Academic literature on the topic '中文 – 修辭學'

複印本.
Thesis (M.A.)--香港中文大學.
Fu yin ben.
Includes bibliographical references (leaves 244-257).
Thesis (M.A.)--Xianggang Zhong wen da xue.
Chapter 第一章 --- 導論 --- p.1
Chapter 一 --- 香港中學中文修辭教學的現況 --- p.1
Chapter 二 --- 研究的動機與目的 --- p.13
Chapter 三 --- 名詞詮釋 --- p.17
Chapter 四 --- 有關文獻的探討 --- p.23
Chapter 第二章 --- 研究設計 --- p.59
Chapter 一 --- 研究的方法與步驟 --- p.59
Chapter 二 --- 研究資料的蒐集 --- p.61
Chapter 三 --- 研究對象 --- p.64
Chapter 四 --- 研究工具 --- p.64
Chapter 五 --- 調查實施程度及資料處理 --- p.79
Chapter 六 --- 研究局限 --- p.80
Chapter 第三章 --- 研究結果分析及討論 --- p.82
Chapter 第四章 --- 結論與建議 --- p.189
參考書目
Chapter (一) --- 中文部分 --- p.244
Chapter (二) --- 英文部分 --- p.257
附錄
Chapter (一) --- 本港七間教科書出版社中學中國語文中一至中五年級修辭格索引 --- p.258
Chapter (二) --- 本港七間教科書出版社中學中國語文中一至中五年級修辭格總數量表 --- p.270
Chapter (三) --- 教案舉隅 --- p.272

碩士
國立新竹師範學院
進修部語文教學碩士班
93
The main purpose of this study is to explore the application of rhetorical devices appeared in licensed Chinese textbooks for 1st and 2nd grade students in elementary school of the nine-year integrated curriculum. The purposes are as follows：1.To analyze the types of rhetorical devices in licensed Chinese textbooks for 1st and 2nd grade students. 2. To compare the number of times of rhetorical devices in licensed Chinese textbooks for 1st and 2nd grade students. 3. To understand the application of rhetorical devices appeared in licensed Chinese textbooks for 1st and 2nd grade students. At last, to draw results and suggestions for Chinese teachers in elementary schools when judging and selecting textbooks and teaching rhetoric, and for reference for the licensed textbooks editors in compilation of Chinese teaching materials in the future. The data of the study is from four editions of Chinese textbooks used for 1st and 2nd grade in elementary school published by Kang-shiuan, Nann-I, Hann-lin and Ren-lin press before July 15th 2003 and licensed by Ministry of Education. The study adopted rhetoric devices in Rhetoric by Hung Chin shiuan and also adopted content analysis to analyze and compare the four versions of Chinese textbook. All this done is to discuss the rhetoric devices in Chinese textbook for 1st and 2nd grade in elementary school, hoping to generalize some rules, modes and procedures that may be reference in the future. In addition, children’s writing presents their application of rhetorical techniques. To compare and analyze the results of rhetoric devices and students’ application of rhetorical techniques will understand if learning rhetorical devices is related to their writing ability. Recently, Chinese has become one of the mighty languages paid more and more attention. According without consulting each other, Taiwan, mainland China and Honk Kong formulated new standards of course innovation in 2003. The study compared and examined the types and number of times of with those of Hong Kong’s and Mainland China’s rhetorical rules with a hope to meet the trend of rhetorical devices in the Chinese language world. The main findings of the study are as follows: The number of times rhetorical devices appear in all of the four editions increased gradually, in total 18 rhetorical devices. All of them appeared those devices in the textbook for 1st and 2nd grade students: exclamation, hypothesis, imitation, hyperbole, metaphor, metonymy, appeal, inlay, antithesis, analogy, climax, chain effect, chiasm, anastrophe and skip. Judging from the percentage of rhetorical devices appeared in the four versions of Chinese textbook, analogy, metonymy and imitation appeared with the highest frequency, more than 50 percentage. Four of the 30 classifications of rhetorical devices never appeared are: imitation of syntax, quotation, hiding and analysis of word. From children’s usage of rhetorical devices in composition, the study figures that: repetition, metonymy, imitation, antithesis, hypothesis, exclamation, metaphor and borrowing are the most frequent used rhetorical devices among all the publication versions. The most frequent use of the rhetorical devices for 5th and 6th grade students are as follows in order: analogy, exclamation, metaphor, imitation, antithesis, hyperbole, quotation, inlay, metonymy and analogy devices. Some of the categories are very much the same, but its order is quite different. This is worthy of thinking for editors of every publication company to see if they could find out the most practical rhetorical devices for the materials used in the 1st and 2nd grade. Take a closer look at the rhetorical devices from the textbooks and references in the elementary school in Mainland China, Hong Kong, it shows that metaphor, hyperbole, antithesis, antithesis and hypothesis are the top 5 most common rhetorical devices appeared in the materials used in Mainland China and Hong Kong, these rhetorical devices could also be found in high proportion in the rhetorical techniques used in the 1st and 2nd grades’ materials in each publisher’s version. This means that the standard for the rhetorical devices is quite different. In Mainland and Hong Kong, quotation is one of the most frequent standard rhetorical devices among the 12 main categories. It is ranked as the 7th in 5th and 6th graders’ choice of rhetorical devices in terms of composition. I, therefore, recommend that all editors in different publication companies could add the use of quotation in a way so that students’ understanding and application for rhetorical technique could be improved. Imitation and exclamation are quite popular in the 1st and 2nd graders’ textbooks in Taiwan, but they are not overemphasized in Mainland China and Hong Kong. We can adjust the percentage of certain rhetorical devices for those that are not highly emphasized in other areas. Thus, the students in Taiwan might have a though understanding and able to apply the rhetorical technique in a better way. With the promotion of the nine-year integrated curriculum and the opening compilation for textbooks, teachers should take the strength and weak points of the rhetorical devices into consideration while selecting the textbooks. This way, students’ comprehension to select words and appreciation of the language could be improved. Furthermore, they could apply the rhetorical devices to fully express themselves and appreciate the beauty of language by themselves.