本文撰寫之目的，在於論述部首的源流及特色，進而提出部首的教學方法。第一節討論漢字部首的沿革；第二節論述當前214分部法的缺點；第三節申論部首字對漢字認寫的重要性；第四節說明部首字的學習方法，包括掌握部首的分類、善用字源解說、掌握部首各項屬性、融入數位教學等方面；第五節為餘論。近數十年來，漢字教學並沒有長足的進展，主要由於缺乏教學理論作為指引，甚至連漢字學習的目標以及步驟，亦不能建立正確的認識。期望透過本文的論述，讓中文學習者（包括「母語為中文」及「母語非中文」的學生）能瞭解部首字的學習在認字、寫字的重要意義，並加強學習的效率，進而提升學習效果。
The purpose of this paper is to investigate the origins and features of Chinese radicals and further propose their teaching strategies. Section One discusses the origins and developments of Chinese radicals. Section Two illustrates the shortcomings and the 214 radical classification, beginning from Ming Dynasty, and their pedagogical limitations. Section Three elaborates on the significance of character identification and writing. Section Four expounds learning methods of Chinese radicals, including classification of radicals, explanation of etymology, attributes of radicals, and E-teaching. It is hoped that from the discussion of this paper, Chinese learners (both Chinese as the first language and Chinese as the second language) can understand the significant role that character identification and writing play in radical learning, thereby reinforcing learning and further facilitating learning effect.
