Relation on Kanji learning, Kanji learning strategy and Kanji knowledge, and it developmental change

我从日常的汉字学习动作、汉字学习策略、汉字知识的关系等方面，通过写作练习来考察汉字学习的效果。通过书写练习学习汉字对于汉字的形式表征，如日语朗读的汉字知识表征和阅读表征、传统上称为汉字意义表征的汉字知识表征、行练习表征以及书写、视觉练习表征等汉字的形式表征，其效果是深远的，并且通过实验，他所关注的内容变得清晰起来。此外，无论学习者的汉字知识和学习策略如何，书写练习都促进了汉字学习，并且能够再次确认汉字书写练习的有效性。但不仅是他真的用书写工具写了它，而且就书写练习而言，即使是在汉字书写过程中用空书和动画进行学习也有效果，并且表明汉字表征作为心理表征的激活是重要的。

I examined the kanji learning effect by the writing exercise from an everyday kanji learning action, kanji learning stratagem, relations of the kanji knowledge. The effect of the kanji learning by the writing exercise was deep for the form representation of the kanji as the kanji knowledge representation and reading representation of the reading aloud Japanese reading, line exercise representation of not only the kanji knowledge representation that it had been said conventionally called the meaning representation of the kanji but also the writing, sight exerciserepresentation, and, as a result of experiment, what he was concerned with became clear. Furthermore, the writing exercise promoted kanji learning regardless of kanji knowledge and the learning stratagem of the learner and was able to confirm the effectiveness of the writing exercise of the kanji some other time. But not only he really wrote it using a writing instrument, but also, as for the writing exercise, there was an effect in even the learning with an empty book and the animation in a kanji writing process, and it was shown that activation of the kanji representation as the mental representation was important.