表示尖锐细长杆状物的扦子一意的 “串”字，现在在同属汉字圈的中国和日本被普遍使用。“串”的字义一直被认为是源于日本或者朝鲜。通过文献调查，中国佛典中已存在其较早的用法，并可以推断其为“丳”的派生字。表示扦子之意的“串”极有可能是随佛典的传出，从而东渡到日本及朝鲜半岛。在日本，从奈良时期开始，作为“串” 字的训读使用“クシ”。在朝鲜，多用于表示码头之意，现在一些地名当中仍然遗留些许痕迹。在中国，意为扦子的用法曾经一时消失，但是在现代由于日本料理店的流行等原因，作为佚存文字，逆流回中国，再次被广泛使用。

Shang-Chou JinwenZiliaoTongjiancollected 40 bronze artifacts, which comprises some handed down for generations, some ones were unearthed. These bronze objects were found from Guangshan County, Luoshan County, Xinyang County of Henan Province; Sui County, Jingshan County of Hubei Province; Yishui County of Shandong Province. We analysed 553 characters, which include 87 different characters. We described Bronze Characters of Huang State’s own difference in different historical period. We also compared the characters we collected with its counterpart in Chu，Zhong Yuan, Qi, WuYue, Yan and Jin cultural circles, we concluded their Regional characteristics. Furthermore, We explained the historical and cultural significance of Huang State’s Bronze characters.

本文根据汉字的理据性概念，分别测查了隶变前后的汉字和现代汉字、繁简汉字的理据度，指出：为了使汉字做到易学便用，必须保持一定的理据度。

For one hundred years, the Chinese character is good or poor? Is it easy or Complexity? Should continue to go its own way, or take the 'world of common phoneticdirection'? Repeatedly set off a heated debate until the new century, the problems have not been fundamentally resolved. The authors think that these arguments completely resolved, depends on the proper distinction, aware of two eras: the era of type and the computer age. In other words: the correct understanding of the new features of today's computer age is the key to Chinese characters all kinds of disputes resolved. Summary explanation: a century of Chinese characters should distinguish between two eras: type times and computer age; computer era of Chinese character information processing efficiency has alreadyovertaken English;electronics and software technology has beensuccessfully cracked a large amount of Chinese characters, the complex structure of the various problems; simplified and traditional Chinese characters compared in two age has a radically different landscape; implified and traditional Chinese characters compatible coexistence of conversion, wonderful, bright and harmonious development prospects.

“Chi Mei Wang Liang” these four words have had different styles of writing in ancient books. With the development of history, they gradually set for “Gui” as their pictograph. The reason why the character patterns are different from today’s is that the people in that time had different subjective views about the meaning of the words. We can infer the Chinese characters’ develop and change from the character patterns’ variation of these four words. Pictograph’s accepted or reject are closely related with people’s subjective views about the meaning of the words, especially during the Chinese characters echoismed. And they also have something to do with the users’ hope that the two words’ forms and characters are harmonize when make up a word during the process of vocabulary disyllabification.

In the process of using Chinese characters, there are appearances that semantic of characters used in context are different from the glyphs. The chinese writing system makes use of the ideographic elastic category to adjustoriginalpictophonetic characters and maintains effectively its own ideographic features.

Our ancestors made the brilliant achievements in studyingCharacter structure in Ancient China, which laying the foundation for today’s research. From Han to Qing dynasty, the achievements of Characterstructure study mainly are: First, realized the importance of Characterstructure; Second, improved the systematical theory about Characterstructure: 1. The theory of grapheme constituting character. 2. Thehierarchical structure theory about Character. 3. The theory of thegrapheme having different functions. Third, made a substantial researchabout Character structure: 1. The research about the character. 2. Theresearch about the grapheme. 3. The systematical research about the whole Chinese Characters. But these researches had some shortcomings: not making concepts distinction between “ radicals ” and “ Chinese character component”; lacking of the character’s formal structure research, and so on. In ancient China, we had already constructed the systematical theory about character structure, this fact is helpful to correct the mistake about the claim that “in ancient china, there was no scientific theoretical system of philology”.

The configuration of “ ” came from opening the eyes. This significance was divided by “頣”and“瞋”.“ ” generated abstract meaning of “taskmaster” based on its original meaning as the feature of supervision with eyes open by taskmaster.“臣”originally came from prisoner whose position was very humble, later, part of the status of “臣”gradually improved. From Oracle to Zhou Qin literature, the status of “臣” had always been the coexistence of noble and humble. The etymology imagery and character image of “臣” phase coincidence, and the character image provides important clues for the etymology imagery.

With above 90% of all characters in a Chinese dictionary belonging to the semantic-phonetic compound category, Chinese orthography is really more phonetic than logographic. Previous studies have shown that regularity and consistency in the phonetic radical facilitate lexical access of phonetic compound characters. These findings are in line with the literature on lexical access of alphabetic languages, suggesting that phonology plays a common role in the process of visual word recognition across orthographies. The contradictory orthographic neighborhood density effects found in Chinese and English studies, however, challenge the universal applicability of current models of lexical access. This paper reports an empirical study which investigates regularity, consistency and orthographic neighborhood density effects on the reading and naming of traditional Chinese phonetic compound characters based on Cantonese phonology. Results showed that by manipulating regularity and consistency at the body rime level, a facilitatory orthographic neighborhood density effect could be found in lexical decision but not naming. The implication is that regularity and consistency at the level of rime (in addition to the syllable level) is functional in Chinese reading. It also suggests that the body rime might have a general role in lexical access across languages. These findings are interpreted within the connectionist and dual-route models of lexical access.

This study aims at building database of Chinese character by using an open source statistical software “R”, and simulating the historical change of pronunciation of Chinese character by using “R”. “R” has becoming a more and more popular statisticsal software. It is good at statistical analysis and visualizing data. The paper is going to discuss the following two issues: 1. How to use “R” to build relational database for Chinese character to solve the difficulty in building database in 2-way contingency table due to the irregular mapping of sound and meaning of the polyphonic and polysemous Chinese character. 2. How to use “R” to analyze Chinese to develop pronunciation rule of Chinese character to solve the argument on "correct pronunciation" in Hong Kong. Quantitative analysis of Chinese character is one of founding stones of researching and teaching Chinese character. How to establish such discipline will also be discussed in this study.

Time runs at a constant speed twenty four hours per day and seven days a week. However ancient poets of Korea, China, and Japan had sung songs that time had run at different speeds according to the situations of the poets. The poets of the three countries had visualized agony, 'Han(恨),' and hope according to the slow and fast flows of time. They had sung human limitations not to control the flows of time and importance of present time with rises and falls of human lives. 'BaiJuyi' sang songs combining into time and human lives in 'Chang-Han-Ka' and 'Bi-Pa-Hang.' 'Chang-Han-Ka' describes the love of King, 'Xuanzong,' and 'Yang Guifei,' a royal concubine; the tragic death of her; his yearning, sorrow, 'Han,' and hope for the lost in the flows of time. ‘漢皇重色思傾國’, ‘天旋地轉迴龍馭’,‘春風桃李花開日’ ‘秋雨 梧桐落葉時’, ‘悠悠生死別經年’, ‘昭陽殿裏恩愛絶’ ‘蓬萊宮中日月長’, ‘天長地久 有時盡,’ and ‘此恨緜緜無絶期’ are typical poetic expressions about them. 'Bi-Pa-Hang' describes the miserable stories of a relegated poet 'BaiJuyi' and the sad stories of a woman who was an excellent harp player but finally became a wife of an old merch ant in the flows of time. ‘千呼萬喚始出來’, ‘今年歡笑復明年’,‘秋月春風 等閑度,’ ‘暮去朝來顔色故,’ ‘門前冷落鞍馬稀’, ‘老大嫁作商人婦,’ ‘終歲不聞絲 竹聲,’ and ‘春江花朝秋月夜’are typical poetic expressions about those. There is no literature having no connection with time. Literature is expressions of happiness and sadness which happen in the flows of time. Therefore, it is important to understand the meaning of time in Chinese poetry. In order to teach Chinese poems, one must understand the slow and fast flows of time which were embedded in them.

In elementary education, the fact that writing is moredifficult than literacy has been widely accepted by students and teachers.Writing needs a large number of practices and a certain accumulation inliteracy, which are both key phrases in education. Unfortunately existingeducation programs fail to offer students a good way to improve writing.With the development of information technology, students are able topractise writing everyday and accumulate literacy efficiently. However,problems like teaching laws of writing are still unsolved. In this paperwe propose a solution based on information technology which complies thepedagogical principles in education. Furthermore, we obtain remarkableachievements and valuable feedbacks from several tests and trials in fieldschools. In our future work, we hope to eliminate issues in literacy andwriting like poor quality, overburdern and education inequalities froma technical perspective.

本研究对“和·序”识字教学的含义进行了界定，并试图从哲学、文字学、教育学、心理学等多学科视野综合阐释“和·序”识字教学的理论基础。

In this study, we randomly select two urban primary schoolsin Beijing, Zhejiang, Jiangxi and Shanxi, and two classes of students fromeach of the 1-6th grade from each school. We test the students ’recognizing, reading and writing ability on their major languagetextbooks and extra reading materials and also give them relatedquestionnaires, aiming to search the impact of network towards Chineseprimary students' reading and writing abilities of Chinese characters.

循环识字法在天津市小学低年级识字教学中占有重要地位，其效果也得到了实际的检验。相对于其他识字法，循环识字法更符合儿童的记忆规律，教学有效性也得到了较大提高。在低年级识字教学中，以循环识字法为核心，结合其他识字教学方法，是值得推广的教学经验。它体现了集中识字的理念，但是又有自身的特点。

Neither Chinese character (Hanzi) learning nor classicalChinese literature instruction should be done in isolation. This paperexplores the way to integrate Hanzi learning, classical Chineseliterature and comprehensive reading in primary schools. It firstdiscusses the hypothetical mental process of children’s readingcompetence development. Guided by this hypothesis, children couldeasily learn Chinese characters in their reading practice, higher gradeprimary school students could learn to fluently read simple classicalChinese articles with proper pause, and they do not need to spend extratime on Chinese learning. In this paper, all of the practices are guidedby the principles of teaching target category in the curriculum designtheories accepted worldwide, such as how we teach students learn tocorrectly write the commonly used Hanzi required by course standards, howwe teach students to write Hanzi in a standard way so that theirhandwriting looks good, how we teach students to learn Pinyin, and howstudents could improve both reading and writing skills in comparativeclassical Chinese literature reading exercises, etc..

Since November 2010, a team of a dozen researchers from fiveuniversities and institutes of four European countries has been workingon challenging project: how to adapt the Common European Framework ofReference for Languages (in use since the beginning of the 2000 for thelearning, teaching and assessment of European languages around Europe)to the Chinese language, a very distant language for European learners,with the peculiarity of its non-alphabetic writing system. In the end,the approach adopted by the team was to make a distinction between oraland written activities at each level of the framework. For the oralactivities the team has provided lists of words, and for the writtenactivities lists of characters. We focus on one point: we hope thisdissociation between oral and written in the Chinese framework willencourage more and more teachers to separate oral and written in teachingand learning activities (as well as in the selection of teaching materials)so as to allow the learners of Chinese to develop each language competencemore efficiently.

这篇论文是提供韩国汉文语法教育的研究方向。虽然汉文目前不属于口语，然以汉文撰写的典籍史料浩瀚如海。于是理解与解读此一方面的人极为少数。由于面临了危机，需要提供一种有效率、有系统、有科学的汉文教育法。本文核心有两方面：一、通过汉文语法基本知识引起韩国人兴趣并提高解读能力。二、以教授的立场给学习者提供汉文语法教育的研究方向。本文主要探讨领域为形态教育与语法教育论以及汉文语法教育史的研究方向。将上述内容整理为如下：1 形态教育论的研究方向在此主要进行的是形成单词（词、词汇、词组）的形态论研究，且需要有系统地探讨合成法与派生法。在形态论研究里，不仅包含依照语法性质而分类的单词的词类论，还需研究虚词功能。在形态教育论里，所谈到的形态论内容，必须给学习者提供容易且有意思的教育方法。2 语句教育论的研究方向在此主要进行的是通过汉字语（词）语句构造进行汉文构造研究, 通过汉文文章构造类型进行语句教育研究, 通过汉文文章类型教育进行解读能力研究,语句教授法研究, 语句评价论研究等。3 汉文语法教育史的研究方向韩国汉文语句教育史在1945年光复之后由美国军政制定，然后自担任过渡期的“教授要目期”，一直到学校正在进行的2009年改定教育过程期为止，在初中高中汉文教育课程里，必须通过汉文语法教育的变迁过程及其内容来进行研究。

本文欲通过分析《三字经》的教育特点来考察它作为汉字教材是否合适，以及它作为汉字教材的价值。从研究结果可知，《三字经》所收内容的简洁丰富、教育方法的实用性、教育形式的效率性、汉字结构的科学性能在当前教育现场发挥其威力。在韩国的对外汉语教学中可以直接利用《三字经》原文，也可以在编写教材时利用《三字经》的高频词、押韵体、三字成句的块状学习法。

Chinese characters teaching is always the difficulty inTeaching Chinese as a Second Language.How to raise the efficiency of theforeign students' studying Chinese characters and make them study Chineselanguage better is an important question for discussion in TeachingChinese as a Second Language.This thesis trys to put forward the relevantstrategies contraposing the reasons on difficulty of Chinese charactersteaching in Teaching Chinese as a Second Language.