the first chapter and the second chapter, which mainly includes the introduction and the current situation of Chinese teaching and student learning in Mont Kiara International School. The first chapter "introduction" included six sections: the introduction of research significance including rich theory of Chinese characters teaching case, research goal and the content includes for China students and Malaysian Chinese students about the design and implementation of Chinese characters teaching methods, and collect the teaching feedback, in the paper need to solve the key problems and solutions, research methods, the research both in China and abroad. The second chapter "the current situation of Chinese teaching and students' learning in Mont Kiara International School" will interview teachers and students. The interview conducted on Chinese teachers, non-Chinese teachers and parents in the school and analysed their opinions on learning Chinese and Chinese characters. Secondly, the interview on students is to understand their Chinese background, and statistics show that students like interesting learning methods.

The second part is the third chapter to the fifth chapter, which mainly discusses the design, implementation and feedback of teaching. The third chapter "teaching design of Chinese characters" will show the design of teaching with the six writings theory of Chinese characters. In this study, there are nine Chinese characters taught by the six writings theory teaching method: XiangXing characters "Mu", "He" and "Yu". ZhiShi characters "Shang", "Xia". HuiYi characters "Tian", "Duo", "Zuo". XingSheng character "Cao". The teaching design includes typical classroom teaching sequence, interesting literacy games, writing activities, etc.The fourth chapter "six writings theory case teaching implementation" will carries out the six writings theory teaching according to the nine Chinese characters. The main goal is that students can master the skills of listening, speaking, reading and writing as well as the shapes, sounds and meanings of Chinese characters. The courseware of teaching implementation includes the origin, evolution and practice of Chinese characters. This chapter also records the classroom atmosphere in the teaching process of the nine Chinese characters, and summarizes the students' learning status table. The statistical results show that the Chinese characters taught by the six writings Chinese teaching method have a good command of Chinese characters. Students who cannot master have been given extra help. The fifth chapter "feedback on the teaching of Chinese characters with six writings theory" presents the feedback which including: 1.Analysed the final test results of the author's class. 2. On the premise of the same level of Chinese language, the final test results of the author's class with six writings Chinese language teaching method and the other class without six writings Chinese language teaching method were compared and analysed. Both of the statistical results show that the Chinese characters taught by the six writings Chinese teaching method have a higher correct rate. 3. To understand students' views on the teaching method of six writings Chinese characters: the interesting teaching method of six writings Chinese characters can deepen students' impression of Chinese characters' form, sound and meaning. 4. Offer teaching Suggestions: factors to be considered when choosing to teach Chinese characters. Provide learning advice: benign competition and fun games can improve students' autonomy in learning Chinese characters.

The third part is the conclusion of this study. Chinese students and Malaysian Chinese students who have mastered Chinese listening and conversational skills have achieved satisfactory results in teaching nine Chinese characters with the "six writings" teaching method. At the same time, this study believes that the following four aspects should be considered when adopting this teaching method: students' Chinese language background, teachers' Chinese language proficiency, the selection and design of Chinese characters, and the interest of the six writings theoretical teaching method.