漢字是中華文明最重要的組成部分，也是世界上使用時(shí)間最久、空間最廣、人數(shù)最多的文字之一。漢字的創(chuàng)制和應(yīng)用不僅推進(jìn)了中華文化的發(fā)展，還對(duì)世界文化的發(fā)展產(chǎn)生了深遠(yuǎn)的影響。

　　為激發(fā)學(xué)生對(duì)漢字學(xué)習(xí)的興趣，加深對(duì)漢字的理解和認(rèn)識(shí)，在青苗國(guó)際雙語(yǔ)學(xué)校上東校區(qū)剛剛結(jié)束的文學(xué)周上，中文教學(xué)團(tuán)隊(duì)選擇了以“尋根·漢字的故事”為共同的活動(dòng)主題。老師們根據(jù)各年級(jí)學(xué)生特點(diǎn)及日常教學(xué)情況，通過(guò)開展形式多樣的活動(dòng)，引導(dǎo)學(xué)生去探究漢字的起源、漢字的造字法、漢字的結(jié)構(gòu)、漢字的演變等等相關(guān)知識(shí)。

　　下面就讓我們跟隨著孩子們的視角一起走進(jìn)“漢字的故事”。

學(xué)前班

　　學(xué)前班的探究主題是“漢字筆畫的研究和歸類”。同學(xué)們?cè)诶蠋煹膸ьI(lǐng)下，通過(guò)復(fù)習(xí)開學(xué)以來(lái)學(xué)到的筆畫與漢字，將課堂上書寫練習(xí)過(guò)的漢字進(jìn)行剪切，按筆畫歸類，最后制作出精美的屬于他們自己的“漢字筆畫歸類書 ”。

一年級(jí)

　　一年級(jí)的探究主題是“漢字的造字法——象形字和會(huì)意字”。同學(xué)們?cè)谝黄痖喿x了《倉(cāng)頡日記之漢字由來(lái)》系列圖書之后，又通過(guò)老師們精心準(zhǔn)備的各種視頻和文字資料，初步了解了漢字演變的過(guò)程，然后通過(guò)親自動(dòng)手畫一畫，寫一寫的活動(dòng)，完成了《“畫”文字》的小書和《中國(guó)文字“畫”》手抄報(bào)等作品。

二年級(jí)

　　二年級(jí)的探究主題是“漢字的神奇結(jié)構(gòu)”。同學(xué)們?cè)诶蠋煹囊龑?dǎo)下，系統(tǒng)地了解了漢字的結(jié)構(gòu)，將已經(jīng)學(xué)過(guò)的漢字按不同的結(jié)構(gòu)（如左右、上下、包圍、獨(dú)體等）進(jìn)行分類，并通過(guò)小組合作學(xué)習(xí)，自主探索上半學(xué)年還將要學(xué)習(xí)的生字及其結(jié)構(gòu)，將這些漢字進(jìn)行了結(jié)構(gòu) “大分類”，并制作了形式各異的 “漢字結(jié)構(gòu)” 或 “漢字偏旁” 的小海報(bào)。

三年級(jí)

　　三年級(jí)的探究主題是“漢字的演變歷程”。通過(guò)讀故事、演故事的形式，三年級(jí)的同學(xué)們了解了漢字的起源以及漢字演變的過(guò)程。特別值得一提的是，結(jié)合UOI探究主題——榜樣的力量，三年級(jí)的小演員們?cè)趧?chuàng)作表演之前，通過(guò)觀摩五年級(jí)的大哥哥大姐姐們的課本劇表演，并聆聽他們給出的表演經(jīng)驗(yàn)分享，認(rèn)真揣摩每一個(gè)角色的特點(diǎn)，充分發(fā)揮想象力，團(tuán)結(jié)協(xié)作，動(dòng)手制作了各種各樣的道具，生動(dòng)地將《倉(cāng)頡造字》《刻在甲骨文上的文字》《李斯作小篆》等漢字故事展現(xiàn)在了大家面前。

四年級(jí)

　　四年級(jí)的探究主題是“賞析漢字的不同字體，了解著名書法家的事跡”。四年級(jí)的同學(xué)們不僅通過(guò)閱讀了解了漢字字體的演變過(guò)程，認(rèn)識(shí)了各種字體的代表書法家，還親自動(dòng)筆，嘗試了書寫各種字體。從甲骨文到草書，他們選擇自己喜歡的字體認(rèn)真臨摹練習(xí)，并最終實(shí)現(xiàn)在竹簡(jiǎn)上書寫了《論語(yǔ)》等自己喜歡的文言文，真正體會(huì)了“學(xué)富五車”的含義。

五年級(jí)

　　五年級(jí)的探究主題是“生活中的易錯(cuò)字”。作為校園里的“前輩”，五年級(jí)的同學(xué)們義不容辭地承擔(dān)起了“糾錯(cuò)”的任務(wù)，為了幫助大家避免和減少在中文學(xué)習(xí)中的錯(cuò)誤，他們通過(guò)詳細(xì)地調(diào)查和分析，從“音、形、意”三個(gè)方面，梳理了生活和學(xué)習(xí)中容易出錯(cuò)的漢字，并通過(guò)制作張貼正音詞卡、改錯(cuò)題卡等活動(dòng)與全校同學(xué)互動(dòng)，倡議和推廣規(guī)范使用漢字。一場(chǎng)“我愛(ài)漢字”的主題聯(lián)歡會(huì)，更是將五年級(jí)的探究活動(dòng)推向了高潮。

　　時(shí)間總是過(guò)得很快，雖然這一次的“尋根”之旅伴隨著同學(xué)們的快樂(lè)與創(chuàng)意，暫時(shí)告一段落，但是對(duì)于學(xué)習(xí)漢字和中華文化的熱愛(ài)之情，已經(jīng)像一粒粒的種子，在孩子們的心中生根發(fā)芽。意欲未盡的他們已經(jīng)開始憧憬下一次的文學(xué)周活動(dòng)，相信通過(guò)這一次的努力實(shí)踐，明年的文學(xué)周他們一定會(huì)有更加精彩的表現(xiàn)。

　　Being the oldest and most widely used characters, Chinese characters are the most important Chinese cultural component. The creation and application of Chinese characters have had deep and profound influences on not only Chinese but also worldwide cultures.

　　In the latest Literature Week event at BIBS UES campus, the Chinese teaching department chose ‘Roots · Chinese Characters’ as the theme to inspire and encourage our students to have better understanding on the embodiment of our mother language. Teachers carried out various types of activities and guided the students to inquire on the origin, forming, structure and changes of Chinese characters.

　　Let’s have a look at their stories today.

Pre-school

　　The inquiry theme for pre-school classes was the Study & Categorizing of Chinese Character Strokes. Teachers helped the students to review the Chinese characters and strokes they have already learnt, and separated the strokes from the characters, followed by categorizing, and at last produced their own version of Chinese Character Strokes Category.

G1

　　The inquiry theme for G1 classes was ‘Forming of Chinese Characters – Pictographic & Meaning Joint’. After reading the book The Inventor of Chinese Characters - Diary of Cang Jie and other video and text materials, students began to understand how the Chinese characters have transformed, and then produced their own picture books and manuscripts.

G2

　　The inquiry theme for G2 classes was The Amazing Structures of Chinese Characters. Our teachers guided the students through the structure and system of Chinese characters and categorized the components accordingly. Students also inquired on the new characters to learn and their structure via group studying, and made different types of posters for structures and components.

G3

　　The inquiry theme for G3 classes was The Transforming of Chinese Characters. Through reading and acting stories, G3 students had the opportunity to understand how Chinese characters were invented and how they have transformed. In connection with the UOI inquiry theme – The Power of Role Model, little G3 actors and actresses watched G5 students’ textbook drama and listened to their feedback before composing their own script. Now they have the stories about Chinese characters of Cang Jie the Inventor of Chinese Characters, Inscriptions on Oracle Bones and The Calligraphy Style of Li Si ready to present.

G4

　　The inquiry theme for G4 classes was Calligraphy Styles and Calligraphers’ Stories. G4 students learnt about the transforming and renowned calligraphers via reading, and tried different calligraphy styles themselves. From oracle to cursive scripts, students tried to write The Analects of Confucius on bamboos in their favorite styles.

G5

　　The inquiry theme for G5 classes was ‘Common Typos’. Being the big brothers and sisters in the school, G5 students must take on the responsibility to help reducing typos commonly seen in Chinese studying. The students came up with a list of common typos by analyzing their pronunciation, structure and meaning, and made correction stickers to share with all other grades. At the end of the day, an ‘I love Chinese Characters’ party pushed the Literature Week event to a new high.

　　We believe the latest Literature Week has planted a little seed in every student’s heart, which will grow like their passion for the Chinese culture. We look forward to their brilliant performance and creativity in the next Literature Week.