漢字識字教材編寫分析研究

Abstract

隨著華語熱興起，市面上有琳琅滿目的華語教材，早期的華語教學都「重聽說、輕讀寫」，大多數的華語教師在課堂上著重華語聽說能力教學，而漢字教學在華語課堂上的比例較低。因此，對於許多外籍學生來說，學習漢字認讀與書寫比學習華語聽力與口說還要困難。但其實漢字是非常重要的，無論是本國人或外籍生，學習華語不可或缺的是漢字的認讀，如果缺少漢語識字能力的話，就算能說一口流利的華語，到最後也只是文盲而已。 識字能力從中國古代就非常受到重視，尤其對於兒童來說，識字是非常重要的，因此從中國古代開始就有許多適合孩童啟蒙識字的教材，如:《三字經》、《百家姓》、《千字文》。這些教材大多採用隔句押韻或對偶句的方式讓孩童經由誦讀來識字，此外，中國古代教師會先讓孩童學習識字，等孩童的識字能力達到一定的基礎後，才進行寫字教學。 直至今日，華語熱席捲全球，有越來越多不同國家的學習者在學習華語，但「漢字」對於華語學習者來說，是學習華語的一大挑戰，因為漢字並不是拼音文字，漢字有複雜的筆畫與形體結構。而許多華語教師在教漢字時，都同時進行識字與寫字教學，讓學生在學習認讀漢字的同時，也學習書寫漢字。反觀中國古代兒童識字教學，是採取識寫分流的教學模式，讓學生先識得一定的字量後，才進一步進行寫字訓練。 本研究旨在分析探討現今市面上漢字識字教材的編寫理念與特色，包含七本中國大陸出版的對外漢字教學教材與兩本臺灣出版的漢字教學教材，以及將現今漢字識字教材與中國古代的童蒙識字教材代表-《三字經》、《百家姓》、《千字文》進行分析比較，並探討中國古代兒童的識字方法與現今對外漢字教學的異同，以及古代識字教材的編寫特徵，並將這些特徵作為現今華語教學中漢字識讀能力的參考。除此之外，隨著數位科技的進步，近年來華語教材也逐漸朝向數位化發展。筆者挑選目前最具代表性的兩套數位華語教材-《中文妙方》(Chinese Cubes)和《智慧華語》(IQ Chinese)來分析探討其漢字選用與教材特色。希望本研究能為華語教學者與漢字教材編寫者提供一點幫助。In recent years，Chinese language learning rapidly increase in almost every place in the world.There are several Chinese teaching materials on the market.The early Chinese teaching materials emphasized listening and speaking,neglected reading and writing.The proportion of teaching Chinese characters in class is relatively low. Therefore, for non Chinese character educational sphere learners,their Chinese reading and writing ability is often worse than Chinese listening and speaking ability.But Chinese characters is very important.Not only for native speakers,but also for foreign learners, recognizing Chinese Characters is necessary.If a learner lacks of recognizing Chinese Characters ability,even if he or she can speak Chinese fluently,he or she just an illiterate person. Recognizing Chinese Characters is emphasized from ancient times in China. Chinese Characters is very important for children.Therefore, there are many suitable Characters textbooks to enlighten children and make them to recognize Chinese Characters.In Chinese ancient times,the first way to teach children recognize characters is let them to recite "Three Character Classic","Various Families surname","Thousand Character Classic"these three books.Let the students know about two thousand Chinese Characters,and then teacher explained the detail meaning of textbooks. Nowdays,there are many people learning Chinese all over the world. But for non Chinese character educational sphere learners learning characters is a challenge. Because Chinese Characters are different with alphabet.Chinese Characters have complex structures and strokes.Many Chinese teachers teach the students how to recognize and how to write Chinese Characters at the same time.But in ancient China,teacher separated recognizing and writing.Students had to recognize an amount of Chinese characters,then teacher would teach them how to write Chinese Characters. The purpose of this study is to analyze Chinese Characters’ materials for teaching Chinese as a second language. And compare the ancient Chinese Characters’textbooks with modern Chinese Characters’textbooks.Discussion on the similarities and differences between ancient Chinese Characters teaching methods for Chinese children and nowdays Chinese Characters teaching methods for teaching Chinese as a second language. In recent years, Chinese teaching materials have gradually toward to digital. The author chooses two sets of digital Chinese teaching materials which are the most representative-「Chinese Cubes 」and 「IQ Chinese」to analyze and discuss the selection of Chinese characters and the characteristics of the teaching materials. The results of this study are that the ancient characters’ textbooks use the「 character-based pedagogical model」、「differentiating Chinese character range between reading and writing」、「focus of recognizing characters」to compile textbooks. The Chinese Characters’ materials for teaching Chinese as a second language should be based on the three principles.