我也繪漢字II【正簡通用版】 (電子書) pdf epub mobi txt 電子書 下載 2025

Recommend推薦序/推薦序
Introduction編輯理念/編輯理念
How to Use This Book教材使用說明/教材使用說明
About the Authors作者簡介/作者簡介

Chapter 1
Knowledge About Chinese Characters 漢字知識/漢字知識
The Principles of  Writing Characters筆順的書寫原則/筆順的書寫原則
Composing of Chinese Characters漢字造字法/漢字造字法

Chapter 2
Chinese Character by Key-image Pictures 漢字鍵接圖/漢字鍵接圖
Lesson 1   ActionsⅠ動作I/動作I
Lesson 2   ActionsⅡ動作II/動作II
Lesson 3   Senses and Feelings感官知覺/感官知覺
Lesson 4   Buildings and Arts建築與藝術/建築與藝術
Lesson 5   Time and Places 時空與地點 / 時空與地點
Lesson 6   Others其它

Chapter 3
Review 總複習/總復習
Combination of rare component 罕見部件組閤/罕見部件組閤
Similar Derivative words 形似衍生字
Chinese Character Puzzles漢字拼圖/漢字拼圖
Exercises綜閤練習/綜閤練習

Answers全書解答/全書解答
Index附錄/附錄

 

Recommended 1  推薦序一/推薦序一

　　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》乃是由本校陳學誌教授與林振興教授兩位教育心理及華語文教學專傢共同編撰。陳學誌教授為本校「教育學院」院長；林振興教授則是本校「華語文教學係」的副教授。兩位的閤作是為瞭解決華語文學習上漢字的辨認與書寫之難題。他們研發齣「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，不禁感到興緻昂然印象深刻。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。
 
　　《我也繪漢字》乃是由本校陳學誌教授與林振興教授兩位教育心理及華語文教學專傢共同編撰。陳學誌教授為本校「教育學院」院長；林振興教授則是本校「華語文教學係」的副教授。兩位的閤作是為瞭解決華語文學習上漢字的辨認與書寫之難題。他們研發齣「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》，看著饒富趣味啓發想象的圖像，充滿創意的文字解說，不禁感到興緻昂然印象深刻。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。
Recommended 2  推薦序二/推薦序二

　　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，兩韆年前的《說文解字》分析為「從人依木」，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，象艸木齣有趾。故以止為足。」那就難懂瞭。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，纔能言而有物。陳學誌教授領導具有教育和科技涵養的同仁，共同撰寫瞭兩套漢語教材，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閤再擴展到完整句子的使用，以積木的手法教學生學好語言，破除瞭語言學習不應受漢字乾擾的迷思。
 
　　漢字構形自古就有分解，例如「休」字，兩韆年前的《說文解字》分析為「從人依木」，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，象艸木齣有趾。故以止為足。」那就難懂瞭。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，纔能言而有物。陳學誌教授領導具有教育和科技涵養的同仁，共同撰寫瞭兩套漢語教材， 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閤再擴展到完整句子的使用，以積木的手法教學生學好語言，破除瞭語言學習不應受漢字乾擾的迷思。