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Dissertationen zum Thema „Shui zhong sheng xue“

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Veröffentlicht am 27. Juli 2024

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1

Chan, Yuen-nga. „Yun yong pian zhang jie gou ce lüe ti sheng zhong san xue sheng yue du shuo ming wen de cheng xiao“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B4255374X.

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2

Wong, Wai-yi. „An quasi-experimental study of oral presentation skills training for junior secondary students Chu zhong xue sheng shuo hua jiao xue shi yan ji hua ping jian /“. Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B3196204X.

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3

Lai, Yui-ping, und 黎蕊萍. „Using schema reading strategy to enhance senior form student's reading comprehension ability = Yun yong tu shi yue du jiao xue ce lüe ti sheng gao zhong xue sheng yue du neng li“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198861.

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This dissertation based on the Cognitive Load Theory, focuses on the effectiveness of using schema reading strategy to enhance secondary five students’ reading comprehension ability. An action research, consists of designing reading worksheets, tests, guiding students using schema reading strategy and observing lessons, in order to promote students’ self-monitoring skill during reading comprehension as well as the effectiveness of the research. The findings conclude: (1) a positive significant on the effects of cognitive load management by modifying the teaching materials for students; (2) using schema reading strategy to enhance secondary five students’ reading comprehension ability. 本研究目的在於應用認知負荷理論，設計一個提升香港中學五年級學生閱讀策略的教學課程，以探討圖式閱讀策略對提升高中學生閱讀能力的成效。本行動研究利用閱讀教材、閱讀測卷和課堂觀察，進行兩個循環的閱讀教學過程，包括計劃、實踐、觀察和反思，藉以調整教學設計和教學模式。結果發現，認知負荷理論對閱讀教學設計的重要性，老師應確保閱讀教材具適度的認知負荷，以免妨礙學生的閱讀效能，亦應注意訓練學生運用圖式閱讀策略，適當地自我監控閱讀過程，從而提升閱讀能力。
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Education
Master
Master of Education

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4

Liu, Chi-mi. „A study of using conjunctions in the Chinese composition of Form 3 students = Zhong san xue sheng zhong wen xie zuo shi yong guan lian ci de qing kuang /“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472571.

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5

Cheung, Po-chu. „Teaching and evaluation of Intensive Characters Recognition Learning Program of S.1 band-5 students in Hong Kong Xianggang di wu zu bie xue xiao zhong yi xue sheng ji zhong shi zi jiao xue ji ping gu /“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960054.

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6

Sit, Fung-ming Joyce. „A study of the composing process of primary six pupils starting = Xianggang xiao liu xue sheng Zhong wen xie zuo si wei guo cheng : wen zhang de kai shi /“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960406.

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7

Ip, Cheung-ming. „Cong zhong xue hui kao yue du neng li ping gu shi juan kan Xianggang gao zhong sheng yue du ce lüe de ying yong he fen xi“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554196.

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8

Tang, Suk-yin. „The effectiveness of enhancing form seven students' speaking proficiency through cognitive training Si wei neng li xun lian dui ti sheng zhong qi xue sheng shuo hua neng li de cheng xiao yan jiu /“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37648068.

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9

To, Suk-kwan. „The effectiveness of a reading module in enhancing junior students' reading motivation and conceptual knowledge Ti sheng chu zhong xue sheng yue du dong ji ji wen hua zhi shi dan yuan jiao xue cheng xiao yan jiu /“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039985.

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10

Cheng, Mei-yi, und 鄭美儀. „The development of story writing in Chinese of Hong Kong primary school students = Xianggang xiao xue sheng de Zhong wen gu shi xie zuo neng li fa zhan“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/209120.

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This study aimed to explore Hong Kong primary school students’ development of story writing in Chinese, by examining the fluency, structure and organization ability, and communication ability. It was a basic research that adopted qualitative and quantitative research methodologies. In total, 2823 pieces of Chinese story writing were collected from three Hong Kong primary schools; 1200 samples were randomly selected for analysis in details. In analysing the selected samples, the total numbers of words and sentences were first identified. Then, the type of structural organization with reference to story schema, and their communication elements were studied. Finally, the data were used for additional statistical analysis. The study showed that primary school students’ ability in writing Chinese stories was developmental and with variety of ability within each class level. The fluency, structure and organization ability, and communication ability were gradually improved when students got older. This study has four major findings. First, the total numbers of words and sentences were increased at each grade level. Difference in the total numbers of words and sentences within the same class level was significantly found in Primary Four and difference became larger in Primary Five and Six. Second, the story schema which students constructed in their story writing was more and more complex as they grew up. Third, the older subject students could write much more rich contents in the beginning and ending of story. Fourth, the older subject students were more skilled at using the communication elements in the beginning of story, and expressing major theme through the story writing. The study’s results enrich the understanding of the theories of the language development of children and their story writing. It also provides valuable information for the researchers in the related areas, and the teachers who teach Chinese and design Chinese writing curriculum. However, this study is only an exploratory attempt to study Hong Kong primary school students’ development of story writing in Chinese; further verification of its findings and test are needed. 本研究旨在探討三所香港小學生的中文故事寫作能力發展。研究是一項基礎研究，採用質性和量性的研究方法，分析研究對象中文故事寫作的流暢性、結構組織能力和傳意能力。本研究從三所小學搜集了2823篇中文故事寫作研究樣本，再以隨機抽樣的方式抽取1200篇作為分析之用。最後，對所得的數據會進行統計分析，以了解研究對象的中文故事寫作能力發展。研究結果顯示，研究對象的中文故事寫作能力具發展性和差異性，會隨?年級的增長，在流暢性、結構組織能力和傳意能力方面的表現會有所提升。流暢性方面，研究對象寫作的「總字數」和「總句數」均隨?年級逐年的上升而穩步增加，而各級研究對象的表現均有明顯的差異，並在小四年級開始擴大。結構組織能力方面，研究對象在中文故事寫作中應用的故事結構圖式，隨?年級的增長而趨於複雜。按研究對象的故事結構組織能力，大致上可以把他們分成三段發展階段。第一組為小一和小二，第二組為小三和小四，第三組為小五和小六。研究對象的開端鋪敘能力和故事結構組織能力一樣，大致可以分為三段發展階段。結尾鋪敘能力方面，亦是隨?年級的增長而鋪敘更多的故事內容。不過，敘述觀點卻沒有呈現發展的趨勢。傳意能力方面，研究對象雖然會隨?年級的增長，更能在故事的開端部份加入傳意元素，但能夠在中文故事寫作的開端部份加入傳意元素的研究對象不多，而且較多集中在高年級。至於透過故事寫作傳達主題思想方面，小三至小六年級中，明顯有較多研究對象能夠在中文故事寫作中傳遞主題思想。本研究探討了三所小學生的中文故事寫作能力發展，研究的結果豐富了兒童語言發展和故事寫作理論，亦為進行相關研究的學者，以及規劃中國語文寫作課程或教學的教師，提供了有價值的資料。不過，本研究是一項初步的探索性研究，所取得的發現有待進一步證實和發展。
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Education
Doctoral
Doctor of Philosophy

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11

Chan, Kung Fong. „Cong jiao yu zhong "gai zao" nü xing : yi "Guangdong Sheng li di yi nü zi shi fan xue xiao" wei ge an yan jiu (1907-1938) /“. View abstract or full-text, 2004. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202004%20CHAN.

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Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2004.
Includes bibliographical references (leaves 323-342). Also available in electronic version. Access restricted to campus users.

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12

Chan, Lai-ying Joyce, und 陳麗英. „The relationship between creativity and Chinese oral proficiency of senior secondary students in Hong Kong = Gao zhong xue sheng chuang yi neng li yu Zhong wen shuo hua neng li de guan xi yan jiu“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/202302.

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In the Reform Proposals for the Education in Hong Kong published in 2000, it was clearly stated that the priotity of education in the 21st century should be ―to enable our students to enjoy learning, enhance their effectiveness in communication and develop their creativity and sense of commitment‖. This paper aims to respond to two of the aspects — the enhancement of effectiveness in communication and the development of students’ creativity. For years, schools have focused on promoting students’ creavity in reading and writing, but not in speaking. In fact, among the various language skills, ‘speaking’ is the skill students have to demonstrate the most in their daily interaction. Compared to reading and writing, the ability to express one‘s views verbally in a creative manner can give rise to more direct interaction, acting as a genuine reflection of a student’s wisdom, knowledge, capability and potential. It is also a lifelong skill that students can apply when they join the workforce in the future. It is therefore meaningful to place emphasis on cultivating students’ creativity in speaking. This research aims to explore the correlation between the Chinese oral proficiency and creative ability of senior secondary students in Hong Kong based on existing theories on the development of creativity and speaking. Target participants, recruited from two aided secondary schools of different abilities, receive training on speaking and creative thinking, and analysis is done adopting both the quantitative and qualitative approaches. Students of each school are first randomly divided into two groups — the experimental group and control group. Students of both groups are required to take a pre-test and a post-test, as well as complete a set of questionnaire in each session. Results obtained are compared and contrasted to gauge the changes in their oral proficiency and creative ability. In between the tests, the experiemental group receives seven experimental design lectures on News and Report, one of the elective modules of the NSS curriculum in Chinese Language Education, while the control group receives lectures on News and Report which reference on the samples from Education Bureau only, no experimental design lectures will be delivered. In the end, the three teachers involved in the study were interviewed, during which the teachers offered their observations on the change in the students’ learning behaviour and attitude. Based on the data collected from the administration of tests, questionnaires and interviews, the following conclusions are made: first, there is a correlation between oral proficiency and creative ability; second, students’ attitude and values have a direct impact on the effectiveness of the module; third, the Speaking and Creativity Assessment rubric used in the study proved to be successful in assessing the said abilities, enhancing learning effectiveness. Through the analysis of data collected, this research contributed to Chinese Language Education to some extent, especially in the teaching of oral proficiency and creativity. It opened up a new set of criteria for the assessment of creative speaking ability from different perspectives to ensure objectivity of results, offered diversified course materials that can effectively raise the standard of students’ speaking and critical thinking ability. 香港在2000 年教育制度改革建議中明確指出教育首要目標是培養學生成為「樂於學習、善於溝通、勇於承擔、敢於創新」的新一代，其中，本研究特別回應「善於溝通」和「敢於創新」這兩個重點。過往，學校及教師多注重學生閱讀能力及寫作能力創意的培養，而忽略說話能力的創意訓練。其實，在各種語文能力中，「說話」是學生日常生活最主要的表達能力。口語表達比閱讀及寫作語言起著更直接的交流及溝通作用，是一個人智慧、知識、能力、素質的綜合體現，是學生立足社會、終生受用的語文能力。因此語文教學以創意思維培養學生的說話能力是有實在意義的。為探索本港高中學生口語表達和創意能力的相互關係，本研究以創造力(Creativity) 和說話能力訓練的理論為依據，對上述課題展開試驗及分析工作。本計劃以香港兩所不同程度的津貼中學學生的說話能力為研究對象，施行融合創意和說話能力訓練的實驗教學模式。本研究採用量化和質化方式為主要研究的方法。首先，每所學校的研究對象隨機分為實驗組 (Experimental Group) 和控制組 (Control Group)。兩組對象分別安排前測和後測來量度實驗前後的數據變化。在前測及後測之間，實驗組將會進行結合了創意思維訓練元素的中國語文選修單元「新聞與報道」共七節課的教學，從而探究這次實驗課能否提高學生創意說話能力學習的成效。而控制組卻不會在實驗教學施行期間安排進行任何實驗教學，有關的課堂教學，只按照原本學校的「新聞與報道」課程進行。在公平的原則下，所有控制組的學生會在暑假補回教授有關的實驗課程知識。本研究同時在兩班實驗組學生發出前後兩次的問卷調查，以檢視受試者的說話能力及創意能力的變化。最後，訪問兩所受試學校參與研究的三位老師，以深入瞭解學生整體的學習行為和態度情意的改變。透過分析實驗教學資料、問卷調查數據和訪談結果，本研究主要有以下幾方面的總結：第一，確立說話能力和創意能力的相互關係。第二，學生的學習態度和品德情意直接影響課程的學習成效。第三，本研究所採用的「說話及創意能力評量表」能客觀評估學生的說話及創意能力，促進學習效能。經各種測試及結果分析，本研究對中國語文教育作出了一些貢獻，尤其是在融合說話與創意能力方面，以提高學生說話和思考水平；開發創意說話能力的評核標準，包含多角度的評審考量為評核精神，以客觀的等級描述為評量依據；提供多元化的創意說話課程設計，有助提升學生的創意說話能力表現等多方面的意義。
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Education
Doctoral
Doctor of Education

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13

Zhu, Xinhua. „A study on the development of superstructure of narrative text written by primary school pupils in four cities of China = Zhong guo si ge cheng shi xiao xue sheng ji xu wen pian zhang de shang ceng jie gou de fa zhan yan jiu /“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23295922.

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14

Tang, Shing-chau. „The signaling effect of topic sentence on comprehension of Chinese expository prose of secondary four students Zhu ti ju dui zhong si xue sheng shuo ming wen yue du li jie de ti shi xiao ying /“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960443.

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15

Yim, Luen-kwan, und 嚴聯昆. „The effectiveness of using Chinese cultural schema to improve classical Chinese reading comprehension ability of Hong Kong secondary three students = Yun yong Zhongguo wen hua tu shi ti sheng Xianggang zhong san xue sheng wen yan wen yue du neng li de cheng xiao“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198867.

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This study focuses on the effectiveness of schema theories to improve the ability of classical Chinese reading comprehension of Hong Kong secondary three students. A classical Chinese reading course is therefore setup to demonstrate the Chinese cultural schema (hereinafter referred to as “the course”). The result will be discussed below. Quasi-experimental research method is used in this study. Students are divided into two groups: experimental group and control group. They are compared in pre-test and post-test to evaluate the effectiveness of the course. In addition, individual interviews and questionnaires are conducted both before and after the course of Chinese cultural schema to experimental group in order to learn more their opinions in Chinese culture, reading classical Chinese and the course. It is shown that both “basic reading comprehension ability” (“understanding of basic / surface meaning”) and “advanced reading comprehension ability” (“understanding of implicit meaning”) are improved, in which “advanced reading comprehension ability” is ameliorated particularly. For the ability of “constructing new knowledge and personal views”, however, the improvement is not outstanding enough. It is also found that students are more interested in Chinese culture and reading classical Chinese after the course. The result of Chinese cultural schema takes time to reflect. Teachers are encouraged to help students by revision and link up to previous schemas. Once students’ knowledge is reinforced, there will be a fundamental change in their way of thinking. It enhances the course’s effectiveness and makes it more long-lasting. 本研究旨在應用圖式理論，設計一個以建構中國文化圖式為主的文言文閱讀課程(下稱：「中國文化圖式課程」)，藉以探討該類課程對提升香港中三學生文言文閱讀能力的成效。研究主要運用準實驗研究的方法，透過比對實驗組學生和對照組學生前、後測的成績，藉以評定中國文化圖式課程的成效。此外，為進一步了解學生對中國文化、古典作品，以及是次實驗課程的看法，研究員亦於實驗前、後，向實驗組學生各進行了一次訪談及問卷調查。研究結果顯示，中國文化圖式課程對提升香港中三學生文言文的「基本閱讀能力」(理解基本/表層文意) 和「深層閱讀能力」(理解篇章深層意義)，均有一定的成效；當中，尤以「深層閱讀能力」的成效最為顯著。至於「讀者層閱讀能力」(建構個人新知識及看法) 方面，於是次研究中，則暫未見顯著成效。此外，研究結果亦發現，學生於課程完結後，對中國文化及古典作品的興趣，亦有一定程度的提升。圖式建構絕非一朝一夕的，教師在教學的過程中，宜反覆重溫、連繫學生的已有圖式，如是，學生的思維才能出現本質上的改變，而課程的成效也才能變得更加持久。
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Education
Master
Master of Education

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16

Cheung, Kai-fai, und 張佳暉. „The relationship between morphological awareness and lexical ability of International Baccalaureate Middle Years Programme students in Hong Kong = Xianggang guo ji wen ping ke cheng zhong xue xiang mu xue sheng de yu su yi shi yu ci hui neng li guan xi yan jiu“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209677.

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近年來，香港有不少國際學校和直資學校開辦國際文憑課程（IB，International Baccalaureate），很多非華語學生選擇學習中文作為第二語言。然而，當中很多學生在使用詞彙上產生偏誤，而在二零零八年，香港教育局發布了《中國語文課程補充指引（非華語學生）》諮詢文件中，指出漢字的字形、聲調、語彙都是中文第二語言學習者的難點（香港課程發展議會，2008），這些難點均涉及語素。以往曾有不少研究，探討語素意識與詞彙知識習得的關係，因此，研究者期望以中文第二語言學習者作為研究對象，探討漢語語素意識與詞彙能力的關係。本研究為量性研究，以語素意識與詞彙能力測驗和單元評估試卷來蒐集數據，並採用相關度測量研究方法分析數據，從而探討國際文憑課程中學項目學生在詞彙上的偏誤類型以及漢語語素意識與詞彙能力的關係，並提出建議以提升中文第二語言學習者的詞彙能力。本研究目的有三：（一）探究香港國際文憑課程中學項目學生在詞彙上的偏誤類型；（二）探究香港國際文憑課程中學項目學生的漢語語素意識與詞彙能力的關係；（三）歸納研究結果，並就教學和後續研究上提出具體建議，作為對外漢語教學之參考。研究結果顯示，中文第二語言學習者的詞彙偏誤類型以「語音」為主，發展同音語素意識對於減少詞彙偏誤相當重要，此外亦需要加強發展部件規則的意識以及組字規則的概念，幫助他們掌握字形，對於減少詞彙偏誤亦有相當重要的作用。在漢語語素意識與詞彙能力的關係方面，中文第二語言學習者的語素意識對於詞彙能力有預測作用，同音語素意識對詞彙能力的預測作用大於同形語素意識的作用；而心理詞彙的語素意識、心理詞彙的數量及用詞能力三者有互相影響的關係，但仍需要進一步的研究。 International Baccalaureate (IB) Curriculum is adopted by more and more international schools and direct-subsidy schools in Hong Kong. At the same time, more and more non-Chinese speaking (NCS) students choose to study Chinese Language as a second language in IB curriculum. However, the vocabulary learning is one of the difficulties when they learn Chinese. The Education Bureau has published ‘Consultation Paper on Developing a “Supplementary Guide to the Chinese Language Curriculum for Non-Chinese Speaking Students” ’ and points out those NCS students encounter difficulties in learning Chinese graphemes, tones, vocabulary, etc. These difficulties are related to morpheme. Many researchers have conducted to study on relationship between morphological awareness and lexical knowledge. This dissertation aims to study on the relationship between morphological awareness and lexical ability of IB Middle Year Programme (MYP) students in Hong Kong. This is a quantitative research. Data collection includes two tests of the morphological awareness and lexical ability paper-pencil tests and one summative unit test of Chinese Language subject in a school. IB MYP students of two classes participated in this study and their morphological awareness and lexical ability were tested and analyzed by the statistical analysis software. The objectives of the study are: (1) Analysis on the types of lexicon errors of IB MYP students in Hong Kong; (2) Analysis on the relationship between morphological awareness and lexical ability of IB MYP students in Hong Kong; (3) Suggestions on developing of morphological awareness in learning Chinese Language as a second language. The results find that most of the lexicon errors were related to the tones and radical components of Chinese character, it is suggested to develop the homophone awareness and the orthographic awareness of Chinese character to reduce the lexicon errors. The morphological awareness of students has influence on student’s lexical ability. The homophone awareness has a closer relationship with lexical ability. The morphological awareness of the mental lexicon has an influence on the amount of mental lexicon and the ability of using lexicon. It is suggested to develop the morphological awareness of students in teaching Chinese as a second language to further study the relationship between the development of morphological awareness and mental lexicon in the future.
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Education
Master
Master of Education

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Yeung, Yuk-fung. „Zheng Qiao his life and scholarship = Zheng Qiao sheng ping ji xue shu yan jiu /“. Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/hkuto/record/B43895992.

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Sun, Xiaoming. „Tian cai meng : Zhang Ailing Meiguo shi qi de sheng huo yu xie zuo chu tan /“. View abstract or full-text, 2009. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202009%20SUN.

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Wong, Lai-wing. „A case Study on Hong Kong secondary school students' ability to read and write simplified Chinese characters exploring the feasibility of promoting the use of simplified Chinese characters in Hong Kong = Xianggang zhong xue sheng ren du he shu xie jian hua zi de ge an yan jiu : jian lun zai Xianggang tui guang jian hua zi de ke xing xing /“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40676638.

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Tsoi, Yin-wai. „Xianggang zhong san xue sheng yue du neng li zhong, jie nan yu pi pan si wei de yan jiu /“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B4255472X.

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Chan, Lai-ying Joyce. „Gao zhong xue sheng kou yu gou tong de xian jie neng li yan jiu“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B4255357X.

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Southerland, Abigail C. „Zhong Guo Da Xue Sheng Dui Mei Guo Da Xue Sheng Han Yu Fa Yin De Jie Du Fen Xi - Liu Ge Ge An De Yan Jiu“. The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420561951.

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Ming, Yau-yau. „Qing poetry on Ming a historical perspective focusing on the writing on Ming Yuefu = Qing zhao yong Ming shi ji de shi xue shen shi : yi Ming yue fu de zhuan shu wei zhong xin /“. Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B44204723.

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Chou, Kam-ngan. „The learning of Chinese lexicon by providing primary one pupils with essential learning experiences Kuo kuo xiao yi xue sheng de xue xi jing li yi ti sheng zhong wen ci hui liang /“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37642935.

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Cheung, Shui-man. „The causes of errors in composing in Chinese by Hong Kong students (case studies) = Xianggang zhong xue sheng Zhong wen xie zuo cuo wu cheng yin/“. Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B31220605.

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Yu, Guojian. „Ping Lujia zhu zuo mei you shi jia shen xue de kan fa : lun Lujia jiu en lun zhong Yesu zhi si de yi yi = A critique on the Advocate of absence of a Lucan Theologia crucis : an exposition on the meaning of the death of Jesus in the Lucan soteriology /“. click here to view the abstract and table of contents, 2000. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b15941140a.pdf.

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Wong, Wai-ping Agnes. „A case study of the strategy that low-performance form five students employed in reading narrative writings Xue ye cheng ji shao xun zhong wu xue sheng Zhong wen yue du ce lüe de ge an fen xi /“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31961423.

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Lam, Yin-wan. „Senior secondary students use of web-logs in writing Chinese a case study = Xianggang gao zhong xue sheng zhong wen wang shang ri zhi xie zuo ge an yan jiu /“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37198361.

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Wong, Pui-sze Catherine. „Hong Kong secondary three students' reading comprehension process = Xiang Gang zhong san xue sheng yue du li jie guo cheng de tan tao /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755936.

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Wong, Mei-fung. „The use of association in Chinese individual oral presentation of Hong Kong form six students Xianggang zhong liu xue sheng ge ren duan jiang zhong lian xiang li de yan jiu /“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37346258.

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Sim, Seok-hwa. „The use of blogging to enhance the learning of chinese writing in secondary school students in Singapore Zhong wen wang zhi xie zuo dui ti sheng Xinjiapo zhong xue sheng xie zuo neng li yu tai du zhi cheng xiao yan jiu /“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40888022.

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Luk, Pei-yee, und 陸姵而. „A Study on the Chinese writing difficulty of junior secondary students with dyslexia in Hong Kong = Xianggang chu zhong du xie zhang ai xue sheng de Zhong wen xie zuo kun nan yan jiu“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211026.

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According to the statistics of the Education Bureau, 6248 junior secondary students had been identified with special learning difficulties in 2014. The incidence rate of this group of students suffering from dyslexia is about 80%. This dissertation explores and investigates the Chinese writing difficulties of the junior secondary students with dyslexia encountered from the perspectives of teachers and students. The research consists of two studies. Study1 aims atinvestigating the language teachers’ perceptions of the difficulties of dyslexia students in Chinese writing, teachers’ strategies of helping them, and their related professional training. By using a tailor-designed survey, a profound understanding about the teaching measures applied on dyslexic students can be reached. Throughout the study, 106teachers (with 40 Primary 4-6 teachers and 66 junior secondary teachers) were invited to fill in the questionnaires. The study showed that only about 30% of the respondents were trained to teach the students with dyslexia. Other respondents gave advice to students upon their own judgments, which failed to tackle the difficulties comprehensively. The respondents also stated the writing problems of dyslexic students which include inadequate words, misuse of vocabularies, poor grammatical sentences, and problems in orthographical encoding process. Teachers could mainly use brainstorming and mind-mapping to help students solving their writing problems. Case studies were conducted in Study 2 for 3 students (Grade 7, 8, 9) with dyslexia (aged13, 14 and 15respectively), who were diagnosed by educational psychologists. This study used the framework of Process-writing to analyse the processes of dyslexia students in writing their composition. By employing the Chinese Writing Scale, “Think Aloud” protocol and interview, the stages of pre-writing, writing and reviewing of the dyslexia students were disclosed while they were composing their writing and investigated the difficulties they were confronted with. The finding showed that dyslexic students were in lack of planning strategy in their pre-writing stage. Thus, students experienced “Pause” and “Edit” processes mainly due to slow decoding of the Chinese characters. As dyslexic students rarely reviewed their products, they faced the problems of lacking cognitive strategy and serious problems in orthographical encoding process. In addition, with their poor ability to put oral language into written form, dyslexic students often missed and failed to present the ideas in full. The groundbreaking aspect of this study is that this thesis is the first to employ the process-writing model, think-aloud protocol and students interview as the framework for qualitative analysis of the Chinese writing difficulties confronted by dyslexic students in Hong Kong. Through this comprehensive framework, the new processes in the Chinese writing and their difficulties were identified which will shed light on the analysis of the difficulties of dyslexia students in future research in Chinese writing or bilingual writing.
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Education
Doctoral
Doctor of Education

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33

Chan, Lai-wa, und 陳麗華. „The investigation of the effectiveness of process writing method to enhance the practical writing ability of international school students who learn Chinese as a second language = Guo cheng xie zuo jiao xue fa dui ti sheng guo ji xue xiao Zhong wen wei di er yu yan xue sheng xie zuo ying yong wen zhi cheng xiao yan jiu“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209681.

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Shi, Yan. „Dialectic of corporeality and poetical imagination olfactory descriptions and reverie in Yu Guangzhong's poems = Shen ti gan yu xiang xiang li de bian zheng : lun Yu Guangzhong shi ge de xiu jue shu xie yu meng xiang yi shi /“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43785013.

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Lam, Wai-man, und 林惠文. „Chinese writing performance of Hong Kong secondary school students with dyslexia problems in Chinese language subject of HKCEE = Xianggang du xie zhang ai xue sheng zai zhong xue hui kao Zhongguo yu wen ke de pian zhang xie zuo biao xian“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211024.

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This thesis is aimed at analyzing dyslexic students’ features of written texts in Hong Kong using systemic functional linguistics. Text analytic method was adopted in comparing the texts written by dyslexic students with those written by normal students based on the systems of transitivity, theme, mood and modality. The study has further developed the concept of word density within the framework of systemic functional linguistics, putting forward the proposition of using “functional word density”, i.e. transitivity density, theme density and mood density, to analyze the language features of students with dyslexia, in the hope of shedding some light on teaching writing skills to these students. Research findings indicate that dyslexic students generally display strong capabilities in presenting specific concepts while their emotional concepts, however, are relatively weak. These students’ density of lexicon regarding material, behavioral and existential processes is higher than that of normal students but their word density of psychological and relationship processes is comparatively lower. When writing descriptive essays, narrative essays and argumentative essays, dyslexic students’ lexical density of psychological process indicates less variation than normal students. This shows that students with dyslexia are generally less flexible in expressing emotions and always fail to adapt to different genres by adjusting remarkably their use of psychological words. As a matter of fact, dyslexic students tend to be insufficient in expressing emotions. When it comes to essay writing, this “low-level of emotionality” reduces their lexical density of psychological words which will in turn undermines students’ performance in descriptive essays. Nevertheless, when doing narrative or commentary writing, these students’ proven word density is somewhat higher than that of normal students. The findings may pave the way for further research on alternative approaches in teaching writing skills to the students. It is also noteworthy that dyslexic students display similar tendency to normal students in terms of theme, mood and modality density. However, these students are good at using conjunctions while weak in connectives and modal adjunct. From the perspective of education, remedial and alternative approaches may be considered for the sake of dyslexic students. It is proposed that these students, in order to compensate for their lack of emotional lexicon, may express feelings by narrating daily occurrences and teachers may support by providing them with lexicon of relevant genres to strengthen their data bank on emotional lexicon.
published_or_final_version
Education
Doctoral
Doctor of Education

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36

Ouyang, Sutong. „Leng zhan shi dai de shi jie wei ji yu Meiguo de ze ren : dui Laiyinhuoerde Nibuer hou qi zheng zhi shen xue de yan jiu = World crisis in cold war and American responsibility : on Reinhold Niebuhr's later political theology /“. click here to view the abstract and table of contents click here to view the fulltext, 2005. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b1884280xa.pdf.

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Lam, Sau-yau. „Case studies of the performance of local form six students in Chinese individual oral presentation Xianggang zhong liu xue sheng ge ren duan jiang biao xian de ge an yan jiu /“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960261.

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Yan, Sau-man. „A study on the teaching of the components of Chinese characters and the errors in writing Chinese characters made by secondary 3 students Han zi bu jian jiao xue yu zhong san xue sheng cuo bie zi zhi guan xi yan jiu /“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37231327.

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39

Lau, Tan-king. „A preliminary analysis of the use of vocabulary in Chinese writings by Hong Kong primary 3 students Qian xi Xianggang xiao san xue sheng Zhong wen xie zuo de ci hui yun yong /“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42926051.

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40

Lee, Kwok-chor. „The strategies of segmentation of cluster of sentences and paragrahing of Chinese texts by Hong Kong form 6 students Xianggang zhong liu xue sheng chu li ju qun he duan luo de ce lüe /“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960315.

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Loh, Ka-yee Elizabeth. „A study of Hong Kong primary school students' ability to express emotions in their Chinese writing Cong Zhong wen zuo wen yan jiu Xianggang xiao xue sheng de qing yi biao da neng li /“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38300928.

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