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.

本研究旨在探索瑞典華語學習者漢字學習歷程、漢字學習困難、產生困難的因素及其之間的關係、以及因應困難的策略，屬質性個案研究。對象為瑞典林奈大學選讀初級華語課程的四位華語學習者，以深度訪談、學習週記、課室觀察作為資料收集方法。 研究發現學習者的漢字學習困難，除了過去研究提出的漢字書寫、辨識、記憶困難以外，還有漢字讀音困難與線上資源應用困難。而他們面對漢字學習困難的因應策略可以分為三種，分別是積極的尋求老師協助、積極的尋求網路資源協助、消極的逃避。影響漢字學習的「內在因素」有「語言學習態度與方式」、「華語學習動機」、「對漢字的看法」；「外在因素」有「環境因素」、「教學因素」、「簡繁體班因素」。影響漢字學習的內外在因素之間的互動關係，除了「外在因素」的「教學因素」是單方面影響「內在因素」，其它的內在因素與外在因素都是相互影響。 建議華語教學者除了加強學習者的漢字書寫、辨識、與記憶能力，還有漢字讀音的演練與線上資源應用的學習。而影響學習者漢字學習的因素有很多，因素之間也會相互影響，因此教學者可以通過了解影響學習者漢字學習的內外在因素，而給予學習者適切的協助。 / This qualitative study aims to explore Swedish learners’ Chinese-characters learning process, with a focus on discovering their difficulties and coping strategies and identifying the factors that influence the learning of Chinese characters and their relationship. The research participants were four Swedish learners who took the class “Chinese for Beginners” in Linnaeus University in Sweden. Multiple sources of data were collected, including in-depth individual interviews, learning journals, and class-room observations. The results showed that the four participants had difficulties in learning Chinese characters, including reading, writing, recognizing, and memorizing Chinese characters as well as the application of online resources. Despite learning difficulties, these Swedish learners were actively asking for the teacher’s help, using the online re-sources, and passively avoiding facing leanring difficulties. The internal factors that influence learning Chinese characters were “language learing attitudes and methods,” “the motivation of leanring Chinese,” “the feeling toward Chinese characters.” The external factors included “environmental factors,” “teaching factors,” and “tradition-al/simplified Chinese charactes class factors.” The relationship between internal factors and external factors were bi-directional, except that the ways the instructor teach Chinese characters may influence students’ attitudes, motivation or feelings unilater-ally. This study suggested that Chinese teachers should enhance students’ Chinese-characters writing, recognizing, memorizing ability and provide oppotunieis for be-ginners to practice reading Chinese characters and using online resources. It is also important for Chinese teachers to know the complexity and interaction of the factors that may influence students’ learning of Chinese characters. In so doing, Chinese teachers are able to offer beginners appropriate assistance in learning Chinese charac-ters.

Die Erforschung der neuronaler Grundlagen des Arbeitsgedächtnisses (WM) fand breite Aufmerksamkeit, konzentrierte sich aber auf die Speicherung sensorischer Inhalte. Beweise für die kurzfristige Aufrechterhaltung abstrakter, verbaler oder kategorischer Informationen sind selten. Ziel dieser Arbeit ist die Untersuchung der neuronalen Repräsentation von WM-Inhalten auf verschiedenen Abstraktionsebenen. Ich stelle hier drei empirische Studien vor, in denen fMRT, multivariate Musteranalyse oder probabilistische Modelle als Hauptmethoden eingesetzt wurden. Die erste Studie identifizierte kortikale Regionen, die den WM-Inhalt eines Skripts behielten. Chinesische Muttersprachler wurden gebeten, sich bekannte chinesische Zeichen zu merken, was die verbale Kodierung stark fördern. Die Ergebnisse zeigten links lateralisierte sprachbezogene Hirnareale als Kandidatenspeicher für verbale Inhalte. Die zweite und dritte Studie zielten darauf ab, die Hypothese zu testen, dass Farbe als eine Kombination aus einer visuellen Repräsentation und einer kategorischen Repräsentation gespeichert wird. Die zweite Studie verwendete ein sensorisches Kodierungsmodell und ein empirisch basiertes kategorisches Kodierungsmodell, um jeweils zwei Quellen neuronaler Repräsentationen zu charakterisieren. Farbinformationen wurden in drei farbbezogenen ROIs dekodiert: V1, V4, VO1, und insbesondere wurde eine Erhöhung der kategorischen Repräsentation in vorderen kortikalen Arealen beobachtet. In der dritten Studie wurde die verzögerte Verhaltensreaktion untersucht, die ein systematisches Bias-Muster zeigte; es wurde ein probabilistisches Dual-Content-Modell implementiert, das ein mit den experimentellen Ergebnissen hoch korreliertes Antwortmuster erzeugte; dies bestätigte die Hypothese der mnemonischen Dual-Content Repräsentation. Diese Studien zusammen schlagen eine Arbeitsteilung entlang der rostro-kaudalen Achse des Gehirns, die auf der Abstraktionsebene der gespeicherten Inhalte basiert. / Research on the neural basis of working memory (WM) has received broad attention but has focused on storage of sensory content. Evidence on short-term maintenance of abstract verbal or categorical information is scarce. This thesis aims to investigate neural representation of WM content at different levels of abstraction. I present here three empirical studies that employed fMRI, multivariate pattern analysis or probabilistic modeling as major methods. The first study identified cortical regions that retained WM content of a script. Native Chinese speakers were asked to memorize well-known Chinese characters which strongly facilitated verbal coding. Results indicated left lateralized language-related brain areas as candidate stores for verbal content. The second and the third studies aimed to test the hypothesis that color is memorized as a combination of the low-level visual representation and the abstract categorical representation. The second study utilized a conventional sensory encoding model and a novel empirical-based categorical encoding model to characterize two sources of neural representations. Color information was decoded in three color-related ROIs: V1, V4, VO1, and notably, an elevation in categorical representation was observed in more anterior cortices. In the third study, the delayed behavioral response was examined, which exhibited a systematic bias pattern; a probabilistic dual-content model was implemented, which produced response patterns highly correlated with experimental results; this confirmed the hypothesis of dual-content mnemonic representations. These studies together suggest a division of labor along the rostral-caudal axis of the brain, based on the abstraction level of memorized contents.

My dissertation thesis seeks to explore some specific social aspects of the dialogue between traditional Chinese art and thinking and Czech art scene after the February1948, when the Communist party took power in former Czechoslovakia. I am mainly interested in the problematic of inspiration from traditional Chinese calligraphy and Daoist philosophy on Czech painting, visual poetry and literature in the 1950s and 1960s. I will argue that the appropriation of selected Chinese philosophical and artistic themes helped Czech artists, working under the communist repression, to express their innermost human emotions in relation to home, culture, freedom, and one's artistic and human destiny. The communist regime meant to many artists the end of their official artistic career. Life in seclusion outside the main political and social streams became for some of them an opportunity to display pent-up feelings of affinity with the life stories of the ancient Daoist thinkers. In this context, focus is primarily placed on an analysis of several distinctive visual and literary works by Czech leading artists of the period, especially on the selected works by the visual artists Emil Filla, Jiří Kolář, Vladimír Boudník, Jan Kotík or Zdeněk Sklenář and the novelist Bohumil Hrabal (1914 - 1997) and his world famous...

Die vorliegende Arbeit beschäftigt sich mit dem westlichen Verständnis von chinesischer Schrift. Im westlichen Diskurs herrscht eine Auffassung vor, der zufolge die chinesischen Schriftzeichen eine „fast naturalistische Darstellung“ von Dingen seien, die unabhängig von der gesprochenen Sprache im Sinne „eines visuellen Objekts“ funktionieren soll. Dabei wird die Tatsache, dass auch sie wie alle anderen Schriftsysteme zur Wiedergabe der gesprochenen Wörter verwendet werden und dadurch funktionieren, ausgeblendet. Die Vorstellung der sprachunabhängigen chinesischen Schrift wirkt darüber hinaus auch auf die Kulturtheorien ein, die auf der Schrift basierend die chinesische bzw. asiatische Kultur zu charakterisieren und sie mit der europäischen zu vergleichen versuchen. Dabei ist zu beobachten, dass die angenommene sprachunabhängige Bildhaftigkeit oder Konkretheit der chinesischen Schrift zwar einerseits Grund für eine Aufwertung ist, wobei das aus ihr resultierende Denkmodell als ein alternatives des westlichen Denkens aufgefasst wird, dass aber letztendlich aus derselben Auffassung auch das negative Urteil entspringt, mit jener visuellen Konkretheit gehe ein ‚geringer Abstand zu den Gegenständen‘ einher und daraus folge eine Unfähigkeit zum abstrakten Denken bei dem, der sich dieser Schrift bediene. Die Frage, die vorliegende Arbeit durchzieht, lautet daher: Woher stammt dieser ‚Mythos‘ der chinesischen Schrift, der wiederum zurückwirkt auf das westliche Ostasienbild? Und warum bewahrt er sich so hartnäckig im westlichen Denken, dass seine Nachwirkung bis in aktuelle Theorien zu beobachten ist? Wie ist die ambivalente Einschätzung chinesischer bzw. ostasiatischer Kultur in ihnen zu verstehen, die aus derselben ideographischen Auffassung chinesischer Schrift stammt? Durch eine kritische Auseinandersetzung mit der Rezeptionsgeschichte der chinesischen Schrift unter Berücksichtigung des abendländischen China-, bzw. Ostasienbilds wird versucht, darauf zu antworten. / This dissertation deals with the Western views of Chinese characters. In Western discourses the Chinese written language has generally been viewed as a naturalistic representation of things, close to visual images (pictographs) or as a means of conveying ideas (ideographs), unrelated to spoken language. The fact that they reproduce spoken language like all other writing systems has been underexplored. Under this assumption, cultural theories have defined Chinese or Asian cultures as essentially distinct from European cultures. However, the language-independency and concreteness of Chinese script provides reason for revaluation of those views that consider the Chinese (or Asian) ways of thinking as an alternative to Western thought: that which ultimately arises from the negative judgments that those with visual concreteness are farther detached from objects, and are, therefore, unable to exercise abstract thinking. Through a critical analysis of the history of discourses of Chinese writings, this work address the following questions: Whence comes the ‘myth ''of the Chinese character, which, in turn, reinforces the Western views of Asia: why it remains so persistent in Western views as observed in contemporary cultural theories; how the ambivalent appreciation of Chinese or East Asian-culture resulted from the same ideographic view of the Chinese written language.