我也繪漢字2(正簡通用版版)

Recommend推薦序/推荐序
Introduction編輯理念/编辑理念
How to Use This Book教材使用說明/教材使用说明
About the Authors作者簡介/作者简介

Chapter 1
Knowledge About Chinese Characters 漢字知識/汉字知识
The Principles of  Writing Characters筆順的書寫原則/笔顺的书写原则
Composing of Chinese Characters漢字造字法/汉字造字法

Chapter 2
Chinese Character by Key-image Pictures 漢字鍵接圖/汉字键接图
Lesson 1   ActionsⅠ動作I/动作I
Lesson 2   ActionsⅡ動作II/动作II
Lesson 3   Senses and Feelings感官知覺/感官知觉
Lesson 4   Buildings and Arts建築與藝術/建筑与艺术
Lesson 5   Time and Places 時空與地點 / 时空与地点
Lesson 6   Others其它

Chapter 3
Review 總複習/总复习
Combination of rare component 罕見部件組合/罕见部件组合
Similar Derivative words 形似衍生字
Chinese Character Puzzles漢字拼圖/汉字拼图
Exercises綜合練習/综合练习

Answers全書解答/全书解答
Index附錄/附录

 

Recommended 1  推薦序一/推荐序一

　　Learning Chinese Characters with Drawings was jointly compiled by Professor of Educational Psychology Hsueh-Chih Chen and Professor of Chinese Language Teaching Zhen-Xing Lin. ProfessorChen holds the post of Dean to the College of Education, National Taiwan Normal University. Professor Lin holds the post of Associate Professor of the Department of Chinese as a Second Language, National Taiwan Normal University. This joint work was compiled in order to assist Chinese language learners in character recognition and Chinese character writing. The book features the new revolutionary “Chinese character Key-image pictures” learning strategy, which is unique in that one and the same picture helps students to memorize both the character shape and its meaning, and unlike traditional Chinese learning textbooks, its efficiency has been proved by research. We believe that looking through Learning Chinese Characters with Drawings, learners will be fascinated by interesting and full of humor pictures, as well as creative explanations, that will surely leave a long lasting impression. Therefore, we believe learners of Chinese language will find this textbook not only interesting and engaging, but also highly effective.
 
　　《我也繪漢字》乃是由本校陳學志教授與林振興教授兩位教育心理及華語文教學專家共同編撰。陳學志教授為本校「教育學院」院長；林振興教授則是本校「華語文教學系」的副教授。兩位的合作是為了解決華語文學習上漢字的辨認與書寫之難題。他們研發出「鍵接圖」（Chinese character Key-image pictures）記憶策略，其特點在於運用一個圖像可同時引發學習者聯想漢字的字形與字義，突破傳統教材設計方法，且經過實證研究發現其效果勝於傳統學習方法。翻閱《我也繪漢字》，看著饒富趣味啟發想像的圖像，充滿創意的文字解說，不禁感到興致昂然印象深刻。因此我們相信本教材必能激發華語文學習者的高度興趣，並且倍增學習效率。
 
　　《我也绘汉字》乃是由本校陈学志教授与林振兴教授两位教育心理及华语文教学专家共同编撰。陈学志教授为本校「教育学院」院长；林振兴教授则是本校「华语文教学系」的副教授。两位的合作是为了解决华语文学习上汉字的辨认与书写之难题。他们研发出「键接图」（Chinese character Key-image pictures）记忆策略，其特点在于运用一个图像可同时引发学习者联想汉字的字形与字义，突破传统教材设计方法， 且经过实证研究发现其效果胜于传统学习方法。翻阅《我也绘汉字》，看着饶富趣味启发想象的图像，充满创意的文字解说，不禁感到兴致昂然印象深刻。因此我们相信本教材必能激发华语文学习者的高度兴趣，并且倍增学习效率。
Recommended 2  推薦序二/推荐序二

　　The structure of Chinese characters has been studied and analyzed since ancient times, for example according to Chinese dictionary from two-thousand years ago Shuowen Jiezi (Explaining and Analyzing Characters), the character “休” is described as “person (亻) leans on tree (木)”, thus explaining its “stop to rest” meaning. On the contrary, when Shuowen Jiezi explains the character “止”, it says “Base. Grasses and trees have roots. Ancestors used stop to mean foot.” Not so easy to understand, right? As times change, so does the language. Modern language education does not need to rigidly adhere to the teaching methods of the past generations, for it is only when new knowledge is referenced to the things that students come into contact in their life, that meaningful communication becomes possible. Bearing this in mind, Professor Chen Hsueh-chih with his team of colleagues in education and technology fields, jointly wrote two Chinese language textbooks. The first one is called Learning Chinese Characters with Drawings and is focused on character structure, using association method to assist students in memorizing character structure and meaning, at the same time expanding from characters to words, making character study a practical part of learning the Chinese language. The second book is called Chinese Characters: Building Blocks, and just like building a house with building blocks, it leads learners from characters to words, and from words to complete usable sentences, as a result, proving wrong the misconception that characters and vocabulary should be taught separately.
 
　　漢字構形自古就有分解，例如「休」字，兩千年前的《說文解字》分析為「从人依木」，人依靠著樹木是息止的意思。但是「止」字，《說文解字》說是「下基也，象艸木出有趾。故以止為足。」那就難懂了。時有古今，言有情境。現代文字教學不必拘泥於前賢的解說，以學習者接觸的事物來論述，才能言而有物。陳學志教授領導具有教育和科技涵養的同仁，共同撰寫了兩套漢語教材，一套是《我也繪漢字》，以字形分析，建立筆形聯想來輔助字形和字義記憶，同時從漢字擴展到詞語，讓漢字實用於語言學習。第二套是《漢字積木—字本位學習法》，從文字結構分析和詞語組合再擴展到完整句子的使用，以積木的手法教學生學好語言，破除了語言學習不應受漢字干擾的迷思。
 
　　汉字构形自古就有分解，例如「休」字，两千年前的《说文解字》分析为「从人依木」，人依靠着树木是息止的意思。但是「止」字，《说文解字》说是「下基也，象艸木出有趾。故以止为足。」那就难懂了。时有古今，言有情境。现代文字教学不必拘泥于前贤的解说，以学习者接触的事物来论述，才能言而有物。陈学志教授领导具有教育和科技涵养的同仁，共同撰写了两套汉语教材， 一套是《我也绘汉字》，以字形分析，建立笔形联想来辅助字形和字义记忆， 同时从汉字扩展到词语，让汉字实用于语言学习。第二套是《汉字积木—字本位学习法》，从文字结构分析和词语组合再扩展到完整句子的使用，以积木的手法教学生学好语言，破除了语言学习不应受汉字干扰的迷思。