汉字一直是非汉字圈的第二语言学习者汉语学习的重点和难点，教师如何教汉字、学习者如何学汉字也一直是学界关注的热点。为深入挖掘母语环境中汉语学习者的汉字记忆规律，笔者对18名澳大利亚汉语零起点中学生的汉字学习过程进行了为期一学年（17个教学周）的跟踪研究。本文主要采用了调查法、观察法、定量统计与质性分析相结合等研究方法，从历时的角度，探究在非汉语环境下，汉语零起点的澳大利亚中学生汉字记忆方法的发展；从共时的角度，分析学习者对不同类型汉字的记忆规律，呈现学习者记忆不同类型汉字时选择记忆方法的倾向，考察不同记忆方法在不同阶段记忆汉字的效果，穷尽学习者在记忆汉字时被提取出的记忆线索，并根据学习者真实的记忆方法与记忆线索将所选汉字重新归类，比较学习者视角的汉字分类与传统“四书”分类的异同，最后基于全文提出汉字教学的相关建议。 基于对澳大利亚汉语零起点中学生记忆汉字的方法与线索研究，本文主要得出如下结论：（1）从历时角度来看，不同记忆方法的发展趋势不同，不同方法间的相互作用会对特定方法的发展趋势产生影响，学习者记忆汉字体现出“从零到整”的过程，部件关联记忆法、“形-音-义”相关联记忆法和重复练习法的使用频率一直相对较高；（2）传统“四书”中的汉字类型会对学习者记忆方法的选择产生影响：对于独体的象形字与指事字，学习者会倾向于选择“形-音-义”相关联记忆法、笔画记忆法和符号记忆法；对于形声字，学习者会倾向于选择部件关联记忆法，当声符与整字读音完全一致时，学习者会利用声符和义符的功能记忆汉字；对于会意字与构意半存字，学习者会倾向于选择部件关联记忆法，但也可能会根据整体字形特点而选用“形-音-义”相关联记忆法；（3）“形-音-义”相关联记忆法、笔画记忆法和汉字间关联记忆法在不同测试阶段的记忆效果都较好，部件关联记忆法效果不佳的主要原因来自于有误部件内的笔画偏误；（4）不同记忆方法所导致的汉字记忆错误有所不同，重复练习法主要出现笔画缺损偏误，汉字间关联记忆法主要出现所记忆的汉字和所关联的汉字在笔画上混淆的情况；(5)学习者建立的记忆线索分为“形-义”、“音-义”和“形-音-义”三种类型，其中以体现汉字表意性的“形-义”线索为主，学习者使用“形-音-义”关联记忆法、部件关联记忆法和汉字间关联记忆法时提取记忆线索的角度有所差异；（6）学习者视角的汉字可分为象形字、形声字、整体会意字、部分会意字和拟声字，学习者的联想会受到汉字或义符语义透明度、声符示音程度、汉字形体特点、字音与英文释义关联度等因素的影响。

Chinese Characters are very important and difficult for second language learners. How to teach Chinese characters and how to learn Chinese characters are research focus too. In order to figure out how Chinese learners memorize Chinese characters in non-Chinese environment, a one year(17 teaching weeks) longitudinal study of 18 middle school Chinese learning beginners in Australia has been conducted, adopting the research methods such as investigation, observation, quantitative statistics and qualitative analysis.From a diachronic perspective, we explored the development of how these Australian middle school students choose memory methods when memorizing Chinese characters. From a synchronic perspective, we analyzed the learner's memory rules for different types of Chinese characters, presented the tendency of their selecting the memory method when they memorize different types of Chinese characters, examined the effect of different memory methods at different memorizing stages of Chinese characters, and found out all the learners’ memorizing clues. According to the learners’ memory methods and memory clues, the selected Chinese characters are reclassified, and the similarities and differences between Chinese characters classification of the learner's perspective and the “Four Traditional Chinese Characters Classification（传统“四书”分类）” are compared. Finally, based on the full text, the suggestions on teaching Chinese characters is proposed. Based on the study of the methods and clues of memorizing Chinese characters for the middle school students in Australia, we mainly draws the following conclusions: (1) From a diachronic perspective, the development trend of each memory methods is different, and the interaction between different methods will affect the development of the specific method. Students tend to memorize Chinese characters from pieces to the whole. (2) The method of Making Pattern-Pronunciation-Meaning Connections, the method of Memorizing Strokes and the method of Making Connections Between Chinese Characters have the better effect of all the memorizing stages. The main reason for the poor performance of the method of Component-connected is the stroke errors in the inner component. (3) The type of Chinese characters in the “Four Traditional Chinese Characters Classification（传统“四书”分类）” will affect the choice of the learner's memory method: For Pictograms and Indicatives, learners will choose the method of Making Pattern-Pronunciation-Meaning Connections, the method of Memorizing Strokes and the method of Memorizing Symbols. For Picto-phonetic Compounds, learners tend to choose the method of Component-connected. When the pronunciation of the phonetic is exactly the same as the whole character, the learners use the combination of the phonetic and the pictographic to memorize Chinese characters. For Associative Compounds and Construal Semi-existent Compounds, students tend to choose the method of Component-connected, but they may also choose the method of Making Pattern-Pronunciation-Meaning Connections basing on the characteristics of the overall pattern. (4) Different memory methods cause different type of errors. The method of Repeating Practice mainly cause stroke missing while the method of Making Connections Between Chinese Characters mainly lead to the confusion in strokes between characters. (5) The memory clues established by learners are classified into three types: "Pattern-Meaning", "Pronunciation-Meaning "and" Pattern-Pronunciation-Meaning ", of which "Pattern-Meaning" is the majority, reflecting the ideographic feature of Chinese characters. The way of how to extract the memory clues is different when learner use the method of Making Pattern-Pronunciation-Meaning Connections, the method of Component-connected or the method of Making Connections Between Chinese Characters. (6)From the learners’ perspective, Chinese characters can be divided into Pictograms, Picto-phonetic Compounds, Overall-Associative Compounds, Part-Associative Compounds and Ponetic Character. The factors affects the learners’ association includes the semantic transparency of the character and the pictographic, the phonetic degree of phonetic symbols, the features of the pattern, the relevance between the pronunciation and the English meaning.