楷書基本筆形再認識－論寫字教育一個重要的環節

Learning the Kaishu's Basic Strokes Anew-A Crucial Link of Writing Education

10.6238/SIS.200903_(31-1).0010

黃明理(Ming-Lee Huang)

寫字教育 ； 基本筆畫 ； 筆形 ； 楷書 ； writing education ； basic writing orders ； strokes ； Kaishu

中國學術年刊

31_1期（2009 / 03 / 01）

227 - 253

繁體中文

楷書基本筆形，是指點、挑、橫、豎、撇、捺、弧等，構成所有楷體漢字的最小單位之筆畫形狀。各個基本筆畫形狀，其大小比例、粗細變化以及書寫時的運行方向，都有一定的規範與要求。原則上，寫字若能符合此規範，並注意結構安排，即可美觀端整。自從楷書初創以來，善書者傳授書法，即主張由此少數筆畫的學習入手，只是古人談論時大都直述筆法以及預期的最佳表現效果，而較少描述筆畫的形狀特徵，初學者較難揣摩。近來有書法教育學者，雖已提出筆形的概念且用之於實際教學，但在筆形的具體描述上並不周全。加上基本筆畫教學，在小學低年級實施，宥於學童的認知與書寫能力尚未成熟，只能講授大概；而此後的教學又無筆形的進階課程，以至於大多數學生對此書寫基礎知識，仍然不甚了了。有見於此，本論文將藉著前輩學者對基本筆形的論述，反省其中描述的不足，加以補充，並建立規範；進而提出個人的筆法領悟與學習進程，以供參考。俾使青年學子可以循此規範性的描述，重新認識筆形，由觀察筆跡形狀開始，去分析筆畫，思考基本的用筆，用之於日常寫字，開啟精進書寫的自我要求。同時，對於「規範」的審思與循守，實有益於培養為學做人的敬謹心態，這也是作者期待學子在自我要求筆形表現中，能獲得的學習成果。

The basic strokes of Kaishu-dian, tiau, heng, shu, pie, na, and hu are the smallest units that constitute every single Kaishu word. Every basic stroke has different standards and demands on of its proportions, the degree of thickness and the writing orders. If one conform to the standards and pay attention to the structure, he/she can write words properly in general. The excellent writers had been emphasized on the learning of those basic strokes in the first step. However, they mostly discussed the orders in writing and the intended outcome but seldom described the strokes' characters and appearances, to which causes the difficulties for the beginners. Although some Chinese calligraphy educationists have been worked out the concept of strokes and practiced it in teaching lately, their concrete description to writing strokes is not comprehensive. In addition, limited by the immature knowledge and writing ability of lower grade students, the practice of writing just rubs on the edge; in the lack of advanced curriculum in calligraphy strokes thereafter, the great majority of students are short of the fundamental knowledge in writing. In the light of it, this thesis will be base on predecessors' discuss and counterbalances their shortness by establishing a standard form. Moreover, personal apprehension of writing strokes and learning progress are included in the thesis for reference. Young students can follow this instruction to learn the strokes anew-from observing the appearance, analyzing the strokes, thinking over the writing rules and using it into daily writing to refine the self-request of writing. Meanwhile, the reflection and maintenance of standard is the proper and appropriate attitude toward study, and it is also the expectation of the author that every student can receive the attitude from the progress of Chinese calligraphic strokes learning.

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