Prevalence of children with developmental disabilities has increased the need for a variety of educational and therapeutic interventions for children in the study of the subject has increased according to the load. in this paper, the review of the developmental disability characteristics and teaching methods are based on this proposal of realistic experimental serious game contents using AAC(Augmentative and Alternative Communication) method because we make up for the conventional interventions and increase participation and motivation in learning. In this paper, we improve the area said to be the motivation and commitment to develop the content by using a realistic experience for users experiencing at present a pervasive developmental disorder of language development in the paper. In particular, we shows the effectiveness of the improved speech area through the use of this serious game content through real experiments with children with developmental disabilities.

针对在非汉语语境下汉语汉字教学面临的挑战，我们编写了一系列个性化、生活化、分类化教材来应对海外学生的不同需求。这套教材的主要特点是：词汇按照功能分类、词汇按照难易程度划分、模块式教材、生活化词汇、个性化教学。我们依据海外汉语教学先听说， 后读、写的实践基础，把教学任务纵向分为：听说、读、写三大支柱，再横向把教学任务根据功能需要粗分为20大篇，同时再细分为若干类，再根据难易程度分为初、中、高三个级别，这样纵横交错就形成教学板块。在每个小的教学模块里，我们先从词汇入手，集中学习增加词汇，然后再扩展为句子句式的掌握，短文段落的说读。同时根据海外学生的特点，进行不同模块间的转换，以掌握进度，巩固学习效果。

Neither Chinese character (Hanzi) learning nor classicalChinese literature instruction should be done in isolation. This paperexplores the way to integrate Hanzi learning, classical Chineseliterature and comprehensive reading in primary schools. It firstdiscusses the hypothetical mental process of children’s readingcompetence development. Guided by this hypothesis, children couldeasily learn Chinese characters in their reading practice, higher gradeprimary school students could learn to fluently read simple classicalChinese articles with proper pause, and they do not need to spend extratime on Chinese learning. In this paper, all of the practices are guidedby the principles of teaching target category in the curriculum designtheories accepted worldwide, such as how we teach students learn tocorrectly write the commonly used Hanzi required by course standards, howwe teach students to write Hanzi in a standard way so that theirhandwriting looks good, how we teach students to learn Pinyin, and howstudents could improve both reading and writing skills in comparativeclassical Chinese literature reading exercises, etc..