【摘要】：Based on the experimental research results, there are two conclusions:
1. By applying the ideas of TPR to Chinese characters teaching as a foreign language in the initial stage in elementary schools, the results of teaching and learning can be improved obviously.
2. Sex difference does not have a distinct influence on the effects of using the ideas of TPR in Chinese characters teaching as a foreign language in the initial stage. That is to say, both boy students' and girl students' learning results have improved distinctly while using the ideas of TPR.
Based on the experimental study conclusions, we further discuss the appliance of the ideas of TPR in teaching Chinese characters as a foreign language in the initial stage. First teachers should follow students' basic cognitive disciplines; firmly establish the perception of Chinese character component in their minds; and control the number of characters they teach during each class.
As for the basic rules, teachers should follow the rule of physical response, happy learning, creating environment, whole instruction, progressive resistance, and encouragement.
As for the teaching steps, teachers can follow such steps as: showing---explaining---consolidation---feedback---using.
There are several basic ways of TPR teaching, and students can learn new Chinese characters with the help of action and expression, of pictures and cards, and of real objects. There are also several activities such as jumping game, dice game, knocking game, singing songs and role play that will be useful ways of teaching.
To sum up, this research study proves that the ideas of TPR can improve the effects of Chinese characters teaching as a foreign language in the initial stage in elementary schools. We also hope this research study will provide new ideas and perspectives to teachers who teach Chinese as a foreign language.