Radical Chinese 商業企畫書-推廣精進傳統漢字 / RADICAL CHINESE – MASTERING TRADITIONAL HANZI By (Nels J. Nelson) Learning the Traditional Chinese Character set gives one a deeper appreciation of the beauty and spirit of the Chinese culture. Traditional Chinese characters help preserve the history of the Chinese written art. The ability to share and increase the use and learning of Chinese Traditional characters is the focus of my proposed business plan. Chinese is a difficult language to learn and as a beginner looking at a typical Chinese Character you are bound to get frustrated because there is no reference to learning. Imagine if you could study a Chinese Character once, and from that time on always be able to recognize it, write it, pronounce it, and remember its meaning. The goal of Radical Chinese is to achieve such an outcome. Radical Chinese will provide a more structured and efficient way of learning the Traditional Chinese Character set. Radical Chinese will give everyone with a computer or mobile device a practical approach to learning to write, read, and pronounce the Traditional Chinese Character set.

我們一共建立了兩個軟體，一個為遊戲系統軟體，另一個是電腦輔助列字軟體。遊戲系統是針對中文學習者而做的，目的在於讓初階中文學習者可以學會分辨各個形聲字以及認識一些中文詞彙，另外也為了讓此系統更具有吸引力，擴增了一些遊戲該有的輔助功能，讓學習者能夠更投入於此遊戲中；電腦輔助列字系統的目的是針對遊戲系統的資料庫做管理，為了讓遊戲題庫的題目有彈性的變化，讓使用者能更簡單管理遊戲題庫，除了提供了一個介面做管理之外，也會列出一些可能的中文候選字，讓使用者不必花太多時間去找尋字。 / We designed two systems. One is a game system, and the other is an interface for managing one of the game’s databases. The game’s system is used for learning Chinese characters, and let children know how to distinguish between each others. Also, it provides some Chinese words for learning. The other system is used for managing one of the game’s databases. Users can change, add or delete the questions from the database by themselves. The system also provides some Chinese characters to users so that they don’t need to waste time searching characters, and add them into the game’s database.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第19816号 / 人博第787号 / 新制||人||189(附属図書館) / 27||人博||787(吉田南総合図書館) / 32852 / 京都大学大学院人間・環境学研究科共生文明学専攻 / (主査)教授 阿辻 哲次, 教授 道坂 昭廣, 准教授 佐野 宏 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

本研究旨在透過漢字字感教學法，試圖解決前人研究中各式漢字教學法之侷限性，進而發展出能在有限華語教學時數內完成、具有教學成效、符合各類漢字字源演變與特質，且能引起學習者動機，建立字感的漢字教學設計。本研究對字感的定義也同樣是教學目的：學習者經過漢字教學，掌握漢字的大概念後，將所學的知識應用到未學過的漢字上。學習者因而能夠有系統的分析、推測新字的形音義，或者有能力檢視漢字的形音義是否正確合理，如此有助於增進漢字學習效率。 本研究採用教學實驗法，以自編之漢字字感教材，連續十週開設免費班課程，每次上課50分鐘，對初、中級華語學習者進行教學實驗。教材字例以教育部華測會主辦之華語文能力測驗《基礎八百詞》中出現的漢字為主，總共分為五個主題：象形字例教學、指事字例教學、會意字例教學、形聲字例教學、假借字例教學。各教學主題內容主要分為：（1）教學前教師漢字知能建立與教案設計、（2）教學中活動操作步驟、（3）教學後學習評量施測與檢討、（4）學習者課程回饋單。本研究實驗課程合計教授142個漢字。 本研究主要結果如下： 一、字感教學確有教學成效。字感教學可建立教師正確的文字學知識與漢字釋義能力，並協助教師在有限教學時間內，運用本身知能有效率的進行漢字教學，減少學習者學習負擔。 二、字感教學符合教學需求與學習需要。字感教學透過為教育部華語文能力測驗（TOCFL）測驗公布之《基礎八百詞》中常用漢字量身打造教學活動，可以符合華語文教師實際教學需求、學習者學習需要，且讓學習者願意接受、提高學習興趣。 三、字感教學可引起學習動機，有助後續漢字學習。字感教學中的漢字書寫教學讓華語文學習者建立推測漢字「字音、字形、字義」的判斷、自我糾正、自主學習能力，破除漢字難學之迷思。經過有步驟、有系統、有意義、有樂趣、有文化的字感教學後，從客觀的學習評量分析可發現學習者確實能將課堂所學應用至推測與分析未學過的漢字，且可提升華語文學習者漢字書寫能力，從根本改善「動口不動手」的學習結果。 最後，本研究對往後教學實驗可修正與改進的部分提出建議，並期許藉由字感教學，讓全球華語熱因漢字的特色與文化更熱，讓世界各國感受到中華文化的美、智慧與溫度。 / The main purpose of developing the Chinese Character Perception Teaching Approach is to solve the restrictions existing in current Chinese character teaching approaches. Due to the limited time and proportion of Chinese character teaching in teaching Chinese as a second language (CSL), a set of lesson plans are made to possess certain efficiency, meet the different origins and property of each character from the six categories of Chinese characters (liùshū), invoke learners’ motive and build their solid perception toward Chinese characters. The goal of the teaching approach, as well as a more detailed definition of Chinese character perception would be: after going through Chinese character teaching approaches and master the big idea of each category of Chinese characters, learners would be able to transfer their knowledge to comprehend the characters they have not learnt yet. Thus, learners could analyze characters systematically, connect the sound, meaning and structure of characters, or observe whether a character is correctly written or pronounced according to its property. Chinese character learning efficiency would then be improved. In order to prove the positive effects of Chinese Character Perception Teaching Approach, the following items are practiced: the self-designed lesson plans and teaching materials to beginners and intermediate learners in CSL classroom. The experiment lasts for ten weeks, 50 minutes each time. The characters chosen in experiments are from “Standard 800 Phrases,” which is one of the bases of Test of Chinese as a Foreign Language (TOCFL). The teaching experiments are divided into 5 themes: pictographs, self-explanatory characters, associative compounds, pictophonetic characters, and phonetic loan characters. Each theme’s lesson plan contains: 1. before teaching—building teacher’s competence of Chinese characters; 2. during teaching—listing out activities and steps of teaching; 3. after teaching—assessment and review; 4. feedback sheet from students and teaching efficiency analysis. Throughout the experiment, 142 Chinese characters are taught and comprehended in total. The results of this study are listed as following: 1. Chinese Character Perception Teaching Approach is proved to be effective and operative. It provides teacher with appropriate knowledge of etymology and competency to explain the big ideas of different Chinese character categories in a way that is comprehendible to beginners and intermediate learners. 2. Chinese Character Perception Teaching Approach meets the need of both teaching and learning. This teaching approach is tailored to suit requirements in practical teaching and helps learners to prepare themselves for taking TOCFL. Besides, according to feedback sheets, students’ interest towards Chinese characters and related cultural issues are invoked. 3. Chinese Character Perception Teaching Approach can help learners to analyze characters systematically and connect the sound, meaning and structure of characters even before they are taught. Also, through adequate writing practice, students are familiar with the strokes of Chinese characters. Therefore, they are able to write not only correct, but also make words better-looking. Finally, the reaserch brings up some suggestions to modify and improve the Chinese Character Perception Teaching Approach. The author expect that through this effective and interesting way of teaching characters, the myth of “Chinese characters are hard to learn” would be broken, and let students from all over the world truly feel the warmth, the beauty of Chinese language and culture.

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本論文總共從三個方向研究中韓同形詞彙：其一為從歷史研究找出中韓文化社會與中韓同形詞之間關係及其起源歷史淵源。中韓同形詞產生之重要原因是借詞，而且此借詞產生與當時社會文化情況有緊密之關係。於是從第二章到第四章，從社會變動文化擴散的角度切入研究中韓同形詞。透過此研究，總共找出三大中韓同形詞產生之路徑，如：中國古典文獻、佛教傳播、日本漢字詞擴散。 其二為從共時研究找出中韓同形詞後，加以進行同形詞詞義比較及中韓兩國詞頻百分比比較分析。台灣教育部出版《八十七年口語語料調查報告書》蒐集的口語詞彙總共達到22,444個詞，其中雙音節詞有14,470個詞。透過分析結果，總共找出3,303個同形同素同義詞、599個同形同素部分異義詞、171個同形同素異義詞、131中韓相關異形同義詞。本論文以此研究資料，進一步分析比較中韓同形詞頻百分比，了解同一個詞彙在於不同社會中不同的使用情況。而且透過同形同義詞、同形部分異義詞及同形異義詞之間的中韓詞頻百分比比較，亦可知由於中韓之社會、文化及生活之共同點，產生了中韓同形同義詞使用之共同趨勢。 其三為找出歷史研究與共時研究之相關性。 本研究先從歷史研究切入中韓同形詞產生的淵源及原因，然後從台灣口語詞彙找出目前所使用之中韓同形詞。透過這兩方面之研究，找出以下相關幾點： 　　一、透過目前使用之中韓同形詞詞義比較，找出詞義演變之歷史因素及對詞義演變產生影響之中韓社會特殊情況。 　　二、透過中韓同形詞起源的查找，追溯它們的根源及詞彙歷史。 　　三、透過日本起源同形同義詞在同形同義詞詞頻排行裡的分散程度，找出詞彙起源與現代實際使用之間的相關處。 　　四、透過起源於中國之詞彙的詳細分類，進一步探討目前使用之佛教詞彙與白話詞彙之使用情況及使用原因。 　　 結果可了得知關於中韓同形詞的歷史研究與共時研究之相關性。此點都在第五章詳細論述。 / A language is an essential tool for human communication and often it is the finest product of a particular society.　The lexicon of a certain language, especially loan words, has a close relationship with social changes or cultural exchanges, reflecting political and socio-cultural situations. Throughout ancient and modern history, as neighboring nations, China, Korea and Japan have had close relationships through social and cultural exchanges. Korea and Japan imported advanced ideas and technology through China before the late 19th century, and among many other elements the Chinese language had had an absolute influence on the Korean and Japanese language systems. 　　 However, from the late 19th century, while the influence from China dramatically decreased, Japan, which transformed itself to a modern nation-state through Westernization and industrialization, began to exercise power over Korea and China. The lexicon of Chinese, Korean and Japanese languages provide remarkable evidence to prove those dynamic socio-cultural exchanges among the tree countries. Particularly the Chinese homonyms existing in the lexicon of those three distinctive languages are apparent evidence. This paper is divided into three main parts. Firstly, the birth of loan words resulting from the cultural exchanges between China and Korea is analyzed diachronically. Chinese-originated homonyms are analyzed in terms of their different origins found in Chinese classical literature, Buddhist scriptures and colloquial Chinese. Especially loan words originating from Buddhist scriptures have unique characteristics in contrast to other common loan words. Later in the paper, the origin of the Japanese vocabulary, which influenced Chinese and Korean homonyms, will be looked at. Secondly, 4,202 words are selected from the total of 14,470 two-syllable words in Report on Taiwanese Spoken Words Frequency, which was published from a synchronic perspective by Taiwanese Ministry of Education. Those selected words are analyzed and classified into three groups: homonymous synonyms, homonymous words with partial difference in meaning and homographs. Thirdly, the words frequency of homonyms, commonly used both in Taiwan and Korea, is analyzed based on A Report on Korean Words Frequency published by Korea University in 2000 as well as A Report on Taiwanese Spoken Words Frequency. Through studies on origins, distribution and relationships between languages in terms of word frequency, historical origins of the vocabulary overlapping in both Chinese and Korean are analyzed in an attempt to combine synchronic and diachronic perspectives.

漢字之使用，歷經時間推移和人為因素之影響，始漸定俗成。漢字包含正體書寫及異體書寫之字，一般稱作正體字及異體字。本文異體字的定義，為同音、同義，字形相異，相對於正體字而言的文字，稱其為異體字。 異體字之產生，在使用文字的過程，或因人為因素、書寫工具、書寫載體，或行草隸變之書體演變等，都可能影響使書寫文字產生變化，即形成所謂的異體字。異體字較籠統的說法，意指相對於正體字而言的漢字。正體字，指官方所頒布，對於一字或有的諸種寫法，採取標準加以製定出一正寫的文字，謂之正體字。漢字在正體字之外，存在更大使用比例的異體字，漢字若缺乏對於異體字之觀點，則對於漢字整體研究而言恐將偏漏不全。 1967年於上海嘉定宣姓婦人墓葬出土一批明代成化年間之說唱文學作品，這批作品出土之前未經著錄，此就在文獻研究價值而言。北京文物出版社1979年影印刊行，以俾便學界研閱之參考。這批作品以其斷代明確且保存異體字豐富，備受關注，此文本異體字形變化多元豐富，筆者以疏理其異體字形，進行本文明成化說唱詞話異體字研究，完成《說唱詞話》異體字之分析，包括異體字之簡化、繁化、同化、異化等類型，詳見本文第2章至第5章，異體細部字形之變化，於各章分節中列舉字例加以闡述，綱舉目張以簡御繁，以清眉目，第6章以異體字類型為基礎，加以綜論凸顯《說唱詞話》異體字之特徵，終一章略以餘論為結，完成本文明成化說唱詞話異體字之研究。 漢文字歷經漫長的歷史過程，其間待研究之內涵浩如煙海，未來更整全之漢字史之呈現，期待更多學人同好加入研究傳承的行列，漢字為今日唯一留存完整的象形文字，為人類瑰寶，尤其值得我們漢字使用者多加利用並傳承之。

京都大学 / 新制・課程博士 / 博士(文学) / 甲第24331号 / 文博第905号 / 新制||文||727(附属図書館) / 京都大学大学院文学研究科文献文化学専攻 / (主査)教授 大槻 信, 教授 金光 桂子, 講師 田中 草大 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DGAM

漢字對於拼音語言背景的華語學習者而言，一直是較難掌握的內容，他們在初學華語的階段，很快就需要記認與書寫與母語文字系統差異極大的漢字，所以經常遇到困難。正由於缺乏相關背景知識，華語學習者的漢字識別和心理認知歷程必然與母語者有所差異。然而語言離不開書寫與閱讀，若要增進中文能力，就必須提升本身的字彙量。漢字總數以形聲字數量最多，形聲字主要可以拆解為聲旁及義旁兩個部分，功能上多以表音及表義區分。關於母語學童的識字研究，常以「聲旁一致性」作為討論主題，透過唸名作業探討學童的識字過程，學者發現這種中文的形音對應關係是隨著學習歷程發展出來的，年級越高的學童，越能看到顯著效果，與識字量和閱讀能力的關聯密不可分。至於成人華語學習者，是否也能在學習經驗中累積出這種形音一致性的對應概念，是以往較少細究的內容。本論文關注此一議題，進行記錄眼動的心理學實驗，探討形音一致性高低對不同程度華語學習者在辨識單字的處理效率和其背後的認知意義。 　　論文實驗採用漢字聽讀整合的作業形式，請受試者聽取經由耳機播放的語音訊息，在電腦螢幕上點選對應的字形，藉由眼動儀器的記錄，分析眼睛對於目標字和無關字的凝視比例變化。實驗操弄目標字的聲旁一致性，並依照中文能力將受試者分成高、低程度二組，高程度組12人，低程度組10人。除了聽讀作業以外，另外採用語言水平問卷、漢字學習策略問卷、中文年級認字量表以及短文閱讀的眼動實驗做為額外的評量工具，以量測受試者主觀和客觀判斷的中文程度，提供後文討論對外漢字教學的實際建議。 　　實驗結果顯示中文能力高低與聲旁一致性高低對凝視比例具有影響。高程度組呈現預期的聲旁一致性效果，於目標字語音播放後的300至500毫秒之間呈現顯著差異，高一致目標字的凝視比例顯著高於低一致目標字。這個結果表示隨著學習經驗的積累，即使是拼音文字背景的學習者，也會因為識字量增加而逐漸具備形聲字聲旁一致性的認知能力。低程度組雖然未獲得如預期的一致性效果，但卻發現聲旁結合度效果，受試者對於同一聲旁越多的字，其凝視比率高於同一聲旁較少的字，足見低程度組雖然字彙量遠不如高程度組，但已經掌握部分漢字結構表徵，只是更加仰賴字形訊息，所以聲旁結合度影響較大。本文結果顯示，對拼音語言的華語學習者而言，形聲字的辨認也並非絕對的一字一音，而是受到語音成分介入。本文最後提出如何利用此研究結果於對外漢字教學及教材編製上，以供後續教學研究參考。 / Learning to read and write Chinese characters is hard for CFL (Chinese as a foreign language) students, especially for those whose native languages are alphabetic languages, would face to a totally different writing system-“Hanzi” at the beginning stage of learning; therefore, it would be a real challenge because of the complexity. Due to lack of background knowledge, CFL students may have a different cognitive process from Chinese native speakers. Nevertheless, to improve language skills and abilities, it is necessary to raise the amount of their Chinese lexicon. Phonetic compounds comprise most of the Chinese characters and can be divided into two parts-a phonetic radical and a semantic radical, which denote the character’s possible pronunciation and meaning. Researchers have found that “phonetic consistency” affects the latency of naming from Chinese native speakers. For elementary school children, the higher grade they are in, the consistency effect is more significant, which related to their learning process of word-recognition. As for CFL learners, we know few from them. The present study focuses on the topic of phonetic consistency, manipulating the eye-tracking methods to investigate the processing efficiency and cognitive meanings from CFL learners of two different levels. The study utilized visual world paradigm of eye tracking methods through a reading and listening task. Subjects would hear a sentence and would be asked to choose the target character from the four on the screen. Fixation proportions of target and unrelated characters were counted in each time bin. The experiment manipulated phonetic consistency value and two groups of subjects participated in this research: the high level group (12 people) and the low level group (10 people), whose native languages were all alphabetic languages. Except for the listening and reading task, we used questionnaires, character recognition test and reading comprehension test to judge subjects’ Chinese reading ability. Results showed that Chinese ability and phonetic consistency affected fixation proportions. For the high level group, the proportion of target was higher in high consistency condition than the low consistency condition after the target onset. Significant consistency effect was found between 300 milliseconds and 500 milliseconds as expectation. For the low level group, there were opposite results compared with high level group and tended to show “phonetic combinability effect” between 300 milliseconds and 500 milliseconds. Subjects had more fixations on those characters with the amount of the same phonetic radicals. It seemed that the visual information attracted more than sound information. These results implicated that CFL students with alphabetic language background have accumulated the phonetic consistency concepts of Chinese phonograms after years of learning; in other words, the phonetic information of Chinese characters also involved in the word-recognition processing for CFL students. At the end, we provided some advices for teaching Chinese as a foreign language based on the present findings.

眾所周知，西方先進國家主宰了整個世界的發展，英文是世界語言，在資訊科技上，Wintel架構也主導了發展方向，如此不但使得其獲取大部分的利益，同時會造成正向循環，而使得其他國家永遠只是追隨者，而如此也間接使得西方的文化漸漸地衝擊到其他地區。另外由於資本主義市場經濟的規則，使得資訊產品永遠只是集中在全球的前5%的人口，造成更大的貧富差距。在三岸四地華人一味追隨西方架構的同時，朱邦復先生富有遠大的理想抱負，因此其想要自行研發科技產品，使得95%的人口也可以使用科技產品，同時藉此將中華文化蘊含的知識應用在其上，希望能造福全球。有鑑於此，朱邦復等有志於中華文化之人，籌組了「漢文化資訊聯盟」，欲統合三岸四地有志於復興中華文化之華人，發展一系列計畫，以實現其理想。本研究的主要目的即以系統產品擴散的角度，透過相關文獻探討及對朱邦復先生推動的相關計畫進行蒐集分析，以觀察其發展的可行性，並提出結論與建議。 本研究首先探討與系統產品擴散有關之文獻，包括系統產品及標準競爭理論、網路外部性及報酬遞增相關理論與創新擴散理論，並綜合整理出在觀察一連結網路之系統產品的觀察構面與其中的擴散要素與策略。本研究認為，一系統產品在擴散時，包含以下可觀察之構面：系統產品核心面、核心產品供應面、互補產品供應面、使用者構面、網路連結面。並由文獻中歸納出每個構面之意義與其中的擴散要素與策略。 此外，經由初級資料訪談及次級資料之整理，得知朱邦復早期即從事中文字的研究，並發現中文字和中華文化有許多智慧的基因隱藏其內，最後總結為「漢字基因工程」，意欲透過中文字中的智慧與中華文化思想，發展一系列資訊產品。朱邦復並號召三岸四地有志於復興中華文化之資訊及文化廠商及個人，籌組「漢文化資訊聯盟」，共同為中華文化努力，也從中取得相關的互補性資產，以助其一系列計畫之推展。漢文化資訊聯盟的主軸發展項目中，包括中文電書與電子出版、中文2000作業系統與SNIIC、資訊基建工程、多媒體動畫等，透過相關廠商的投入與大陸官方的支持，包括電子書包之採用、對Linux之支持、衛星通訊頻段之取得等，共同為最後的目標，即九億農民網目標邁進。 最後，總結本研究分析及專家訪談的結果，認為朱邦復先生之一系列計畫未來發展的關鍵因素如下：「漢字基因工程」是否有無窮之潛力、大陸官方的支持、技術面的問題、傳輸網路、良好的平台機制、財務面之支持、中國人之民族意識等。