近年來興起一股中文熱，學習華語的外籍人士有逐漸增加的趨勢。由於學習目標、語言背景及個人特質等差異，對於漢字掌握程度的不同會直接影響到華語的學習，因此可將漢字教學視為華語文教學的一大關鍵。在全世界的語言教學中，所教語言與漢字有關係者都有漢字教學的任務，如中國、台灣、日本、韓國以及海外各種形式的華語教學等都在進行著不同類型的漢字教學。包括第一語言漢字教學，如中文、日語、韓語等母語教育中的漢字教學；以及對外漢字教學，如對外華語、對外日語以及對外韓語中的漢字教學等。在此前提之下，本文先就前者，亦即第一語言漢字教學做一探討與比較，期望夠對於第一語言及華語文教學均有所啟發。

Chinese learning is on the increase in recent years with more foreigners learning the language. It is affected directly by the level of Chinese character comprehension due to the difference of a learner's objectives, language background and individual's personality, therefore, Chinese character teaching plays a key role in teaching Chinese as a second language. Chinese character-based language pedagogy of the world is assigned the task of Chinese character teaching. For instance, teaching Chinese as a first and second language is undergoing various forms of character teaching in China, Taiwan, Japan, Korea and abroad. The pedagogies include Chinese character teaching for L1 learners of native Chinese, Japanese and Koreans and Chinese character teaching for L2 learners of Chinese, Japanese and Korean. Given the premise, this paper intents to investigate and compare Chinese character teaching as a first language in the hope of shedding light on teaching Chinese as a first and second language.