This article has shown the actuality of Chinese character teaching activities by using the method of name-choosing with 井. First of all, teachers must design the name question into the curriculum activity. While I started from the question of “assuming Xu Shen’s opening of a bookstore and how to get its name”, the students collectively completed the kanji character on the blackboard. Furthermore, the questioning method is used to promote student thinking, and the teacher is to give students feedback on the knowledge of the Chinese characters, sounds, and meanings. Finally, the teacher will explain the origin and development of the word “彧” in the structure of shape, sound, and meaning. The Chinese character teaching method provided in this article is an innovative and effective learning that can promote the teacher-student interaction. If we can implement this method through the teacher education, we will have a refreshing experience in the dissemination of international character education!

In the “Zi Yi”子儀chapter of the Tsinghua Bamboo Slips清華簡 (six), the character “Zhi” appears twice. For the first time, it is written “ ” and the second time is written “ ”, which has the component “Si”糸 in the left and the component “Ma”馬 is omitted. The editor of this text has indicated that the character “Zhi” should be the character “Zhi”馽 in the Shuo Wen 說文. According to the character “Ji”𦌭 is written variously as “Ji” , this paper adds conclusive evidence which proves the character “Zhi” should be the character “Zhi”馽. In the Warring States Qin Zongyiwashu宗邑瓦書, the character “Ji” is written as which is the variant character of “Ji”𦌭. This shows the character “Zhi”馽 which is the Xiaozhuan小篆 writing is simplified by the components “Si”糸written on the horse’s foot. The character “Ji”𦌭 in the “Mati”馬蹄 chapter of the “Zhuangzi”莊子 is written variously as the character “Xu”𦄼. There is no reasonable explanation about the relationship between the two characters. This paper argues that the writing of the character “Xu”𦄼 should be changed from the writing of the character “Zhi” . The reason is the character “Xu”須 has a very similar writing with the word “Ma”馬 which appears in the ancient writing of the Qin Dynasty. Therefore, both the variant writing of the character “Zhi”馽and “Xu”𦄼 should be changed from the writing of the character “Zhi” . This situation may occur in Qin Dynasty or during the change of Qin Dynasty and Han Dynasty.

본고는 大徐本《說文解字》와《說文解字繫傳》중에 ‘亦聲’ 계열의 글자 94개를 분석하고, 徐鉉 과 徐鍇이 亦聲字를 판별할 당시의 개인적 차이와 태도에 대해 살펴보았다. 연구를 통해 94개의 글자 중에서 許慎의 분석에 오류가 있는 5개를 발견하였고, 그들을 제외하고 大徐本《說文解字》에서는 57개, 《說文解字繫傳》에서는 24개의 글자가 있으며, ‘역성’으로 분석 할 수 있는 글자를 모두 합하면 모두 74개가 있고, 두 책 모두 평균 2개의 분석 오류가 있었으며, 어떻게 분석을 진행해야 하는지 어려운 6개 글자가 있음을 알 수 있었다. 분석 이후에 徐鉉이 교정본을 제작할 당시 매우 신중하고 엄밀하였음을 알 수 있었으며, 그가 자신이 연구한 자의의 연구 성과를 매우 중시하여 실현하고 있음을 밝힐 수 있었다.

Studies of the Chinese neologisms zōngjiào 宗教 and zhéxué 哲學 have been pursued along etymological and historical lines, focusing on works of particular intellectuals that employed these terms. I argue that these methods are limited in their explanatory power to indicate how these words become dominant terms representing new academic disciplines in 20th century China. There is a need to demonstrate how the these terms invoked new interests shaping East Asian intellectuals’ identities in differing 19th and 20th century cultural contexts. A dialectical cultural transformation is involved, as well as institutionalization processes reflecting the values associated with these neologisms. These Chinese words become dominant terms precisely because there was a new set of experiences which older terms could not articulate. Zōngjiào and zhéxué, therefore, not only emerged from external cultural sources, but also represented a new mentality among Chinese intellectuals involved in modern transformations of post-traditional Chinese cultures.

在《2011年香港中學會考(中國語文)考試報告及試題專輯》指出:「基本文言字詞和句式仍然是閱讀能力的基礎。」即是說在學習文言文的時候，我們應以基礎為本，而文言文中虛詞的學習就是最基本的導入。 《史記》正正蘊含了大量豐富而簡單的虛詞，實在是非常作為教材教導學生；因此本研究以「之」、「乎」、「者」、「也」四個虛詞作為教學研究重點，並透過對筆者任教的一班中四級學生(18人)進行相關的教授、測試及問卷調查，以探討《史記》作為文言虛詞教學的成效。 結果顯示，以《史記》作為文言文教授的材料及工具，能使高中學生更容易掌握虛詞的運用，並且亦能有效提升學生的基礎文言能力。

歷年以來，學者皆首推段玉裁《說文解字注》為闡釋許慎《說文解字》的文字工具書。然而，段《注》亦不免有不少漏錯之處。近年來，徐《箋》中的一些說法受到學界的認同和徵引，徐《箋》逐漸得到學術界的接受和肯定。徐《箋》雖為段《注》作箋，但徐氏不像一般的注釋家，把自己的工作局限在解釋原文方面，盲目跟從和維護段《注》對《說文》的解釋。徐《箋》的撰寫目的在於表識段說，在段《注》含混之處加以說明，簡略之處加以補充，有時更會另提己見，其識見甚或比段《注》更精確。本文試從「馬」、「䠶」、「臣」三字為討論中心，闡釋比段《注》精準之處。

Xu Jingda is undoubtedly an animated director with the most "paradigm" meaning in the history of Chinese animation, beginning in the 1980s. He was praised by Tewei as an "unusual talent." The animation he directed are simple, humorous, subtle and whimsical. Different from the previous generation of animators' understanding and exploration of the "nationalization" of animation, Xu Jingda's animation works mostly explore and analyze the national cultural psychology from the perspective of human nature, and make new insights into the nationality and inter-nationality. To a certain extent, his films expanded the road of Chinese animated creations, and even promoted and surpassed the artistic pursuit and academic connotation of the "Chinese Animation School" at that time. Although his animated works can't be compared with the European and American animated films at the time, the national cultural connotation and human thoughts contained within them, as well as the aesthetic enjoyment brought to the audience are immense. This is not only due to the cultivation of the predecessors and their own efforts, but also the artistic style of the foreign animation has a deep influence on him. A research on Xu Jingda, an innovative animation director, focuses on the artistic style and creative concepts in these animated films. This paper starts with Xu Jingda's influence on the artistic style of Zagreb's animation school, and conducts an in-depth analysis and research on the development of traditional story themes, the exploration of animated film language and the excavation of national cultural psychology, and explores Xu Jingda's unique style. The creative art creation style and its importance and innovation in the process of nationalization of Chinese animation. All of this helps achieve a look into the development and innovation of the current "nationalization" of Chinese animation.