形近部件的混淆是华裔儿童学习者在汉字书写时较为突出的共性问题之一，解决该问题对学生汉字认写能力的提高非常重要。本文以Z校HSK3班级的七名华裔儿童学习者作为教学对象，基于其形近部件混淆的问题，通过历时一学期的教学行动探索针对华裔儿童学习者形近部件混淆的解决方案。

       本文将华裔儿童学习者易混淆的形近部件分为六种具体类型：多笔或少笔、个别笔画位置不同、个别笔形不同、笔画组合方式不同、有相同的基础部件、有两种及以上因素不同。在第一轮教学行动中，笔者根据形近部件的具体类型，分别制定了相应的方案以改善学生形近部件的混淆问题。结果表明，针对形近部件的不同类型进行逐类讲练有助于改善学生对形近部件的掌握情况，但学生对教师未集中讲练过的形近部件掌握效果欠佳，尚未具备形近部件比较的意识和能力。在第二轮教学行动中，我们通过大量的练习培养学生比较形近部件的意识与能力，结果表明，学生经过练习基本具备了比较形近部件的意识和能力，形近部件的掌握情况也得到进一步改善。

       总体而言，在华裔儿童学习者的汉字教学中，对形近部件的讲解和练习要从笔画和部件两个层面开展针对性教学。此外，通过培养学生自主识别、比较和分析形近部件的意识与能力或将有助于改善学生对形近部件的掌握情况。

       基于以上研究，本文对华裔儿童学习者形近部件的教学提出如下教学建议：（1）培养学生的笔画意识；（2）培养学生的部件意识；（3）遵循以学生为中心、及时巩固复习、趣味性、分层教学等教学原则。

       The confusion of similar-shaped components is one of the most prominent common problems of ethnic Chinese children learners when writing Chinese characters. It is very important to solve this problem for the improvement of students' ability of recognizing Chinese characters. This paper takes seven ethnic Chinese children learners in HSK3 class of Z school as target students. Based on the issue of confusion with similar-shaped components among ethnic Chinese children learners, we explored solutions through a semester-long teaching action aimed at addressing this specific challenge. 

       This article divides the confusion of similar-shaped components commonly encountered by ethnic Chinese children learners into six specific types: extra or less strokes, differences in the position of individual strokes, differences in the shape of individual strokes, differences in the combination of strokes, having the same basic components, and differences in two or more factors. In the first round of teaching action, the author developed corresponding strategies based on the specific types of similar-shaped components to address the issue of confusion among students. The results showed that targeted instruction and practice based on different types of similar-shaped components helped improve students' mastery of these components. However, students' mastery of similar-shaped components that were not specifically addressed in the teaching was less effective, indicating that they lacked the awareness and ability to compare similar-shaped components.

       During the second round of teaching activities, we employed a large number of exercises to cultivate students' awareness and ability to compare similar-shaped components. The results showed that students developed a basic awareness and ability to compare similar-shaped components through practice, and their mastery of these components improved further.

       Overall, in the teaching of Chinese characters to ethnic Chinese children learners, the explanation and practice of similar-shaped components should be targeted at both the level of strokes and components. Additionally, cultivating students' awareness and ability to independently identify, compare, and analyze similar-shaped components may help improve their mastery of these components.

       Based on the above research, this article proposes the following teaching suggestions for the teaching of similar-shaped components to ethnic Chinese children learners: (1) Cultivate students' awareness of strokes; (2) Cultivate students' awareness of components; (3) Adhere to teaching principles such as student-centeredness, timely consolidation and review, fun, and tailored teaching.