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Journal articles on the topic '漢字研究'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Shaughnessy (夏含夷), Edward L. "An Overview of Western Sinologists’ Studies of Chinese Paleography (西方漢學家中國古文字研究概要)". Bamboo and Silk 1, № 1 (2018): 275–323. http://dx.doi.org/10.1163/24689246-00101011.

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This essay, the first chapter in the author’s Xifang Hanxue chutu wenxian yanjiu gaiyao 西方漢學出土文獻研究概要 (Essentials of Western Sinology’s Research on Unearthed Documents), provides a survey of Western Sinology’s research on Chinese paleography from the time of the first such study (1881) through 2015. The survey includes especially the following topics: general discussions of Chinese paleography and/or unearthed documents, the origins of Chinese writing and its social functions, the nature of Chinese writing, methodological studies, and reference works, but does not cover studies of ancient Chine

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2

Paramitasari, Ketut Ayu, Desak Made Sri Mardani, and Gede Satya Hermawan. "ASESMEN MATA KULIAH KANJI DI JURUSAN PENDIDIKAN BAHASA JEPANG." Jurnal Pendidikan Bahasa Jepang Undiksha 4, no. 1 (2018): 72. http://dx.doi.org/10.23887/jpbj.v4i1.14951.

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Penelitian ini bertujuan untuk menganalisis (1) model asesmen mata kuliah Kanji Shokyuu, Kanji Chukyuu, dan Kanji Jokyuu di Jurusan Pendidikan Bahasa Jepang dilihat dari bentuk tes dan latihan yang digunakan oleh pengajar pada mata kuliah Kanji ini, (2) perbedaan model asesmen antara mata kuliah Kanji Shokyuu, Kanji Chukyuu, dan Kanji Jokyuu, (3) faktor yang menentukan pilihan model tes yang digunakan pengajar dalam mata kuliah Kanji . Subjek penelitian ini adalah tiga dosen pengajar Kanji di lingkungan Jurusan Pendidikan Bahasa Jepang. Pengumpulan data dilakukan dengan motode dokumentasi, dan

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3

曾, 金金, 壽惠紀 та 立己黃. "符合認知理論的多媒體部首教學設計". Chinese as a Second Language Research 2, № 1 (2013): 89–114. http://dx.doi.org/10.1515/caslar-2013-0024.

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提要由於漢字的內部結構複雜，但部首卻有一定的認知規律可循，因此，部首教學就成為漢字教學導入的一大利器。因此，本研究進行以認知學習理論為基礎的部首多媒體教學設計，考量學習者的認知負擔，以寓教於樂的方式，袪除對漢字的畏懼感，有效建立學習者的部首意識。由於部首對於絕大多數初學漢字的學習者是一個全新的概念建構，我們要從功能類比部首是相當於印歐語系(Indo-European family) 文字的字根 (base word) 概念，是帶有主要語義成分的最小單位。本文統計視聽華語（一）（二）冊教材中的614個生字之部首頻率，再對照常用字頻部首頻率，並參酌黃沛榮 (2001) 從漢字的辨識、書寫與使用三個角度來評估部首的學習價值，綜合列出100個具有優先學習價值的部首，作為多媒體教學設計之主要範疇。規劃出符合五項認知歷程的單元教學，包括：（一）直觀圖形，聯結形符。（二）解構字碼，凝聚概念。（三）鞏固部首位置及組合結構，加強形近辨識。（四）語義彙整，加強義近區辨。（五）綜合運用，融會貫通。

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4

謝, 菁玉. "漢語和德語植物固定語式的形成——從菜和蘋果出發". Chinese as a Second Language Research 2, № 1 (2013): 139–61. http://dx.doi.org/10.1515/caslar-2013-0026.

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提要Atran (1990) 相信植物名稱是拿來形容人或社會通用的喻依 (vehicle)。本文旨在觀察漢語和德語的『菜』和『蘋果』固定語式的語意出發點，再綜合討論其他植物語式，最後我們統計所討論的語式資料，比較漢、德語在植物固定語式上造詞的不同觀察點。Lakoff & Turner (1989) 等人所提出的語意出發點是本文的研究理論基礎，語料乃從字典、辭典、文獻、和媒體中搜集而得。研究比較後顯示，同樣有【普通易得的食材】這個語意出發點，在德語是『蘋果』，在漢語則是『菜』。從德語的Apfel [蘋果]語式中我們看到蘋果在德國人心目中的普遍性和重要性，從其形狀、果肉、作為食品、飼料、農業特色、成熟後掉落地面、到腐爛等方面皆是入詞的參考。德語的Gemüse [菜]和漢語的『菜』語意相差甚多；在德語是名詞，在漢語多半為形容詞。德語Gemüse [菜]常用來代指＜人＞，漢語的『菜』則常是＜食物＞的統稱。漢語和德語從外型、可食性、可用性、或是農耕與生長特色的語意出發點，有相同或不同的分佈比例。植物固定語式這種生命體詞彙是語言使用者表詞達意的良好利器。透過外語學習者的角度來探究語意出發點，比較漢語和德語，更能切實的看到語言的核心和實用的面向，對漢語學習有所助益。

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5

武志, 濱田. "論《蒙古字韻》所反映的漢語方言音系". Bulletin of Chinese Linguistics 12, № 1 (2019): 88–128. http://dx.doi.org/10.1163/2405478x-01101006.

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提要關於《蒙古字韻》所反映的漢語方言音系，本文得出了以下結論：①中古音四聲已分爲陰陽八調。②疑、云母的實現形式ꡃ <ŋ> [ŋ-]和ꡝ <’> [ʔ-]都是/ʔ-/ （陽調）的條件變體。③中古音微母、日母、以母（各自對應於ꡓ <w>、ꡔ <ž>、ꡭ <y1>）爲[v-, ʐ-, jɦ-]，中古音奉母、禪母、部分匣母（對應於ꡤ <f1>、ꡚ <š1>、ꡯ <h1>）變爲[fɦ-, ʂɦ-, xɦ-]。這兩個音變構成一套鏈移（chain shift）。④中古音全濁聲母除了邪母和部分匣母以外都變為“清音濁流” [Cɦ-]。⑤硬顎音聲母/c, cʰ, ç, j, ɲ/有獨立的地位，但是/c, cʰ, ç/沒有專用字母。⑥韻腹有/a, e, ɤ, i, u, y, ï/，韻尾有/j, w, m, n, ŋ/，介音有/w, ɥ, i/。介音/i/只與韻腹/a, e/相配。元朝人沒有現代語言學的知識。從韻書等資料構擬出一套語音系統的科學研究是一項嶄新的嘗試。使用表音文字構擬脫離實際方言的語音系統並且還制定拼法，這是一項遠比現代人能想像的難得多的工作。本文認爲，哪一個字屬於哪一個小韻很可能是根據前代韻書而決定的，同時還認為，語音系統本身很可能是反映著實際方言音系的相當部分。創造八思巴字拼寫的原

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6

염재웅. "漢語中古音異讀字分析을 통한 中古音層次研究". Journal of Chinese Cultural Studies ll, № 27 (2015): 511–36. http://dx.doi.org/10.18212/cccs.2015..27.021.

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7

Anggarianti, Ni Kadek Meri Suri, Desak Made Sri Mardani, and Kadek Eva Krishna Adnyani. "PENGEMBANGAN MEDIA KARTU RENSOU KAADO BERBASIS METODE MNEMONIC UNTUK PEMBELAJARAN KANJIPADA SISWA KELAS XI DAN XII DI SMAN 1 SUKASADA." Jurnal Pendidikan Bahasa Jepang Undiksha 4, no. 1 (2018): 82. http://dx.doi.org/10.23887/jpbj.v4i1.15203.

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Penelitian ini bertujuan untuk mengembangkan media pembelajaran berupa kartu huruf “Renous Kaado” berbasis metode mnemonic untuk pembelajaran Kanji pada siswa kelas XI dan XII yang sesuai dengan silabus di SMA N 1 Sukasada. Penelitian ini merupakan penelitian dan pengembangan (research and development.) Metode pengumpulan data yang digunakan dalam penelitian ini adalah (1) observasi, (2) wawancara, dan (3) kuesioner. Hasil penelitian menunjukkan bahwa (1) media pembelajaran yang dihasilkan diberi nama rensou kaado yang berupa kartu huruf bergambar yang memiliki dua sisi yaitu, tampak depan dan

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8

Harni P, W. Nanda Putri, I. Wayan Sadyana, and Desak Made Sri Mardani. "ANALISIS IMPLEMENTASI KURIKULUM 2016 BERBASIS KKNI PADA MATA KULIAH KANJI JOKYU DI PROGRAM STUDI PENDIDIKAN BAHASA JEPANG UNIVERSITAS PENDIDIKAN GANESHA." Jurnal Pendidikan Bahasa Jepang Undiksha 5, no. 1 (2019): 37. http://dx.doi.org/10.23887/jpbj.v5i1.16873.

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Penelitian ini bertujuan untuk menganalisis implementasi kurikulum 2016 berbasis KKNI pada mata kuliah kanji jokyu di Program Studi Pendidikan Bahasa Jepang Universitas Pendidikan Ganesha yang meliputi perencanaan, pelaksanaan dan penilaian dalam pembelajaran. Subjek dalam penelitian ini adalah dosen mata kuliah kanji jokyu di Program Studi Pendidikan Bahasa Jepang UNDIKSHA. Metode pengumpulan data yang digunakan adalah metode observasi, wawancara dan dokumentasi. Data dianalisis dengan menggunakan teknik deskriptif kualitatif. Adapun hasil penelitian ini yaitu (1) perencanaan pembelajaran kan

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9

白, 南德. "『大韓留学生会学報』に出現する日本漢字語の研究". Korean Journal of Japanese Language and Literature 59 (31 грудня 2013): 135. http://dx.doi.org/10.18704/kjjll.2013.12.59.135.

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10

Zhang, Yu-Jin. "Chinese characters cultural ecology research and Chinese Characters and China series of books compiling." Chinese Studies 56 (September 30, 2016): 15–24. http://dx.doi.org/10.14378/kacs.2016.56.56.2.

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11

TSE, Shek Kam, Man Ying WONG, Toi Na LEE, and Sing Pui TO-CHAN. "Emergent writing of Chinese Characters by Pre-schoolers in Hong Kong." Han-Character and Classical written language Education 34 (May 30, 2014): 213–38. http://dx.doi.org/10.15670/hace.2014.34.1.213.

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12

KWAN, Che-ying. "Research on Non∼Chinese Speaking Children in the Recognition of Chinese Characters." Han-Character and Classical written language Education 34 (May 30, 2014): 239–63. http://dx.doi.org/10.15670/hace.2014.34.1.239.

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13

zhang, rong. "A study on the difference of characters between Korean and Chinese four-character idioms." Korea Journal of Chinese Linguistics 77 (August 31, 2018): 215–40. http://dx.doi.org/10.38068/kjcl.77.10.

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14

JO, Kinbi, Atsuko FUJII, Yuri YOSHIDA, Yuta MAKINO, Toshihide KOIKE, and Yuko OHTA. "Support Through Homework for Learning to Read and Write Kanji: Second-Grade Pupils." Japanese Journal of Special Education 50, no. 2 (2012): 115–27. http://dx.doi.org/10.6033/tokkyou.50.115.

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15

Loh Ka Yee, Elizabeth, Shek Kam Tse, and Sze Ki Tsui. "A study of the effectiveness of a school-based Chinese characters curriculum for Non-Chinese speaking kindergarteners: HongKong experience." Han-Character and Classical written language Education 30 (January 30, 2013): 277–323. http://dx.doi.org/10.15670/hace.2013.30.1.277.

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16

Handika, Wely Suriya, I. Wayan Sadyana, and Kadek Eva Krishna Adnyani. "PROFIL PEMBELAJARAN MEMBACA PEMAHAMAN OLEH GURU BAHASA JEPANG DI SMAN 4 SINGARAJA." Jurnal Pendidikan Bahasa Jepang Undiksha 4, no. 1 (2018): 52. http://dx.doi.org/10.23887/jpbj.v4i1.13473.

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Penelitian ini bertujuan untuk mengetahui (1) pembelajaran membaca pemahaman bahasa Jepang di SMAN 4 Singaraja, (2) kendala-kendala yang dihadapi guru dalam pembelajaran membaca pemahaman bahasa Jepang, (3) upaya guru untuk mengatasi kendala dalam pembelajaran membaca pemahaman bahasa Jepang. Subjek penelitian ini adalah guru bahasa Jepang SMAN 4 Singaraja. Pengumpulan data dilakukan dengan metode observasi, dokumentasi, dan wawancara, kemudian dianalisis dengan metode deskriptif kualitatif. Hasil penelitian menunjukkan bahwa (1) Pembelajaran membaca pemahaman merupakan bagian dari ouyou rensh

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17

NAKA, Chikaho, Yuri YOSHIDA, Miyoshi KUMOI, Hirohito OZEKI, Yasuo IGARASHI, and Toshihide KOIKE. "Risk Factors for Difficulties in Reading and Writing Kanji in Elementary School Second Grade Pupils." Japanese Journal of Special Education 52, no. 1 (2014): 1–12. http://dx.doi.org/10.6033/tokkyou.52.1.

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18

GOTO, Takaaki, Megumi AKATSUKA, Kanako IKEJIRI, and Toshihide KOIKE. "Learning to Read Kanji : Facilitating Effect of Prior Pairing of the Pronunciation of Kanji With Visual Stimuli for Children With Learning Disabilities (LD)." Japanese Journal of Special Education 47, no. 2 (2009): 81–90. http://dx.doi.org/10.6033/tokkyou.47.81.

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19

YAO, Peng-peng, Takashi MOROTOMI, and Tsunetaka OKITA. "Kanji Recognition and Semantic Priming At Morphological and Semantic Levels : An Event-Related Brain Potential Study." Japanese Journal of Physiological Psychology and Psychophysiology 18, no. 3 (2000): 231–46. http://dx.doi.org/10.5674/jjppp1983.18.231.

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20

Katano, Shoko, Akira Uno, Yoshiya Moriguchi, and Noriko Satoh. "Cortical Activation in Children with Developmental Dyslexia during a Working Memory Task with Pseudo Kanji." Japan Journal of Logopedics and Phoniatrics 50, no. 3 (2009): 190–97. http://dx.doi.org/10.5112/jjlp.50.190.

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21

Matsuda, Minoru, Norio Suzuki, Hidehiko Nabatame, and Kazuo Nakamura. "Reading ability in a case with left posterior cerebral artery infarct: on the nature of processing deficits underlying alexia and optic aphasia." Higher Brain Function Research 16, no. 3 (1996): 284–91. http://dx.doi.org/10.2496/apr.16.284.

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22

"早期漢語言文學研究中的漢字釋讀方法新探". Bulletin of Chinese Linguistics 8, № 1 (2015): 48–60. http://dx.doi.org/10.1163/2405478x-00801003.

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23

"韓国における日本漢字 · 漢字語彙教育の研究動向". Japanese Language Association Of Korea, 31 березня 2012. http://dx.doi.org/10.14817/jlak.2012.03.33.185.

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Japanese Journal of Special Education 34, № 5 (1997): 23–28. http://dx.doi.org/10.6033/tokkyou.34.23_2.

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