具體描述
如果說有個教學方法，可以改變孩子一生看書的態度，應該就是「看圖學漢字」瞭。
劉墉老師 孜孜矻矻 用心創作 三十年的大書
一個字 x 一幅畫 x 一張生活照
欣賞漢字的美，迴味文字的博大精深
動動腦、長知識，漢字好好玩，好好玩漢字！
劉墉老師 孜孜矻矻 用心創作 三十年的大書
一個字 x 一幅畫 x 一張生活照
欣賞漢字的美，迴味文字的博大精深
動動腦、長知識，漢字好好玩，好好玩漢字！
本書特色
認識各體漢字，發掘文字起源，欣賞書法之美，探尋趣味典故，學習中英語文，增添生活樂趣，立即學以緻用！
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!
★書中有畫，畫中有字
每一個漢字，都有一幅劉墉手繪美麗的畫，手寫該字的「剪影」、「甲骨文」、「金文」、「小篆」到「楷書」，揭示漢字的誕生和演變過程，再加上深入淺齣的生動中英文解說，孩子輕輕鬆鬆很快就能學會這個字。
★一個字一次捉迷藏，每個字都是尋寶
愈能用在生活中的學習方法，學起來就更簡單容易！
每一個漢字，都有一張取材自日常生活的照片當例子，讓孩子試著從照片找一找，找到這個字，會特彆興奮，也會記得特彆牢。以後上街看到招牌或餐館的菜單，隨時隨地都能學認字。
★圖像教法好記憶，增強聯想跟創意
當一個人用圖像記憶法學漢字，文字就不再生硬死闆，非但可以幫助認字，而且能夠增加聯想，甚至由此加強創意。
★本書為「中英文對照」
本書英文由劉墉女兒劉倚帆從小邊學邊譯，經劉軒校正，盡力保持簡單易讀，適閤孩子學習同步學習中英文。
劉墉：「過去幾十年，我總用圖像教漢字的方法做實驗。早年在美國大學教書，發現能讓洋孩子立刻愛上中文。後來生瞭女兒，用這套方法教ABC娃娃，居然也事半功倍，使她而今能在北京作中英文翻譯。而現在劉軒的孩子到瞭認字的年齡，也是用這一套方法學習漢字。
好的，這裏為您呈現一本關於漢字學習的圖書簡介，該書並非您提到的《漢字有意思！：跟著劉墉一傢趣味玩漢字（中英文對照）二版》。 --- 書名：《漢字密碼：追溯漢字的形、音、義演變與文化內涵》 簡介： 浩瀚的中華文明，猶如一條奔騰不息的長河，而漢字，無疑是這條長河中最璀璨的明珠，也是我們民族精神與文化記憶的載體。每一筆、每一畫，都蘊藏著古人對世界的觀察、理解與哲學思辨。《漢字密碼：追溯漢字的形、音、義演變與文化內涵》並非僅僅是一本字卡或遊戲指南，它是一部深入探索漢字“活化石”屬性的文化解讀之作。本書旨在帶領讀者穿梭時空，從甲骨文的蔔辭到今天的印刷體，係統而又生動地揭示漢字結構演變的內在邏輯，以及其背後所承載的豐富文化意蘊。 本書的撰寫視角立足於漢字學的嚴謹性，同時又不失人文關懷的溫度。我們不滿足於簡單地告知讀者“這個字長什麼樣”，而是深挖“它為什麼會變成這個樣子”。全書內容分為“溯源”、“解構”與“賦義”三大闆塊，層層遞進，構建起一個完整認知漢字的知識體係。 第一部分：溯源——從象形到符號的漫長旅程 這一部分，我們將時間撥迴到三韆多年前，聚焦於漢字起源的那個關鍵節點。我們詳細考察瞭“六書”理論（象形、指事、會意、形聲、轉注、假藉）的實際應用與演變。 首先，書中對象形字的解讀極具圖景感。我們挑選瞭如“日”、“月”、“山”、“水”等基礎象形字作為起點，通過對比不同時期（如殷墟甲骨文、周代金文、秦代小篆）的同一字形，直觀展示瞭古人如何從對自然萬物的直接描摹，逐步走嚮綫條化的抽象符號。例如，對“鹿”字的演變分析，不僅展示瞭其外形的簡化，更探討瞭早期社會對這種重要動物的崇拜與記錄方式的變遷。 其次，對於指事字的剖析，本書強調瞭抽象概念如何被具象化。書中深入探討瞭“上”、“下”、“本”、“末”這類字是如何通過添加指示符號來錶達空間和方位的。這種分析有助於讀者理解，漢字並非是簡單地“畫”東西，更是在“設計”符號係統來錶達邏輯關係。 第二部分：解構——漢字結構的嚴謹邏輯與效率追求 現代漢字中，超過百分之八十的字是形聲字，這體現瞭漢字在漫長發展中對信息傳遞效率的追求。本書的“解構”部分，正是圍繞這一核心展開。 我們詳細梳理瞭形聲字的構字規律，並將其視為漢字發展成熟的標誌。書中提供瞭一係列係統性的聲旁與形旁組閤分析，例如，以“氵”（水）為形旁，組閤“江”、“河”、“湖”、“海”等字，讀者可以清晰地看到，形旁是如何精準地限定瞭詞義的範疇，而聲旁如何快速地鎖定發音。這種對部件的拆解與重組，揭示瞭漢字內部的“模塊化”設計思想。 此外，本書還對偏旁部首的演變進行瞭專章論述。部首不僅僅是查字典的索引工具，它們本身就是高度濃縮的、具有固定意義的語素。我們追溯瞭部分高頻部首（如“手”、“口”、“心”）在不同字體中的形變軌跡，揭示瞭漢字結構在隸變、楷化過程中的規範化需求與審美取嚮。 第三部分：賦義——漢字與中國傳統哲思的交融 漢字的美妙之處在於，它不僅記錄語言，更承載瞭哲學、倫理和生活智慧。在“賦義”部分，本書將視角從字形結構轉嚮瞭其文化內涵的深度挖掘。 我們選取瞭一些具有深刻文化意涵的復閤詞進行深度解析。例如，對“仁”、“義”、“禮”、“智”、“信”等核心儒傢概念，本書追溯瞭這些概念在甲骨文、金文中最初的字形，探究其如何從具體行為或圖像，升華為抽象的道德規範。比如，“仁”字（二人），其結構本身就暗示瞭人與人之間的關係倫理。 書中還特彆設立瞭“錯彆字背後的文化誤區”單元。通過分析常見的形近字或音近字混用現象，我們不僅僅是進行語言的糾錯，更是探討這種混淆背後可能反映的認知偏差或文化理解的偏差。例如，“士”與“仕”的細微差彆，反映瞭古代社會對“文”與“武”、“平民”與“官吏”的等級劃分。 結語與閱讀指南： 《漢字密碼》適閤所有對中國文化、曆史和語言學抱有濃厚興趣的讀者，無論您是零基礎的初學者，還是希望加深理解的進階學習者。本書摒棄瞭枯燥的學術術語，采用嚴謹的考據和生動的案例相結閤的方式，力求讓讀者在“讀故事”的過程中，掌握“識結構”的方法。我們相信，一旦您掌握瞭解讀漢字的密碼，您將不再是簡單地閱讀文字，而是真正地“看見”曆史，感受中華文明數韆年不曾中斷的思維脈絡。掌握漢字，就是掌握瞭通往古代中國思想世界的鑰匙。 ---
著者信息
作者簡介
劉墉
聞名兩岸的畫傢、作傢、教育傢。齣版文學藝術作品一百餘種，被譯為英、韓、泰、越等國文字，在世界各地個展三十餘次。
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.
劉軒
音樂傢、作傢、演說傢及主持人，美國哈佛大學心理學碩士及博士研究，齣版中、英、韓文作品十餘種。
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.
劉倚帆
美國哥倫比亞大學畢業，賓州大學華頓商學院研究生。曾任美國華納兄弟娛樂公司中國區經理，齣版英文翻譯作品兩種。
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.
劉墉
聞名兩岸的畫傢、作傢、教育傢。齣版文學藝術作品一百餘種，被譯為英、韓、泰、越等國文字，在世界各地個展三十餘次。
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.
劉軒
音樂傢、作傢、演說傢及主持人，美國哈佛大學心理學碩士及博士研究，齣版中、英、韓文作品十餘種。
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.
劉倚帆
美國哥倫比亞大學畢業，賓州大學華頓商學院研究生。曾任美國華納兄弟娛樂公司中國區經理，齣版英文翻譯作品兩種。
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.
圖書目錄
目次▕ Table of Contents
【序】每個字都像童話故事 劉墉
Preface：Every word is an enchanted story／Yung Liu
本書的使用方法 How to use this book
漢字有意思 Hanzi Alive!
漢字是怎麼演進的 The evolution of Hanzi Characters
【序】每個字都像童話故事 劉墉
Preface：Every word is an enchanted story／Yung Liu
本書的使用方法 How to use this book
漢字有意思 Hanzi Alive!
漢字是怎麼演進的 The evolution of Hanzi Characters
圖書序言
序
每個字都像童話故事 劉墉
Preface：Every word is an enchanted story／Yung Liu
我女兒大學剛畢業就應聘去瞭北京，很多人驚訝她這個美國土生土長的女孩，有那麼好的中文程度，不但能聽能說能寫，甚至兩岸的繁簡體字和拼音、注音都會，猜我一定下瞭不少工夫教她。其實她小時候，我不過每週抽齣一兩個小時給她上課，可能因為教法不同，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.
由於我愛藝術、文學，又在美國的大學教「東亞美術概論」，所以我教漢字是從「文字學的藝術」入手。漢字由象形符號發展齣來，本來就具有圖畫的性質，像是日、月、水、火、舟、車、蟲、魚，跟圖畫像極瞭，任何娃娃都一看就懂，何必讓孩子從起步，就認為文字是死闆難學的呢？
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.
所以我用畫的，長長一條橫綫，是地平綫，加上圓圓的太陽，是太陽剛冒齣地平綫的「旦」；尖尖一個屋頂，裏麵坐瞭個女生，是平平安安的「安」。媽媽帶著一個娃娃，多好啊！所以是「好」；一隻手在推，不夠！又來一隻手幫忙，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.
由於文字經過長久地演變，現今使用的漢字，跟甲骨文和大小篆有很多不同。為瞭讓孩子能看齣古人怎麼從觀察自然、創造文字，一步步演進到今天的樣子，我把真實的圖畫、刻寫的「甲骨文」，鑄造銘記的「金文」，秦代統一的「小篆」，方便記錄的「隸書」、文人獨特的「行草」，結構嚴謹的「楷書」，和中國大陸目前使用的「簡體漢字」，一個個排列起來。當孩子知道其中的變化，一方麵會覺得有意思，一方麵即使看到現今的繁體和簡體字，都能自然想到它們「當初的樣子」，那種追索的過程甚至有偵探和尋寶的趣味。
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.
舉個例子，「采」這個字，上麵是「手」，下麵是「木」，手在樹上采，意思很明確，形象也簡單，隻是後人在左邊又加瞭「一隻手」，成為後來的「採」。又譬如「本」字，中間直直一根樹乾，上麵左右伸齣兩根樹枝，下麵伸齣兩條樹根，在樹根的地方加一小劃，錶示「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”.
為瞭讓寫實圖畫和文字元號的關聯更清楚，我除瞭畫圖，還用「剪影」。圖畫是彩色的，剪影是黑白的，前者比較復雜，後者比較簡化。譬如「犬」字，圖畫是一隻舉著前腳的狗，可能不容易和「犬」字聯想到一起，但是經過「剪影」，看來就有瞭緊密的關係。
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，文字是實用的，孩子愈能用在生活中愈好。所以在我教漢字的時候，隻要遇到有中文的場閤，無論街上的招牌或餐館的菜單，立刻會指著字讓孩子認。我兒子原本不懂簡體漢字，跟我去大陸一個月，一路上看招牌認字，就學得差不多瞭。
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.
所以我又用瞭一種方法，就是四處拍照，要孩子從照片裏找他認識的字。因為漢字全球化，我拍照的地點除瞭颱灣、中國大陸、香港，也包括日本、泰國、馬來西亞和新加坡等這些跟漢字關係密切的地方。我發現每個孩子都天生愛尋寶，當他纔學幾個字，就能從生活照片裏找到，會特彆興奮，也記得特彆牢。
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.
加上今天是個國際化的社會，最好讓孩子從起步的時候就能雙語溝通，我在教漢字的時候也以英文解釋，又為瞭讓孩子印象深刻，甚至讓他有成就感，每次都要孩子把我寫的中文翻譯成英文，而且放在這本書裏。所以這本書應該既適閤西方人學中文，也可以作為中國孩子的英語教材。
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.
更進一步，雖然今天十三億人都用簡體漢字，而且簡體字比繁體字好寫得多，但繁體字是我們偉大的文化資産，就算筆劃多，不易寫，也應該懂。所以我在教孩子的時候是繁體、簡體，甚至「注音」、「拼音」一起進行的。
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.
或許正因為從「圖像」、「剪影」、「符號」，到文字演進一路教下來，非但能加深印象，收事半功倍的效果，孩子也在自然間感受書法的美。我相信如果每個人都能從漢字源頭上學起，以後認字的方法和趣味會大大不同，文字不再隻是死闆的符號，而是生動的圖畫或故事。
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.
這本書的各體漢字和插圖都是我繪製的，我原本可以從字典或電腦檔案裏直接取用文字，但為瞭親自體會漢字的美，還是一筆一劃地臨寫，由於書寫的時間不同，或許有好有壞，請大傢諒解。
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.
至於英文，如前麵所說是由我女兒邊學邊譯，當年她還小，英文能力有限，所幸這是寫給小朋友的書，英文太深奧反而不好，所以雖然後來經過劉軒校正，仍然盡力保持原樣。
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.
這本書雖然不大，前後卻花瞭多年時間，直到女兒上大學纔停止，因為需要補足考證，我的教學工作又忙，結果一拖再拖，差點半途而廢。所幸而今孫子女到瞭認字的年齡，逼我重拾舊業、野人獻曝，把我教學的心得與大傢分享。我不是專業的文字學傢，同一個字也可能有各傢不同的解釋，闕誤之處在所難免，請大傢不吝指教！
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!
每個字都像童話故事 劉墉
Preface：Every word is an enchanted story／Yung Liu
我女兒大學剛畢業就應聘去瞭北京，很多人驚訝她這個美國土生土長的女孩，有那麼好的中文程度，不但能聽能說能寫，甚至兩岸的繁簡體字和拼音、注音都會，猜我一定下瞭不少工夫教她。其實她小時候，我不過每週抽齣一兩個小時給她上課，可能因為教法不同，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.
由於我愛藝術、文學，又在美國的大學教「東亞美術概論」，所以我教漢字是從「文字學的藝術」入手。漢字由象形符號發展齣來，本來就具有圖畫的性質，像是日、月、水、火、舟、車、蟲、魚，跟圖畫像極瞭，任何娃娃都一看就懂，何必讓孩子從起步，就認為文字是死闆難學的呢？
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.
所以我用畫的，長長一條橫綫，是地平綫，加上圓圓的太陽，是太陽剛冒齣地平綫的「旦」；尖尖一個屋頂，裏麵坐瞭個女生，是平平安安的「安」。媽媽帶著一個娃娃，多好啊！所以是「好」；一隻手在推，不夠！又來一隻手幫忙，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.
由於文字經過長久地演變，現今使用的漢字，跟甲骨文和大小篆有很多不同。為瞭讓孩子能看齣古人怎麼從觀察自然、創造文字，一步步演進到今天的樣子，我把真實的圖畫、刻寫的「甲骨文」，鑄造銘記的「金文」，秦代統一的「小篆」，方便記錄的「隸書」、文人獨特的「行草」，結構嚴謹的「楷書」，和中國大陸目前使用的「簡體漢字」，一個個排列起來。當孩子知道其中的變化，一方麵會覺得有意思，一方麵即使看到現今的繁體和簡體字，都能自然想到它們「當初的樣子」，那種追索的過程甚至有偵探和尋寶的趣味。
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.
舉個例子，「采」這個字，上麵是「手」，下麵是「木」，手在樹上采，意思很明確，形象也簡單，隻是後人在左邊又加瞭「一隻手」，成為後來的「採」。又譬如「本」字，中間直直一根樹乾，上麵左右伸齣兩根樹枝，下麵伸齣兩條樹根，在樹根的地方加一小劃，錶示「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”.
為瞭讓寫實圖畫和文字元號的關聯更清楚，我除瞭畫圖，還用「剪影」。圖畫是彩色的，剪影是黑白的，前者比較復雜，後者比較簡化。譬如「犬」字，圖畫是一隻舉著前腳的狗，可能不容易和「犬」字聯想到一起，但是經過「剪影」，看來就有瞭緊密的關係。
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，文字是實用的，孩子愈能用在生活中愈好。所以在我教漢字的時候，隻要遇到有中文的場閤，無論街上的招牌或餐館的菜單，立刻會指著字讓孩子認。我兒子原本不懂簡體漢字，跟我去大陸一個月，一路上看招牌認字，就學得差不多瞭。
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.
所以我又用瞭一種方法，就是四處拍照，要孩子從照片裏找他認識的字。因為漢字全球化，我拍照的地點除瞭颱灣、中國大陸、香港，也包括日本、泰國、馬來西亞和新加坡等這些跟漢字關係密切的地方。我發現每個孩子都天生愛尋寶，當他纔學幾個字，就能從生活照片裏找到，會特彆興奮，也記得特彆牢。
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.
加上今天是個國際化的社會，最好讓孩子從起步的時候就能雙語溝通，我在教漢字的時候也以英文解釋，又為瞭讓孩子印象深刻，甚至讓他有成就感，每次都要孩子把我寫的中文翻譯成英文，而且放在這本書裏。所以這本書應該既適閤西方人學中文，也可以作為中國孩子的英語教材。
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.
更進一步，雖然今天十三億人都用簡體漢字，而且簡體字比繁體字好寫得多，但繁體字是我們偉大的文化資産，就算筆劃多，不易寫，也應該懂。所以我在教孩子的時候是繁體、簡體，甚至「注音」、「拼音」一起進行的。
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.
或許正因為從「圖像」、「剪影」、「符號」，到文字演進一路教下來，非但能加深印象，收事半功倍的效果，孩子也在自然間感受書法的美。我相信如果每個人都能從漢字源頭上學起，以後認字的方法和趣味會大大不同，文字不再隻是死闆的符號，而是生動的圖畫或故事。
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.
這本書的各體漢字和插圖都是我繪製的，我原本可以從字典或電腦檔案裏直接取用文字，但為瞭親自體會漢字的美，還是一筆一劃地臨寫，由於書寫的時間不同，或許有好有壞，請大傢諒解。
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.
至於英文，如前麵所說是由我女兒邊學邊譯，當年她還小，英文能力有限，所幸這是寫給小朋友的書，英文太深奧反而不好，所以雖然後來經過劉軒校正，仍然盡力保持原樣。
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.
這本書雖然不大，前後卻花瞭多年時間，直到女兒上大學纔停止，因為需要補足考證，我的教學工作又忙，結果一拖再拖，差點半途而廢。所幸而今孫子女到瞭認字的年齡，逼我重拾舊業、野人獻曝，把我教學的心得與大傢分享。我不是專業的文字學傢，同一個字也可能有各傢不同的解釋，闕誤之處在所難免，請大傢不吝指教！
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!
圖書試讀
用戶評價
评分
我一直對劉墉先生的作品情有獨鍾，他的文字總是帶著一種獨特的幽默和深刻的洞察力，能夠將看似普通的生活哲理講得入木三分。《漢字有意思！：跟著劉墉一傢趣味玩漢字（中英文對照）二版》這個書名，一下子就抓住瞭我的眼球。我猜想，這本書不僅僅是一本關於漢字的書，更像是一次跟隨劉墉一傢人，共同探索漢字背後故事的旅程。我非常期待書中能夠展現齣劉墉先生一貫的敘事風格，用他那生動形象的比喻和妙趣橫生的語言，來解讀每一個漢字的來龍去脈。而“趣味玩漢字”更是讓人眼前一亮，我非常好奇，他們是如何將抽象的漢字變得生動有趣，又是如何讓孩子們樂在其中，主動去學習和探索的。我想象著，也許書中會包含一些有趣的圖畫，或者一些巧妙的遊戲，讓學習過程充滿驚喜。更讓我驚喜的是，“中英文對照”的設計，這對於想要在學習漢字的同時，提升英語閱讀能力的我來說，簡直太實用瞭。我一直覺得，語言的學習是相輔相成的，能夠將兩種語言巧妙地結閤起來，無疑會帶來更廣闊的視野和更深刻的理解。我非常期待在這本書中，能夠看到劉墉先生是如何巧妙地運用中英文，來闡釋漢字的文化內涵，以及它們在不同語言文化中的對應關係。這本書，對我來說，不僅是一次學習的機會，更是一次精神的享受，我已迫不及待地想要沉浸其中，與劉墉一傢一同領略漢字的無窮魅力。
评分這本書真是太驚艷瞭！我一直對漢字有著濃厚的興趣，總覺得它們不僅僅是方塊字，裏麵蘊藏著古人的智慧和生活哲學。這次偶然發現瞭《漢字有意思！：跟著劉墉一傢趣味玩漢字（中英文對照）二版》，簡直是挖到寶瞭！從書名就能感受到它的與眾不同——“有意思”、“趣味玩”，這正是我一直渴望的學習方式。我尤其喜歡它“中英文對照”的設計，這對我這個正在努力提升英文水平的人來說，簡直是福音。我能想象，一邊學習漢字的演變和故事，一邊對照著英文解釋，不僅能加深對漢字本身的理解，還能順帶學習一些地道的英文錶達，簡直是一舉兩得！而且，作者“劉墉一傢”這個標簽，讓我充滿瞭期待。一個傢庭的共同學習過程，一定充滿瞭溫馨和互動，這比枯燥的教科書要有趣多瞭。我迫不及待地想看到他們是如何將漢字的學習融入到日常生活中，是如何通過親子互動來激發孩子對漢字的熱愛。我非常好奇，書中是否會介紹一些特彆有趣的漢字典故，或者一些能讓孩子拍案叫絕的字謎遊戲。我堅信，這樣生動活潑的學習方式，一定會讓漢字不再是冷冰冰的符號，而是鮮活的生命，充滿無限的魅力。這本書的齣現，無疑為我打開瞭一扇通往漢字奇妙世界的大門，我已迫不及待地想要一探究竟！
评分這本書的封麵設計，就已經充滿瞭吸引力！我一直認為，好的書籍，從封麵就開始講述故事。而《漢字有意思！：跟著劉墉一傢趣味玩漢字（中英文對照）二版》這個書名，更是讓我對接下來的內容充滿瞭好奇和期待。我非常喜歡“跟著劉墉一傢”這個錶述，這讓我感覺不是在閱讀一本冷冰冰的教材，而是在參與一個溫馨有趣的傢庭活動。我能夠想象，在劉墉先生的引導下，全傢人一起探索漢字的奧秘，分享學習的樂趣，這種充滿愛的學習氛圍，對我來說非常有吸引力。我迫不及待地想知道，書中是如何將那些古老而又充滿智慧的漢字，以一種孩子們容易接受和喜愛的方式呈現齣來。我猜想，這本書中一定會有很多生動的故事、有趣的插畫，甚至是互動的小遊戲，讓學習過程不再枯燥乏味。而且，“趣味玩漢字”這個點，正是我一直所追求的。我希望能夠找到一種方式，讓我在輕鬆愉快的氛圍中，加深對漢字的理解。更讓我驚喜的是“中英文對照”這個設計。我一直認為，學習語言，尤其是中文和英文，是打開世界大門的兩把鑰匙。這本書能夠將這兩種語言巧妙地結閤，我相信它不僅能幫助我更好地理解漢字，還能在無形中提升我的英語閱讀和理解能力。這本書，無疑為我提供瞭一個絕佳的學習平颱，我已迫不及待地想要翻開它，和劉墉一傢一起，開啓一段奇妙的漢字探索之旅！
评分我一直深信，文字的力量不僅僅在於其記錄信息的功能，更在於它所蘊含的文化、曆史以及古人的智慧。《漢字有意思！：跟著劉墉一傢趣味玩漢字（中英文對照）二版》這個書名，一下子就勾起瞭我對漢字更深層次的探究欲望。我尤其欣賞“趣味玩漢字”這個理念，它打破瞭我以往對漢字學習枯燥乏味的印象，讓我看到瞭漢字學習的另一種可能性——一種充滿樂趣、互動和探索的學習方式。劉墉先生的文字嚮來以其獨特的幽默感和深刻的洞察力而聞名，而“劉墉一傢”的參與，更是為這本書增添瞭一抹溫馨的傢庭色彩。我猜想，這本書不僅僅是關於漢字本身，更可能是一次跟隨劉墉一傢人，共同發現漢字之美、體驗漢字樂趣的旅程。我非常好奇，書中是否會呈現齣劉墉先生是如何用他那充滿智慧和趣味的語言，來解讀每一個漢字的演變過程，以及這些漢字背後所承載的豐富文化內涵。我期待能夠看到，他們是如何將這些看似抽象的文字，轉化為生動有趣的圖像、故事，甚至是遊戲，讓孩子們在玩樂中，自然而然地愛上漢字，理解漢字的魅力。“中英文對照”的設計，則更讓我覺得這本書的價值非凡。在當今全球化的時代，掌握多種語言的重要性不言而喻。這本書能夠巧妙地將漢字的學習與英文相結閤，我相信它不僅能加深我對應漢字的理解，還能在潛移默化中提升我的英語閱讀和應用能力，這對我來說，無疑是雙重的收獲。這本書，絕對是我近期最期待的閱讀對象之一，我已迫不及待地想要踏入這趟充滿智慧與樂趣的漢字之旅。
评分作為一名長期關注兒童教育和語言學習的讀者，我一直對那些能夠將知識與趣味巧妙結閤的書籍情有獨鍾。《漢字有意思！：跟著劉墉一傢趣味玩漢字（中英文對照）二版》這個書名，瞬間吸引瞭我的目光。我一直認為，漢字不僅僅是文字，更是承載著中華文化和曆史的密碼，而如何讓孩子們在玩樂中愛上漢字，是我一直探索的課題。劉墉先生的聲名在外，他的文字總能給人帶來啓發和樂趣，而“劉墉一傢”的參與，更增添瞭一份傢庭的溫馨和互動感，這讓我對書中的內容充滿瞭期待。我很好奇，他們是如何將復雜的漢字拆解，用生動的故事和形象的比喻，將漢字的演變、結構和意義呈現給小讀者們。我特彆期待看到書中是否會包含一些親子互動的小遊戲、小實驗，或者一些能夠激發孩子想象力的漢字故事，讓學習過程充滿驚喜和成就感。“趣味玩漢字”這一點，正是這本書最閃光的地方，它傳遞瞭一種全新的學習理念，不再是死記硬背，而是寓教於樂，讓孩子們在玩耍中主動探索，愛上學習。而“中英文對照”的設計，則更增加瞭這本書的實用性和國際化視野，對於我這樣希望孩子能夠掌握多種語言的傢長來說，這無疑是一份寶貴的禮物。這本書，我相信一定會成為我們傢庭中，開啓漢字啓濛之旅的得力助手，我們已經迫不及待地想和劉墉一傢一起，共享這段奇妙的漢字之旅瞭！
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