中國國家漢語國際推廣領導小組辦公室在『國際漢語敎學通用課程大綱』(2008)後以附錄形式登載的『常用漢字800字表』是漢語作爲第二語言敎學中漢字敎學的參考依據. 漢語敎師應以“根據漢字造字原理, 注重形、音、義相結合”爲敎學原則, 對常用漢字的槪況有總體的把握. “800字”中有160餘字仍可借助溯形辨義的方法講解, 針對形義聯繫的不同類型, 可使用直觀釋義、局部溯形、拓展助讀等不同角度實施敎學, 其餘大部分常用漢字也可通過表意、表音部件的歸納尋조利於敎學的途徑. 本文類聚了最常見的表意部件18個及其歸屬字346字(限於篇幅列出3組, 106字), 這些字有較强的表義程度; 統計了90個形聲字與其表音部件在現代漢語普通話中的聲韻關係, 幷簡要分析了漢字多音多義的形成原因. 在以上幾方面分析的基礎上, 本文也提出了一些相應的敎學建議.

, as an appendix of by the Office of Chinese Language Council International (2008) , has offered a basis for teaching characters in teaching Chinese as the second language. Chinese language teachers should follow the principle of “According to conventions of Chinese characters construction, and combine the forms, sounds and meanings of characters”, and have comprehensive observation for the 800 Chinese characters. There are more than 160 characters among the 800s can be explained by tracing back to ancient forms. Teachers have some options of teaching methods according to the different types of characters. For other characters which can not be explained by forms directly, we should look for effective teaching methods by analysis of the ideographic components and phonetic components. We had collected about 350 characters with 18 common ideographic components, and had analyzed the difference between phonetic components and sounds of 90 characters in Modern Chinese. In addition, we have briefly analyzed the causes of characters which have varied pronunciations. Meanwhile we have provided some suggestions of teaching.