Hu Pu’an (1878–1947) compiled the Ziyuanxue jiangyi (Course Materials on Theories of Chinese Characters) for the Chinese Language Department of the Commercial Press Correspondence School. This textbook was specifically designed for correspondence students with an educational level equivalent to primary school graduates. Focusing on the Six Principles (Liushu) of Chinese character formation, it employed numbered headings and clear examples, illustrating an endeavor to popularize knowledge of Chinese character studies. This paper utilizes Ziyuanxue jiangyi as the core text and compares it with Hu’s Liushu qianshuo (A Brief Introduction to the Six Principles) and Wenzixue ABC (The ABC of Chinese Grammatology). It explores how he modified the language style and educational content to suit the audience, analyzing the variations in format and knowledge translation strategies across lecture-oriented, popularizationoriented, and correspondence-oriented teaching materials. This paper examines Hu Pu’an’s “scaffolded explanation” process, transitioning from academic to popular formats and subsequently to correspondence education. The “scaffolded” approach refers to content stratification based on varying levels of difficulty and embodies a structured, guided, and systematic knowledge translation. This includes simplifying terminology, incorporating life-like examples, and reorganizing the teaching material structure. Although Ziyuanxue jiangyi is brief and has not been a mainstream focus in academia, this study reveals it as a unique case in the evolution of Chinese language education and Chinese character textbooks during the early Republic of China through textual analysis. Hu’s translation practice fills the gap at the intersection of the history of Chinese character teaching materials and the history of correspondence education, offering historical insights for the popularization of contemporary Chinese character education and possessing interdisciplinary significance.

胡樸安（1878–1947）撰寫的《字原學講義》為商務印書館函授學社國文科 教材, 針對具初級小學畢業同等程度的函授學員, 以六書為核心, 採用條列分章、例證明 晰的寫作方式, 展現漢字學知識普及的特色。本研究以《字原學講義》為核心文本, 對照 胡氏《六書淺說》與《文字學ABC》, 探討其如何依教學對象調整語體風格與教材層次, 分析講授型、普及型與函授型教材的體例差異及知識轉譯策略。 本研究聚焦胡樸安從學術到通俗、再至函授教學的「階梯式說解」歷程。「階梯 式」不僅指內容難易分層, 更體現為層次分明、具引導及系統的知識轉化, 例如簡化術 語、融入生活化例證及重組教材結構。雖《字原學講義》篇幅短小、非學界主流, 但本 研究通過文本梳理, 揭示其作為民國初年語文教育與漢字教材發展的獨特案例。胡氏的 轉譯實踐彌補了漢字學教材史與函授教育史交會的空白, 為當代漢字學教育普及提供歷 史借鑑, 蘊含跨學科的指標意義。

1. Foreword
2. Background of the Establishment of the Correspondence Schooland Teaching Materials Compilation
    2.1. The Purpose of the Chinese Language Department
    2.2. The Position of Ziyuanxue jiangyi within the Curriculum
    2.3. Course Levels and Target Audience
    2.4. Textbook Compilation Mechanism and Academic Network
    2.5. Knowledge Structure of Course Design
    2.6. Knowledge Commodification and Correspondence Education
3. Textual Analysis of Ziyuanxue jiangy
    3.1. Structure
    3.2. Stylistics
    3.3. Narrative Style
    3.4. Character Classification
4. General Theory and Teaching Strategies of the Six Principles inZiyuanxue jiangyi
    4.1. Textbook Positioning and Hierarchical Presentation
    4.2. Teaching Design and Interpretation of the Chapter on Pictograms
    4.3. Comparison with Other Textbooks and Differences in Positioning
5. Conclusion

• Yiling LIU(National Ilan University, Taiwan) | 劉怡伶 (國立宜蘭大學)