Dissertations / Theses on the topic '語文教學'
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韋喻蘭. "設計符合多元智能理論的小學語文主題教學活動." Thesis, University of Macau, 2005. http://umaclib3.umac.mo/record=b1636406.
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吳詩雅. "在澳外國人漢語能力及態度調查研究." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2267788.
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何文略. "歷程導向寫作教學模式在初中三年級語文課的實踐." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2593982.
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鄭重慶. "香港普通話教學的理論思考 = Theoretical considerations about Putonghua teaching in Hong Kong." Thesis, University of Macau, 2000. http://umaclib3.umac.mo/record=b1636175.
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林麗芬. "另類的國語文教學－－學校與社區互動的語文教學研究." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/96592454839129915253.
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邱美雅. "華語成語教材研析─以文藻外語學院華語中心成語教學為例." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/b5r83r.
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碩士國立高雄師範大學
華語文教學研究所
97
The idiom is always regarded as the essence of Chinese. Learning Chinese idioms is definitely an indispensable course for those students who learn Chinese as a second language and intend to understand Chinese culture profoundly. Despite the fact that Chinese idioms which are acquired by cross-strait learners are widely compiled at every level of Chinese teaching materials, almost all the publication for teaching Chinese idioms in Taiwan are not suitable for the real teaching situation. Furthermore, relevant studies researched on the teaching materials of Chinese idioms are rarely seen in the current research of Chinese teaching field. For these reasons, this study is aimed to explore problems from the three aspects based on relevant references, language teaching theories and my previous teaching experiences. The three aspects such as the important dimensions that material designers should pay close attention to when they are designing Chinese teaching materials, the feedback and opinions from learners and the practice and the examination of the Chinese teaching materials will be probed at some length. The ultimate purpose of this study is to design a set of adequate materials for teaching Chinese idioms to supplement the deficiency of the designing and the research in the current teaching materials of Chinese idioms. In order to comply with the research purpose and the research questions of this study, to combine my previous genuine teaching situation with the need of the concrete research work and to take notice of the operation of the research methods, this study adopts both quantitative and qualititative research approaches. The quantitative research is applied in the analyses of the results of the questionnaires, the teaching records of Chinese idioms and the examination of the teaching materials of Chinese idioms. The qualititative research is applied in the interpretation of words and the data gathered from the quantitative research. It can be found in this study that three dimensions need to be taken care of. For example, the topics that can easily arouse discussion, the Chinese idioms that can be practiced in the real conversation and the promotion of the repetition frequency of the Chinese idioms all require to be focused on. In the application of the teaching materials of Chinese idioms, three kinds of examination methods for teaching materials such as using classroom journals, verbal guidance and assignments and assessments are analyzed respectively to see if they truly suit the real teaching situation. The findings show that classroom journals provide the most comprehensive reference data for designers who edit the teaching materials of Chinese idioms. In short, using classroom journals as the examination method for teaching materials is a satisfying approach. In conclusion, This study suggests that the materials of Chinese idioms whose target readers are aimed at students who learn Chinese as a second language need more profound development in multiple dimensions. Besides, the Chinese idioms collected in the teaching materials should be the ones with high-word frequency. On that account, learners can practice what they have learned. Finally, to achieve effective teaching of Chinese idioms not only acquires adequate teaching materials but also needs a set of unique and suitable teaching strategies. Consequently, the essence of Chinese will be broadened and its far-reaching power will attract more and more learning interests from students of Chinese as a second language.
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譚惠芸. "古文字於國語文教學之研究." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/62142328028263746680.
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碩士國立政治大學
國文教學碩士學位班
92
The ancient writing application in the auxiliary mandarin teaching at the junior high school was studied in this research. The suggestion was recommended about the auxiliary mandarin teaching as the reference of teachers. The research was divided into two units” erroneous character distinguishability and character-denotation study”. The character was selected from mandarin books and optional books which education bureau branch qualified at the junior high school The character explanation was verified by experts, and was fabricated to the interactive CD electron book as teaching auxiliary media The 237 personnel’s experimental samples of four classes in Grade 7 and 8 individually at Xin-Yi area in Taipei city were adopted in this research. The two grades in the same grade which mandarin score was not significant difference each were selected as samples according to ANOVA variables analysis rule. The grade A, B is experimental group and comparison group respectively when the time of teaching activity is not over the half of class time. On the contrary, the experimental group was exchange with comparison one as the time over the half of whole class .The whole teaching activity was executed by the same teacher. The achievement exam will be implemented immediately as teaching activity was over and be re-tested post the first week and third week. The samples were collected by the mandarin score at school, erroneous character distinguishability,evaluation,character detonation achievements test, learning questionnaire and interview-oral data. The result was analyzed by single way variables analysis (ANOVA). The results were summarized as follows according to statistical analysis results. 1.learing achievements In unit “erroneous character distinguishability”, the test score of question 1-5 (e.g.龜) was significant with two grades in seventh grade Thus, the character was coded and stored effectively by the history of ancient writing .Therefore, the capability of character memory was improved in the short time. On the contrary, it was not significant in long term (e.g.1 week,3 week) in seventh and eighth grade. In unit “character detonation”, the test score of question 1-5 (e.g.之,臭,既 etc.)was significant during the period of first and third week on experimental group and comparison group in seventh grade. At the same time, the test score of question 6-10(e.g.毓,臧) also had the significant level in eighth grade. Thus, the auxiliary teaching of ancient writing was positive for memorizing the detonation in long term. Furthermore, for sex, the score was not the obvious difference in two units post first and third week regardless of seventh or eighth grade. 2.learing conception Most of all testers think that ancient writing teaching was helpful in strengthening the memory of erroneous character distinguishability,character detonation, and also in promoting learning interest and Chinese culture understanding. It’s results lied in between “very helpful” and “helpful partly”. Regarding as the desire of the subject for applied ancient writing auxiliary teaching, it lied in between “very hope” and “hope”. On the other way, the 70 percentage of the subject liked to know the history of character form, but some of the tester liked the way which teacher questioned and let the student competed with answers. Therefore, most of the testers think that, it was positive for ancient writing auxiliary teaching Finally, the suggestion was recommended in the teaching way and materials as the reference of educators basing on research results.
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洪伍雄. "謎語及其在語文教學上之應用." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/77307181196296444913.
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謝美鈺. "國小語文科教材能願動詞「能」之教學語法." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/43892447978602386124.
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Hsing-Hua, Hsu, and 許幸華. "國小語文領域台華教學用語研究." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/16413016105934162470.
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碩士國立新竹師範學院
臺灣語言與語文教育研究所
91
Taiwanese, Hakkahnese, and Aborigines languages are included to one subject of indigenous language education in the nine years sequence curriculum. Language education environment will be opening and various from now on. However, language education shall be integrated to real life, vernacular and indigenous languages are not only the subject of education, but also a media language of education. Teacher can apply these languages to teach students for any subject so that students can learn and use these languages smoothly. It is feasible to use Taiwanese as a media language in language education, it is also main steam of various language education. This thesis reviews literatures to collect 2027 words of Chinese and 2172 words of Taiwanese, which are used in language education. We hope this research can provide teachers more resource for nine years sequence curriculum. Chapter 1 “Introduction”: To describe motive and purpose of this research, and clarify the definition of key words in this thesis. Meanwhile, it also includes study scope, study method, expected achievements, and literature review… and so on. Chapter 2 “ Collection of teaching language in Taiwanese and Mandarin”: This chapter includes four sections. Section1: To explain procedure of literature review, which includes collection rule, literature resource, and equivalent translation issue for teaching language between Taiwanese and Mandarin. Section 2: Supplement of literature review. Section 3: Category of teaching language in Taiwanese and Mandarin. Section 4: A preliminary conclusion for chapter 2. Chapter 3 “Comparison of teaching language between Taiwanese and Mandarin”: To discuss lexicon comparison from the viewpoint of resource, lexicon structure, and word meaning. Section 1: From viewpoint of resource to discuss difference of teaching language between Taiwanese and Mandarin. Section 2: Base on lexicon structure to analyze similarities and dissimilarities of teaching language between Taiwanese and Mandarin. Section 3: To discuss correspondence issue of teaching language between Taiwanese and Mandarin. Chapter 4 “To compare phonetics of teaching language between Taiwanese and Mandarin”: The phonetics system of Taiwanese and Mandarin include initial, rhyme, and tone. Since tone is the most regular correspondence between Taiwanese and Mandarin, so in this chapter we discuss correspondence of tone firstly, and discuss correspondence of initial secondly, then discuss correspondence rhyme finally. Besides, we discuss how to select literature or colloquial pronunciation in chapter 4. Chapter 5 “Conclusion”: To review this thesis overall, describe self-assessment and limitation of this thesis, then suggest the direction of further study. There are five items in the appendix which includes: references, classification list of teaching language in Taiwanese and Mandarin, summary list of teaching language in Taiwanese and Mandarin, word-by-word manuscript of live record in classroom, and brief Chinese Romanization.
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蘇靜芳. "國中國文成語教學之研究." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/33927540007967191076.
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張葳箴. "客家語文融入國中國文教學研究." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/45444804737030009622.
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林綠芬. "國小國語文複句中關聯詞語的教學." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/92753330297685200603.
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碩士國立新竹教育大學
進修部語文教學碩士班
92
ABSTRACT 「Relative Phases」in Chinese language are not showy words, but it is a undeniable fact that the relative phases are employed more than often to single out the varying logics and meanings. Adequate application of the relative phases will render the sentence stricter, and enhance the language logical presentation. In most cases, the relative phases would precisely display what it is meaning. This booklet has complied many「Relative Phases」 which are defined by the famous linguists with indication of how to use them properly. It further explores the category of the relative phases and how to emphasize proper application in the proper position in the sentence, closely related to correct evolution for the kids to learn the Chinese language. The general teaching is to practice the sentence patterns. This booklet also relates to the theory of「language acquisition」 such as the stimulation of the behaviorism leads to responsive learning, the inherent natural endowment of the mentalism, interaction and epistemology. This booklet also briefs the Chinese language development and primary teaching method. Now time is approaching the nine years integrated system for the elementary schools and junior high schools, the author has worked on statistics and comparison pertaining to the compound sentences and 「Relative Phases」 collected from a variety of publications in an aim to providing a good reference for the teachers and publishers. In addition, according a sentence pattern teaching design teaching activity, the author sincerely invites other teacher to share the experience the author has had and the accomplishments her students have gained. It is strongly recommended that that the「Relative Phases」be melted into knowledge psychology and social mutual action. The conclusion is a research fruitful results.
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CHING, HUANG SU, and 黃素卿. "黃基博國語文寫作教學研究." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/30867357923444339853.
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碩士國立屏東教育大學
中國語文學系碩士班
95
A Study on Chi-po Huang Work of Children’s Poetry Chi-po Huang is one of the earliest educators in the field of children’s poetry.His voluminous writings are well-known throughout Taiwan and have been highly influential in the education of generations of Taiwan children, one aims of this paper is to explore the characteristics genres, and styles found throughout chi-po Huang’s works.This will be achieved by examining common and recurrings themes in his writings through comparative analysis as well as focusing on plot, setting, character develogment,etz. However, the greatness in his writings lies not only in his writing skill and literary atmosphere that permeuted his back ground.Hence,a review of his works would not be complete without include an anulysis of this as well.This will then serve as a springboard for an in-depth analysis of the development of children’s literature and poetry in Taiwan vis-à-vis,Huang’s works. Another aim of this paper is to conduct a review of the literary criticism of chi-po Huang’s writings.The purpose of doing this is to provide a more balanced perspective through the viewpoints of “outsiders.”In this way the reader form a more objective opinion regarding Huang, his works, and his influence. The final aim of this paper is to give Taiwan’s elementary teacher and educators practiced suggestions on implementing chi-po Huang’s thoughts and stories in the classroom setting.Through this it is hoped that Taiwan’s children for generations to come will be enriched and benefited from the wisdom contained in chi-po Huang’s works. A Study on Chi-po Huang Work of Children’s Poetry Chi-po Huang is one of the earliest educators in the field of children’s poetry.His voluminous writings are well-known throughout Taiwan and have been highly influential in the education of generations of Taiwan children, one aims of this paper is to explore the characteristics genres, and styles found throughout chi-po Huang’s works.This will be achieved by examining common and recurrings themes in his writings through comparative analysis as well as focusing on plot, setting, character develogment,etz. However, the greatness in his writings lies not only in his writing skill and literary atmosphere that permeuted his back ground.Hence,a review of his works would not be complete without include an anulysis of this as well.This will then serve as a springboard for an in-depth analysis of the development of children’s literature and poetry in Taiwan vis-à-vis,Huang’s works. Another aim of this paper is to conduct a review of the literary criticism of chi-po Huang’s writings.The purpose of doing this is to provide a more balanced perspective through the viewpoints of “outsiders.”In this way the reader form a more objective opinion regarding Huang, his works, and his influence. The final aim of this paper is to give Taiwan’s elementary teacher and educators practiced suggestions on implementing chi-po Huang’s thoughts and stories in the classroom setting.Through this it is hoped that Taiwan’s children for generations to come will be enriched and benefited from the wisdom contained in chi-po Huang’s works. A Study on Chi-po Huang Work of Children’s Poetry Chi-po Huang is one of the earliest educators in the field of children’s poetry.His voluminous writings are well-known throughout Taiwan and have been highly influential in the education of generations of Taiwan children, one aims of this paper is to explore the characteristics genres, and styles found throughout chi-po Huang’s works.This will be achieved by examining common and recurrings themes in his writings through comparative analysis as well as focusing on plot, setting, character develogment,etz. However, the greatness in his writings lies not only in his writing skill and literary atmosphere that permeuted his back ground.Hence,a review of his works would not be complete without include an anulysis of this as well.This will then serve as a springboard for an in-depth analysis of the development of children’s literature and poetry in Taiwan vis-à-vis,Huang’s works. Another aim of this paper is to conduct a review of the literary criticism of chi-po Huang’s writings.The purpose of doing this is to provide a more balanced perspective through the viewpoints of “outsiders.”In this way the reader form a more objective opinion regarding Huang, his works, and his influence. The final aim of this paper is to give Taiwan’s elementary teacher and educators practiced suggestions on implementing chi-po Huang’s thoughts and stories in the classroom setting.Through this it is hoped that Taiwan’s children for generations to come will be enriched and benefited from the wisdom contained in chi-po Huang’s works.
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Hui, Hong Ying, and 洪英惠. "文學圈應用於國小三年級語文教學領域閱讀教學之行動研究." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/54096640660010777307.
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羅莞綺. "中華語文研習所(TLI)華語教學法之論述." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/53425900216426940740.
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黃莉雅. "國語流行歌曲融入國語文教學之研究." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/86339032557358979982.
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沈佳儀. "社區大學教師英語與跨文化教學之個案研究." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/g4r9m2.
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碩士國立臺灣師範大學
社會教育學系
96
This study aimed at exploring the English teacher’s views about the knowledge of language-culture teaching for adult including the development of course and syllabus and teacher-learner engagement in classroom dialogue etc. in general, the learner’s acquisition of language and intercultural competence in particular. Therefore, the purposes of this study are as follows. 1. To explore the teacher’s assumption and knowing about the nexus of language and cross-cultural pedagogy. 2. To find out the teacher’s course design, such as planning of subject matters, requirements of the syllabus and its relationship with learners’ individual differences, such as interest, background and cross-cultural competence. 3. To analyze how teacher and learner are constantly in engaged in building dialogues in the classroom that the learner’s language skills and cross-cultural competence are assumed to increase. 4. To explore the role of teacher playing in language and culture teaching. An English program for the beginners in the Community College was purposively selected. A multi-method design based on a qualitative approach was carried out to study into a female teacher’s English and culture teaching in the classroom which includes in-depth interview, participant observation, questionnaires and document analysis. The result of the study is summarized as follows. 1. The teacher highlights that the Community College has a role to play to fulfill the rights to learning for adult in general; and English learning is necessary to mediate them to communicate globally in particular. 2. A task-oriented approach has been developed for the English and culture classroom respond to learner’s needs, rather than taking a critical pedagogy. 3. The teacher proposes that student-centered approach not only the best way of teaching a secondary language, but also to empower the learners’ language and inter-cultural skills including critical thinking, active engagement and experiment. Meanwhile, English learning also improve the learners’ inter-cultural communicative competency and the knowledge related to the English-speaking world.
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"中學中國語文科教師的閱讀學科教學知識與課堂教學的關係." 2013. http://library.cuhk.edu.hk/record=b5884242.
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周富鴻."2013年8月".
"2013 nian 8 yue".
Thesis (Ed.D.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 316-338).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract in Chinese and English.
Zhou Fuhong.
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Liou, Morrie, and 劉雪芳. "全語文教師運用故事教學之個案研究." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/71541763535330659872.
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碩士國立台北師範學院
課程與教學研究所
87
Abstract The purpose of this qualitative research was to explore how a whole language teacher applied stories in Chinese language instruction , attemping to find out what belief she had and which strategy she used, Four aspects would be examined in terms of the teacher''''s belief and strategies in story telling and students'''' analytical ability promoted by story teaching.The Researcher entered into the context of an elementary classroom from September 1998 to June 1999, playing the role of an observer as a participant and collected data from different sources such as tapes, records, notes, interviews questionnaires and so on. The findings of this study were categorized as several parts：Firstly, based on past experiences in chiledren plays, the teacher strived hard to demonstrate the idea of "whole language" with little support from administratives staffs.Moreover, influenced by the belief of "whole language", the teacher adopted strategies respectively , she introduced stories occasionally and implemented stories with accord of unit theme of lessons. In the meanwhile,with abundant Knowledge in children literature, many emotional motives were aroused while designing curriculum. Thirdly, in her practices in using stories, including；reading aloud,story discussion ,story mapping ,writing books Finally, these activities of strategies did facilitate childrens'''' abilities in analysing stories, and provide chances for children to cultivate reading interests. Moreover, related discussions and suggestions were provided for lauguage teachers, the preparation institutions for teacher, curricular designers and future reseachers. Keywords：Whole language、Experimental Chinese Language Materials、Story, Children Literature
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徐詩棉. "全國語文競賽國語演說融入國中國文教學之研究." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/2hgqur.
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Yung-neng, HSU, and 徐永能. "靜思語融入國小作文教學研究." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/40105031590048593443.
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碩士國立臺北教育大學
語文教育學系碩士班
95
Summary The motivation for this research: In terms of educational belief and fundamental ability of grade 1-9 language curriculum, it’s expected that students show their creativity in language by the process of teaching still thoughts—when "sitting" they could create active, innovative and self-expressive literature; when “standing” they could be eloquent, expressive and persuasive. By cultivating students to express their minds, thoughts, ideas and feelings via words and language and to be good at listening and communicating, sharing different opinions or information and improve quality of language used in daily life. The motivation for this research is as follows: 1. To discuss the effect of still thoughts on improving reflection, creative thinking and exercising abilities and interaction between family, teachers and students. 2. To discuss the effect of integrating still thoughts into teaching composition on expanding students, accumulating writing material and improving interests and ability in writing. 3. To give grade school teachers suggestions for theory and practice in terms of how to integrate still thoughts into teaching composition. The reach issues for this research are as follows: 1. In terms of integrating still thoughts into teaching composition, how do teachers establish structure and organization of composition teaching and motivate students to learn composition actively? 2. In terms of integrating still thoughts into teaching composition, how do teachers improve humane spirit of students and harmonious interaction between teachers and students? 3. In terms of integrating still thoughts into teaching composition, how do teachers use various teaching methods to accompany teaching and express teachers’ love for education? 4. In terms of integrating still thoughts into teaching composition, how do teachers seek for support and assistance of the administration and fellow workers? To achieve the goals of research, teaching methods of this research are as follows: 1. Accumulate writing material based on observation. 2. Build vocabulary from listening to and telling stories. 3. To change and influence unobtrusively and imperceptibly and cultivate personalities based on reflection and rumination. 4. Collect writing material form daily life. Procedure of integrating still thoughts into teaching composition is: Teaching still thoughts consists of five steps: still thoughts, stories, discussion, reflection and living practice, writing. In other words, teachers give their lessons by “still methods” “presentation of stories” “reflection” and “living practice” and “writing practice for new types of composition”. Research findings of this research are as follows: 1. Integrating still thoughts into teaching composition can provide explicit structure and organization of composition teaching and clear content and meanings of still thoughts and motivate students to learn composition actively. 2. Integrating still thoughts into teaching composition can provide clear content and meanings of still thoughts and improve humane spirit of students and harmonious interaction between teachers and students. Integrating still thoughts into composition teaching activity could provide clear content and meanings of still thoughts; after practicing still thoughts, teachers could utilize teaching methods with flexibility and are more motivated to express their love for education. 4. Integrating still thoughts into composition teaching activities, support of the administration and assistance of fellow workers are motivations for teachers to improve themselves and get better.
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Chen, Xiang-yu, and 陳薌宇. "以交際為本之華語文教學研究." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/06262742969744273480.
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Huang, Chuan-Wen, and 黃絹文. "啟智學校語文課教室言談分析." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/49955914231002772741.
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碩士國立高雄師範大學
特殊教育學系
88
This thesis study reports the classroom observations during language instruction in three junior-high classes at a special school for mentally retarded students. The results of the observations are organized under these categories: teaching activities, teaching goals, teacher-student interaction, strategies for interaction, and discourse functions. The teaching activities can be characterized as follows: (1) text-centered; (2) listening and speaking as the emphasized communication channels; (3) flash cards, pictures, real objects as teaching aid; (4) dominant strategies including to follow commands, to identify, to answer questions, to repeat, to copy a character, to trace a character, to name a picture, to read a word, and, finally, to read a short passage. The teaching goals were set according to the specific needs and linguistic competence of individual students. However, oral expression was often targeted as the primary goal for most students. The interactions between the teacher and students followed a stereotypical pattern; that is, the teacher often addressed to a single or a small group of student one at a time while the rest of the class was entirely ignored, during the language teaching. The participation in the classroom interactions varied greatly among individual students. The interaction strategies included seat arrangement and a wide variety of communication modalities, such as speech, gestures, body movements, and voices. Upon no response from the students, teachers attempted these interaction strategies: to repeat a question, to remind with body movement, to give partial answer, to simplify the question, to modify the question, to prompt with gesture or body movement, to call another pupil, to demand identification, or to give the answer. On the other hand, the students employed these strategies: to ask a question, to compete for answer, to self- recommend, and to gain attention. Finally, the teachers’ discourse functions were manifested as to inform, to order, to question, to give feedback during the classroom instruction, while the students’ functions were primarily predominated by passive reactions. Suggestions are then given for research and practice in language teaching for students with mental retardation.
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Lai, Li-pin, and 賴麗品. "「請問芳名」－命名的語言文化教學." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/9nmvm2.
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碩士國立臺東大學
進修部台灣語文教師碩(暑期)
98
The Grade 1-9 Curriculum stresses the importance of multi-culture and integrated teaching, but the two essential concepts are rarely practiced in teaching. Mother tongue teaching often emphasizes language skills and neglects culture teaching. General program seldom integrates the diversified ethnic cultures in Taiwan into curriculum. The study attempts to design and implement
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CHIA-YU, LEE, and 李佳裕. "小學中年級國語教科書記敘文課文研究." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/08145906374559825511.
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碩士國立新竹教育大學
中國語文學系語文教師碩士在職專班
104
The subjects of the study is based on Nan-Yi, Kang-Shuan and Han-Lin version of 12 Mandarin Chinese Textbooks narrative writing in the third and fourth grades of 2015 academic year. The purpose of the study is discussing that all kinds of narration’s proportion and allocation, and their narrative content and writing method. The result of the analysis as below: 1. Narration’s proportion and allocation: The most narration’s proportion of the Mandarin Chinese Textbooks for the third and fourth grades begin with the most Nan-Yi narrative proportion, followed by Kang-Hsuan, and Han-Lin version would be last one. No matter what version it is, the Mandarin Chinese Textbooks for the third and fourth grades are accounted for over 50% of the proportion of Mandarin textbook. In all grades of elementary Mandarin textbooks, from second grade to sixth grade, it begins with the largest proportion of narrative style except first grade. Overall in six grades, the narrative proportion of the total three versions is begin with first place. Three versions proportion of narrative writing ranking is begin with Nan-Yi , followed by Kang-Hsuan, and Han-Lin version would be the last one, but all of them are more than 50% 2. Four types of narrative proportion and allocation: With three versions of totally 12 textbooks proportion that narrative type begin with the most 50%, followed by the type of scenery with 25%, the type of property describing with third place and 13%, and the type of people description would be the last one with 12%. And then looking at the total four versions, all versions begin with the most types of narrative proportion, followed by scenery type. The ranking among people describing and property description depend on different type versions. Finally, the various versions of the third and fourth grades with totally two textbooks which begin with most proportion is narrative type, and the type other positions are different with all kinds of versions. 3. the various types of narrative writing and writing methods: Three versions of people describing type which begin with the most proportion is “Member of society”, and writing method is based on "several things to describe someone" ;"literary works" is the most which between Nan-Yi, Kang-Hsuan and Han-Lin version in narrative type. The most of writing method in three versions is based on “depiction”. Scenery type with Nan-Yi and Kang-Hsuan is based on "give consideration to the natural and social environment. Han-Lin version is based on "natural environment". The writing method of three versions is begin with " Stepping and Transfiguring " in first place, followed by "classifying and shape describing"; in property describing type, Nan-Yi is based on "animal" , Kang-Hsuan is based on "plant and Static Object" , and Han-Lin version begin with" Static Object", there are differences between the writing methods in three versions. Finally, according to the result of research, this study will be directed at textbook editing and writing teaching which could provide arecommendations. Keyword: Mandarin Textbooks, Narration, Narration Type,Writing method
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曹春喬. "台北美國學校高中部華語文教學之個案研究：互動語言教學觀點詮釋." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/34591167675830550557.
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何玉棻. "故事結構教學在國小國語文讀寫教學之應用研究." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/67737022673548144960.
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Wu, Yu, and 吳玉. "國中國語文教學設計之行動研究." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/12755417155145591027.
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褚家辰. "臺灣華語文教學發展困境之研究." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/99817551232213312606.
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秦毓霞. "大學入學考試語文表達能力試題在作文教學之應用研究." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/03073959927458948914.
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林芳菲. "英文童書教學對國小學童英語學習態度之研究." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/66061393561664890342.
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碩士國立台北師範學院
兒童英語教育研究所
92
The goals of this study are to examine students’ attitudes towards the use of storybooks in English class and to investigate if English storybooks are as attractive, or even more attractive than English learning activities such as singing and playing games. The author of this study is an English teacher of the participants in this study. The study was conducted at the first semester of 2003 academic year at an elementary school in Taipei County. The experimental period is fourteen weeks. Subjects participating in the study include 98 students, recruited from ten classes of third graders. They were divided into two groups, the experimental group and the control group, with 49 students in each group. All of the participants in this study were not attending English cram school during the period of the experiment. The English Learning Attitude Questionnaire was administered before the experiment and a post-test was conducted after the completion of the experiment. The statistic data of the pre-test and the post-test were analyzed through T-test and difference variation analysis to survey students’ English learning attitude. In addition, classroom observations were collected and students were interviewed individually to gain information about their interest in English learning. The major findings of this study are: (1) Students showed high interest in English storybook readings in class and their learning attitude towards English storybooks was positive. (2) Even though traditional English-learning strategies, such as games and songs are already widely accepted in Taiwan now, English storybook teaching is as attractive as those activities to students. Results of this study imply that use of English storybook teaching in class may be an effective way to promote students'''''''' interest in English learning at elementary schools. Suggestions for implementation of English storybook teaching in class and for the future studies were discussed.
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Chen, Tien Ling, and 陳恬伶. "劉大櫆「神氣說」在國語文教學之運用." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/8kaf2e.
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廖秋蓮. "國小五年級國語文提問教學之研究." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/29223958023187556501.
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碩士國立花蓮教育大學
國民教育研究所
96
In the Chinese language courses in higher grades in elementary school, we take reading as a core compentence and are connecting to other basic indicators. In elementary school classrooms, “The Direct Instruction”, which is asking questions by teacher and replying by students, is commonly used. It causes students will be comparatively with less subject matter. Therefore, the researcher attempts to apply “Questioning Instruction” to connect the learning and the teaching of Chinese language courses. Through learning “how to questioning” students not only increase their comprehension of the context, but also improve their participation in Chinese language courses. This research adopts “Qualitative Research” and collects data by field observation, interviews and questionnaires. And the researcher took reflection journals for recording the progress of their teaching and thinking. After two stages of research, the researcher has the following conclusions: 1. The levels of questioning need to be taught for students to improve their inquiry ability. Teachers should offer the types and levels of questioning and help students to be familiar with how to questioning. 2. Through the teaching, students will know how to questioning. Teachers should construct the environment of discussion and sharing for students. 3. If teacher uses questioning instruction in the class, it can increase the participation of discussion in Chinese language class and help students comprehend the meaning of text. Questioning instruction helps students promote the reading comprehension of the context.
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謝靜瑩. "高雄地區國中國文語文音讀教學問題之研究." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/23068477379153226020.
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張佑祺. "相聲的語文藝術運用於國中國文教學之研究." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/05714884732675278906.
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黃香宜. "基於建構教學觀之華語文化教學設計--以文化情境及戲劇表演為例." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/42387044738352659586.
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林麗香. "國中語體文教材之創意教學設計與行動研究." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/21207992825153833156.
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邱翠珊. "故事教學對國小二年級學生語文能力的影響." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/89905253085815901134.
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碩士國立屏東師範學院
國民教育研究所
92
This study discussed the impact of the teaching story for the language ability of the Elementary Second Grade Students . Through survey from students’ opinions of combing teaching story in class,this thesis discussed the difficulties in applying this method and it’s beneficial parts. This thesis employs behavior investigation method.Subjects are 28 students who are taught by the researcher in their second grade in elementary school. The researcher recorded all the teaching process then wrote all the detailed response on paper and analysis students’ response. All the information comes from relative references, observation, and interview with students and teaching feedback evaluation. Main points of view in the conclusion: 1.The impact of the story teaching for the language ability of the students. A.Teaching story is able to bring up students’ listening ability. B.Teaching story is able to bring up students’ speaking ability. C.Teaching story is able to bring up students’ reading ability. D.Teaching story is able to bring up students’ writing ability. 2.Choose storybooks which students like. 3.Diversify enrichment activities. 4.Set the theme of each unit in accordance with ongoing curriculum. 5.Encourage positive performance from students and manage good learning environments. 6.Help students develop the habit of attentive listing. At last, this thesis concludes some points and suggestion to supply reference to school’s administration department and teachers in teaching and research.
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chen-mi-hua and 陳米華. "讀書會融入三年級語文學習領域教學之探究." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/19891730837039711077.
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碩士國立新竹師範學院
臺灣語言與語文教育研究所
91
Abstract This research used active research method to probe the levels of basic capabilities reached by students and areas of insufficiencies through book club and nine-year comprehensive Chinese curriculum and based on middle-grade achievement index. In addition to textbooks, the researcher compiled reading materials deliberately and experimented in class to search for the reading instruction and method most appropriate for the class. The three objectives of this research were to search for solutions from student’s problem in Chinese to improve their ability in Chinese language, establish a unique model and develop an effective path of reading instruction, and broaden student’s scope of reading knowledge from intensive reading and writing in book club. The research was expected to inspire new instructional conception, experiment new methods, improve the teaching efficacy, and promote the professional abilities of teachers. The research methods included observation, recording, parent-teach communication books, journals, discussion, open dialogue, feedback from students and parents, and incorporation of book club experience into Chinese instruction through the cycle of learning-practicing-reflection. The problems discovered from guided reading, open dialogue, and reading-writing activities were reviewed for solutions and resulted in self-growth. The conclusions were as follows: 1) Theme reading could broaden the depth and breadth of student’s reading scope and create fun in reading. 2) External incentives, such as creative games in children’s drama, could be utilized to stimulate students’ interest in learning. 3) Use of reading strategies could help students to raise questions and deliberate on meaning of readings, and in turn, improve the reading comprehension. 4) Open dialogue in book club could help students to improve their language expression. Utilization of resources and the guided thinking path could cultivate students’ self-learning abilities through cooperative thinking. 5) Creative thinking activities, brainstorm, joint discussion, and language games could be used to inspire students and stimulate their interest in writing. 6) Use of illustration and text conversion, continuing of unfinished sentences, and free writing could provide students a chance to write down their thoughts, solidify their foundation in reading and writing, create text collectively, and improve teaching in language appreciation. 7) Professional dialogue and literature review could improve teacher’s professionalism and active research abilities in language study.
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葉秋凰. "台灣囡仔歌之詞彙與句式分析--兼論文學語言分析在語文教學上之應用." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/17922077840689320879.
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碩士國立新竹教育大學
臺灣語言與語文教育研究所
92
The thesis is a research of the Taiwanese rhymes and songs. My data is based on the books which collecting the folk literature about the rhymes and songs. The analysis in the thesis mainly focused on two points：lexicon and the syntax issues of the Taiwanese rhymes and songs. Furthermore, proffering the application of the Taiwanese rhymes and songs to teach Southern-min in primary school. The thesis is composed of five chapters. The chapter 1 contained the following issues: a precisely statement of Taiwanese rhymes and songs, and the review of the relative literature. Except that, the motivation, purpose, limitation, and product of my thesis are given in this chapter, too. The chapter 2 is the research focused on the Taiwanese lexicon. Depends on the features of Taiwanese rhymes and songs, there are three classes grouped in this chapter: each part of speech in Taiwanese rhymes and songs, the categories of Taiwanese rhymes and songs content, the word-building ways of Taiwanese rhymes and songs. The three classes are listed in the word frequency chart of Taiwanese rhymes and songs. And by the statistical methods, the using percent of Taiwanese lexicon, and the percents of each part of speech and word- building ways in Taiwanese lexicon are calculated, too. The statistical result also provides me resources to draw into a socio-linguistic explanation. The chapter 3 is the analysis of Taiwanese rhymes’ and songs’ syntax. So categories the Taiwanese rhymes and songs into three types: the single sentence structure, the refrain sentence structure, different rhyming expressions. Each type is followed by three illustrations; each illustration is addressed by phonetic symbol and explained by the statistical chart. The chapter 4 is discussing about the educational function of Taiwanese rhymes and songs. And I also offer the application of the lexicon and syntax to edit the Southern-min language teaching text. The fifth chapter is the consequence of the whole thesis. In this chapter, a discussion about the linguistic value of Taiwanese rhymes and songs is put out. By the way, I air my views about the further research concern of Taiwanese rhymes and songs here, and my research benefit. In my appendix, the references of relative articles and books are listed, the data of the Taiwanese rhymes and songs is provided, the word frequency chart of Taiwanese rhymes and songs is composed. Besides, the comparison between Taiwan Language Phonic Alphabets and the other alphabet system is published here, too.
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Lin, Yi-shan, and 林伊珊. "非語言溝通及其在跨文化教學之應用." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/32715574563103820167.
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碩士國立高雄第一科技大學
應用德語研究所
104
Nowadays, with the advent of communication technology and frequent contacts between countries, intercultural communication has become more and more important. More contacts lead to more conflicts. They caused by different languages, backgrounds, minds, values or life environments. This thesis proposed by Hofstede’s "onion theory" and "cultural dimensions theory" to discuss cultural differences in intercultural communication. In order to communicate without problems, the number of learning foreign languages is growing. It reflects the importance of intercultural competence. In this regard, it is also an important issue: how can people through the variety trainings to improve their intercultural competences. It is generally believe that language is the only one way to communicate with other people. However, according to Birdwhistell’s research, it shows that the use of verbal behaviors in communication is nearly 35%, but the application of nonverbal behaviors is over 65%. Even in Mehrabian’s research, it displays that communication depend on 93% nonverbal behaviors. In intercultural communication, misunderstandings and conflicts caused by nonverbal differences are more than language differences caused. This thesis introduces many different nonverbal communications and their expressions in different cultures so as to let people know the importance of nonverbal in intercultural communication. In addition to enhance students’ language ability, teacher can also pay attention to improve students’ intercultural and nonverbal competences. The most important is that teacher can put the introductions of nonverbal behaviors into foreign language class.
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江舒儀. "《世說新語》應用於國中國文教學之研究." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/wgjmaq.
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陳韋伸. "霹靂布袋戲在國語文之教學運用研究." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/88236954867046350596.
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許芳菁. "華語文報刊閱讀之泛讀輔助教學設計." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/92230955698900423843.
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余岱玲. "《世說新語》於國中國文教學應用之研究." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/91035702926909485050.
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歐秀娟. "國小高年級國語文閱讀教學策略研究." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/84567214028746791260.
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Lin, Ya-Hui, and 林雅惠. "華語文教師課堂語言對教學之影響─以師大國語中心之強化輸入為例." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/69812744750371434300.
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鍾慧凡. "資訊融入教學與直接教學對資源班學生國語文學習成效之比較研究." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/80848633448053373202.
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碩士國立臺灣師範大學
特殊教育學系在職進修碩士班
96
The purpose of this study was to compare the effects of Information Technology Integrated Instruction and Direct Instruction on Chinese reading of students in the resource classroom. The alternating treatments design of the single subject framework was used to achieve the research purpose. Participants were three second grade students with special needs in the junior high school resource classroom. The instruments included the Test of Reading Effects and the Learning Satisfaction Questionnaire designed by the author. The experimental teaching were 22 sessions which lasted six weeks ( 2 days a week, 2 sessions a day ). The main results were as follows： 1.At the alternating treatment stage, the immediate effects of the two treatments on Chinese reading for three participants were various. 2.At the maintenance treatment stage, both of the treatments showed nice maintenance effects. 3.All participants felt more satisfactory about the treatment of Information Technology Integrated Instruction than the treatment of Direct Instruction on Chinese reading. Based on the results of this study, recommendations for the teaching and further studies were offered.
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徐文濤. "網路教學應用在高中國文教學之可行性研究-以語文表達能力課程為例." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/33057166745279945426.
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碩士國立彰化師範大學
國文學系在職進修專班
91
Abstract This thesis was taken from three phases namely: The Chinese teaching and learning sources on Internet. The Web-based instruction for teaching senior high school students the art of expressing Chinese language curriculum. Prepare a written survey that evaluates nation wide senior high school Chinese language arts teachers. The above mentioned aspects were made to discuss the possibility of Web-based instruction on senior high school Chinese language arts curriculum. The researcher utilizes web site resources, searches, browse, and retrieve to evaluate the present quantity and quality of Chinese teaching and learning sources on Internet. Utilizes the EDPilot interact on line teaching system as a the Web-based instruction for teaching senior high school students the art of expressing Chinese language curriculum. Use the EDPilot as a platform for teaching with around 30 students as participants. This Web-based teaching took approximately 4 months and everything was carefully recorded, and that includes the students’ survey and also their assessments. Based from this educational research and my suggestions, suggests the possibility of Web-based instruction on senior high school Chinese language arts curriculum. Lastly, the survey was made to make sure if the nation wide senior high school Chinese language arts teachers are ready for the web-based instruction. Based upon the results of this research, I found out that there are many available resources that are scattered everywhere on the internet and thus making it difficult for users to find. With regards to the Web-based instruction I found out that students have high interest but the law and the Web-based teaching platform and also the teaching skills must entirely coordinate with each other to be able to obtain the educational goal. With regards to the teachers’ survey, the results show their skills and attitude towards Web-based instruction that Web-site instruction is possible, but the motivation and experiences is not enough for Web-based instruction. Keywords: Web-based instruction; senior high school Chinese language arts curriculum; teaching and learning sources