#The difference between radicals and components
Most radicals can become components, but the components are not necessarily radicals, but they can seem to exist independently. For example, the left side of the word "Yi" is the component and the right side is the radical.
# What is the function of radicals? Are these features achievable every time?
(1) In terms of glyphs: Recognizing radicals, does it serve as a reminder when "recognizing and writing" characters?
Here are some tips: For example: pine and cypress are both types of trees. When you recognize and write these two words, you will think of "wood".
No hint: For example: Go and Zhi both have the radical "Tu", but when you recognize and write these two words, you don't necessarily think of "Tu".
(2) In terms of pronunciation: knowing the radicals, is it helpful to guess the pronunciation of new characters?
(The probability of being correct while reading is about half)
For example: Hua, Hua, the pronunciation is associated with the pronunciation of "Hua".
For example: bend and change, the upper half of these two characters are the same, and their pronunciation has nothing to do with each other.
(3) In terms of word meaning; will it be helpful to know the radicals and understand the "meaning" of the word?
Helpful: For example, flowers and grass all have the prefix grass, which means they are plants.
Not helpful: for example, times, capital. They all have "sub" parts, which doesn't really help the meaning of the word!
(4) Only by knowing the radicals can you use a dictionary to find the "sound and meaning" of a new word, but this may not always be possible.
For example: If you want to look up the radical "肉" for feet, your children will tend to look for the radical "月". What's more, for many words, it is not easy to distinguish the radical of the word. For example: What radical am I looking for?
#Changes in "past and present" using the radical "search" function of word pronunciation (and meaning):
In the early days, when there were no "phonetic symbols" in dictionaries, the pronunciation of a single word was marked using the "fanqie" method (that is, the initial consonant of one word and the final of another word were used to indicate the pronunciation of the word), or homophones were used. To transliterate.
After that, the dictionary pronunciation was notated using Taiwanese phonetic symbols or the Chinese Pinyin method of Mainland China.
Now, with the advancement of technology, you can search for the pronunciation and meaning of a word by inputting "complete" words by hand. You don't need to know the "radical" or use any pinyin system to search. Therefore, I personally think that the emphasis on teaching radicals in the past was influenced by the "past" thinking, because without radicals, you would not be able to find the word you want to look up and you would not be able to understand the meaning of the word. But "now" there have been changes in this aspect, and the radicals have lost some of their functions.
#The relationship between radicals and character recognition
Recognition of words is input into the child's brain "as a whole". If the child has to analyze the radicals and parts of a word before learning, the process will be too slow, and there is no need to go through this process.
In fact, the "human brain" has the innate ability to "generate". After a child learns a certain amount of words, he will naturally notice that the "components" of some words are the same or similar, and they may not have been learned through "teaching". (This is also why children sometimes confuse two words with similar parts, that is, swapping and transferring similar parts with each other, and writing wrong or non-existent words. This is a "naturally occurring" transition process.
The direction of the LeLe book series is reading and literacy, and we attach great importance to literacy through reading. However, I have also seen that some people tend to list words with similar parts and introduce them at the same time, so that children can recognize many words at the same time, which is the so-called "concentrated literacy", for example: Qing/Qing/Please/Qing/Qing/蜻, Block/Rose /槐/hun, etc. I personally don't tend to do this. If a child originally recognizes one of the words (for example, dragonfly's dragon) through reading, he inputs the word as a whole. He may not associate it with other words such as "please, clear, etc." In fact, such an association It is the association of adults, because adults have a large character library, and children who are new to learning may not necessarily have so many words to associate with. Introducing many "similar" words at the same time may easily cause confusion in children, because children who are beginning to learn may not have been exposed to these words. , the meaning of the words is also unclear. Such "intensive literacy" to introduce new words may not be more effective than "dispersed literacy" through reading. (Even if you want to "use words to bring words", you can simply explain the similarities and differences of 2 or 3 similar words at most, without using too many words or excessive analysis).
#The relationship between radicals and writing
Adults may use clues about components or radicals to help them remember how to write a word, but children may not first conduct "radical analysis" on the meaning of the word before writing. They will notice the radicals or components, but More often than not, they write the entire word smoothly and completely in their own order.
Here, by the way, the structural types of Chinese square characters are listed (from personal subjective and rough classification and statistics) to provide everyone with a simple understanding and reference of the components, positions and proportions of written characters.
下面照片中，樂樂叢書故事中的1000餘字，I. 獨體字約佔20%. II. 分成2份結構的字有兩類，其中左右2個部份佔約50%，上下2個部份佔約15%。 III. 其餘的分成2份和3份、4份結構的字，約佔15%。
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