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

从日常汉字学习行为、汉字学习策略、汉字知识之间的关系等方面考察了汉字学习的效果。通过书写练习学习汉字的效果是深刻的，汉字的形式表征作为日语朗读的汉字知识表征和阅读表征，线练习表征不仅是传统上所说的汉字的意义表征，而且是书写、视觉练习和呈现的表征，实验的结果是，他所关心的事情变得清晰了。此外，无论汉字知识和学习者的学习策略如何，书写练习都促进了汉字的学习，并能够在其他时间证实汉字写作练习的有效性。但他不仅真的用书写工具写了它，而且在写作练习中，甚至在汉字书写过程中的空书学习和动画学习中也有效果，这表明激活汉字表征作为心理表征是重要的。

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.