国际中文教育会义字教学研究
Research on the Teaching Method of Huiyi Character in International Chinese Education

汉字是世界上独具特色的文字，但它在国际中文教育中的独特价值与作用还远未得到充分发挥。为满足日益增长的国际中文教育中汉字、汉语教学需求，文章从白乐桑先生提出的“以字带词”的汉语教学法出发，结合汉字构形学的相关理论，立足现代汉字字形及其理据性，以作为“构意文字”的汉字中最具代表性的会义字为研究对象。在此基础上，进一步明确会义字的内涵，确立界定标准，穷尽性地搜集整理出《国际中文教育中文水平等级标准》中的186个会义字，并深入挖掘其所蕴含的语法结构信息。同时，结合会义字的构意表达形式，将会义字归纳为并列、偏正、主谓、动宾等四种结构类型。基于汉语语法具有的词、短语、句子结构一致性特点，以会义字为锚点，可以生成一系列结构类型相同的词、短语、句子。从而形成由字而词、语、句的汉语教学法。实现从汉字出发，揭示汉语规律，激发学习兴趣，攻克汉字难关的目的，为国际中文汉字教学提供新思路。
Chinese characters represent a unique writing system in the world. However, their distinctive value and role in international Chinese language education have not been sufficiently realized. With the growing global demand for Chinese language acquisition, the article builds upon the “Zi-centered” teaching methodology originally proposed by Mr. Bellassen. It integrates relevant theories from Chinese character structural analysis, focusing specifically on the modern forms and their inherent semantic motivation. The study targets Huiyi Characters, the most representative category within Chinese characters conceived as “semantically motivated graphs”. Based on that, this article further clarifies the conceptual scope of Huiyi Characters and establishes definitive identification criteria. It exhaustively identifies and analyzes 186 Huiyi Characters listed in the “International Chinese Education Chinese Level Standard”, delving deeply into the syntactic structural information they encode. Simultaneously, based on the forms of their semantic motivation expression, the identified Huiyi Characters are categorized into four structural types: Juxtapositional Structure, Modificational Structure, Subject-Predicate Structure, Verb-Object Structure. The inherent structural parallelism between Chinese characters, words, phrases, and sentences presents unique instructional opportunities, Huiyi characters serve as anchor points to generate a series of words, phrases, and sentences exhibiting identical structural patterns. This approach forms a coherent Chinese teaching methodology progressing systematically from characters to words, phrases, and sentences. Thus, the aims to initiate instruction from the Chinese characters, reveal underlying patterns of the Chinese language, stimulate learner interest, tackle the challenges associated with character learning, and provide novel perspectives for international Chinese education.