Chinese Character ABC: LST 403 Behaviorist Instructional Design Document Dr. Cates Lifang Chang

Chinese Character ABC
LST 403
Behaviorist Instructional Design Document
Dr. Cates
Lifang Chang
1Chang _ Behaviorist Design/1
1. Project Overview
Title:
Chinese Character ABC
Target Audience:
Beginners of Chinese learning in a language exchange program
Overall Goal:
Upon completing this lesson, the learner will have an appreciation for Chinese character
and understand how Chinese Character has influenced China’s painting, even culture.
Rationale:
For any student of Chinese learning, he or she may intend to begin with simple
conversation such as saying hello and self introduction. Most learners would not face the
unique obstacle to their progress towards reading because of the difficulty of recognizing
and learning Chinese characters. This unit is designed to help the learners overcome this
obstacle and to have the sense of Chinese text.
There are all sorts of Chinese character introduction on the Internet; however, those
WebPages are either focused on the writing styles or are part of the introduction of
Chinese painting. Visitors will easily feel frustrated and become disengaged in the
learning process due to boredom or inability to understand Chinese symbols. Although
there are several sites that provide instructional materials about Chinese character,
visitors still feel confused when they cannot find any guidelines and relevant information.
This lesson will explain how pictograms (the most basic kind of Chinese character) use
drawing to picture real-life concrete objects (e.g. animal, person, etc). The lesson is
offered online via a flexible delivery system that makes the course accessible at any time,
and the website will attract the learner’s attention and impress upon him/her some key
concepts through a couple of HTML forms-based communication interfaces and
animation components.
Description of the Project:

This lesson would be a 30-minute Web-based instructional program. In this lesson,
Professor Wang introduces the learner to the world of Chinese character. The WebPages
would include many graphics, animations, audio and interactive practices to enhance the
learning. The learning would be both fun and knowledgeable, presented in a virtual
classroom on the Internet. Visitors could learn the content with two virtual students who
are learning from the instruction of Professor Wang. In addition, visitors may control
their own viewing schedule and pace of review.
Scope of the Project:

• Introduction to Chinese pictograms
• The evolution of writing style
• Difference in Chinese character and English letter

• Chinese Calligraphy and Painting
Materials to be Included:
This lesson is a Web-based unit, so all necessary materials are contained on Web site.
The learner may need paper and a pencil to work through some of the measurement items.
General Development Guidelines:

• Learners are required a computer with Internet access.
• The Web Browser would be at least Internet Explore 6.0 or the similar product.
• The lesson should require no more than 30 minutes to complete.
2. Needs Assessment (Detailed)

Discrepancy Analysis
• Desired Performance:
The learner should get a clear sense of the Chinese character and be able to define the
difference between Chinese character and English letter. They should be able to identify
the characters which are mentioned in this lesson.
• Current Performance:
Most learners would like beginning their Chinese learning with saying hello and
recognize Pinyin which uses English letters to represent sounds in Standard Mandarin.
However, for students of any foreign language, reading is the key to building vocabulary,
and feeling at home with a foreign culture's unique patterns of thought and expression.
Beginners of Chinese learning do not like to face the totally different language system
because they are unaccustomed to dealing with a non-alphabetic orthographic system. As
a result, many learners cannot recognize any Chinese character or treat it as a unique
obstacle to their Chinese learning.
Input-Output Analysis
• Input:
Currently, Chinese is taught as a part of the language exchange program on campus at a
private, residential university in Eastern PA. There are no instructional plan and the
instruction focus on speaking including simple greeting words or short sentences. Some
lessons may allow the learners to practice pronunciation through face-to-face teaching
and correction. In most cases the learners receives their primary instruction during a
casual chatting. There is no text-book or any printed reference document available.
• Output:
The learners have a basic sense of Chinese pronunciation, and may be able to say a few
greeting words. However, because the instruction is verbal in nature and supported
without formal text, the learner may not have get the right concept of the Chinese
learning. They may depend too much on Pinyin which is consisted of English letter and
cannot enjoy the real Chinese language.
Statistics
In 1996, Duan and Cuvo discussed comparison of prototype and rote instruction of
English verbal responses to Chinese visual characters1. They found that the participants
could learn more efficiently when they can easily establish a relationship between the
physical features of the character and that character’s semantic meaning. That means the
learners would gain better performance when the learners deal the Chinese characters
with common visual stimulus other than treating every character as a combination of
strokes.
Furthermore, according to a study on distance teaching and learning2, Lee, Kim, Lee and
Liu (2005) found that a large number of learners reacted positively to learning Chinese
online. More than half of students in the surveys believed that online learning activities
were attractive enough to keep the learners motivated.
Market Analysis
There are several Web sites providing Chinese Character instruction. Most products
available would focus on one topic and far exceed the content depth to achieve the
proposed instructional goal.
www.winvue.com
This website provides a software tool for Students to memorize Chinese Characters in
English explanations. When the learner can recognize the word, he or she would input its
Pinyin on the screen for a self-test. However, learners could not get any guidelines or
clues when they cannot recognize the word and they have to stop the learning abruptly.
Also, it is not free when a learner wants to learn more than 25 characters.
http://www.usc.edu/dept/ealc/chinese/newweb/character_page.html
In this website, learners can hear the pronunciation of each character and recognize its
radical because the radical of each character is shown in red. It is a good resource for an
intermediate learner to review and self-test, but it is not a good learning environment for
a beginner who does not have a basic sense of the Chinese character.
http://zhongwen.com/faq.htm
This website use FAQ teaching style to communicate with learners. Visitors can find
their common concerns on Chinese Character. However, a beginner of Chinese may
always puzzled by the mess messages and too much unknown Chinese characters without
English explanation.
http://www.mandarintools.com/flashcard.html
This website is a good learning tool to review most frequently used characters for
European language speakers since the website provides Pinyin and English meaning for
every character. However, the website provides visitors a character on one time and in a
random order, so visitors cannot control their own review paces.
While these Web sites offer relevant information about Chinese character, they do not
teach a learner through the instruction using small steps and providing specific feedback.
[Resources]:
1
Duan, D.W. & Cuvo, A. J., (1996). Comparison of prototype and rote instruction of
English names for Chinese visual characters. Journal of Applied Behavior Analysis,
29(1), 125-127.
2
Lee, S., Kim, J., Lee, J. & Liu, X., (2005). The effectiveness of online situated
environments for language learning. 21st Annual Conference on Distance Teaching and
Learning, June, 2005. Available URL:
http://www.uwex.edu/disted/conference/Resource_library/proceedings/05_2001.pdf
3. Goal and Objectives

Goal
This lesson is to help the learner to establish his or her new knowledge of the Chinese
character. Upon completing this unit, the learner will get a common sense of what the
pictograph is and have the capability to recognize a few Chinese characters. The learner
will, as well, have a concept of the relationship between the pictograph and Chinese
writing styles.
Objectives
• Knowledge level:
The students whose first language is European language will demonstrate knowledge of
definitions about pictograms in Chinese writing system. They will be able to identify
each character in the embedded items of this Web-based lesson with 90% accuracy.
• Comprehension level:
The students whose first language is European language will demonstrate comprehension
of the symbols and its meaning by recognizing the characters examples in the embedded
items of this Web-based lesson with 90% accuracy.
• Comprehension level:
The students whose first language is European language will demonstrate comprehension
of the six writing styles of an individual character by recognizing one character in
different writing scripts in the embedded items of this Web-based lesson with 90%
accuracy.
4. Learner Analysis
This lesson is to be developed for and used by college students of a language exchange
program at a private, residential university in Eastern PA. The goal is for students to get
to know pictograms, writing styles and calligraphy in Chinese language system.
General Description
The age range of the learners is 17- 37 years old. There is most likely an even mix of
males and females. The students consist in different races, Americans, Hispanics, Blacks
and Asians. Most learners are junior and senior undergraduate students or first year
graduate students. College students are at a critical time in their lives; they are dealing
with wide range of social and academic changes. University or college becomes their life,
providing a stable environment where they learn about themselves, their friends and the
world. They are used to using the Internet as a tool in studying and living life.
Strengths
Perhaps one of the biggest strengths of college students for an instructor is their ability to
study independently. College students can think critically. They are able to draw on prior
knowledge and apply it to the current lesson. In addition, they are confident with their
own future, love to know new things and have great interest on exploration. As a result,
they tend to be more aggressive in their learning and have a desire for knowledge.
Their activities outside of class contribute to their strengths as learners. They tend to
engage in music, movies, computer use, and playing sports. Because of their socio-
economic status the majority of students has their own computer and can easily access the
World Wide Web. Their ability to use a computer allows them to pursue independently
many interests and instruction.
College students may have higher listening and writing skills than high school students.
Also, they have good communication skills and have high desire to express their thoughts.
Weaknesses
Typical current college students have grown up with television and computers. As a
result, they are used to visual stimulation and respond well to instruction from videos and
animations. Perhaps the biggest weakness of the college students is their inability to focus
for large amounts of time on boring text or unfamiliar symbols reading. Forced to learn a
complex concept from text in class may cause them to become disengaged in the learning
process.
Even though they have computer experience and feel comfort with the computer and the
Internet, they may be over-confident and feel it is unnecessary to read everything through.
They may skip guidelines and miss an important component.
Potential Areas of Difficulty

The learner may have trouble in understanding the relationship between the characters
and the pictograms. Not all the students have developed strong senses of Chinese
vocabulary; therefore, they may not be able to understand "pictograms" and its
implications on expression meanings.
Another area of potential difficulty with this content is that this lesson requires a few
prerequisite knowledge of basic pronunciation that not all learners may have been
introduced to or understood fully. Without this knowledge they may not have the firm
base understanding for this lesson.
Strategies
The following is a list of strategies that should be used in this lesson to take advantage of
the learner’s strengths, minimize the learner’s weakness, and resolve areas of potential
difficulty.
1. In order to take advantage of the learner’s desire for new things, the lesson
should introduce more knowledge beyond the definition of pictographs.
2. In order to take advantage of the learner’s habit on independent study, the

lesson should be individually centered.
3. In order to take advantage of the learner’s ability in using computers and the
World Wide Web, this lesson should be delivered online.
4. In order to take advantage of the learner’s technology experience and capability,

the lesson should not include unnecessary user guidelines.
5. In order to minimize the learner’s weakness in not reading directions

completely the lesson should have smaller segments of text or provide simpler necessary
directions.
6. In order to minimize the learner’s small attention span this lesson should
incorporate more times gaining attention during the instruction.
7. In order to minimize the learners' habit of getting quickly frustrated on the

symbols reading, the lesson should be designed to easily be understood and followed.
8. In order to take advantage of the learner's abstract thinking ability the lesson
should require higher level thinking skills.
9. In order to take advantage of the learner’s good communication skills the

lesson should allow for the student's verbal and written responses.
10. In order to minimize the learner’s potential weakness on pronunciation the

lesson should provide audio file about the characters for listening.
11. In order to minimize the learner’s weakness on the symbols reading the lesson
should give adequate amount of examples that will illustrate the relevance of the
characters.
12. In order to take advantage of the learner’s interests on modern media the
lesson should include speech and sound effects, graphics and animation.
Chang _ Behaviorist Design/10
10
5. Task/Content Analysis
This section presents the content to be covered in the lesson in a series of graphics,
flowcharts, and tables. These graphical representations contain a logical content
progression sequence flowchart which shows the relationship among different pieces of
the content and two representations of unit content.
The first representation addresses the lesson’s instructional sequence and is entitled
“Content Analysis of Instructional Sequence”. The rectangles filled in grey color
represent the three blocks of the lesson. The rectangles without filled color represent the
sub tasks for each of the blocks and should be read following the arrows from top to
bottom. These white rectangles are numbered with a whole number identical to the block
and a sequentially increasing number which is the sub task number. For example, 3.2
indicates that the task is the second sub task of “3. Chinese calligraphy and Chinese
painting”.
The second representation addresses the instructional strategies when learners may have
potential problems with learning of the new concepts and is entitled “Content Analysis of
Vocabulary Building”. There are three columns with titles of the column placed at the top
of the column. Read the table from left to right across each column before moving down
the left column (Term) to read the next vocabulary term.
The third representation addresses the examples of the Chinese pictography and is
entitled “Analysis for Content Presentation”. In this lesson, the pictographs are
summarized to four types from the universe to living stuffs. Two character examples are
provided for each type of pictographs. While this lesson will provide pronunciation
voices for each character examples, the learner will need to have prerequisite
knowledge to listen to the voice. These perquisites are known as entry behaviors.
11
#1 Content Analysis of Instructional Sequence
1.1 What is pictography?

1.2 What is the advantage of pictographs?
1. Introduction of 1.3 What is the difference between Chinese and
pictography
European language system?
1.4 Examples of pictographs in Chinese language.
2.1 Oracle Bone script

2. Evolution of Chinese 2.2 Clerical script
writing styles
2.3 Semi-cursive script, Cursive script
2.4 Regular script (simplified)
3.1 The art of writing

3. Chinese calligraphy 3.2 Writing and aesthetics
and Chinese painting
3.3 The influence from Chinese calligraphy to
Chinese painting
12
#2 Content Analysis of Vocabulary building
Term Potential Problems Teaching Strategies
Chinese character Learners may feel difficulty Use three pencils to present the
understanding the concept of structure of the character as
“strokes” opposed to English letter
English Word None Allowing the learner give his or

her own definition
pictograph Learners may have difficulty Use many examples of everyday

visualizing how an object or items to explain the pictograph
activity is expressed in a concept
character.
Chinese calligraphy Learners may have difficulty to Use many examples of calligraphy
connect Chinese calligraphy to art to help learners enjoy the Chinese
calligraphy beauty.
Chinese painting Learners may have difficulty Introduce learners Chinese

understanding that Chinese painting tools and lines to show
paintings always focus on the Chinese painting have the same
figures of fish, frogs, deer, birds, origins as calligraphy.
flowers, tree leaves and dances.
13
#3 Analysis for Content Presentation
Chinese
Pictographs
Examples
The Animal & Humans Living

Universe Plant Stuffs
日（Sun）羊（Goat）人（People）门（Door）

月（Moon）草（Grass）目（eye）刀（Knife）
Entry behaviors line

(Prerequisite knowledge)
ri4 (Sun) yang2 (Goat) ren2 (People) men2 (Door)
yue4 (Moon) cao3 (Grass) mu4 (eye) dao1 (Knife)
6. Measurement Plan
This instructional package will not use a pretest or a protest. The beginners of Chinese
learning do not have a common sense of Chinese character. Therefore, all students would
be required to learn through this lesson. The learners are charged to get to know a couple
of Chinese character for their following learning. This instructional website is designed
for the learner’s personal growth and will not require a graded assessment.
Embedded Items would be used throughout the instruction for the learner to check his or
her understanding of the new concept. There are 10 embedded items in this instructional
package outlined as follows.
Item #1 (knowledge level) This item is designed to check for vocabulary understanding.
A multiple-choice format will be used for this item. It immediately follows an
introduction of the definition of pictography.
Pictography is a form of _____ whereby ideas are expressed through drawing.
a. Painting
b. Writing
c. Speaking
Feedback provided for:

a. Incorrect. Painting is a term used in aesthetic considerations.
b. Correct. Pictography is a writing form which uses a symbol representing an
object, a concept or an activity.
c. Incorrect. Speaking occurs when people communicate with voices.
Item #2 (knowledge level) This item is designed to enhance the learner’s understanding
of the concept of pictography. This item is placed immediately after the information was
presented to reinforce the idea that was presented. The learner would be asked to click all
of the right answers.
What are a pictograph’s advantages?

a. People with different pronunciations can have the same understanding to the same
character.
b. A pictograph could be recognized easily by its appearance.
c. Every pictograph has the same pronunciation.

a. Correct. A pictograph’s meaning is fixed regardless of its pronunciation.
b. Correct. A pictograph could be memorized easily because of its drawing
characteristic.
c. Incorrect. Different pictographs have different pronunciations.
Item #3 (knowledge level) This item is designed to enhance the learner’s retention of the
concept of pictography. This item occurs immediately after the explanation of difference
between Chinese and European language system.
A pictograph’s key characteristic is ______
a. It represents an object’s appearance

b. It represents a word’s pronunciation
c. It represents an animal.

a. Correct. Pictographic Chinese characters are pictures of concrete objects.
b. Incorrect. People cannot know the pronunciation of a pictograph only from its’
writing style.
c. Incorrect. A pictograph is a symbol. Different symbols represent different things,
not just an animal.
Item #4 (Comprehension level) This item is designed to have the learner recognize
examples of the listed pictographs. The learner would be asked drag a character to the
correct English name to the right of the screen. This item occurs after the learning of
examples of pictographs.
a. 羊 A. Door
b. 月 B. Eye
c. 目 C. Moon
d. 门 D. Goat
Feedback would be several voices. When the learner gets a right answer, he or she could
hear “coagulations”. When the learn gets a wrong answer, he or she would hear “Try
again”. When the learner finishes this item, he or she would hear “Done”.
Item #5 (Comprehension level) This item is designed to test learners understanding on

the examples of pictographs. The learner would be given a pictographic Chinese
character and required to identify its meaning based on the character’s appearance. This
item would be a multiple-choice format. The item occurs after the learning of examples
of pictographs.
Feedback would be presented as two types of facial expression and the explanation would
be presented by comparison between the real picture of the object and its character.
Item #6 (Comprehension level) This item is designed to check learners understanding on

the concept of pictography. The learner would be given a pictographic Chinese character
and required to identify its meaning based on the character’s appearance. This item would
ask the learner input his answer in English. The item occurs after the learning of
For feedback, there is a hint tool at the bottom of screen. The learners can get the
explanation after click the “hint”.
Item #7 (Knowledge level) This item would be designed to check the learning of the
introduction of the five types writing styles. This item is presented as a multiple-choice
format. Given a just learned character, the learner is asked to answer which one is its
oracle bone script. This item intends to test the learner to identify the similar appearance
of one character. The item occurs after the learning of the Chinese writing style.
Item #8 (Comprehension level) This item would be designed to give the learner an
opportunity to test for understanding of the definitions of the five types writing styles.
This item is presented as a matching format. Given a just learned character in five
different writing styles, the learner must drag the writing style to the correct answer
object to match. The item occurs after the learning of the Chinese writing style.
Item #9 (Knowledge level) This item is designed to check the learner’s knowledge level
of Chinese calligraphy. A multiple-choice format will be used for this item. It
immediately follows the introduction of the definition of Chinese calligraphy.
Chinese calligraphy is ________.
a. The art of writing Chinese character

b. The art of speaking Chinese character
c. The art of memorizing skills

a. Correct. Calligraphy is an art about writing.
b. Incorrect. Speaking in Chinese is alike in other languages. There is no art term
about the Chinese speaking.
c. Incorrect. Memorizing skills are not relative with art.
Item #10 (Knowledge level) This item is designed to check the learner’s knowledge level
of Chinese painting. A multiple-choice format will be used for this item. It immediately
follows the introduction of Chinese painting.
Traditionally, Chinese painting is done in ______.

a. Pencil
b. Oil Pen
c. Brush Pen

a. Incorrect. Pencil is usually used to write on paper.
b. Incorrect. Oil Pen is usually used to write on paper.
c. Correct. Brush pen is used in Chinese painting.
7. Instructional Plan
The Gagné Model
This lesson is designed using Robert Gagné’s “9 Significant Events Model” for
instruction. The Gagné model allows instructors separate the instruction into blocks and
each instruction block repeat the similar steps (known as “events”) to insure that the
learner has completely learned what the instructor expected. The 9 Significant Events are
as follows:
1. (E1): Gain learner’s Attention.
2. (E2): Inform leaner of Objectives.
3. (E3): Help learner Recall Prerequisites.
4. (E4): Present Stimuli.
5. (E5): Provide Guidance.
6. (E6): Elicit Performance.
7. (E7): Provide Feedback.
8. (E8): Assess total Performance.
9. (E9): Enhance Retention and transfer.
Instructors teach one thing in a block using at least seven of these nine events. The events
may occur in above sequence; however, due to the recursive nature of the Gagné model,
there are smaller cycles within a block. For example, Event 4, 5, 6 and 7 are usually
repeated frequently as the teaching events in which the learner is presented a new content
(E4), and then the instructor highlights or explains the key points (E5) followed by
embedded measurement (E6) and giving feedback (E7) to ensure the learner masters what
has been presented. Mostly, Elicit Performance (E6) is always followed by Provide
Feedback (E7). E6 and E7 are inseparable pair.
The Gagné model applied in the proposed instructional Web site
Introduction
Gain Attention: The opening screen includes two images with highly contrasting
colored title “Chinese Character ABC”. One image shows that a goat is eating grass
under the sun while classical music plays in the background. The other image shows
three Chinese character in different writing style of “sun” “goat” and “grass”.
Inform of Objectives: The title gives an indication of the lesson goal. In addition, there
is a brief objective statement below the images.
The purpose of the introduction is to give the learner a comfortable sense that they can
enjoy the learning of Chinese character. It would put at ease any feeling of anxiety for
any learner who think the Chinese is a type of hard language to learn.
Instructional Blocks
Gain Attention: Professor Wang and two college students appear on the screen
with an image of blackboard on the background.
Inform of Objectives: The title “Introduction to Pictography” informs the learner of

the objective of the first block.
Gain Attention: Professor Wang says “unit one”.

Gain Attention: Professor Wang writes down the first subtitle on the blackboard.
Present Stimuli: Professor Wang discusses the different language system.
Gain Attention: Professor Wang turns to face the two college students at screen
right.
Provide Guidance: Reviewing the key characteristic of Pictography is presented.
Gain Attention: Professor Wang turns to face the blackboard at screen left.
Elicit Performance: A statement defining pictography is presented.
Gain Attention: Professor Wang draws a simple symbol and a relevant character
on the blackboard.
Provide Guidance: The comparison between the symbol and the character.
Elicit Performance: Embedded item #1 is presented to check the understanding of

pictography.
Provide Feedback: Feedback will be presented for both the correct responses as
well as the incorrect responses.
Gain Attention: Professor Wang says “Good” in Chinese.
Gain Attention: Professor turns to face the two college students at screen right.
Inform of Objectives: Professor Wang Write down the second subtitle of

“Introduction to Pictography” informs the learner.
Gain Attention: A goat is moving toward the screen right.

Provide Guidance: A list of the advantage of pictographs is presented.
Gain Attention: Two college students are taking notes.
Present Stimuli: A presentation of the advantages of pictography is given by

Professor Wang.
right.
Elicit Performance: Embedded item #2 is given on the advantage of pictographs.
Provide Guidance: An example of a pictograph is presented.
Gain Attention: Professor Wang says “good” in Chinese.
Enhance Retention: A text block helps the learner to review the definition of
pictography.
right.
Inform of Objectives: Professor Wang writes down the third subtitle on the
blackboard.
Gain Attention: The two college students are taking notes.
Provide Guidance: A comparison between English words and Chinese character in

a detailed example is presented.
Gain Attention: Professor Wang turns to face to two college students at the
screen right.
Present Stimuli: A statement of the difference between Chinese and European

Language is presented by the professor.
Gain Attention: Professor Wang turns to face the two college students at the
screen right.
Provide Guidance: A text block of the Chinese key characteristic is given.
Elicit Performance: Embedded item #3 about the concept of pictography is

presented.
Gain Attention： Professor Wang says “good” in Chinese.
Enhance Retention: Professor Wang reviews the key characteristic of pictography.
Inform of Objectives: Professor Wang Write down the forth subtitle of “Introduction
to Pictography” informs the learner.
Recall Prerequisites: A text prompt occurs about the Chinese pronunciation (Pinyin
and Tones).
Gain Attention: A person is running toward the screen right.
Provide Guidance: Examples of pictographs are presented.
Gain Attention: Two college students are taking notes.
Present Stimuli: Professor Wang explains each pictograph to the two students.
right.
Elicit Performance: Embedded item #4 is given on the understanding of the

Gain Attention: Professor Wang turns to the two college students at screen right.


Gain Attention: Professor Wang says “Unit two”.
Inform of Objectives: The title “Evolution of Chinese Writing styles” informs the
learner of the objective of the second block.
Present Stimuli: Professor Wang discusses Oracle Bone script.
right.
Provide Guidance: Examples of Oracle Bone script would be presented.
Elicit Performance: Reviewing the relationship between Oracle Bone script and the
pictographs.
Gain Attention: Professor Wang draws an example of Oracle Bone script and its
simplified style on the blackboard.
Provide Guidance: The comparison between Oracle Bone script and its simplified
style.
Gain Attention: Professor Wang writes down the second subtitle on the
blackboard.
Present Stimuli: Professor Wang discusses Clerical script.
right.
Provide Guidance: Examples of Clerical script would be presented.

Elicit Performance: Reviewing the relationship between Clerical script and the
pictographs.
Gain Attention: Professor Wang draws an example of Clerical script and its
simplified style on the blackboard.
Provide Guidance: The comparison between Clerical script and its simplified style.

Chinese writing styles.
Gain Attention: Professor Wang writes down the third subtitle on the
blackboard.
Present Stimuli: Professor Wang discusses Semi-cursive and Cursive script.
right.
Provide Guidance: Examples of Semi-cursive and Cursive script would be

presented.
Elicit Performance: Reviewing the relationship between Semi-cursive and Cursive

script and the pictographs.
Gain Attention: Professor Wang draws an example of Semi-cursive and Cursive

script and its simplified style on the blackboard.
Provide Guidance: The comparison between Semi-cursive and Cursive script and
its simplified style.
Gain Attention: Professor Wang writes down the forth subtitle on the
blackboard.
Present Stimuli: Professor Wang discusses Simplified script.
right.
Provide Guidance: Examples of Simplified script would be presented.
Elicit Performance: Reviewing the relationship between Simplified script and the
pictographs.

Chinese writing styles.
Gain Attention: Professor Wang says “Unit three”.
Inform of Objectives: The title “Chinese calligraphy and painting” informs the learner
of the objective of the third block.
Present Stimuli: Professor Wang discusses the art of Chinese writing.
right.
Provide Guidance: Example pictures would be presented.
Elicit Performance: Reviewing the relationship between calligraphy and the

pictographs.
Gain Attention: Professor Wang draws an example of bamboo painting on the

blackboard.
Provide Guidance: The comparison between painting about bamboo the character
of bamboo.
Gain Attention: Professor Wang writes down the second subtitle on the
blackboard.
Present Stimuli: Professor Wang discusses aesthetics about Chinese writing.
right.
Provide Guidance: An example picture of Chinese writing would be presented.
Elicit Performance: Reviewing the relationship between calligraphy and the spirit.

Chinese calligraphy.
Gain Attention: Professor Wang writes down the third subtitle on the
blackboard.
Present Stimuli: Professor Wang discusses Chinese painting.
right.
Provide Guidance: An example of Chinese painting would be presented.
Elicit Performance: Reviewing the relationship between calligraphy and Chinese

painting.

Chinese painting.
8. Delivery System
This lesson is designed for Web-based instruction and should be delivered via the World
Wide Web in order to give the learner convenience to control his or her own learning
paces. The learners do not need physically attend this lesson and the lesson would be
accessible at anytime.
This lesson could contains varies media including graphics, animations and audio. The
learner need take around 30 minutes to complete this lesson on a Web-enabled computer
with sound output capabilities. Since there is an item which include an input request, the
learner’s browsers such as Internet Explorer and Firefox need be compatible with Plug-
ins.

Chinese Character ABC: LST 403 Behaviorist Instructional Design Document Dr. Cates Lifang Chang

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Chinese Character ABC: LST 403 Behaviorist Instructional Design Document Dr. Cates Lifang Chang

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Chinese Character ABC

Description of the Project:

Scope of the Project:

• Difference in Chinese character and English letter

General Development Guidelines:

2. Needs Assessment (Detailed)

3. Goal and Objectives

Potential Areas of Difficulty

2. In order to take advantage of the learner’s habit on independent study, the

4. In order to take advantage of the learner’s technology experience and capability,

5. In order to minimize the learner’s weakness in not reading directions

7. In order to minimize the learners' habit of getting quickly frustrated on the

9. In order to take advantage of the learner’s good communication skills the

10. In order to minimize the learner’s potential weakness on pronunciation the

#1 Content Analysis of Instructional Sequence

1.1 What is pictography?

2.1 Oracle Bone script

3.1 The art of writing

#2 Content Analysis of Vocabulary building

Term Potential Problems Teaching Strategies

English Word None Allowing the learner give his or

pictograph Learners may have difficulty Use many examples of everyday

Chinese painting Learners may have difficulty Introduce learners Chinese

#3 Analysis for Content Presentation

The Animal & Humans Living

日 （Sun） 羊 （Goat） 人（People） 门 （Door）

Entry behaviors line

Pictography is a form of _____ whereby ideas are expressed through drawing.

Feedback provided for:

What are a pictograph’s advantages?

Feedback provided for:

A pictograph’s key characteristic is ______

a. It represents an object’s appearance

Feedback provided for:

Item #5 (Comprehension level) This item is designed to test learners understanding on

Item #6 (Comprehension level) This item is designed to check learners understanding on

Chinese calligraphy is ________.

a. The art of writing Chinese character

Feedback provided for:

Traditionally, Chinese painting is done in ______.

Feedback provided for:

The Gagné model applied in the proposed instructional Web site

Inform of Objectives: The title “Introduction to Pictography” informs the learner of

Gain Attention: Professor Wang says “unit one”.

Present Stimuli: Professor Wang discusses the different language system.

Provide Guidance: Reviewing the key characteristic of Pictography is presented.

Elicit Performance: A statement defining pictography is presented.

Elicit Performance: Embedded item #1 is presented to check the understanding of

Gain Attention: Professor Wang says “Good” in Chinese.

Inform of Objectives: Professor Wang Write down the second subtitle of

Gain Attention: A goat is moving toward the screen right.

Provide Guidance: A list of the advantage of pictographs is presented.

Gain Attention: Two college students are taking notes.

Present Stimuli: A presentation of the advantages of pictography is given by

Elicit Performance: Embedded item #2 is given on the advantage of pictographs.

Provide Guidance: An example of a pictograph is presented.

Gain Attention: Professor Wang says “good” in Chinese.

Gain Attention: The two college students are taking notes.

Provide Guidance: A comparison between English words and Chinese character in

Present Stimuli: A statement of the difference between Chinese and European

Provide Guidance: A text block of the Chinese key characteristic is given.

Elicit Performance: Embedded item #3 about the concept of pictography is

日（Sun）羊（Goat）人（People）门（Door）