JP6089255B1 - Kanji learning tool - Google Patents

Abstract

An object of the present invention is to provide a kanji learning tool for efficiently learning kanji by displaying ancient characters indicating the origin of kanji in different colors for each meaningful part. A kanji learning tool according to the present invention is characterized in that an ancient character indicating the origin of a kanji is disassembled into meaningful parts, and the parts are color-coded according to specific rules according to meaning concepts. [Selection] Figure 1

Description

  The present invention relates to a kanji learning tool, and more specifically, by disassembling ancient characters indicating the origin of kanji into meaningful parts and displaying the meanings represented by the parts in different colors according to concepts. It is related with the kanji learning tool for learning.

  As a conventional technique for learning kanji, there is a kanji learning tool in which kanji and ancient characters are written in a single color on a single card.

Traditionally, in order to learn kanji, it has been memorized by repeatedly writing kanji in a notebook or using an electronic kanji game in a quiz format. Writing was a monotonous task, and it tended to be a task that only learned the shape. In recent years, it has become a problem in the education field because imposing a large amount of kanji as a punishment on children is a cause of dislike of kanji and leaving kanji. In addition, in a kanji game on a video game or a portable game device, the content can be expected from the formation of kanji to the effect of systematically understanding kanji, even if the writing order and reading of each character can be enjoyed and memorized. There was no.

  To solve these problems, there is a Carta-like kanji learning tool called a kanji card. It was created for the purpose of making it easier to remember kanji and radicals by associating modern kanji and ancient characters using ancient characters that represent the origin of kanji.

Patent Document 1 discloses a card that displays kanji radicals, ancient characters that indicate the formation of radicals, pictograms that indicate the formation of ancient characters, and words that are associated with the radicals and pictograms. that has been. These cards are classified the 190 type of radical to 12 types of groups, Ru der can be used to group the plurality of sets of learning card depending on the type of radical.

  Patent Document 2 discloses basic kanji (hieroglyph indicating characters), ancient characters indicating the origin of basic kanji (hieroglyph indicating characters), pictograms indicating the origin of ancient characters, basic kanji (hieroglyph indicating characters) and pictograms. The card which displays the utterance word for associating and memorizing is disclosed. These cards are composed of 101 basic kanji characters called hieroglyphs and instruction characters (hereinafter referred to as “hieroglyphic characters”), and other social characters and phonetic characters (hereinafter referred to as “representative voice characters”). It is said that it is possible to easily learn most kanji characters by memorizing 101 basic kanji characters.

Japanese Patent Publication No. 7-52316 Japanese Patent Publication No. 7-52317

However, the card displaying ancient characters in any of the techniques in Patent Documents 1 and 2 Ri configuration der simply describing the one letter ancient characters on a card in a single color, the original parts neck Kanji Only the ancient character card indicating the origin of the character and the ancient character card indicating the origin of the basic kanji (hieroglyphic character) 101. Although it is described that these applications can also understand the origin of Kanji other than the basic Kanji 101, if ancient characters are composed of multiple parts that have meaning, you must first start by decomposing ancient characters Don't be. And when you learn the origins of every single Chinese characters not only radical, efficiency is poor it is necessary to disassembly of the ancient characters when you learn the Chinese characters other than basic hieroglyphics. Especially for elementary school children, preschoolers, and foreigners who are in the early stages of learning kanji, it is difficult to disassemble the ancient characters that indicate the formation of the conspiracy voice into meaningful parts.

Further, in the learning card of Patent Document 1, 190 types of radicals are classified into 12 types of groups, and all radicals can be learned by memorizing 12 types of representative hieroglyphs that become radicals. It is stated. Since the action of the learning card of Patent Document 1 is limited to remembering the radical, the learning card is suitable for a learner who has mastered kanji in general to fix and review the radical part. However, it is not suitable for learners in the early stages of kanji.

In the learning card of Patent Document 2, it is described that by learning 101 kinds of basic kanji characters (hieroglyphics), it is possible to easily memorize all the connotational voice characters made of these combinations, but the kanji is long. because there is also this that portion representing a completely different thing in the history from being integrated into the same shape, which was destroyed Kanji Keisei character is, to have the meaning of the basic Chinese characters corresponding to each of the parts (hieroglyphics) is Not exclusively.

  For example, the word “ho” is disassembled into a carrot “mouth” and “tree” that represents the side shape of “person” in appearance. When broken down into "people", "children" and "childbirth". This is an example in which the part that represents a child has not changed to a “child” but to a “disease”. Even if you know the origin of "person", "mouth", and "tree", you cannot know the origin of "Kamo" kanji. As described above, since the decomposition of ancient characters is a very advanced task, even if 101 basic kanji characters are acquired, it is not possible to understand the formation of all the conspiracy characters.

In addition, any of the kanji learning tools described in the prior art documents are useful for memorizing kanji radicals and basic kanji (hieroglyphics), but in learning more complex conspiracy voices that occupy most of the kanji, basic kanji (pictographic instructions characters) which portion until either corresponds to which part of the Kanji character Keisei have difficulty to understand. In order to learn better efficiency is, the origins of Kanji Keisei character is shown to ancient character card is required.

Throughout Elementary dividend kanji, pictographic characters about 16%, the instruction font about 3%, ideograph about 21%, Keisei characters about 59%, others are less than 1%. (Classifications way, although somewhat Ru different by researchers and a dictionary, it is not that the percentage varies greatly.)

Taking 80 Kanji characters for elementary school first graders as an example, among the 80 characters, there are 39 characters for hieroglyphs, 9 characters for instruction characters, 17 characters for social characters, 10 characters for phonetic characters, and 5 characters for others. (But it was classified flat凡社of publication Fukui Prefectural Board of Education issued a "to the world of Chinese characters of Shizuka Shirakawa Dr." to the original, the classification of the Hexateuch is complex, another description has been written by material Some are .)

In the first year, the hieroglyphics indicate 60% of the first-year dividend kanji, and 34% of the voicing sign. Hieroglyphics to learn that much in the lower grades because there are many to be strange and made of Chinese characters, the percentage as described above. Then, by combining these hieroglyphic characters, a phonetic speech will be created. In ancient characters learner in the early stages of Kanji learning showing the origins of the pictographic instruction font, easy to understand because consists of a simple picture, but because the Keisei ideograph satisfied by combining a plurality of these pictographic instruction font, pictographic instruction The difficulty of learning is higher than that of letters. If there is no ancient letter card that shows the formation of the ideographic voice letter, it is difficult to learn all the kanji for the first grade of elementary school in association with the ancient letter.

In the first letter of the first grade elementary school students, the ancient character of “Study”, for example, consists of four parts. It is also difficult for the learner to understand that the ancient letters of “study” are broken down into four parts with meaning. If it is color-coded for each part with a meaning as in the present invention learners whether they are decomposed how the the Ru can be understood at a glance.

Understanding the ancient character that shows the origins of the whole hieroglyphic indication character is about 19% of the small school dividend Chinese characters, like understanding the ancient character that shows the origins of the entire Keisei ideograph, which accounts for about 80 percent of elementary schools dividend Kanji becomes the help of that, is Oite the learning of complex Keisei ideograph Ri good from the elephant-shaped indication characters are difficult to use.

The purpose of the present invention is not limited to radicals and basic Chinese characters (hieroglyphics), but ancient characters are disassembled into meaningful parts, and individual parts are color-coded according to specific rules common to the whole by concept of meaning. Display how to make each ancient letter efficiently understood and make it easier to remember kanji, and how ancient letters including the same parts have been arranged and increased. the invention is to provide a capable Kanji learning tool to make it easier to remember efficiently understanding is not in Chinese characters to the learner.

In the early stages of kanji learning, it is not only the origin of individual kanji characters, but it is also important for learners to learn about the development of kanji and the flow of changes in terms of how kanji are related and how they have increased. This is an opportunity to improve learning motivation. Rather than learn the kanji apart, remember and combed by learning as a cohesive group.

In order to solve the above-mentioned problem, the kanji learning tool of the present invention is not limited to radicals or basic kanji (hieroglyphics), but disassembles ancient characters indicating the origin of kanji to be learned into meaningful parts, the decomposed parts, means color-coded in accordance with common specific rules throughout separately, at a glance to be able to determine the component parts of the ancient characters, easily groups by specific parts constituting the ancient characters It is possible to make it possible.

For example, the ancient letter “child” represents the infant's body. The ancient character disassembly parts that represent the infant's body are included in “K”, “Study”, “Good”, as well as “K”, “Ryu” and “Nurture”. "Character", "Study" and "Good" are easy to find "Child" parts in ancient characters, but find "Child" parts at a glance in "Protect", "Flow" and "Grow" It ’s difficult. If multiple ancient letter cards are color-coded according to a specific rule that is common to all of the ancient letter parts, by showing these to a kanji learner as a group, the learner ancient character is first made earlier, this can understand and octopus such as "character", "academic", "good", "coercive", "flow", "education" is made to the original. Knowing these connections and flows makes it easier to remember and forget kanji.

Similarly, the ancient letter “woman” represents a woman kneeling down with both hands in front. The disassembled parts of ancient characters representing the female figure are included in "Mother" and "Milk" in addition to "Good". "Good", "mother" is also have been ancient character is represented by one color it is easy to find the parts of the "woman", "milk" is difficult. By shown in kanji learner them as one group, the learners and the octopus is ancient character is first made earlier, based on this made and "good,""mother,""milk" of the "woman" I understand . Knowing the connection and the flow was cow this, and easy to remember the Chinese characters, make it difficult to forget.

By combining parts of "woman" and "child", it can be understood to say that creating a new Chinese character of "good". In addition, it gives the kanji “Koshi” a narrative of “female nurturing children”, making it easier to remember kanji.

According to such a configuration, the learner is made to how the ancient character, how Ru easy to understand to what has increased is arranged. By learning grouped by specific parts, rather than the mechanical memorization each of radical, origins and from memorization efficiency is good because it is possible to learn to stand apart from the system.

  According to the present invention, not only the formation of individual kanji characters but also the grouping of common parts can be easily created by the colors of the meaning-specific parts that make up ancient characters. It becomes possible to provide kanji learning tools. Common parts in each ancient letter can be recognized at a glance, and many kanji can be learned by associating them with groups, making them easy to remember and memorable.

The learning card of the present invention can predict the meaning of the parts using the color as a hint even when the meaning of the individual parts is not known, so the elementary school lower grades, preschoolers and foreigners who are in the early stages of learning kanji Ru suitable der kanji learning of people. Kanji leaders in basic each school year dividend kanji of Education, Culture, Sports, Science and Technology Ministry enactment, easy to select the Chinese characters and guidance subject in the classroom if the ancient character card that has been color-coded to each part, teaching plan (learning range and teaching time ) Is easy to set.

By displaying the ancient character is meaningful vivid colors, and learner deepening is resolved impression of path over tree of the ancient character for, rather than a monotonous memory task, memory efficiency and visually appealing is growing, learning fun can do. Along with kanji cards, it is possible to learn while enjoying with a large number of people in the Karta format. Moreover, it is also possible to use it like a playing card nerve weakening game by finishing the back side the same. It can be used in various ways depending on the ingenuity of the learner or learning instructor.

It is the front view which showed an example of the kanji learning tool of this invention. It is a front view (the 1) explaining the kanji learning tool which concerns on this embodiment. In (a) pictographic instruction font kanji card and its ancient character cards as a basic (b) said another ancient character card group that contains the same parts as the parts represented in (a) (c) wherein (b) Kanji card group based on the ancient characters shown It is a front view (the 2) explaining the kanji learning tool which concerns on this embodiment. (A) pictographic instruction font Kanji cards and their ancient character card for which the basic (b) said another ancient character card group that contains the same parts as the parts represented in (a) (c) wherein (b) Kanji card group based on the ancient characters shown in It is a front view (the 3) explaining the kanji learning tool which concerns on this embodiment. (A) Part 1, kanji card made from ancient characters shown in the ancient character card of Kanji characters Deki a combination of pictographic instructions character Kanji cards shown in the learning of the 2 (b) above (a) It is a front view (the 4) explaining the kanji learning tool which concerns on this embodiment. It is a front view which shows an example of grouping. (A) Ancient character card of group including parts of “foot” (b) Kanji card composed of ancient characters shown in (a) above It is a front view which shows an example of grouping. (A) Ancient character card of a group including parts of “child” (b) Kanji card composed of the ancient characters shown in (a) above It is a front view which shows an example of grouping. (A) Ancient character card of group including parts of “Thu” (b) Kanji card composed of ancient characters shown in (a) above

Hereinafter, embodiments of the present invention will be described with reference to the drawings. In the following description, the same portions are denoted by the same reference numerals, parts which once described you omit its description as appropriate.

[Composition of kanji learning tool]
Hereinafter, a card written in Chinese characters will be called a “Chinese character card”, and a card written in ancient characters will be called an “ancient character card”. The kanji card is an auxiliary kanji learning tool when using the ancient character card of the present invention, and the specification is not particularly specified, and any specification may be used. (For ease of storage, it should be the same size as the ancient letter card.)

  The ancient letter card is a learning card that displays ancient letters one by one on a single card. It is disassembled into meaningful parts and displayed in different colors according to the meaning concept of the disassembled parts. Has been. The colors used are standardized according to specific rules common to all ancient letter cards.

Specific rules in common are, for example, "green" for things related to plants, "orange" for things related to parts of the human body (such as "hands" and "foot"), "yellow" for things related to human shapes, "Pink" is for things related to the names of women (such as women and children) ("woman" is dark pink, "child" is light pink), "brown" is for houses and wooden items, and "light blue" is for water-related items Things related to fire are color-coded as “red”. Each color is not limited to the color, it may be color etc. If judged easily color.

  In order to improve the learning effect, the plant is green, the child is cute pink, the house using timber is brown, etc. Under the rules of color coding that makes it as easy as possible for learners to associate the concepts of the parts represented by each part. Create it. In addition, children are more interested in beautiful colors and are more motivated to learn, so it is better to use vivid colors that leave an impression regardless of whether they are warm or cold.

Ri due to the rule of an associative and easy to color the concept of what parts of the ancient characters represent, learners will be easier to store the Chinese characters.

In addition, since ancient characters have been found in plural types with different forms, such as scapular characters, gold sentences, and samurai sentences, one to three ancient character cards with the same kanji character may be created for each era. Also in this case, the color-coding rule follows the color-coding rule of the entire ancient character card. In addition, when creating a plurality of types, it is particularly easy for the learning instructor to attach each identification mark to the card. In order to identify the character type of ancient characters, it is not limited to identification signs ("A", "Gold", "篆", colors and numbers, but letters of ancient characters such as alphabets, figures such as As long as the character type can be identified, it may be composed of any sign.) May be attached to the same position on the ancient character card. (Not shown)

  FIG. 1 shows an ancient letter card 100 of “gaku”, which is a dividend kanji for first graders of elementary school. "Stu" is originally a "study", which is a combination of four parts. The part displayed in A color indicates teaching with the left and right hands, the part displayed in B color represents the tree where the upper part intersected, the lower part represents the shape of the roof, and displayed in C color The parts that represent represent children.

For example the A color orange color reminiscent of the color of Japanese skin, brown reminiscent of the B color, for example, the timber and houses, represented by pale pink to associate with the color C, for example, cute-ness.

  Since ancient letters are difficult to understand for lower grades, upper and lower identification signs 3 (not limited to colors and numbers, such as alphabets, ○ □ △, or Any combination of the above and the like can be identified as long as the top and bottom of the card can be identified.) Is attached to the same position on all ancient letter cards.

Similarly, in order to be able to identify the dividend school year, the dividend school year identification mark 4 (for example, “1” for the first grade Kanji “2” for the second grade Kanji, etc.) is attached to the same position on all ancient letter cards. . Since this identification mark is for a kanji instructor, if the identification display is inconspicuous for the learner, such as yellow, which is close to the ground color of the ancient character card 100 , learning is not hindered.

Be with the upper and lower identification-labeled of ancient characters, dividend grade identification-labeled, a clear identification label, as each character type identification mark of the ancient character is not to be confused.

The ancient character card 100 displays ancient characters on a solid member made of paper, plastic, or magnet sheet. By displaying it on colored paper or cardboard, it can be easily made by hand, and it is less likely to be damaged by repeated use by children. In particular, when made from colored paper (colored paper), fart upcoming it rather than name, easy to show to other people when taken in hand, it does not interfere with the learning visible characters clearly. Colored paper (Shikishi) comes in various shapes and sizes, but when creating multiple sheets, it is easier to store all the ancient letter cards with the same material, so it is difficult to distinguish them when turned over. It can be used for various games like Trump's nervous breakdown game. Moreover, it is also possible to record and use it on an electronic recording medium.

Next, an embodiment of the present invention will be described with reference to FIG. In the figure, there is a spot displayed by thick lines in order to emphasize the part of Common.

  Although it is possible for the learner himself to use it for self-study, an embodiment used by the kanji instructor at the time of teaching is described here. As shown in (a), the instructor first explains to the learner by showing the ancient character 101 that cannot be divided into parts and the kanji 11 among the ancient characters indicating the formation of the hieroglyphics. In this embodiment, “child” is a child shape. Explain that it represents an infant with a big head.

  Then, as shown in (b), another ancient character card 100 including the same parts as the ancient character 101 of “child” is shown to the learner. This makes it possible to know which ancient characters were created first (in the case of this embodiment, the basic “child”), and that ancient characters 102 were created one after another using them. .

  After explaining the presented ancient characters, as shown in (c), the Chinese characters 12 corresponding to the ancient characters 101 shown in (b) are presented. (In the case of this example, “character” “study”) “child” was first created, and kanji characters such as “letter” and “study” were added to create the same color parts. You can understand by comparing ancient letters that contain. It can also be seen that parts representing the same thing exist in different forms. (In the case of a present Example, it is a B color roof part.)

It is known that it is more efficient to remember and easier to remember than to memorize disjointed things, remembering with a formula that gives a connection. Color-coded, Ru can be based on the storage a clue that the same color of the connection.

FIG. 3 is the next stage (development learning) of the kanji instruction shown in FIG. In the figure, there is a spot displayed by thick lines in order to emphasize the parts common.

  As shown in FIG. 3 (a), the instructor then shows another ancient character 201 and its kanji 21 to the learner to explain the formation. In the case of the present embodiment, “woman” explains that the woman is kneeling and crossing both hands in front.

Then, as shown in (b), another ancient character card 200 including the same parts as the ancient character 201 of “woman” is shown to the learner. By this, how ancient characters are made before (the underlying in the case of this example, "woman"), it is possible to know that he one after another ancient character 202 is produced with it .

  After explaining the presented ancient characters, the kanji 22 corresponding to the ancient characters 202 shown in (b) is presented as shown in (c). (In the case of this example, “good” “mother” “milk”.)

  FIG. 4 is the next stage (development learning) of the kanji instruction shown in FIG. In (a), it is confirmed by arranging the cards side by side that the new kanji has been created by combining the kanji learned in the first embodiment and the second embodiment. (In this embodiment, “child” + “woman” = “good”)

  In FIG. 5, the kanji which seems to be completely unrelated to the embodiments 1 and 2 and the ancient characters indicating the formation thereof are shown to the learner. (In the case of this example, “Take”.) “Take” tends to seem to be composed of a carrot, “mouth” and “tree” representing the side shape of “People”, but ancient characters are It consists of a shape that carries a child. After the explanation of “tree”, it is impressed that the color of the ancient letter of “tree” is different from the color of the “tree” part of “ho”. It can be understood that even modern Kanji characters with similar shapes have been transformed into the same shape over a long period of time, when compared with ancient character parts. You can also understand the formation of kanji with similar shapes without confusion.

6, 7 and 8 are examples of grouping. An ancient characters, respectively (a) comprises a common part, parts shown in bold in the figures represent those same meaning, that are displayed in the same color. (B) is a Chinese character made from the ancient character.

In this way Ri due to color-coded the ancient characters in each part, the impression given to the learner is much stronger than a single color display, learning effect of visual impact is on is that a high. In addition, it is possible to learn together the Chinese, including the common parts by the grouping.

As described above, according to the present embodiment, it is possible to provide a kanji learning tool that can systematically learn the formation of common parts groups in ancient characters, not the formation of each kanji. Become. Rather than a radical another group, in order to make the group freely in the common parts, Chinese leaders you can configure a leadership plan in a free-thinking.
Next, an example of grouping is shown.

A group that includes parts for “foot”… “stop” “walk” “out” “foot” “run” “destination” “positive”
A group that includes parts of "Human Shape" ... "Human""North""Ratio""Bake""Large""Stand""Sentence""Interaction"
A group that includes parts for "child" ... "child", "character", "study", "ho", "good", "style", "nurturing"
Group including parts of “woman”… “woman” “good” “mother” “milk” “cheap”
A group containing parts of "fire" ... "fire""light""flame"
A group that includes parts of “trees”… “trees” “forest” “forest” “not” “end” “book”
A group that includes parts of “field”… “field” “man” “town”
A group containing parts of “white”… “white” “hundred”
A group containing parts of “swords”… “swords” “cuts” “minutes”
"Mouth" group including parts ... "Mouth""Brother""Right"
"Eye" parts group ... "Eyes""Look""Nao""Ue"

As described above, another group can be formed by parts extracted from the same kanji. ("Good", "Look" etc. )

Although the present embodiment has been described above, the present invention is not limited to these examples. For example, appropriate to the embodiments described above, additional components, deleted, having been subjected to the design change, as long as they include the subject matter of the present invention, Ru is included in the scope of the present invention.

3 ... Vertical identification mark 4 ... Dividend grade identification mark 10 ... Kanji card 11 ... Kanji 12 ... Kanji 20 ... Kanji card 21 ... Kanji 22 ... Kanji 100 ... Ancient letter card (Kanji learning tool)
101 ... Ancient character 102 as a basic part ... Ancient character 200 including a basic part ... Ancient character card (Kanji learning tool)
201 ... Ancient characters 202 as basic parts ... Ancient characters including basic parts

Claims (2)

The ancient character that shows the origins of Chinese characters a one character display the kanji learning tool in one card, not limited to a radical and basic kanji (pictographic instructions characters), is broken down into parts that ancient character has a meaning, meaning the part represented is qualified by concepts, Kanji learning tool, characterized in that it is color coded according to a specific rule for each concept. A Chinese tool for learning consisting of a plurality of cards that were displayed one by one letter the ancient characters in one card that shows the origins of Chinese characters, not only to the radical and basic kanji (pictographic instructions characters), individual of ancient character is decomposed into parts with meaning, meaning the part represented is qualified by the concept, all the cards are color coded according to a specific rule for each concept, a plurality of pre-listen over according to the type of parts Kanji learning device according to claim 1, characterized in that it is possible to group mode.

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