文字是語言的紀錄，突破了時空的限制，使訊息能流通於異時、異地，故文字又是文化薪傳的媒介。識字是語文教育的根本，其良窳攸關著語文教育、文化的薪傳。筆者關懷學童語文學習的相關問題，認為應該由最基礎的工作著手，即強化漢字教學。 本文乃由學習理論切入，談談學習遷移及相關知識，嘗試結合學習理論、文字學知識、圖解識字三者，提出可兼融於現行教學、以促進正向遷移為目標的策略：利用圖像，易於理解與記憶；連接語音，強化書寫與辨識，編成歌謠韻文，強化動機與記憶；給予原則規律，利於類推；連接詞語教學，給予明確的語境；連繫寫字、閱讀與寫作，創造遷移的機會，反覆鞏固所學，降低遺忘率；注重情境學習等。如是，為漢字教學尋求融合中外的理論基礎，以利調整教學，期能提高教學成效。

The written word, a way of recording language, breaks through the constraints of space and time to allow information to circulate among different times and places. For this reason, words are also the media that passes down culture. Word recognition is the root of language and literacy education; moreover, the quality of it is in connection with language education and the pass-down of culture. It’s an undeniable truth. The research discussed about learning transfer and related knowledge based on learning theory. It is combined with learning theory, knowledge of etymology, and word recognition with pictures, hoping to make integration between Eastern and Western theory bases for Chinese-character-teaching to improve the process of teaching. As a result, it was expected to reinforce effect of Chinese-character-teaching.