- 學位論文
民國80年到105年全國語文競賽寫字項目之研究
The research of calligraphy contest in the national language text competition from 1991 to 2016
摘要
語文是與人溝通，傳遞思想的必要工具。中華文化具有優秀的語文內涵，文化傳承必賴語文教育以完成其任務。而語文教育是所有知識的基礎，故語文教育如能確實施行，則所有知識即可「同步」發展。自民國三十五年第一屆語文競賽肇始，至民國一百零五年，全國語文競賽成為公辦競賽中歷史最悠久的比賽。舉辦全國語文競賽的目的，在藉由各組競賽，以提升社會大眾和各級學校師生對學習語文的興趣與動力，並落實語文教育在全國順利推行。 每年九月起，各縣市所舉行的國語文競賽，其中設有「寫字」、演說、字音字形、朗讀、作文五項競賽項目，以涵蓋語文教育的聽、說、讀、寫能力的呈現。分為初賽區賽及複賽縣賽，複賽選拔出各組第一名選手，在指定的訓練場所充分練習比賽項目，聘請學有專長的老師、教授、書法家或歷年評審到場指導，將代表縣市參加全國語文競賽。十一月下旬後，採縣市輪流協辦，教育部主辦的全國語文競賽，戰況激烈、互較長短；君子之爭，相互切磋。筆者長期關注「寫字」項目競賽之演變，以增長指導學生與個人比賽的能力。書法是最能體現中國傳統美學藝術，由書法的筆式勾勒可觀氣韻、察形意，從書法勒努掠磔中欣賞點線面、虛實妙象，進而具體掌握中國傳統美學思想特點。 經年觀察語文競賽時，臨摹某些古書家(體)較易獲獎，所以想探討民國八十年到一百零五年全國語文競賽寫字項目得獎作品，期盼能從中找到答案。筆者於是論述從秦朝至唐代楷書的演變歷程、研究範圍以《臺灣區國語文競賽專輯》和《全國語文競賽專輯》及專輯光碟、研究限制以競賽規定的標準國字為主、古楷書為輔，研究方法與步驟，採文獻分析法羅列評審講評精要，以計量法分析得獎作品臨摹古書家或碑帖的次數及名次，並界定楷書和國字標準國字的分野，因而撰寫第一章〈緒論〉。參考碩、博網研究者對書法教學現場的體悟，提出書法課程融入資訊書法教學的真知卓見，研究魏碑的時代背景及技法和唐代及近代書法家的時代背景、生平、人品、書學經過、楷書用筆特色，結構特徵，章法布局的特徵，梳理楷字學理與技法，因而撰寫第二章〈文獻述評〉。探討全國語文競賽之發展，寫字項目之要點、評判講評要義，對全國語文競賽寫字項目作全盤的釐清與統整，因而撰寫第三章〈全國語文競賽寫字項目〉。析述六組臨摹古書家（體）得獎件數前六名及書寫特色，歸納歷年寫字講評之要點，因而撰寫第四章〈研究結果與探討〉。條列各章之統緒，綜述評審之精華，期盼予主辦單位及寫字指導老師和競賽員中肯的建議，因而撰寫第五章〈結論與建議〉。 本文撰寫過程中，渥蒙恩師崔師成宗、駱師明春、劉師佳榮、李師承統、盧師亞齡、蘇師怡禎、黃師惠嫆、陳師玉玲、鍾師怡芬、陳師慧君、李師天祥、黃師蘭婷、高師德義、簡師瓊瑩、劉師滿玉時相指正，菁莪之德，實為感謝。五章初成，瑕疵不免，魁儒碩學，幸匡正之。
並列摘要
Language is essential for communication and thought transmission. The Chinese language arts curriculum plays an important role in passing on our cultural heritages. Since all knowledge bases builds on the foundation laid by the language arts curriculum, the fulfillment of a successful language arts curriculum helps move all other aspects forward. The Chinese Language Arts Competition, starting in 1946, is a government-funded competition of the longest standing. The goals of the National Chinese Language Arts Competition are to motivate our students to learn the fundamentals of reading and writing and to improve Chinese language arts instruction. The Chinese Language Arts Competition has different levels of contests, from local to county to national, in five categories: calligraphy, speaking, reciting, essay writing, and word recognition. The local contests take place in September each year, and winners from the county contests are furthered trained to attend the National final. The National Chinese Language Arts Competition, hosted by the Department of Education in November, is highly competitive. Among the five categories, Chinese calligraphy is considerate of the ultimate form of Chinese art because of the complicated techniques and expressions it conveyed. My observations showed that students imitating the styles of ancient calligraphers tend to win more often. In order to investigate if there are any patterns in winning the calligraphy awards, I focused on the award winning calligraphy works from 1991 to 2016. In Chapter One, I examined the evolution of calligraphy from Chin to the standard script (kaishu) in Tang Dynasty, analyzed the calligraphy winners from the National Chinese Language Arts Competition and the related rules, and inspected the differences between major calligraphy scripts and styles. Chapter Two surveyed the existing literature on calligraphy instruction and time-sliced the various skills used by calligraphers as well as the scripts and composition in their works. In Chapter Three, I focused on the history and development of the Chinese Language Arts Competition, which includes the competition rules, standards, requirements, and judge comments. I used quantitative methods to analyze the winners’ works. Results were discussed in Chapter Four, highlighting the characteristics of the winners’ works and comments from the judges. In my conclusion, Chapter Five, I proposed suggestions and ideas to apply to future calligraphy instruction and competition. My sincerely thanks to Professors Cheng-Tsong Tsui, Ming-Chun Luo and Jia- Rong Liu for giving insightful comments to my draft and manuscript. And finally I express gratitude to many fine associates who provide assistance. Cheng-Tong Li, Ya-Ling Lu, Yi-Zhen Su, De-Yi Gao, Man-Yu Liu, Yu-Ling Chen, Hui-Jun Chen, Yi-Fen Zhong, Tian-Xiang Li, Qiong-Ying Jian, Lan-Ting Huang and Hui-Jung Huang.