Hui Gong Ge Writing Method (Primary Level Book 4)

Author: Yang Guowei
Publisher:
Publish Date: 2005-06-01
Features: The Hui Gong Ge (Back Palace Grid) divides Chinese characters into two sections—“Inner Palace” and “Outer Palace” for memory. The significance of these sections far exceeds the role of stroke positioning. It reveals to learners the structural principles of Chinese characters, such as “tight inside, loose outside,” “dense inside, sparse outside,” and “solid inside, hollow outside.” Teachers using the Hui Gong Ge not only teach students which stroke is positioned where on a line or surface but also how to structure certain types of characters to make them compact and aesthetically pleasing. Therefore, the Hui Gong Ge teaching method not only helps students learn to write but more importantly, teaches them the principles of writing well. The content of this textbook, the first volume, focuses on the writing guidance of standalone and vertically structured characters. This part forms the foundational content of the entire series. All compound character structures and extension rules in volumes two and beyond are built upon this volume’s teaching content. The six-volume writing textbook follows a program: first standalone characters, then compound characters; first vertically structured characters, then horizontally structured ones. It emphasizes stroke extension before guiding the combination and arrangement of the main body. The teaching process is also designed to progress from simple to complex.
Volume 1 guides students to focus on the general patterns of standalone and vertically structured characters, without providing detailed stroke instruction. These characters are primarily categorized into three types: regular triangles (trapezoids), inverted triangles, and rhombuses. Once students grasp the structural patterns, they can use the Hui Gong Ge to appropriately contract or extend the strokes and structure of the characters.
Starting from Volume 3, detailed guidance is provided on the main body of characters, especially the combination and arrangement of compound characters. The teaching methods emphasize the following points:
1. Visual Distinction of Inner and Outer Palaces: The inner and outer sections of the Hui Gong Ge should be visually distinguished. For example, the inner grid can be lightly colored, or the inner and outer grids can be separated by color.
2. Importance of Inner Palace Side Lines: The left and right side lines of the inner grid play a significant role:
- They indicate stroke extension.
- They serve as a local positioning guide.
- They determine the width of the character.
- They show whether strokes are straight or slanted. Thus, they must not be overlooked in teaching.
3. Importance of Inner Palace Top and Bottom Lines: The top and bottom side lines of the inner grid are also crucial. They decisively determine the height of the character and are vital for the positioning and emphasis of the first stroke in many characters.
4. Strengthening Stroke Extension Awareness: During stroke extension instruction, it is essential to reinforce the awareness of extension through repetitive practice. Teachers can guide students to use hand gestures, body movements, and writing exercises. Additionally, colored pencils can be used to trace or highlight the extended parts.
5. Transfer Guidance for Writing Skills: Teaching should focus on guiding students to apply their Hui Gong Ge writing skills independently, away from the grid, based on the characteristics of Chinese character shapes. The skip-grid design in the textbook is specifically for this purpose.
The Hui Gong Ge teaching method transforms the passive dynamics of teaching and learning. The teacher’s approach is simple: start with stroke extension, grasp the macro and micro features of Chinese characters, and proceed step by step. Students visually grasp the simplified, iconic combination forms of Chinese characters—the main body and extension. This innovative teaching and learning approach undoubtedly adds new vitality to writing instruction reform and greatly boosts both teachers’ confidence in teaching and students’ confidence in learning.