華語漢字正簡轉換課堂教學案例分析

漢字筆劃繁多、結構複雜且語文分流。漢字作為方塊字相較與拼音文字，漢字不具較為完善的拼音規則。而漢語作為第二語言的教學法源自於西方，其中幾乎沒有提到漢字作為二語習得的教學方法；因此，漢字作為二語習得應根據漢字特質進行研究，找出系統化的漢字教學法。目前，某些臺灣華語學習者先有簡化字背景，再學正體字，其習得歷程產生了漢字「正簡轉換」的習得問題，這是一個漢字教學中具示範性的典型案例，它呈現出教師和學習者在學習過程中所遇到的特殊教學事件，也即其與般只學正體字或只學簡化字存有一定的差異和特殊性。因此，我們從適用其學習範圍、理論假設、分析單位，以及收集、統整資料等思路對此案例進行探究。研究方法強調總的教學場域和所有教學因素的組合，描述事件發生的過程和結果，在華語教學的大環境下對此示範型（典型）案例進行研究與分析，同時習得正體字與簡化字便於生活、學習、通商與交流勿庸置疑，但其歷程複雜多變，以致習得難上加難。研究者即教學者，透過臺灣華語教學中的漢字「正簡轉換」課堂教學案例，運用漢字教學原理和轉換規律，如漢字知覺分解、部件分解、結構比對分析、重組等漢字特質及學習原理，發展漢字正簡轉換課程，並整合教學內容形成教學反思。

關鍵字

漢字正簡轉換；結構類型分解；重組；中介漢字

並列摘要

The structure and stroke order of Chinese characters is very complicated, and the development of listening and speaking skills is quite different from learning how to read and write. In contrast to phonetic scripts, Chinese characters in a strict sense do not represent the phonetic value of each word. Most of the methodology on learning Chinese as a second language originates in the West and there seems to be a considerable lack of information on the learning of Chinese characters. This paper aspires to fill in this gap by providing a meaningful and systematic methodology based on the specific features of Chinese characters. Currently, there are students in Taiwan who learn simplified Chinese characters first and only then start to learn traditional Chinese, so in practice they need to relearn how to write a character that they formerly learned in simplified form. This approach is different from learning only simplified or only traditional characters and thus deserves our special attention when conducting this research, particularly when defining the scope of learning, setting hypotheses, gathering data and carrying out subsequent analysis. Our methodology emphasizes the importance of the location where learning takes place as well as other factors related to teaching and learning. Research methods include description of all events that take place as part of the learning process, including their results. The research concludes with an analysis of this process. Learning traditional and simplified Chinese characters at the same time brings convenience to everyday life, studies, and communication with people but the learning process is very complicated and contains a lot of variables. This case study revisits the topic of switching between traditional and simplified Chinese, offering new perspectives by placing emphasis on the principles and patterns that emerge in the learning process, recognizing the importance of the composition of Chinese characters, pointing out their components and structure, and outlining the ways to analyze, compare and reconstruct characters, and finally, reflecting on all of this within the teaching and learning process.