The study and teaching of ancient scripts require a systematic approach that accounts for both graphic structure and semantic motivation, and the theory of “formational thinking” proposed by Mr. Huang Dekuan effectively addresses this issue by uncovering the shared cognitive schemas that govern character composition. This paper takes as examples ancient scripts such as cong (从), bi (比), yu (㼌), jing (競), qian (僉), jie (皆), and li (丽), which contain the core meaning of “pairs” or “duality.” These characters not only share a dualistic semantic core but also exhibit analogous positional arrangements, which facilitate comparative analysis across different graphic forms. The paper illustrates that the interpretation of ancient scripts should emphasize not merely surface forms but the underlying logic of their construction—that is, the same “formational thinking”—so as to distinguish closely related or easily confused graphs and to resolve interpretive disputes. Beyond exegesis, this framework also provides a novel approach and methodology for future teaching, particularly for organizing curricula around structural families and for training students to recognize recurrent compositional principles, thus making the learning process more coherent and principle-driven.

目 錄
1.引言
2.含有“成雙成對”核心詞義的古文字
    2.1 从、比
    2.2 㼌
    2.3 競
    2.4 僉
    2.5 皆
    2.6 麗
    2.7 從字形結構和字義看以上各字
    2.8 淺談利用“構形思維”在古文字教學上的應用
    2.9 小節
3.結語

• 劉楊(長治學院中文系講師) | Yang LIU
• 郭吉祥(長治學院中文系本科生) | Jixiang GUO