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Chinese is the second or third foreign language learned at school by French students. Language learning is influenced not only by learners’ cognition factors, language atmosphere, and cultural environment as well as other factors, but also by teaching methods. Therefore, skills in the teaching of Chinese as a foreign language are important, especially to teach to master Chinese characters. One of the difficulties in teaching Chinese as a foreign language in a French context is the learning of Chinese characters, which is the base for listening, speaking, reading, and writing. In class teaching, I found that imagination plays a very important role in the teaching of Chinese as a foreign language. It does not only simplify Chinese characters learning, but also promote the mastering of Chinese characters. So, how should a Chinese teacher in a middle school arouse students’ imagination? In class, I lead students to imagine space screens, with types of the screen to be determined according to students’ hobbies, and I require students to write Chinese characters on their imagined screens, which is itself a creative labor, so it is helpful to arouse students’ initiative. I hope to exchange my actual teaching experiences with my colleagues and experts, so as to understand and study methods for the teaching of Chinese as a foreign language in a French context.

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Elementary Introduction to the Relation Between Imagination Teaching Mode and Mastering of Chinese Characters—A Summary of Middle School Teaching Experience