Teaching Chinese characters through Pinyin can cause many cognitive difficulties for young learners in learning Chinese . Among the frequently used learning and memorizing techniques , one technique worth special attention is teaching Chinese character through its etymology , which means establishing the association among the pronunciation , form and meaning of a character by tracing its etymology , recreating a generative context , and analyzing its configuration in accordance with the developmental rules of Chinese characters . Therefore , the present study aims to test the long term impact of teaching Chinese characters through its etymology on young learners’ learning and memorizing Chinese characters , and its positive effects on young learners’ Chinese character cognition and thinking development .99 learners were randomly assigned into the beginner , junior and senior classes in a kindergarten , and 24 of them were randomly selected to take the post test . Young learners in both the experiment group and control group have learned some Chinese characters , but the experiment group received one-week training in etymological learning of Chinese characters . The results indicate that the technique can not only promote young learners’ comprehension and memory of Chinese characters , but also can facilitate their Chinese character cognition and thinking development .%以拼音为主的汉字教学，给幼儿的汉语学习与认知带来很多困难。在常用的增强汉字学习与记忆技巧中，依汉字演变规律，从追溯字源、再现汉字生成语境入手，通过揭示汉字形体内在机理，建立音、形、义三者内在关联的字源识字法值得关注。因此，研究旨在探索字源识字法对提高幼儿汉字理解、记忆的长期影响，以及对幼儿汉语言认知及思维发展的促进作用。参加者（N ＝99）按年龄差异，被分到大、中、小三个班级，实验结束后随机选择24名幼儿后测。尽管实验组和控制组的幼儿都认识一些汉字，但实验组的参加者接受了一个短期的字源识字法训练。结果显示，字源识字法提高幼儿汉字学习中的理解与记忆效果；字源识字法对幼儿汉语言认知及思维发展有促进作用。
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