International Han-character Education Research最新文献

{"title":"Six Preliminary Views on the Study of Han-characters from the Perspective of Cross-culture","authors":"C. Heo, 韓國檀國大學校 漢文敎育硏究所硏究助敎授","doi":"10.36523/HERC.2020.3.1.1","DOIUrl":"https://doi.org/10.36523/HERC.2020.3.1.1","url":null,"abstract":"This study expresses the basic idea by dividing six things to consider in Han-character studies conducted under the perspective of multicultural studies. These six perspectives are not only on the subject of Han-character studies and Han-character education, but also on the basis of the overall research of East Asian Han-character culture Sphere. Through the revitalization of this discourse, we hope to serve as an opportunity to think about what Han-character research will aim for in the future.","PeriodicalId":410956,"journal":{"name":"International Han-character Education Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123464770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Words to Whole Text: Effects of Note-making and Joint Construction Stages of “Reading to Learn” Pedagogy in Hong Kong Junior Secondary CSL Classroom","authors":"K. Loh, Shui Kee Mark Shum, Lai Kwok Chang, Leung Tit Hei Nixon, Katie Lam","doi":"10.36523/herc.2019.1.1.153","DOIUrl":"https://doi.org/10.36523/herc.2019.1.1.153","url":null,"abstract":"In Hong Kong, the number of secondary schools admitting Non-Chinese Speaking (NCS) students has increased tremendously in recent years (LegCo, 2016), in which most of them are mainstream schools. To cater the learning differences of NCS students, various supporting programs have been employed to help NCS students to improve their Chinese so as to ease their difficulties in applying for universities and finding jobs (Loh & Tam, 2016), and hence enhancing upward social mobility (Leung et al, 2017). Thus developing suitable Chinese as a Second Language (CSL) pedagogies has caught much scholarly attention with pressing needs. \u0000Under such backdrop, the paper discusses the use of “Reading to Learn (R2L)” Pedagogy (Rose & Martin, 2012) to support the junior secondary CSL teaching and learning in a secondary school with high NCS density. The research team developed school-based teaching and learning materials based on Chinese Language Curriculum Second Language Adapted Learning Framework (EDB, 2014) and International General Certificate of Secondary Education (IGCSE) syllabus. Based on collaborative lesson preparation, class observation, teachers and students focus groups, close examination of students’work, the study aims at finding the effectiveness of R2L in enhancing students’ reading and writing abilities of explanatory essays, as well as their motivation. Through Detailed Reading, Note-making, Joint Rewriting and Joint Construction, with extensive scaffolding and teacher-student interaction, students are able to understand the register variables and transfer to individual writing of explanatory essays. Discourse analysis and focus group interviews also show that R2L can enhance the motivation of students and their confidence in learning Chinese. The study explores the potential of applying R2L pedagogy to enhance the reading and writing of explanatory essays, as well as discerning the praxis and effectiveness of various teaching stages. \u0000Keywords : Teaching of Chinese as a Second Language, Reading and Writing Abilities, Reading to Learn Pedagogy, Note Taking, Joint Construction \u0000  \u0000近年, 香港取錄非華語學生的主流中學急增(立法會, 2016)｡ 學校需要因應這些學生的學習差異, 採用各種支援方式幫助他們學好中文, 改善其升學就業的困難, 提升社會向上流動機會(Leung et al, 2017; Loh & Tam, 2016)｡ 是以為非華語學生提供適切的中文教學法, 成為當前急務(Shum, 2015)｡ 本個案研究針對以上情況, 以｢閱讀促進學習｣ 教學法(Rose & Martin, 2012)支援一所非華語學生比例較高的中學, 在初中中文作為第二語言課堂, 參照中國語文課程第二語言學習架構(香港教育局, 2014)及國際普通中學教育證書 (IGCSE)課程綱要, 修訂校本課程｡ 透過協作和共同備課會議, 課堂觀察, 師生聚焦小組訪談, 筆記及課業文本分析等方法, 了解此教學法能否提高學生說明文類的讀寫能力, 增強學習動機｡ 老師引領學生詳細閱讀範文後, 指導學生通過小組合作從範文提取並記錄關鍵字詞, 摘錄成筆記(Note Making)｡ 繼而學生藉着師生互動與鷹架輔助, 運用這些關鍵字詞, 句式及文步, 共同建構(Joint Construction)新篇, 最後讓學生獨立寫作｡ 本研究發現上述步驟能有效幫助學生理解文類語域變數(Eggins, 1994), 並能活用至不同通篇寫作活動；文本分析與小組訪談亦顯示該教學法能有效提高學生學習中文的動機, 增強學習信心｡ 本研究驗證｢閱讀促進學習｣ 教學法對改善學生說明文類讀寫能力及各教學步驟的實踐成效均具啟發性｡ (535字) \u0000關鍵字 : 中文作為第二語言教學, 讀寫能力, ｢閱讀促進學習｣ 教學法, 筆記摘錄, 共同建構","PeriodicalId":410956,"journal":{"name":"International Han-character Education Research","volume":"101 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130971903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Spatial Configuration of Hanzi/Hanja/Kanji/chữ Nôm, a New Analytical Model","authors":"C. Huang","doi":"10.36523/herc.2019.1.1.61","DOIUrl":"https://doi.org/10.36523/herc.2019.1.1.61","url":null,"abstract":"Previously published analytical framework for the spatial configuration of Hanzi portrays Hanzi as having many complex spatial configurations, but fails to generate usefulness for the learning of Hanzi script, meaning or sound. Such framework has also been limited by being generated from only small sample size of simplified Chinese Hanzi. This paper present s a simple bi-axial analytical model, by which Hanzi’s spatial configuration can be dissected on the horizontal and vertical axis, into mono-partite or multipartite configurations on the horizontal axis, or single and multi-tiere configuration on the vertical axis. Each part can again be subdivided into tiers, and each tier into parts. The model is tested using Hanzi from standard and simplified Chinese Hanzi, Korean Hanja, Japanese Kanji, and Vietnamese chữ Nom. The analysis shows that the model can be applied to all the script within the Hanzi region. The model is likely to generate useful insights as well as new approaches for the teaching of sound, script and meaning for Chinese Hanzi learning by improving the transparency of Hanzi script, and pave the way to better script pronunciation transformation learning. \u0000Key words : Hanzi, Hanja, Kanji, chữ Nom, Spatial configuration, Hanzi education \u0000  \u0000現有的漢字結構分析理論使漢字結構類型和名稱非常複雜眾多, 但又難見對識字, 寫字, 音意教育起作用｡ 在此, 筆者提出一個簡易的兩軸分析法, 把漢字結構以橫軸, 豎軸, 及十字雙軸把漢字分為不同元數及層數類型字｡ 對中文, 日文, 韓文漢字及喃字的大樣本測試証明, 此分析方法適用於中文正體漢字, 簡體漢字, 日本漢字, 韓國國字, 及越南喃字｡ 兩軸分析法, 對寫字, 字意, 字音的理解及學習更是可以產生積極作用, 幫助克服漢字學習的難處｡ \u0000關鍵字 : 漢字, 喃字, 結構類型, 漢字教育","PeriodicalId":410956,"journal":{"name":"International Han-character Education Research","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116565683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Application of “Reading to Learn” Pedagogy in Teaching Han Characters in the Classroom of Teaching Chinese as a Second Language and Its Effectiveness","authors":"C. Tai, Wan-shan Yung","doi":"10.36523/herc.2019.1.1.107","DOIUrl":"https://doi.org/10.36523/herc.2019.1.1.107","url":null,"abstract":"Due to the variety and complexity of Chinese characters in terms of form, pronunciation and meaning, many non-Chinese speaking (NCS) students failed to master the formation of characters and sentences. It might be worth mentioning that English language and some NCS students’ first languages such as Pilipino, Urdu and Nepali, are all based on alphabetic writing system. A lack of understandings of font and word meaning makes NCS students feel particularly difficult when writing Chinese characters. In view of the difficulties of NCS students in writing Chinese characters and the achievements of predecessors in applying Reading to Learn (R2L) pedagogy, this paper attempts to explore the application and effectiveness of R2L pedagogy in teaching Chinese characters to NCS students during Chinese classes. The participants were a group of 15 secondary one students who are learning Chinese as a second language, and their Chinese teacher. Using a qualitative research approach, interviews, lesson study and text analysis were conducted to explore whether R2L was considered and in fact effective for the students to acquire Chinese characters. The results of the study showed that the students with different Chinese levels significantly improved their writing after they received R2L pedagogy teaching. Based on the results, the researchers put forward relevant suggestions on the R2L teaching strategies that Chinese teachers might apply when teaching NCS students. \u0000Keywords : “Reading to Learn” pedagogy, Han characters, Teaching Chinese as a second language, NCS students \u0000中文字詞在形, 音, 義上的繁多和複雜, 導致許多非華語學生無法很好地辨認不同字, 詞, 句組合的特徵, 而非華語學生所掌握的英語或其本身母語例如菲律賓語, 巴基斯坦語, 尼泊爾語等都是以拼音文字系統為主, 缺乏字型, 字義的概念, 故他們在書寫漢字時感到特別困難｡ 鑒於非華語學生在漢字書寫上的困難, 以及前賢學者在應用｢閱讀促進學習｣(Reading to Learn, 簡稱R2L)教學法取得的成果, 本文嘗試探究這種教學法在非華語學生中文課堂的漢字教學之應用, 觀察並分析中文老師運用R2L教學法進行漢字教學的課堂設計和教學步驟, 以評估這種教學法對提高學生寫作描寫文字詞的成效｡ 本文以個案研究的方式探討R2L教學法如何應用在香港非華語學生中文漢字的寫作教學上, 透過分析一位中文老師運用R2L教學法給十五位中一級非華語學生講解描寫文的篇章和字詞寫作的課堂教學情況, 利用師生訪談, 課堂研習和文本分析等研究工具, 總結R2L教學法在中文第二語言課堂的漢字教學的應用情況及評估其成效｡ 研究結果顯示中文老師運用R2L教學法施教後, 可有效提高不同程度學生寫作描寫文字詞和篇章的能力｡ 研究者根據本文的研究結果, 對於R2L教學法應用在非華語學生中文課堂的漢字教學策略提出相關建議｡ \u0000關鍵字 : ｢閱讀促進學習｣教學法, 中文第二語言, 漢字教學, 非華語學生","PeriodicalId":410956,"journal":{"name":"International Han-character Education Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128939032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Study on the Development of Vietnamese Chinese Learners' Awareness of Meaning Radicals in Pictophonetic Characters in the Non-target Language Environment","authors":"Hon Vu Luu","doi":"10.36523/herc.2019.1.1.139","DOIUrl":"https://doi.org/10.36523/herc.2019.1.1.139","url":null,"abstract":"This article takes a sample of Vietnamese Chinese learners in the non-target language environment, uses the test method to investigate the development process of Vietnamese Chinese learners’ awareness of meaning radicals in pictophonetic characters. The results: Vietnamese Chinese learners still have not developed a more automatic awareness of meaning radicals at the primary and intermediate levels, developed a more automatic awareness of meaning radicals in the advanced stage; systematically teaching the theoretical knowledge of Chinese characters will help learners to form and develop the awareness of meaning radicals in pictophonetic characters of Chinese characters. Compare with the study of international students in China, this article also found: in different language learning environments, the development of learners' awareness of meaning radicals is different. \u0000Key words : Vietnamese Chinese learners, Pictophonetic characters, The awareness of meaning radicals, Chinese characters teaching \u0000  \u0000本文以非目的语环境下的越南汉语学习者为样本, 采用纸笔测试方式进行考察越南汉语学习者形旁意识的发展过程｡ 结果发现：越南汉语学习者在初级和中级阶段时仍然没有发展出比较自动的形旁意识；到高级阶段, 越南汉语学习者才发展出比较自动的形旁意识；系统地教授汉字的理论知识将有助于学习者汉字形声字形旁意识的形成和发展｡ 与对在华留学生的研究进行比较, 本文还发现：在不同的语言学习环境, 学习者形声字形旁意识的发展情况是不同的｡ \u0000關鍵字 : 越南学生, 形声字, 形旁意识, 汉字教学","PeriodicalId":410956,"journal":{"name":"International Han-character Education Research","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128644309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Systematic Comparison of Commonly Used Chinese Characters in East Asia","authors":"Pang-Yu Tsai, J. Tai","doi":"10.36523/herc.2019.1.1.17","DOIUrl":"https://doi.org/10.36523/herc.2019.1.1.17","url":null,"abstract":"Chinese characters have been adopted in the Chinese writing system, which is a logographic system, in contrast with phonographic system in Semitic alphabet, which has been adopted in Arabic, Roman, and Cyrillic scripts. Chinese characters has also been borrowed and modified by China’s neighboring countries such as Korean, Japan and Vietnam during the past two thousand years, yielding variations. While the simplified characters are now used in mainland China since 1950s, the traditional full forms of characters remain to be used in Hong Kong, Macao, Taiwan and oversea Chinese communities around the world. At the same time, Japanese has also recently created a set of new characters, which are distinct from both full forms and simplified forms of Chinese characters. The main purpose of this paper is to provide a three-way systematic comparison of the commonly used Chinese characters in contemporary East Asia for the facilitation of teaching and learning Chinese and Japanese writing systems as a second language. \u0000Keywords : Chinese Characters, Traditional Characters, Simplified Characters, Japanese Characters \u0000本文以台灣教育部2011年公佈的≪標準字與簡化字對照手冊≫中的4808個常用正體字為基底, 比較其所對應的簡化字, 以及日本政府2010年公佈的≪常用漢字表≫2136個新字體字形的異同, 希冀能對 ｢漢字文化圈｣國家現行所使用的 ｢漢字｣之異同有更深入的瞭解｡ 分析的方法是把這三種漢字(依序為正體字, 簡化字, 日本新字體)依據字形的異同分為八類：一, 三者皆同, 如 ｢地/地/地｣；二, 正體與簡化相同, 但與新字體不同, 如 ｢收/收/収｣；三, 正體與新字體相同, 但與簡化不同, 如 ｢賞/赏/賞｣；四, 簡化與新字體相同, 但與正體不同, 如 ｢醫/医/医｣；五, 三種皆不相同, 如 ｢圖/图/図｣；六, 正體與簡化相同, 但沒有相對應的新字體, 如 ｢泛/泛/X｣；七, 正體與簡化不同, 也沒有相對應的新字體, 如 ｢媽/妈/X｣；八, 新字體中獨有的 ｢和製漢字｣, 沒有相對應的正體與簡化, 如 ｢働｣｡ 依據上述的分類方法把現行常用漢字整理出字形總表｡ 本文也針對多個不同正體字對應同一簡化字以表列出, 如正體字的 ｢髮｣和 ｢發｣都簡化成 ｢发｣, 同時簡單探討正體字與簡化字之間 ｢微別字形｣的差異｡ \u0000關鍵字 : 漢字, 正體字, 簡化字, 日本新字體","PeriodicalId":410956,"journal":{"name":"International Han-character Education Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130275283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Error Analysis of Chinese Characters of German Chinese Learners Who Underwent the Transition Period from Traditional Chinese Characters to Simplified Chinese Characters","authors":"Yi-Hsin Lin","doi":"10.36523/herc.2019.1.1.87","DOIUrl":"https://doi.org/10.36523/herc.2019.1.1.87","url":null,"abstract":"The Department of East Asian Studies at the University of Gottingen in Germany stipulates that students learn traditional Chinese characters in their first year. In the spring semester of the second year, students may choose to continue writing traditional Chinese characters or convert traditional Chinese characters into simplified Chinese characters. Students who chose simplified characters have experienced the transition period from traditional Chinese characters to simplified Chinese characters, and also had unique errors of Chinese characters. For example, due to the influence of traditional Chinese characters, the \"旅游\" of simplified characters was written as \"旅遊\"; based on traditional Chinese characters that have been learned before students have created their own simplified Chinese characters, for example, \"亲眼\" was written as \"亲见眼\". We found that the errors of Chinese characters produced during this transition period are sort of different from the Chinese learners who haven’t been through this period, and that is also the research motivation. Therefore, this study mainly illustrates the errors of Chinese characters produced by German Chinese learners who converted traditional Chinese characters into simplified Chinese characters. Below are the research questions: in this transition period, what is the phenomenon of Chinese characters errors? What are the teaching suggestions for learners who first have learned traditional Chinese characters and then learn simplified Chinese characters? The data of this research are the students' compositions, a total of 42 articles. The research steps are to collect the articles written by the students who have undergone the transition period within one month, and then analyze the errors of the Chinese characters appearing in the article, and finally propose the teaching and learning suggestions. The research results show that the types of Chinese character errors include stroke errors, component errors, homonyms/sounds replacement, traditional characters replacement, multiple errors, and others. We hope through this research, the errors of Chinese characters in this transition period will be reduced. \u0000Key words : Chinese characters errors analysis, The transition period from traditional Chinese characters to simplified Chinese characters, German Chinese learners \u0000  \u0000德國哥廷根大學東亞研究所漢學系規定學生在第一年學習繁體字, 第二年下學期可選擇繼續書寫繁體字或轉換成簡體字｡ 選擇簡體字的學生此時經歷書寫上的繁簡轉換時期, 也產生特有的漢字偏誤, 例如, 受之前學習繁體字的影響, 把簡體字的 ｢旅游｣寫成繁體字的 ｢旅遊｣, 或是根據學過的繁體字類推簡體字, 產生特有的簡體字偏誤, 例如, 把 ｢亲眼｣寫成 ｢亲见眼｣等｡ \u0000筆者發現這段轉換時期所產生的漢字偏誤和一般外籍學習者的漢字偏誤不同, 也產生了研究動機｡ 故本研究主要探討繁體字轉換成簡體字的過渡時期德籍漢語學習者所產出的漢字偏誤｡ 研究對象為德國哥廷根大學東亞研究所漢學系的學生｡ 研究資料來源為學習者一週完成一篇的文章, 共42篇｡ 研究問題為這個過渡時期, 漢字偏誤現象如何﹖針對先學繁體字再學簡體字的學習者有何漢字教學建議﹖研究步驟為收集經歷繁簡轉換的學生一個月內之文章, 進而分析歸納文章中出現的漢字偏誤, 最後提出教學建議｡ 研究結果發現：漢字偏誤類型有筆畫偏誤、部件偏誤、同音字/音近字誤代、繁體字誤代、多重偏誤和其他｡ 希望透過本研究所分析出的漢字偏誤以及教學建議, 減少經歷繁簡轉換時期學習者的漢字偏誤, 並進而提供給教學現場的教師參考｡ \u0000關鍵字 : 漢字偏誤分析, 繁簡體字轉換, 德籍漢語學習者","PeriodicalId":410956,"journal":{"name":"International Han-character Education Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122979936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chinese and Chinese Characters in Vietnam ―― History Review","authors":"Phuoc Loc Nguyen","doi":"10.36523/herc.2019.1.1.79","DOIUrl":"https://doi.org/10.36523/herc.2019.1.1.79","url":null,"abstract":"The influence of Chinese culture on Vietnam is multi-faceted and multi-layered. Whether it is language, character or political system, ideas, customs and ceremonies, it hides the shadow of Chinese culture, and Chinese characters, as an important carrier of Chinese culture occupy a very important position in the propagation of Chinese culture. So why is this happening? This requires us to find the answer from the history of communication between Vietnam and China. We will mainly express the three aspects inclunding the passive propagation of Chinese characters in Vietnam, the active propagation of Chinese characters in Vietnam, and the disappearance of Chinese characters in Vietnam. \u0000Key words : Chinese character, Chinese character propagation, Vietnam, Vietnamese language \u0000汉文化对越南的影响是多方面, 多层次的, 无论是语言, 文字还是政治制度, 思想观念, 风俗礼仪无不隐藏着汉文化的影子, 而作为汉文化重要载体的汉字在汉文化的传播中必然占有非常重要的位置｡ 那么为什么会存在这种现象呢？这就需要我们从越中两国的交流史中去寻找答案了｡ 我们将主要从汉语汉字在越南的被动传播, 汉语汉字在越南的主动传播以及汉字在越南的消亡等三个方面展开表述｡ \u0000關鍵字 : 汉字, 汉字传播, 越南, 越南语","PeriodicalId":410956,"journal":{"name":"International Han-character Education Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124986623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relaxation and Aggregation of Chinese Character Culture Sphere : The Task of Development New Chinese Character Culture Sphere","authors":"Woojeong Kim","doi":"10.36523/herc.2019.1.1.1","DOIUrl":"https://doi.org/10.36523/herc.2019.1.1.1","url":null,"abstract":"Before East Asian countries created the writing system, Chinese characters were the tool to establish the ‘Pax Sinica’. Today’s Chinese characters culture is different from that of that time. The Han nationality emigrated overseas around the 20th century, while the political  and economic status of the Chinese circle increased, and the requirement of learning Chinese increased accordingly. Thus, although Chinese characters culture expanded to the non-Chinese character cultural circle, but its status has weakened in East Asia. American culture, Buddhist culture, dietary culture are constructed on the basis of the same region, religion and life. On the contrary, Chinese character culture refers to the culture using Chinese characters as writing tools, or the culture derived from Chinese characters. Therefore, if we want to grasp the essence of Chinese character culture circle, we need to study Chinese characters and Chinese character culture in depth, and its research should not only look for traces of the past, but based on them, it should study the main role of the Chinese character culture in the history of human civilization. Recently, the cultural circle of non-Chinese characters has begun to pay attention to Chinese characters, but its main purpose is to learn foreign languages. Generally speaking, Chinese learners in the cultural circle of non-Chinese characters are not as good at reading and listening as those in the cultural circle of non-Chinese characters. This shows that it is not easy to understand the Chinese character culture phenomenon other than learning Chinese characters. The more active the education of Chines e as a foreign language, the duller the traditional Chinese character education will be, which will lead to the relaxation of the Chinese character cultural circle. In addition, as the fortress of the Chinese character cultural circle, the countries in the Chinese circle also have several problems. Because of the development of information and communication technology, more and more people cannot write, and less and less attention is paid to the classics. Learning simplified characters and Pinyin helps to communicate, but this relatively ignores the cultural elements of Chinese characters. For this reason, the scope of Chinese characters is expanding now, but the depth of the Chinese characters is becoming shallow. In order to preserve the beneficial value of Chinese culture, and at the same time to build a new cultural circle of Chinese characters according to the current requirements, this paper puts forward several topics. First, the classical education of Chinese education should be strengthened. Since vocabulary learning alone cannot fully understand the implications of Chinese character culture, a teaching method based on classical literature should be established. Secondly, Chinese education should be carried out with classical literary education. It has nothing to do with modern Chinese education, which focuses mai","PeriodicalId":410956,"journal":{"name":"International Han-character Education Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115677572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}