Many scholars had examined the character (zi)of ‘hé’ (「和」). This papers expounds the pedagogical implications concerning the construction of ‘hé’ by looking at it’s diachronic and synchronic development. The change of the form of the ‘hé’ offers the bridge for pictures and characters (zi). The pronunciation of ‘hé’ protrudes the value of character-based (zi-based) teaching. The flexibility and stability meaning of ‘hé’ also reflects the strong vitality of Chinese characters (Hanzi). No matter weather it is a word derived from ‘hé’ or as a Chinese culture keyword, ‘hé’ stands alone as a word, spreads out to produce other words, it can help learners to study other Chinese characters (Hanzi). As for the teaching method of Chinese characters (Hanzi), some scholar proposes 50 kinds, but how much time that it really can be chosen to use in the general classroom? Very few! è：a book), ‘龠’(Yuè：a musical instrument name), ‘八’(Bā：eight), ‘一’(Yī：one). The Pedagogical Implications from it is: First, make use of its picture to Chinese character (Hanzi) in general class. Second, take time to explain its meaning from the construction. Third, take a constructive approach to its multiple pronunciations. Fourth, teach it from simple to complex. Fifth, teach with flexibly inspiring action. This paper hopes to facilitate Chinese character (Hanzi) teaching. It aims to increase student’s motion, their sense of accomplishment, and perseverance.

歷來學者對「和」字論述頗豐。本文從「和」字的建構，闡述它對漢字教學的啟示。現在講建構，明顯在歷時中追溯，也藉助於分析，成就共時的「和」字總貌。「和」字形的變遷，為圖畫和文字提供橋樑。「和」字音的流變，凸顯字本位的教學價值。「和」字義的靈活與穩固，彰顯漢「字」的強烈生命力。無論外擴所得的「和」字訣，或作為華人文化關鍵詞，「和」是獨立成詞，進而衍生詞彙，可幫助學習者學習其他漢字。漢字教學的方法，有單一學者便提出五十種。但實際可在一般課堂中選擇使用的時間是多少？少啊！「和」字含俗字源的構成成分：禾、口、冊、龠，由此獲得的教學啟示：一、從圖形過渡到漢字在課堂的發揮；二、結構解義的搶時作為；三、單音合詞的建構式教學；四、積少成多的游擊戰略；五、靈活啟發的行動教學。本文希冀有助於對外漢字教學在課堂中的份量，由此增加學生學習的動機、成就感與持續力。

• 藍世光(國立高雄師範大學華語文教學研究所) | LAN Shih Kuang