本研究的目的在使析詞法對漢語有貫徹到底的效能。即透過分析、論述，揭示漢字內緣構詞法的需要性：一、可對每一漢字徹底解析詞性；二、豐富漢語構詞法的實用內涵；三、提升漢字在詞匯範疇的能見度；四、助益於漢字教學的深度。 辨析詞類與詞性。從西方語言學專著的中譯本呈現的詞匯現象，分析、論述現有漢語構詞法：析詞法、借詞法、造詞法、分詞法、用詞法，大多探討複合詞的現象。揭發其可轉向單音單純詞的發展可能性，尤其從單一漢字解析詞的內涵本質，其主要詞性：音義結合的獨立語素。 顯示擁有一串音義內涵的例如「蝶」字的內緣詞性，含有「虫」語素及「」部件。導出：漢字內緣構詞法──從漢字內部解析而得獨立語素，是漢語構詞法的基礎。 

Compounding Binding words, transliteration words, and onomatopoetic words of Chinese language into the kind of onomatopoeia. Each word of its inside is called the character sued for onomatopoeia is thought to only record the one syllable sound without meaning. The result reveals, these characters are all independent morpheme, can all become words independently. The feasible reason of this research is, first, cut character temporarily ingrammar words. The second, word feature is different from word using. The third, Chinese character has its feature oneself ---- morphological features. This paper analyzes down from a point is identical with linguistics western. Enumerate seven reasons of the needing for internal word. Illustrate its morpheme, morphological feature, and use with examples. The researcher has the experience foundation that analyzing “hé”（和）, in idea has the commonality cognition - -morpheme between Chinese and English, the attention of the independent unit of Chinese - -individual feature of Chinese characters. This research can reset Chinese character’s location in linguistics.

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.