具体描述
如果说有个教学方法，可以改变孩子一生看书的态度，应该就是「看图学汉字」了。
刘墉老师 孜孜矻矻 用心创作 三十年的大书
一个字 x 一幅画 x 一张生活照
欣赏汉字的美，回味文字的博大精深
动动脑、长知识，汉字好好玩，好好玩汉字！
刘墉老师 孜孜矻矻 用心创作 三十年的大书
一个字 x 一幅画 x 一张生活照
欣赏汉字的美，回味文字的博大精深
动动脑、长知识，汉字好好玩，好好玩汉字！
本书特色
认识各体汉字，发掘文字起源，欣赏书法之美，探寻趣味典故，学习中英语文，增添生活乐趣，立即学以致用！
Learn Hanzi etymology, appreciate calligraphy in its various forms, discover the origin of Chinese characters and the stories behind them, and find their use in daily life!
★书中有画，画中有字
每一个汉字，都有一幅刘墉手绘美丽的画，手写该字的「剪影」、「甲骨文」、「金文」、「小篆」到「楷书」，揭示汉字的诞生和演变过程，再加上深入浅出的生动中英文解说，孩子轻轻松松很快就能学会这个字。
★一个字一次捉迷藏，每个字都是寻宝
愈能用在生活中的学习方法，学起来就更简单容易！
每一个汉字，都有一张取材自日常生活的照片当例子，让孩子试着从照片找一找，找到这个字，会特别兴奋，也会记得特别牢。以后上街看到招牌或餐馆的菜单，随时随地都能学认字。
★图像教法好记忆，增强联想跟创意
当一个人用图像记忆法学汉字，文字就不再生硬死板，非但可以帮助认字，而且能够增加联想，甚至由此加强创意。
★本书为「中英文对照」
本书英文由刘墉女儿刘倚帆从小边学边译，经刘轩校正，尽力保持简单易读，适合孩子学习同步学习中英文。
刘墉：「过去几十年，我总用图像教汉字的方法做实验。早年在美国大学教书，发现能让洋孩子立刻爱上中文。后来生了女儿，用这套方法教ABC娃娃，居然也事半功倍，使她而今能在北京作中英文翻译。而现在刘轩的孩子到了认字的年龄，也是用这一套方法学习汉字。
好的，这里为您呈现一本关于汉字学习的图书简介，该书并非您提到的《汉字有意思！：跟着刘墉一家趣味玩汉字（中英文对照）二版》。 --- 书名：《汉字密码：追溯汉字的形、音、义演变与文化内涵》 简介： 浩瀚的中华文明，犹如一条奔腾不息的长河，而汉字，无疑是这条长河中最璀璨的明珠，也是我们民族精神与文化记忆的载体。每一笔、每一画，都蕴藏着古人对世界的观察、理解与哲学思辨。《汉字密码：追溯汉字的形、音、义演变与文化内涵》并非仅仅是一本字卡或游戏指南，它是一部深入探索汉字“活化石”属性的文化解读之作。本书旨在带领读者穿梭时空，从甲骨文的卜辞到今天的印刷体，系统而又生动地揭示汉字结构演变的内在逻辑，以及其背后所承载的丰富文化意蕴。 本书的撰写视角立足于汉字学的严谨性，同时又不失人文关怀的温度。我们不满足于简单地告知读者“这个字长什么样”，而是深挖“它为什么会变成这个样子”。全书内容分为“溯源”、“解构”与“赋义”三大板块，层层递进，构建起一个完整认知汉字的知识体系。 第一部分：溯源——从象形到符号的漫长旅程 这一部分，我们将时间拨回到三千多年前，聚焦于汉字起源的那个关键节点。我们详细考察了“六书”理论（象形、指事、会意、形声、转注、假借）的实际应用与演变。 首先，书中对象形字的解读极具图景感。我们挑选了如“日”、“月”、“山”、“水”等基础象形字作为起点，通过对比不同时期（如殷墟甲骨文、周代金文、秦代小篆）的同一字形，直观展示了古人如何从对自然万物的直接描摹，逐步走向线条化的抽象符号。例如，对“鹿”字的演变分析，不仅展示了其外形的简化，更探讨了早期社会对这种重要动物的崇拜与记录方式的变迁。 其次，对于指事字的剖析，本书强调了抽象概念如何被具象化。书中深入探讨了“上”、“下”、“本”、“末”这类字是如何通过添加指示符号来表达空间和方位的。这种分析有助于读者理解，汉字并非是简单地“画”东西，更是在“设计”符号系统来表达逻辑关系。 第二部分：解构——汉字结构的严谨逻辑与效率追求 现代汉字中，超过百分之八十的字是形声字，这体现了汉字在漫长发展中对信息传递效率的追求。本书的“解构”部分，正是围绕这一核心展开。 我们详细梳理了形声字的构字规律，并将其视为汉字发展成熟的标志。书中提供了一系列系统性的声旁与形旁组合分析，例如，以“氵”（水）为形旁，组合“江”、“河”、“湖”、“海”等字，读者可以清晰地看到，形旁是如何精准地限定了词义的范畴，而声旁如何快速地锁定发音。这种对部件的拆解与重组，揭示了汉字内部的“模块化”设计思想。 此外，本书还对偏旁部首的演变进行了专章论述。部首不仅仅是查字典的索引工具，它们本身就是高度浓缩的、具有固定意义的语素。我们追溯了部分高频部首（如“手”、“口”、“心”）在不同字体中的形变轨迹，揭示了汉字结构在隶变、楷化过程中的规范化需求与审美取向。 第三部分：赋义——汉字与中国传统哲思的交融 汉字的美妙之处在于，它不仅记录语言，更承载了哲学、伦理和生活智慧。在“赋义”部分，本书将视角从字形结构转向了其文化内涵的深度挖掘。 我们选取了一些具有深刻文化意涵的复合词进行深度解析。例如，对“仁”、“义”、“礼”、“智”、“信”等核心儒家概念，本书追溯了这些概念在甲骨文、金文中最初的字形，探究其如何从具体行为或图像，升华为抽象的道德规范。比如，“仁”字（二人），其结构本身就暗示了人与人之间的关系伦理。 书中还特别设立了“错别字背后的文化误区”单元。通过分析常见的形近字或音近字混用现象，我们不仅仅是进行语言的纠错，更是探讨这种混淆背后可能反映的认知偏差或文化理解的偏差。例如，“士”与“仕”的细微差别，反映了古代社会对“文”与“武”、“平民”与“官吏”的等级划分。 结语与阅读指南： 《汉字密码》适合所有对中国文化、历史和语言学抱有浓厚兴趣的读者，无论您是零基础的初学者，还是希望加深理解的进阶学习者。本书摒弃了枯燥的学术术语，采用严谨的考据和生动的案例相结合的方式，力求让读者在“读故事”的过程中，掌握“识结构”的方法。我们相信，一旦您掌握了解读汉字的密码，您将不再是简单地阅读文字，而是真正地“看见”历史，感受中华文明数千年不曾中断的思维脉络。掌握汉字，就是掌握了通往古代中国思想世界的钥匙。 ---
著者信息
作者简介
刘墉
闻名两岸的画家、作家、教育家。出版文学艺术作品一百余种，被译为英、韩、泰、越等国文字，在世界各地个展三十余次。
Yung Liu
One of the most influential and popular writers of the Chinese speaking world, and also a renowned painter and educator, Mr. Liu has written over one hundred books of essays, prose, short fiction, inspiration literature and art analysis, and his books have been translated to English, Korean, Thai and many other international editions. As a painter, Mr. Liu has held more than thirty solo exhibitions throughout the world, and his artworks are regularly featured in Sotheby’s, Christie’s and other major auction houses.
刘轩
音乐家、作家、演说家及主持人，美国哈佛大学心理学硕士及博士研究，出版中、英、韩文作品十余种。
Xuan Liu
Musician, writer, speaker, radio show host. Holds BA from Harvard University and M.Ed from the Harvard Graduate School of Education. He is also a classically trained pianist and one of the most in-demand DJs in Taiwan. As a writer, he has written eleven books and translated several other works.
刘倚帆
美国哥伦比亚大学毕业，宾州大学华顿商学院研究生。曾任美国华纳兄弟娱乐公司中国区经理，出版英文翻译作品两种。
Yvonne Liu
Graduate of Columbia University and current MBA candidate at The Wharton School of the University of Pennsylvania. Former Manager of China for Warner Bros. Entertainment Inc. She as previously translated two books from Chinese to English.
刘墉
闻名两岸的画家、作家、教育家。出版文学艺术作品一百余种，被译为英、韩、泰、越等国文字，在世界各地个展三十余次。
Yung Liu
One of the most influential and popular writers of the Chinese speaking world, and also a renowned painter and educator, Mr. Liu has written over one hundred books of essays, prose, short fiction, inspiration literature and art analysis, and his books have been translated to English, Korean, Thai and many other international editions. As a painter, Mr. Liu has held more than thirty solo exhibitions throughout the world, and his artworks are regularly featured in Sotheby’s, Christie’s and other major auction houses.
刘轩
音乐家、作家、演说家及主持人，美国哈佛大学心理学硕士及博士研究，出版中、英、韩文作品十余种。
Xuan Liu
Musician, writer, speaker, radio show host. Holds BA from Harvard University and M.Ed from the Harvard Graduate School of Education. He is also a classically trained pianist and one of the most in-demand DJs in Taiwan. As a writer, he has written eleven books and translated several other works.
刘倚帆
美国哥伦比亚大学毕业，宾州大学华顿商学院研究生。曾任美国华纳兄弟娱乐公司中国区经理，出版英文翻译作品两种。
Yvonne Liu
Graduate of Columbia University and current MBA candidate at The Wharton School of the University of Pennsylvania. Former Manager of China for Warner Bros. Entertainment Inc. She as previously translated two books from Chinese to English.
图书目录
目次▕ Table of Contents
【序】每个字都像童话故事 刘墉
Preface：Every word is an enchanted story／Yung Liu
本书的使用方法 How to use this book
汉字有意思 Hanzi Alive!
汉字是怎么演进的 The evolution of Hanzi Characters
【序】每个字都像童话故事 刘墉
Preface：Every word is an enchanted story／Yung Liu
本书的使用方法 How to use this book
汉字有意思 Hanzi Alive!
汉字是怎么演进的 The evolution of Hanzi Characters
图书序言
序
每个字都像童话故事 刘墉
Preface：Every word is an enchanted story／Yung Liu
我女儿大学刚毕业就应聘去了北京，很多人惊讶她这个美国土生土长的女孩，有那么好的中文程度，不但能听能说能写，甚至两岸的繁简体字和拼音、注音都会，猜我一定下了不少工夫教她。其实她小时候，我不过每週抽出一两个小时给她上课，可能因为教法不同，所以能事半功倍。
My daughter landed her first job in Beijing straight out of college. People often remark how impressive her Chinese is, considering that she was born and raised in the US. Not only is she fluent in both speaking and writing, but she is equally comfortable with traditional and simplified characters, and knows how to use the pinyin and zhuyin systems. Many think that this must have been the result of countless hours of toil and struggle, but actually it’s been no more than one or two hours of lessons per week since she was a child.
由于我爱艺术、文学，又在美国的大学教「东亚美术概论」，所以我教汉字是从「文字学的艺术」入手。汉字由象形符号发展出来，本来就具有图画的性质，像是日、月、水、火、舟、车、虫、鱼，跟图画像极了，任何娃娃都一看就懂，何必让孩子从起步，就认为文字是死板难学的呢？
Looking back, I believe the lessons are more efficient because I made character learning as fun as possible. Art and literature are my personal and professional passions, and I used to teach East Asian art studies in an American university, so I have always approached Chinese characters as an art form. Chinese Hanzi characters originated as pictographs, and still retains much of their pictorial past; words such as sun and moon, water and fire, boat and cart, insect and fish, are still just like pictures that can be readily explained to any young child. There is no reason why we should let children think these words are abstract and difficult to learn.
所以我用画的，长长一条横线，是地平线，加上圆圆的太阳，是太阳刚冒出地平线的「旦」；尖尖一个屋顶，里面坐了个女生，是平平安安的「安」。妈妈带着一个娃娃，多好啊！所以是「好」；一只手在推，不够！又来一只手帮忙，是朋友的「友」……
For example, if you draw a horizontal line representing the horizon, and add a circle on top as a rising sun, what do you think it would mean? The resulting character「旦」means exactly what it looks like: dawn! Or if you draw a pointed rooftop, and add a character for woman（女）under it, the resulting character「安」means“safe”. Put a woman and a child（子）together, and you get「好」, which means“good.” One hand pushing is not enough; add a helping hand, and you get「友」, which means“friend.” Modern words echo the values of the past.
由于文字经过长久地演变，现今使用的汉字，跟甲骨文和大小篆有很多不同。为了让孩子能看出古人怎么从观察自然、创造文字，一步步演进到今天的样子，我把真实的图画、刻写的「甲骨文」，铸造铭记的「金文」，秦代统一的「小篆」，方便记录的「隶书」、文人独特的「行草」，结构严谨的「楷书」，和中国大陆目前使用的「简体汉字」，一个个排列起来。当孩子知道其中的变化，一方面会觉得有意思，一方面即使看到现今的繁体和简体字，都能自然想到它们「当初的样子」，那种追索的过程甚至有侦探和寻宝的趣味。
Still, having evolved through the centuries, modern Chinese characters can be markedly different from its original form. So, each word is presented first as a picture, then in its earliest written form on oracle bone shells, then as it was carved on early bronzeware, later as ‘small seal script’ used in the Qin Dynasty, followed by ‘clerical script’ developed for (obviously) clerical work, ‘cursive script’ used by artists and literati, to the structurally balanced and complex ‘regular script’ and the ‘simplified script’ used in modern China. Arranged in sequence, it allows one to see how ancient Chinese people observed nature, created the words, and how it evolved through time. One can feel like an archeologist or a cryptographer, and knowing how the characters once looked thousands of years ago can certainly add to the appreciation of reading them today.
举个例子，「采」这个字，上面是「手」，下面是「木」，手在树上采，意思很明确，形象也简单，只是后人在左边又加了「一只手」，成为后来的「採」。又譬如「本」字，中间直直一根树干，上面左右伸出两根树枝，下面伸出两条树根，在树根的地方加一小划，表示「根本」的道理。
As another example, the character 采 is a drawing of a hand on a plant, and later another “hand” was added on the left as a radical, forming the character 採, which means “to pick”.
If you draw a straight line as the trunk of a tree, horizontal lines as branches and slanting downward lines as roots, then add another small line near the base of the trunk, and the resulting character 本 means “source” or “root”.
为了让写实图画和文字元号的关联更清楚，我除了画图，还用「剪影」。图画是彩色的，剪影是黑白的，前者比较复杂，后者比较简化。譬如「犬」字，图画是一只举着前脚的狗，可能不容易和「犬」字联想到一起，但是经过「剪影」，看来就有了紧密的关系。
To bridge the connection of written word and illustration even closer, I also depict the illustration as a silhouette; simplified into black and white, the pictures look more like the characters they became. For example, the character 犬 is of a dog lifting one front paw. As an illustration, it’s not that obvious, but through the silhouette process, you can see much more readily how the picture becomes the word.
此外，文字是实用的，孩子愈能用在生活中愈好。所以在我教汉字的时候，只要遇到有中文的场合，无论街上的招牌或餐馆的菜单，立刻会指着字让孩子认。我儿子原本不懂简体汉字，跟我去大陆一个月，一路上看招牌认字，就学得差不多了。
Of course, the written word is a tool, and beginning learners should make use of it in daily life as much as possible for it to stick. Back when I taught my children, I would have them identify characters whenever we see them, whether it’s on a street sign or a restaurant menu. My son couldn’t read simplified Chinese at first, but after a month long trip through mainland China, he was able to learn it by reading all the signs.
所以我又用了一种方法，就是四处拍照，要孩子从照片里找他认识的字。因为汉字全球化，我拍照的地点除了台湾、中国大陆、香港，也包括日本、泰国、马来西亚和新加坡等这些跟汉字关系密切的地方。我发现每个孩子都天生爱寻宝，当他才学几个字，就能从生活照片里找到，会特别兴奋，也记得特别牢。
So in this book, I also use this method to teach character recognition, by taking photographs of Chinese characters throughout the world. In my experience, every child and beginning learner loves to hunt for the words they just learned in photographs and surroundings. Even if they only know a few characters, it’s very exciting for them to spot these words in life, and it certainly enhances their memory.
加上今天是个国际化的社会，最好让孩子从起步的时候就能双语沟通，我在教汉字的时候也以英文解释，又为了让孩子印象深刻，甚至让他有成就感，每次都要孩子把我写的中文翻译成英文，而且放在这本书里。所以这本书应该既适合西方人学中文，也可以作为中国孩子的英语教材。
Society in the future is ever more global, so I believe it’s best to develop proficiency in more than one language as early as possible. When teaching Chinese to my children and my students, I sometimes use English to explain. My children now are the ones who did the English translation for this book. I believe it can be a useful tool not only for English readers wishing to learn Chinese, but can work the other way around as well.
更进一步，虽然今天十三亿人都用简体汉字，而且简体字比繁体字好写得多，但繁体字是我们伟大的文化资产，就算笔划多，不易写，也应该懂。所以我在教孩子的时候是繁体、简体，甚至「注音」、「拼音」一起进行的。
In addition, I believe in learning both the traditional and simplified characters together, and I have taught my children to use both the pinyin and zhuyin phonetic systems. Although simplified characters are the norm for the majority of Chinese, the traditional (also known as ‘complex’) script is a cultural heritage in itself. They may have many more strokes and take longer to write, but it’s still worthwhile to study and appreciate them.
或许正因为从「图像」、「剪影」、「符号」，到文字演进一路教下来，非但能加深印象，收事半功倍的效果，孩子也在自然间感受书法的美。我相信如果每个人都能从汉字源头上学起，以后认字的方法和趣味会大大不同，文字不再只是死板的符号，而是生动的图画或故事。
In this sequence of learning a word through pictures, silhouettes, symbols to text, I believe that the impression will be deeper, and beginning learners can naturally begin to appreciate the beauty of calligraphy as well. I truly believe that if everyone can learn Chinese characters by studying their source, the written language itself will come alive.
这本书的各体汉字和插图都是我绘制的，我原本可以从字典或电脑档案里直接取用文字，但为了亲自体会汉字的美，还是一笔一划地临写，由于书写的时间不同，或许有好有坏，请大家谅解。
All of the illustrations and calligraphy in this book were done by yours truly. I could have sampled from reference books or computer fonts, but still decided to write them by hand, so the reader can more fully feel their organic beauty. Since they were done over different periods of time, their quality may be slightly different, and I apologize for their imperfection.
至于英文，如前面所说是由我女儿边学边译，当年她还小，英文能力有限，所幸这是写给小朋友的书，英文太深奥反而不好，所以虽然后来经过刘轩校正，仍然尽力保持原样。
The English translation of the text was first done by my daughter. At the time of the first draft, she was still quite young, and her prose not so polished, but as this is a book meant for beginning learners and children, I thought it best to keep the language simple. My son later did some editing, but mostly kept the translations as they were.
这本书虽然不大，前后却花了多年时间，直到女儿上大学才停止，因为需要补足考证，我的教学工作又忙，结果一拖再拖，差点半途而废。所幸而今孙子女到了认字的年龄，逼我重拾旧业、野人献曝，把我教学的心得与大家分享。我不是专业的文字学家，同一个字也可能有各家不同的解释，阙误之处在所难免，请大家不吝指教！
This book is not big, but has been a long time coming. I worked on it as a family project, all the way until my daughter left for college. In the meantime I kept busy with other things, and some of the material had to be more fully researched, causing further delays that almost stalled the project completely. Luckily, my grandchildren are now at the age to learn Chinese characters for the first time, which motivated me to pick up where I left off, and I now humbly present this work to you. I sincerely welcome your comments, and hope that learners of Chinese everywhere, young and old, may enjoy and benefit from this book!
每个字都像童话故事 刘墉
Preface：Every word is an enchanted story／Yung Liu
我女儿大学刚毕业就应聘去了北京，很多人惊讶她这个美国土生土长的女孩，有那么好的中文程度，不但能听能说能写，甚至两岸的繁简体字和拼音、注音都会，猜我一定下了不少工夫教她。其实她小时候，我不过每週抽出一两个小时给她上课，可能因为教法不同，所以能事半功倍。
My daughter landed her first job in Beijing straight out of college. People often remark how impressive her Chinese is, considering that she was born and raised in the US. Not only is she fluent in both speaking and writing, but she is equally comfortable with traditional and simplified characters, and knows how to use the pinyin and zhuyin systems. Many think that this must have been the result of countless hours of toil and struggle, but actually it’s been no more than one or two hours of lessons per week since she was a child.
由于我爱艺术、文学，又在美国的大学教「东亚美术概论」，所以我教汉字是从「文字学的艺术」入手。汉字由象形符号发展出来，本来就具有图画的性质，像是日、月、水、火、舟、车、虫、鱼，跟图画像极了，任何娃娃都一看就懂，何必让孩子从起步，就认为文字是死板难学的呢？
Looking back, I believe the lessons are more efficient because I made character learning as fun as possible. Art and literature are my personal and professional passions, and I used to teach East Asian art studies in an American university, so I have always approached Chinese characters as an art form. Chinese Hanzi characters originated as pictographs, and still retains much of their pictorial past; words such as sun and moon, water and fire, boat and cart, insect and fish, are still just like pictures that can be readily explained to any young child. There is no reason why we should let children think these words are abstract and difficult to learn.
所以我用画的，长长一条横线，是地平线，加上圆圆的太阳，是太阳刚冒出地平线的「旦」；尖尖一个屋顶，里面坐了个女生，是平平安安的「安」。妈妈带着一个娃娃，多好啊！所以是「好」；一只手在推，不够！又来一只手帮忙，是朋友的「友」……
For example, if you draw a horizontal line representing the horizon, and add a circle on top as a rising sun, what do you think it would mean? The resulting character「旦」means exactly what it looks like: dawn! Or if you draw a pointed rooftop, and add a character for woman（女）under it, the resulting character「安」means“safe”. Put a woman and a child（子）together, and you get「好」, which means“good.” One hand pushing is not enough; add a helping hand, and you get「友」, which means“friend.” Modern words echo the values of the past.
由于文字经过长久地演变，现今使用的汉字，跟甲骨文和大小篆有很多不同。为了让孩子能看出古人怎么从观察自然、创造文字，一步步演进到今天的样子，我把真实的图画、刻写的「甲骨文」，铸造铭记的「金文」，秦代统一的「小篆」，方便记录的「隶书」、文人独特的「行草」，结构严谨的「楷书」，和中国大陆目前使用的「简体汉字」，一个个排列起来。当孩子知道其中的变化，一方面会觉得有意思，一方面即使看到现今的繁体和简体字，都能自然想到它们「当初的样子」，那种追索的过程甚至有侦探和寻宝的趣味。
Still, having evolved through the centuries, modern Chinese characters can be markedly different from its original form. So, each word is presented first as a picture, then in its earliest written form on oracle bone shells, then as it was carved on early bronzeware, later as ‘small seal script’ used in the Qin Dynasty, followed by ‘clerical script’ developed for (obviously) clerical work, ‘cursive script’ used by artists and literati, to the structurally balanced and complex ‘regular script’ and the ‘simplified script’ used in modern China. Arranged in sequence, it allows one to see how ancient Chinese people observed nature, created the words, and how it evolved through time. One can feel like an archeologist or a cryptographer, and knowing how the characters once looked thousands of years ago can certainly add to the appreciation of reading them today.
举个例子，「采」这个字，上面是「手」，下面是「木」，手在树上采，意思很明确，形象也简单，只是后人在左边又加了「一只手」，成为后来的「採」。又譬如「本」字，中间直直一根树干，上面左右伸出两根树枝，下面伸出两条树根，在树根的地方加一小划，表示「根本」的道理。
As another example, the character 采 is a drawing of a hand on a plant, and later another “hand” was added on the left as a radical, forming the character 採, which means “to pick”.
If you draw a straight line as the trunk of a tree, horizontal lines as branches and slanting downward lines as roots, then add another small line near the base of the trunk, and the resulting character 本 means “source” or “root”.
为了让写实图画和文字元号的关联更清楚，我除了画图，还用「剪影」。图画是彩色的，剪影是黑白的，前者比较复杂，后者比较简化。譬如「犬」字，图画是一只举着前脚的狗，可能不容易和「犬」字联想到一起，但是经过「剪影」，看来就有了紧密的关系。
To bridge the connection of written word and illustration even closer, I also depict the illustration as a silhouette; simplified into black and white, the pictures look more like the characters they became. For example, the character 犬 is of a dog lifting one front paw. As an illustration, it’s not that obvious, but through the silhouette process, you can see much more readily how the picture becomes the word.
此外，文字是实用的，孩子愈能用在生活中愈好。所以在我教汉字的时候，只要遇到有中文的场合，无论街上的招牌或餐馆的菜单，立刻会指着字让孩子认。我儿子原本不懂简体汉字，跟我去大陆一个月，一路上看招牌认字，就学得差不多了。
Of course, the written word is a tool, and beginning learners should make use of it in daily life as much as possible for it to stick. Back when I taught my children, I would have them identify characters whenever we see them, whether it’s on a street sign or a restaurant menu. My son couldn’t read simplified Chinese at first, but after a month long trip through mainland China, he was able to learn it by reading all the signs.
所以我又用了一种方法，就是四处拍照，要孩子从照片里找他认识的字。因为汉字全球化，我拍照的地点除了台湾、中国大陆、香港，也包括日本、泰国、马来西亚和新加坡等这些跟汉字关系密切的地方。我发现每个孩子都天生爱寻宝，当他才学几个字，就能从生活照片里找到，会特别兴奋，也记得特别牢。
So in this book, I also use this method to teach character recognition, by taking photographs of Chinese characters throughout the world. In my experience, every child and beginning learner loves to hunt for the words they just learned in photographs and surroundings. Even if they only know a few characters, it’s very exciting for them to spot these words in life, and it certainly enhances their memory.
加上今天是个国际化的社会，最好让孩子从起步的时候就能双语沟通，我在教汉字的时候也以英文解释，又为了让孩子印象深刻，甚至让他有成就感，每次都要孩子把我写的中文翻译成英文，而且放在这本书里。所以这本书应该既适合西方人学中文，也可以作为中国孩子的英语教材。
Society in the future is ever more global, so I believe it’s best to develop proficiency in more than one language as early as possible. When teaching Chinese to my children and my students, I sometimes use English to explain. My children now are the ones who did the English translation for this book. I believe it can be a useful tool not only for English readers wishing to learn Chinese, but can work the other way around as well.
更进一步，虽然今天十三亿人都用简体汉字，而且简体字比繁体字好写得多，但繁体字是我们伟大的文化资产，就算笔划多，不易写，也应该懂。所以我在教孩子的时候是繁体、简体，甚至「注音」、「拼音」一起进行的。
In addition, I believe in learning both the traditional and simplified characters together, and I have taught my children to use both the pinyin and zhuyin phonetic systems. Although simplified characters are the norm for the majority of Chinese, the traditional (also known as ‘complex’) script is a cultural heritage in itself. They may have many more strokes and take longer to write, but it’s still worthwhile to study and appreciate them.
或许正因为从「图像」、「剪影」、「符号」，到文字演进一路教下来，非但能加深印象，收事半功倍的效果，孩子也在自然间感受书法的美。我相信如果每个人都能从汉字源头上学起，以后认字的方法和趣味会大大不同，文字不再只是死板的符号，而是生动的图画或故事。
In this sequence of learning a word through pictures, silhouettes, symbols to text, I believe that the impression will be deeper, and beginning learners can naturally begin to appreciate the beauty of calligraphy as well. I truly believe that if everyone can learn Chinese characters by studying their source, the written language itself will come alive.
这本书的各体汉字和插图都是我绘制的，我原本可以从字典或电脑档案里直接取用文字，但为了亲自体会汉字的美，还是一笔一划地临写，由于书写的时间不同，或许有好有坏，请大家谅解。
All of the illustrations and calligraphy in this book were done by yours truly. I could have sampled from reference books or computer fonts, but still decided to write them by hand, so the reader can more fully feel their organic beauty. Since they were done over different periods of time, their quality may be slightly different, and I apologize for their imperfection.
至于英文，如前面所说是由我女儿边学边译，当年她还小，英文能力有限，所幸这是写给小朋友的书，英文太深奥反而不好，所以虽然后来经过刘轩校正，仍然尽力保持原样。
The English translation of the text was first done by my daughter. At the time of the first draft, she was still quite young, and her prose not so polished, but as this is a book meant for beginning learners and children, I thought it best to keep the language simple. My son later did some editing, but mostly kept the translations as they were.
这本书虽然不大，前后却花了多年时间，直到女儿上大学才停止，因为需要补足考证，我的教学工作又忙，结果一拖再拖，差点半途而废。所幸而今孙子女到了认字的年龄，逼我重拾旧业、野人献曝，把我教学的心得与大家分享。我不是专业的文字学家，同一个字也可能有各家不同的解释，阙误之处在所难免，请大家不吝指教！
This book is not big, but has been a long time coming. I worked on it as a family project, all the way until my daughter left for college. In the meantime I kept busy with other things, and some of the material had to be more fully researched, causing further delays that almost stalled the project completely. Luckily, my grandchildren are now at the age to learn Chinese characters for the first time, which motivated me to pick up where I left off, and I now humbly present this work to you. I sincerely welcome your comments, and hope that learners of Chinese everywhere, young and old, may enjoy and benefit from this book!
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这本书真是太惊艳了！我一直对汉字有着浓厚的兴趣，总觉得它们不仅仅是方块字，里面蕴藏着古人的智慧和生活哲学。这次偶然发现了《汉字有意思！：跟着刘墉一家趣味玩汉字（中英文对照）二版》，简直是挖到宝了！从书名就能感受到它的与众不同——“有意思”、“趣味玩”，这正是我一直渴望的学习方式。我尤其喜欢它“中英文对照”的设计，这对我这个正在努力提升英文水平的人来说，简直是福音。我能想象，一边学习汉字的演变和故事，一边对照着英文解释，不仅能加深对汉字本身的理解，还能顺带学习一些地道的英文表达，简直是一举两得！而且，作者“刘墉一家”这个标签，让我充满了期待。一个家庭的共同学习过程，一定充满了温馨和互动，这比枯燥的教科书要有趣多了。我迫不及待地想看到他们是如何将汉字的学习融入到日常生活中，是如何通过亲子互动来激发孩子对汉字的热爱。我非常好奇，书中是否会介绍一些特别有趣的汉字典故，或者一些能让孩子拍案叫绝的字谜游戏。我坚信，这样生动活泼的学习方式，一定会让汉字不再是冷冰冰的符号，而是鲜活的生命，充满无限的魅力。这本书的出现，无疑为我打开了一扇通往汉字奇妙世界的大门，我已迫不及待地想要一探究竟！
评分我一直对刘墉先生的作品情有独钟，他的文字总是带着一种独特的幽默和深刻的洞察力，能够将看似普通的生活哲理讲得入木三分。《汉字有意思！：跟着刘墉一家趣味玩汉字（中英文对照）二版》这个书名，一下子就抓住了我的眼球。我猜想，这本书不仅仅是一本关于汉字的书，更像是一次跟随刘墉一家人，共同探索汉字背后故事的旅程。我非常期待书中能够展现出刘墉先生一贯的叙事风格，用他那生动形象的比喻和妙趣横生的语言，来解读每一个汉字的来龙去脉。而“趣味玩汉字”更是让人眼前一亮，我非常好奇，他们是如何将抽象的汉字变得生动有趣，又是如何让孩子们乐在其中，主动去学习和探索的。我想象着，也许书中会包含一些有趣的图画，或者一些巧妙的游戏，让学习过程充满惊喜。更让我惊喜的是，“中英文对照”的设计，这对于想要在学习汉字的同时，提升英语阅读能力的我来说，简直太实用了。我一直觉得，语言的学习是相辅相成的，能够将两种语言巧妙地结合起来，无疑会带来更广阔的视野和更深刻的理解。我非常期待在这本书中，能够看到刘墉先生是如何巧妙地运用中英文，来阐释汉字的文化内涵，以及它们在不同语言文化中的对应关系。这本书，对我来说，不仅是一次学习的机会，更是一次精神的享受，我已迫不及待地想要沉浸其中，与刘墉一家一同领略汉字的无穷魅力。
评分这本书的封面设计，就已经充满了吸引力！我一直认为，好的书籍，从封面就开始讲述故事。而《汉字有意思！：跟着刘墉一家趣味玩汉字（中英文对照）二版》这个书名，更是让我对接下来的内容充满了好奇和期待。我非常喜欢“跟着刘墉一家”这个表述，这让我感觉不是在阅读一本冷冰冰的教材，而是在参与一个温馨有趣的家庭活动。我能够想象，在刘墉先生的引导下，全家人一起探索汉字的奥秘，分享学习的乐趣，这种充满爱的学习氛围，对我来说非常有吸引力。我迫不及待地想知道，书中是如何将那些古老而又充满智慧的汉字，以一种孩子们容易接受和喜爱的方式呈现出来。我猜想，这本书中一定会有很多生动的故事、有趣的插画，甚至是互动的小游戏，让学习过程不再枯燥乏味。而且，“趣味玩汉字”这个点，正是我一直所追求的。我希望能够找到一种方式，让我在轻松愉快的氛围中，加深对汉字的理解。更让我惊喜的是“中英文对照”这个设计。我一直认为，学习语言，尤其是中文和英文，是打开世界大门的两把钥匙。这本书能够将这两种语言巧妙地结合，我相信它不仅能帮助我更好地理解汉字，还能在无形中提升我的英语阅读和理解能力。这本书，无疑为我提供了一个绝佳的学习平台，我已迫不及待地想要翻开它，和刘墉一家一起，开启一段奇妙的汉字探索之旅！
评分我一直深信，文字的力量不仅仅在于其记录信息的功能，更在于它所蕴含的文化、历史以及古人的智慧。《汉字有意思！：跟着刘墉一家趣味玩汉字（中英文对照）二版》这个书名，一下子就勾起了我对汉字更深层次的探究欲望。我尤其欣赏“趣味玩汉字”这个理念，它打破了我以往对汉字学习枯燥乏味的印象，让我看到了汉字学习的另一种可能性——一种充满乐趣、互动和探索的学习方式。刘墉先生的文字向来以其独特的幽默感和深刻的洞察力而闻名，而“刘墉一家”的参与，更是为这本书增添了一抹温馨的家庭色彩。我猜想，这本书不仅仅是关于汉字本身，更可能是一次跟随刘墉一家人，共同发现汉字之美、体验汉字乐趣的旅程。我非常好奇，书中是否会呈现出刘墉先生是如何用他那充满智慧和趣味的语言，来解读每一个汉字的演变过程，以及这些汉字背后所承载的丰富文化内涵。我期待能够看到，他们是如何将这些看似抽象的文字，转化为生动有趣的图像、故事，甚至是游戏，让孩子们在玩乐中，自然而然地爱上汉字，理解汉字的魅力。“中英文对照”的设计，则更让我觉得这本书的价值非凡。在当今全球化的时代，掌握多种语言的重要性不言而喻。这本书能够巧妙地将汉字的学习与英文相结合，我相信它不仅能加深我对应汉字的理解，还能在潜移默化中提升我的英语阅读和应用能力，这对我来说，无疑是双重的收获。这本书，绝对是我近期最期待的阅读对象之一，我已迫不及待地想要踏入这趟充满智慧与乐趣的汉字之旅。
评分作为一名长期关注儿童教育和语言学习的读者，我一直对那些能够将知识与趣味巧妙结合的书籍情有独钟。《汉字有意思！：跟着刘墉一家趣味玩汉字（中英文对照）二版》这个书名，瞬间吸引了我的目光。我一直认为，汉字不仅仅是文字，更是承载着中华文化和历史的密码，而如何让孩子们在玩乐中爱上汉字，是我一直探索的课题。刘墉先生的声名在外，他的文字总能给人带来启发和乐趣，而“刘墉一家”的参与，更增添了一份家庭的温馨和互动感，这让我对书中的内容充满了期待。我很好奇，他们是如何将复杂的汉字拆解，用生动的故事和形象的比喻，将汉字的演变、结构和意义呈现给小读者们。我特别期待看到书中是否会包含一些亲子互动的小游戏、小实验，或者一些能够激发孩子想象力的汉字故事，让学习过程充满惊喜和成就感。“趣味玩汉字”这一点，正是这本书最闪光的地方，它传递了一种全新的学习理念，不再是死记硬背，而是寓教于乐，让孩子们在玩耍中主动探索，爱上学习。而“中英文对照”的设计，则更增加了这本书的实用性和国际化视野，对于我这样希望孩子能够掌握多种语言的家长来说，这无疑是一份宝贵的礼物。这本书，我相信一定会成为我们家庭中，开启汉字启蒙之旅的得力助手，我们已经迫不及待地想和刘墉一家一起，共享这段奇妙的汉字之旅了！
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