In special education classrooms, teachers need to pay special attention to the diverse learning needs of students. This period provided Ms. Hua with an opportunity to continuously learn, experiment, and adjust, gradually developing a teaching model that emphasizes the student's learning process. Later, when teaching children overseas, she discovered that many of them had limited opportunities to engage with and use Chinese. Simply memorizing characters word by word was insufficient to build lasting Chinese proficiency. Therefore, Ms. Hua reorganized her past experiences, continuously designing, testing, and revising her teaching methods to suit the language environment of overseas children. She hopes to help children not only memorize individual characters but also learn to observe character shapes, find clues, and continuously connect newly learned characters with their existing knowledge.