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

　　為激發(fā)學生對漢字學習的興趣，加深對漢字的理解和認識，在青苗國際雙語學校上東校區(qū)剛剛結束的文學周上，中文教學團隊選擇了以“尋根·漢字的故事”為共同的活動主題。老師們根據各年級學生特點及日常教學情況，通過開展形式多樣的活動，引導學生去探究漢字的起源、漢字的造字法、漢字的結構、漢字的演變等等相關知識。

　　下面就讓我們跟隨著孩子們的視角一起走進“漢字的故事”。

學前班

　　學前班的探究主題是“漢字筆畫的研究和歸類”。同學們在老師的帶領下，通過復習開學以來學到的筆畫與漢字，將課堂上書寫練習過的漢字進行剪切，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

　　一年級的探究主題是“漢字的造字法——象形字和會意字”。同學們在一起閱讀了《倉頡日記之漢字由來》系列圖書之后，又通過老師們精心準備的各種視頻和文字資料，初步了解了漢字演變的過程，然后通過親自動手畫一畫，寫一寫的活動，完成了《“畫”文字》的小書和《中國文字“畫”》手抄報等作品。

二年級

　　二年級的探究主題是“漢字的神奇結構”。同學們在老師的引導下，系統(tǒng)地了解了漢字的結構，將已經學過的漢字按不同的結構（如左右、上下、包圍、獨體等）進行分類，并通過小組合作學習，自主探索上半學年還將要學習的生字及其結構，將這些漢字進行了結構 “大分類”，并制作了形式各異的 “漢字結構” 或 “漢字偏旁” 的小海報。

三年級

　　三年級的探究主題是“漢字的演變歷程”。通過讀故事、演故事的形式，三年級的同學們了解了漢字的起源以及漢字演變的過程。特別值得一提的是，結合UOI探究主題——榜樣的力量，三年級的小演員們在創(chuàng)作表演之前，通過觀摩五年級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驗分享，認真揣摩每一個角色的特點，充分發(fā)揮想象力，團結協(xié)作，動手制作了各種各樣的道具，生動地將《倉頡造字》《刻在甲骨文上的文字》《李斯作小篆》等漢字故事展現在了大家面前。

四年級

　　四年級的探究主題是“賞析漢字的不同字體，了解著名書法家的事跡”。四年級的同學們不僅通過閱讀了解了漢字字體的演變過程，認識了各種字體的代表書法家，還親自動筆，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真臨摹練習，并最終實現在竹簡上書寫了《論語》等自己喜歡的文言文，真正體會了“學富五車”的含義。

五年級

　　五年級的探究主題是“生活中的易錯字”。作為校園里的“前輩”，五年級的同學們義不容辭地承擔起了“糾錯”的任務，為了幫助大家避免和減少在中文學習中的錯誤，他們通過詳細地調查和分析，從“音、形、意”三個方面，梳理了生活和學習中容易出錯的漢字，并通過制作張貼正音詞卡、改錯題卡等活動與全校同學互動，倡議和推廣規(guī)范使用漢字。一場“我愛漢字”的主題聯(lián)歡會，更是將五年級的探究活動推向了高潮。

　　時間總是過得很快，雖然這一次的“尋根”之旅伴隨著同學們的快樂與創(chuàng)意，暫時告一段落，但是對于學習漢字和中華文化的熱愛之情，已經像一粒粒的種子，在孩子們的心中生根發(fā)芽。意欲未盡的他們已經開始憧憬下一次的文學周活動，相信通過這一次的努力實踐，明年的文學周他們一定會有更加精彩的表現。

　　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.