1.部件为本的系统化学习型资源 Component-based, systematic learning resources 

    本平台的目标受众为汉语L2学习者（含香港本地非华语学习者）、港澳台和海外L1简体字学习者。

    The target audience of this platform is L2 Chinese learners (including local non-Chinese speaking learners in Hong Kong), and L1 Chinese learners in Hong Kong, Macau, Taiwan and overseas who learn simplified Chinese characters.

    关于汉字学习平台，坊间现有不少字库型资源，不是学习型资源。这些资源可以提供字级、部首、笔划、结构等汉字属性，精准全面。但这类资源没有系统性呈现部件原理，更适合中国内地人士使用，因为内地已实现普及九年义务教育，民众对简体字普遍经过系统性学习，字典只是满足查个别字之需。这与汉语L2学习者（含香港本地非华语学习者）、港澳台和海外L1简体字学习者的性质不同，后者没有经历过简体字的系统性学习，仅靠字库型资源不足以满足学习需要。

    With regard to Chinese character learning platforms, there have been a number of word bank-type resources available on the market that are not designed for learning. While these resources provide character levels, radicals, strokes, structures and other Chinese character attributes in a precise and comprehensive manner, they do not systematically present the principles of components and are more suitable for mainland Chinese people. This is because mainland China has already achieved universal nine-year compulsory education, and thus people there have generally studied simplified characters systematically. As a result, dictionaries are only used to look up some individual characters. Mainland Chinese people are fundamentally different from L2 Chinese learners (including local non-Chinese speaking learners in Hong Kong) and L1 Chinese learners in Hong Kong, Macau, Taiwan and overseas who learn simplified Chinese characters, as the latter have not systematically learned simplified characters, and thus their learning needs cannot be met by word bank-type resources alone.

    有学者认为，常用汉字虽然数以千计，但只要掌握数十个部件，就可以组合出大量汉字。非华语学生把汉字拆分为部件，从一些常见的部件开始识记，学习认字、写字容易收到较好的效果（谢锡金，2000，2002；香港教育局，2008）。有鉴于此，本计划依照《现代常用字部件及部件名称规范》，以汉字部件为索引，以将国家规范汉字（即所谓「简体字」）的512个汉字部件配以3500常用字中的例字，穷尽列举每个部件的代表性组合；同时，用汉语拼音注音，增加了英文说明，方便L2学习者。本平台旨在通过提供系统性的学习型资源，使学习者建立部件组合意识，举一反三，生成组合。

    Some scholars believe that although there are thousands of commonly used Chinese characters, a large number of them can be simply mastered by combining dozens of components. Therefore, it may be easier for non-Chinese speaking students to achieve better results via learning to recognise and write characters by breaking down characters into components and starting with some commonly used components (Hong Kong Education Bureau, 2008; Tse, 2000 & 2002). In view of this, this project follows Specification of Common Modern Chinese Character Components and Component Names, using the Chinese character components as an index and matching the 512 Chinese character components of national standard Chinese characters (i.e. simplified characters) with examples from the 3,500 commonly used characters to exhaustively list the representative combinations of each component. At the same time, each character example is annotated with Pinyin, and English descriptions are added for L2 Chinese learners’ convenient reference. By providing systematic resources for learning, the platform aims to enable learners to increase awareness of component combinations and to generate combinations by drawing inferences from instances.

    简言之，相对于随机识字、单字积累模式，部件为本的系统化学习模式学得全、学得快、学得易。

    In short, compared with learning characters randomly or individually, the component-based systematic learning mode can help students learn comprehensively, quickly and easily.

2.人性化手写体 Real handwriting

    书写是学习者习得汉字字形的成果输出。坊间现有资源可以动态呈现笔顺，甚至支援萤幕跟写。但性质上来说，这只是书写动程轨迹的示意动画，没有运笔特征；同时，其所采用的都是机械式的电脑字符，即便是楷书，也不完全符合真人实际书写的生理特征，特别是笔画书写与间架结构。学习者依此只能写对，难以写好。所以即便资讯科技如何先进，日韩等国和内地中小学教育都坚持开设书法课。规范汉字是美好的，对于学习者而言，不仅要写对还要写好，否则笔画支离，字形丑怪，而且弊病一旦形成很难纠正改善。

    Writing is the output of a learner's acquisition of Chinese character forms. The resources currently available on the market can present the stroke order dynamically and even support on-screen follow-through. However, these are only animated representations of the trajectory of the writing motion without showing the characteristics of the strokes. In addition, they use mechanical computer fonts, which do not exactly match the physiological characteristics of real writing, especially for stroke writing and character structures, even for the regular script. Learning from these characters, learners may write correctly but not write well. This is why, even with all the advances in information technology, primary and secondary education in countries such as Japan and Korea, as well as Mainland China, insists on offering calligraphy classes. Standard Chinese characters are beautiful, and for the learner, it is important to write them not only correctly but also well; otherwise, the strokes will be disparate, and the characters will be ugly. Worse yet, it would be difficult to correct and improve the malady once formed.

    本计划采用真人书写手写体呈现规范汉字的笔画、部件和例字。其中，字形和笔顺以国家颁布的《通用规范汉字表》和《通用规范汉字笔顺规范》为准，确保字形规范，笔顺正确。结体则以《间架结构摘要九十二法》为依据，确保间架端正，笔画流利。 《间架结构摘要九十二法》是黄自元总结出的九十二种汉字结体书写方法，并有典型例字。该帖对后世影响巨大，对初学者了解间架结构有指导意义。

    This project adopts real-life handwriting to present the strokes, components and examples of standard Chinese characters. In particular, the character forms and stroke orders are based on Table of General Standard Chinese Characters and Stroke Orders of the Commonly Used Standard Chinese Characters promulgated by the State to ensure that the character forms are standardised and the stroke order is correct. Furthermore, the structure of the characters is based on Summary of the Ninety-two Methods of Character Structures (《间架结构摘要九十二法》) to ensure that the character structure is well-written and the strokes are written fluently. This copybook, written by Huang Ziyuan, summarises the ninety-two methods of writing Chinese characters of different structures with typical example characters. It has significantly influenced later generations and is a guide for beginners to understand the structure of Chinese characters.

    简言之，相对于摹写电脑字符，真人书写手写体示范更能令学习者掌握书写端正的要领，展示汉字之美。

    In short, a real-life handwriting demonstration, as opposed to a copy of computer fonts, will enable learners to master the fundamentals of proper writing and demonstrate the beauty of Chinese characters.