Based on the previous studies, this paper intends to comb and sort out the related literature, dialect, foreign languages, images and object data to pushed the research of steamed bread,which is the common cooked wheaten food, into a deeper stage. First of all, this article tries to draw the outline of the evolution of appellation from ancient to present. differentiate and analyze the concept and objective being of other names of steamed bread. What’s more, it explore the named motivation and distinguish different opinions about etymology. In addicion, the Word-formation of steamed bread were analyzed. The study figures out that fillings are wrapped, head shape, smooth without wrinkles are not only the central feature of steamed bread but also as the main bases of its naming motivation. Originally steamed bread was Modifier-head Disyllabic Compounds, and afterwards it became Affixed Double-syllable Words.

Based on corpus linguistics, synchronic and diachronic linguistics, lexicology, pragmatics, sociolinguistics and other theoretical knowledge, this paper makes a dynamic and in-depth study of the “Gou” popular neologisms. Under the guidance of corpus linguistics, this paper makes a statistical analysis of the word family of “Gou”, summarizes the growth of the number of members of the word group, the high frequency use of the word family, the syllable structure of the members of the word family, etc., and shows the changing characteristics of the word group in various aspects. Using the methods of etymology investigation and dynamic tracking, this paper analyzes that the word family of “dog” is a process in which many new words of “xxgou” type are derived from the original use of “single dog”, and gradually expand to 128 members. Under the guidance of lexicology theory, by means of semantic analysis, this paper sums up four referential meanings of "Gou" from the referential meaning of [+ animal] to [+ human], and then, through generalization, it derives four referential meanings of [+ identity], [+ profession / profession / field], [+ state], [+ stress / tension], [+ preference], [+ behavior / thing], [+ aversion], [+ behavior / thing]. Under the guidance of pragmatics theory, this paper explores the word family of “Gou” and summarizes the characteristics of the morpheme “Gou” of the family of words with the characteristics of quasi affixation, trisyllabic structure of words and single part of speech of members of the word group.

중국어는 중국인의 정신세계의 고향이자 인류의 공동 재산이며, 한자의 전파는 세계 문명에 대한 일종의 책임이다. 한자의 출현은 선인들의 세계에 대한 인식을 부호화하여 표현한 형식이며, 이로 인해 한자의 제자원리는 선인들의 인식론의 지 배를 받으면서 형성된 제자 근거에 기초하고 있다. 때문에 교사의 입장에서 볼 때 한자 교육은 한자의 제자 원리에 근거하여 선인들의 의식을 습득하면서, 최종적으 로 학생들로 하여금 직접 선인들의 인식 방법의 결과를 따르면서 창조된 한자의 구성 원리를 습득하게 하는 것이다. 최근의 이루어지고 있는 한자교육을 보면 한 자의 제자 원리를 학생들 스스로 자각하여 학습하게 하기 보다는 교육 방법에 있 어 기계적이어서 그 효과가 극대화되지 못하고 있어 “한자학습의 어려움”만을 느 끼게 하고 있다. 본문은 중국 대륙에서 시행되고 있는 한자교육의 실상에서 출발 하여 비효율적인 한자교육이 나타나는 현상과 그 원인을 분석하여, 한자교육 중 한자의 제자원리를 존중해야 함을 말하고 있다. 본문은 중국철학, 정치 제도, 경제 조건 등 여러 방면에서 한자의 제자 원리에 나타나고 있는 의식이 한자 교육에 어떤 영향을 미칠 수 있는지 나름의 견해를 밝힘으로써, 전 세계의 한자 교육에 대한 새로운 인식의 틀을 제공함으로써, 흥미와 효과적인 한자교육의 방법을 제시 하고자 한다.

The Chinese words have become the treasure shared by all people of the world so the teaching of them means the spreading of civilization in the world. In fact, the Chinese words represent the cognitive results from the prehistoric Chinese people. In the classrooms, the instructors will help the learners to accept the results for their originality in future by following the path of the Chinese word-formation. Unfortunately, the teachers have applied the simple and tedious methods with little attention to the philosophy of the Chinese word-formation. Form more efficient teaching, the author introduces the existence of the philosophy of the Chinese word-formation and discusses the visualization in the words. Because the philosophy of the Chinese word-formation is an unveiled field in the Chinese researches, the paper directs the understanding from the Chinese philosophy, political system and ancient life in history. Finally, the author suggests the three ways to the Chinese teaching guided by the philosophy of the word-formation.