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       Chinese characters are classified in the book into pictographic, self-explanatory, associative compounds and pictophonetic types for the explanation of their structures and strokes. Each stoke of the character is illustrated. Common words and phrases are attached to each character. All illustrations have English translations.

       本书分象形、指事、会事、形声四类，讲解常用汉字的结构关系，讲解笔顺，并逐一附以笔顺分解表；每一字下附有常用词语。全部讲解附以英文翻译。

本书选收基础汉字即常用汉字652个，每字给出甲骨文、金文、小篆等古文字写法，据古文字字形讲解本义及常用义，并举例词，每字别附一幅说明本义的插图。作者是专门研究古文字的人员，英译者也具有语言文字修养，讲解准确而深入浅出。适用于外国留学生，海外学汉语者。

INTRODUCTION

This book is a textbook on how to write Chinese characters prepared specially for foreigners.

For a long time, Chinese characters have been regarded as the most difficult writing, and many foreign students have felt it so hard to learn Chinese characters that they gave up their study of the Chinese language all together.

Chinese characters are hard to learn because they are complex. However, I believe that another reason why the Chinese language all together.

At present, when we teach foreigners Chinese characters, we basically follow the teaching mode of “written after spoken”, that is, we teach Chinese characters after we come across them in our talks. I think such teaching mode is suitable for the teaching of the alphabetic system of writing but not for the teaching of Chinese characters.

The form, sound, and meaning of a Chinese character are integrated. Every character has a contain form, pronunciation and meaning. Their forms represent meaning but not pronunciation. Cheese writhing is an ideographic system.

Chinese characters have a logical, discernible structure. The basic component is a stroke, of which a number make up an independent character. Independent characters or character components make up combined characters. When we teach written Chinese characters, we teach strokes first, then forms of Chinese characters. Students may learn the main meaning of the forms of Chinese characters while memorizing their forms with the help of their meanings. In this way, they will feel it easier to learn and write Chinese characters.

The teaching mode of “written after spoken” does not adding teaching only throw it into confusion of Chinese characters in their natural order, and will formation. If today you teach “你好”(How are you!), and tomorrow you teach “谢谢”(Thank you.), the writing of these characters cannot be taught in a systematic way, difficulties will be increased.

The teaching of reading Chinese can be separated form that of Chinese character writing. Reading is easier than writing. One who is not able to write down all Chinese characters, may be able to read all of them. This is a fact we have learned form our teaching. Since reading can be separated from writing, the teaching of writing Chinese characters may not go alongside the reading of the written language in the primary stage of learning. It can be carried out independently in accordance with the characteristics of the formation of Chinese characters. By following a natural order and advancing step by step, beginning with independent characters and then combined characters, form the simple to the complex, and from the easy to the difficult. The systematic teaching of the formation of Chinese characters may not only make it easier to teach, but more importantly help students to understand the structural relations between Chinese characters to better remember the form, meaning and pronunciation of a character.

There are more than 3500 Chinese characters in common use, each of whose structure has a regular pattern. Therefore, as students master the basic strokes, independent characters and character components, (which were derived from independent characters) as well as the pattern of the structure of the characters, they will be able to analyze the forms of Chinese characters and learn new Chinese characters by themselves. It is not necessary to teach students all the 3500 characters, but it is necessary to help them to understand the pattern of the structure of characters, and master the basic technique of writing them.

It is in the above mentioned spirit, that this textbook is written.

The first chapter introduces the characteristics of Chinese characters, and the major difference between characters and alphabetic writing.

The second chapter introduces the basic strokes for writing Chinese characters and the rules of stroke order observed in calligraphy.

The third chapter introduces the important position of independent Chinese characters in the system of Chinese characters, and the 80 most important and commonly used pictographic characters, each of which has an explanation of its expression (the simplified form and the original complex form), pronunciation, meaning, strokes and stroke order. There are also places for students to practice writing.

The fourth chapter introduces indicative characters by the above-mentioned method.

The fifth chapter introduces 70 associative characters. It also introduces the structure of combined characters.

The sixth chapter introduces about 80 pictophonograms.

And the seventh chapter introduces the concept of “Bushou”, radicals by which characters are arranged in Chinese dictionaries, and a group of Chinese characters with the same elements or basic structural parts of Chinese characters under each Bushou. This lesson covers 73 Bushou in common use and more than 200 characters.

The whole book introduces more than 400 Chinese characters, most of which are characters frequently in use. A few rarely used characters are also introduced. The reason why we introduce them is because of their strong capacity of forming characters and serving as basic structural parts of other Chinese characters or Bushou.

To help students to search for Chinese characters, the book has a “Catalogus of Chinese characters” and an “Index of Syllables of the Phonetic Transcriptions of Chinese Characters” attached to it.

The purpose of the book is to help students to easily remember the form of Chinese characters and to acquire the ability to write them. Therefore, the classification of some Chinese characters and the analysis of the structural relations in Chinese characters, which are based on my teaching practice, are different from the convention. This is a first attempt in teaching, and comments from experts and colleagues will be appreciated.

导言

    本书是专门为外国人编写的写字课本。

    长期以来，汉字被认为是最难学的文字。不少外国学生由于感到汉字难学，从而放弃了继续学习中文的念头。

    汉字难学，有它本身复杂的一面，但造成目前汉字如此难学的状况，我认为和我们的教法也有一定的关系。

    目前对外国人进行汉字书写教学，基本上采用的是一种“文从语”的教学模式，即汉字教学服从于口语教学，也就是说，学什么话，教什么字。我认为这种教学模式适合拼音文字的教学，而不适合汉字教学。

    汉字是形、音、义结合为一体的，每个汉字都有一定的形状，一定的读音，并表示一定的意义。汉字虽然有读音，但它的形体不表示读音，而是表示意义。

    汉字是一种表意文字系统。

    汉字形体的表意方式是一个富有逻辑性的、有理据的、结构清晰的系统。它最基本的构成要素是笔画。笔画构成独体字，由独体字或由独体字演变而成的偏旁构成合体字。如果在汉字书写教学中，教基本笔画后，先教独体字，再教合体字，按照汉字形体构造的系统性来进行，让学生了解汉字形体的主要表意方式，学会借助意义来记忆字形，这样是会减轻学生学写汉字的难度的。

    “文从语”的教学方式使汉字的教学顺序不可能按照汉字形体构造的系统性来进行，必然使汉字的形体书写教学变得杂乱无章。今天教“你好”，明天教“谢谢”，没有充分利用汉字形体的系统性来进行教学，从而增加了教学的难度。

    汉语书面语识字教学是可以和写字教学分开的，识字比写字容易得多。字不一定都会写，但可以识读。这是教学中我们看到的事实。既然识字教学可以和写字教学分开，那么，在初学阶段，汉字的书写教学就可以不与书面语识字教学同步，可以独立地进行，可以按照汉字形体构造的特点，先独体字，后合体字，由简单到复杂、由易到难、循序渐进地有规律地进行。对汉字的形体结构进行系统性的教学，不仅可以使写字教学化难为易，而且学生了解了汉字的结构关系对识字教学，即识记字形、字义、字音也会起到促进作用。

    常用汉字3500多个左右，由于字的构造是有规律的。因此，学生掌握了基本笔画和独体字以及由独体字演变而成的偏旁的写法并了解了汉字的构造规律，他们就具有了分析字形，习得新汉字的能力。所以3500个汉字不必个个都教，主要应该让学生了解汉字的构造规律和掌握书写汉字的基本技能。

    本着上述精神，我编写了这本写字课本。

    本书的编写体例：

    第一讲介绍汉字的特点以及汉字和拼音文字的主要区别。

    第二讲介绍汉字的基本笔画的写法和笔顺规则。

    第三讲介绍独体字在汉字形体构造系统中的基础地位以及独体字中最重要、最常用的80来个象形字。对每个象形字都形象地介绍了它们的表意方式（简繁体两种字形）以及字音、字义、笔顺和组词。另外还为学习者提供了练习书写的方格。

    第四讲介绍指事字，介绍方式同上。

    第五讲介绍70来个会意字，这部分增加了合体字组合结构的介绍。

    第六讲介绍80来个形声字。

    第七讲介绍“部首”这一概念并以部首打头，在每一部首下介绍一组具有相同偏旁的汉字。这一讲共介绍70来个常用部首和200多个汉字。

    全书共介绍400多个汉字，绝大部分是最常用字，有个别字虽不是最常用字，但也作了介绍，其原因是它们的构字能力强或者是可以作偏旁和部首的字。

    为了便于学生查找，书后附有《汉字目录》和《音序检字表》。

    本书的编写目的是为了让学生较容易地记忆汉字的字形，培养他们的书写能力，因此，对某些字的分类以及对字的构形关系的分析上由于从教学实用的角度考虑，在处理上与传统或习惯作法不尽相同。这样作可以说是教学上的一种尝试，是否合适也望得到有关专家和同人的批评指正。

                                                      张朋朋

                                    1997年10月于北京语言文化大学

Introduction

Chapter 1 Characteristics of Chinese characters

Chapter 2 Basic strokes and stroke – orders

Chapter 3 Independent characters (1) – Pictonrams

Chapter 4 Independent characters (2) – Indicative characters

Chapter 5 Combined characters (1) – Associative characters

Chapter 6 Combined characters (2) – Pictophonograms

Chapter 7 Radicals and Chinese characters

Appendixes

Catalogue of Chinese characters

Index of Syllables of the Phonetic Transcriptions of Chinese Characters

Typefaces of Chinese characters

目录

导言

第一讲  汉字的特点

第二讲  基本笔画和笔顺

第三讲  独体字（上）—象形字

第四讲  独体字（下）—指事字

第五讲  合体字（上）—会意字

第六讲  合体字（下）—形声字

第七讲  部首和汉字

附录

汉字目录

音序检字表

汉字字体