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Lane, Keith H. "Symbolic Action and Persuasion in The Book of Mormon." Diss., CLICK HERE for online access, 1990. http://contentdm.lib.byu.edu/u?/MormonThesesL,4045.
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Mason, Paul James. "‘Page 1, Panel 1…” Creating an Australian Comic Book Series." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367413.
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What methods do writers and illustrators use to visually approach the comic book page in an American Superhero form that can be adapted to create a professional and engaging Australian hero comic?
The purpose of this research is to adapt the approaches used by prominent and influential writers and artists in the American superhero/action comic-book field to create an engaging Australian hero comic book. Further, the aim of this thesis is to bridge the gap between the lack of academic writing on the professional practice of the Australian comic industry. In order to achieve this, I explored and learned the methods these prominent and professional US writers and artists use. Compared to the American industry, the creating of comic books in Australia has rarely been documented, particularly in a formal capacity or from a contemporary perspective. The process I used was to navigate through the research and studio practice from the perspective of a solo artist with an interest to learn, and to develop into an artist with a firmer understanding of not only the medium being engaged, but the context in which the medium is being created. This means both in the American genre and its adaptation in Australia within the context of the local scene.Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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Uhlig, Torsten. "The theme of hardening in the book of Isaiah an analysis of communicative action." Tübingen Mohr Siebeck, 2005. http://d-nb.info/997396814/04.
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Uhlig, Torsten. "The Theme of Hardening in the Book of Isaiah : an Analysis of Communicative Action /." Tübingen : Mohr Siebeck, 2009. http://deposit.d-nb.de/cgi-bin/dokserv?id=3364353&prov=M&dok_var=1&dok_ext=htm.
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Nobles, Heidi Gabrielle Barcus James E. "A collaborative work of art in action : the 1979 American Book of Common Prayer, Rite II /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4836.
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Kunene, S. A. S. Z. "The impact of collection development policy on service rendering to undergraduates: a case study of the University of the Western Cape Library." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_3448_1180442380.
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Collection development in academic libraries is going through technology-driven changes relating to the new information technologies ,e.g. -Electronic databases, the Internet and CD-ROM's, joint published materials and audio-visual resources. Libraries are also facing declining budgets and spiralling costs. This research project looked closely at what collection development is and the impact it has on service rendering to undergraduates at the University of the Western Cape. It is also aimed at establishing if the librarians that formulate these policies understand what they (Collection Development Policies) are, and what they should entail.
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Zummo, Heidi. "Corporate tax: An evaluation of the full publicity of an action." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206105/1/Heidi_Zummo_Thesis.pdf.
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This thesis, using Rawls’ publicity principles to frame the investigation, examines Australia’s Report of Entity Tax Information (ROETI). It provides evidence that; (1) Australia is ‘one of the leading nations’ in increasing the transparency of corporate tax actions to the public and the implementation of the ROETI contributed to this; (2) the ROETI provides new corporate tax information, compared to corporate annual reports, to the Australian public to enable accountability mechanisms; and (3) that market response to the ROETI releases indicate these actions are congruent with public expectations, thus achieving full publicity and adhering to the social contract.
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Shih, Hsin-Ju, and 施心茹. "An Action Research on Picture Book Teaching to." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/26792736764977179091.
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碩士國立臺灣海洋大學
教育研究所
97
This study aims to enhance the schoolchildren’s awareness of care for marine through the picture book teaching method. The subject of this study focuses on the third-grade elementary school students. The author, after analyzing the process and results of using the picture books, has drawn a conclusion of the awareness of care for marine manifested by the schoolchildren, and explored the measures to enhance the marine awareness of the middle-grade elementary school students during the teaching process. A total of 19 third-grade students in their first semester of the school year 2008 at an elementary school in Xizhi area were selected for this study. This study employs the action research method. The author devised a picture book teaching activity which was implemented after the assessment of expert teachers. In the study, pertinent data were collected through literature gathering, observation, videotaping, note taking and interview, and the collected data were thereafter coded, translated and transcribed. Moreover, data of each teaching activity which reflected the objective and method of this study were written in the form of introspective diary for introspection and interpretation. The data obtained were analyzed and compiled based on the study topic with the conclusions as shown below: I. The discovery of designing and practicing actions of marine-caring awareness on picture book teaching. 1. Curriculum design should consider the disparity of marine experince 2. It should simulating an substitute for marine environment on teaching activities. 3. The extended activities must focus on care for marine awareness. II. The discovery of the teaching course of marine-caring awareness on picture book teaching. 1. The marine plotline of the picture books stimulates schoolchildren’s inclination to manifest care for marine awareness. 2. Picture book teaching can stimulate schoolchildren’s resonance and empathy with the leading role in story. 3. The teacher’s explanatory method on picture books affects the schoolchildren’s recognition and comprehension of awareness awareness of care for marine. 4. The major learning method of schoolchildren is imitation during the primary stage of teaching course,and schoolchildren can form their opinions during the later stage of teaching course. 5. The actual experience of contact with the marine can help promote schoolchildren’s expression of marine-caring awareness in class. 6. Schoolchildren develop their awareness of care for marine through reading of books, magazines, and newspapers and other media. III. The schoolchildren’s learning situation on core concepts of marine-caring awareness . 1. Schoolchildren express easier on core concepts of marine-caring awareness of “promise”,“empathy”and“sympathy”. 2. The factor of designing and practicing actions result in schoolchildren much less involved in core concepts of marine-caring awareness of “understanding”, “service”and“attention”. 3. The develop of schoolchildren influence the starus of schoolchildren’s studing on core concept of care for marine 4. The interest of schoolchildren influence the starus of schoolchildren’s studing on core concept of care for marine 5. The guiding of teacher will stimulates diverse views and values of marine among schoolchildren.
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Hui, Huang-Li, and 黃麗惠. "Action Research on Creative Picture Book Teaching in a Preschool." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/2m8wbu.
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碩士國立東華大學
幼兒教育學系
102
Abstract This study aimed to discuss the teaching processes, dilemmas, and coping strategies for preschoolers’ practicing in picture-book creation as well as the changes of teachers and children in the processes. With action research, 22 children were studied, in which the data were collected with research diaries, introspective notes, observation records, interview records, teaching records, and children works. Triangulation was used for the repeated verification so as to enhance the trustworthiness. The research results were concluded as below: 1. To practice picture-book creation, the researcher went through the cycle of action, introspection, and revision in the teaching process: (1) Guidance of picture-book creation teaching included the introduction of book structure and picture-book authors, the presentation of stories, and the guide to the four-cell comic strips; (2) the practice of picture-book creation teaching contained changing styles of books, groups of story tellers, and personal picture-book creation; (3) presentation of picture-book creation teaching covered the presentation of children’s picture-book creation in action libraries, guided reading of picture books in elementary schools, and demonstration in school-parent meetings. 2. Dilemmas about picture-book creation courses contained four domains: (1) for children, story-telling teaching, peer learning, and having the seniors assist the younger children were applied to the teaching; the teachers slowed down the teaching, patiently waited, and gave children oral praise; the creation time was shortened, and dynamic and static courses were arranged in the daily activities; and, children were increased experience sharing and offered various creative materials; (2) for teachers, they can enhance the teaching belief and promote personal professional capabilities. (3) For curricula, senior children were first guided the creation to further instruct the younger children; and, trainings for picture-book creation were participated for inquiring experienced teachers; (4) for school resources, some materials were prepared by the researcher and then explained to the school administrators. 3. The teacher increased teaching experiences in picture-book creation courses, mastering in the teaching research, enhancing the ability of course design, promoting professional capabilities, and self-affirmation. Children enhanced creativity, paining abilities, language abilities, and self-confidence as well as being cultivated the ability of describing a story and the interests in reading. Key words: early childhood education, action research, picture-book creation teaching
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Tai, Wei-Chi, and 戴偉琦. "An Action Research on Picture Book Teaching to Enhance Student’sPositive Thinking." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/jc42pj.
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碩士國立臺灣海洋大學
教育研究所
104
Abstract The purpose of this study is to design a series of picture book curricula to enhance the elementary school students’ skills of Positive Thinking, discuss the transition and learning outcomes of the students, and address the problems that the teacher encountered. This study adopts the “Action Research” method. It was started from analyzing the concept of "Positive Thinking”, and then planned three course units which are "Unique Myself", "Happy Everyday" and "Gratitude". They were implemented for eighteen courses in nine weeks. The subject of this study is a second grade class (with 4 students) of a small elementary school in Keelung City. Through observing classroom discussion and dialogue, writing learning sheets, and recording students’ performance, reflection and feedback of activities, as well as collecting researcher’s reflection, all the data and information were analyzed and categorized into research themes to conclude the following findings: Findings from designing picture book curricula to enhance positive thinking skills: 1. The foundation of curriculum design is to understand the concept of “Positive Thinking”. 2. It’s required to consider the characteristics of students for curriculum design. 3. Diversified curriculum design can attract students with various characteristics 4. The co-instructor could enable the reflection and review of this study more smoothly. Findings during conducting the teaching of Positive Thinking skill enhancement by picture books: 1. Picture books teaching can inspire students’ curiosity and expectation. 2. Students get impressed about the representative roles or continuity of stories in picture books easily. 3. The low-grade students don’t understand enough about themselves, so that they are not able to describe themselves or express their characteristics very well. 4. The students’ awareness and represented behavior about Positive Thinking are not consistent and needs reminders from others. 5. The students’ performance about Positive Thinking are partially influenced by the parenting from family. 6. Diverse and rich life experience and extensive social interaction can enhance the Positive Thinking skills 7. It can help students’ personal relationship more harmonious by enhancing their Positive Thinking skills. The status of students’ skill enhancement on Positive Thinking: 1. Students could learn more about themselves, aware that he is unique and showing confidence through teaching and practicing. 2. Students have realized what kind of feeling the negative emotions would bring to themselves, and learned the methodology to avoid or get rid of negative emotions. 3. Students generally have basic concept of Positive Thinking, they can better realize the importance of it and demonstrate it in daily life through teaching and practicing.
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Chen, Hsin-I., and 陳欣奕. "Action Research on Promoting Children’s Reading Comprehension through Picture Book Teaching." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/g324f6.
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碩士國立東華大學
幼兒教育學系
105
Abstract The aim of the study was to evaluate the effects and results on using picture books teaching to promoting reading comprehension in children’s by action research. To achieve the purpose of this study, the researchers took the twenty-six young children aged three to six to study. Using the picture books to design courses programs to promote reading comprehension for students. The action research had teaching study performed for 12 weeks duration. This study employs a qualitative approach to survey and discuss picture book’s teaching and its correlated effects on children’s reading comprehension and teacher’s professional growth through teaching video recording, the teacher's self-evaluation notes, the records of teacher's interviews, verbatim records from lecture and worksheet, reviewed by Triangulation. The findings suggest that the pictures and texts in the picture books did help improve children’s reading comprehension through teacher’s beloved coaching inside the picture books reading. Based on precedent studies, children’s reading comprehension can be assorted, they are “prediction”, “extrapolation”, “direct information extraction”, “perception of reading material”, “comprehension through pictures showing”, etc. The outcome of this study concludes that (1)through action research, implementing the Picture Books Curriculum could help the children to exhibit improving reading comprehension from the early to late stages of lecture. (2)For children of different ages, they exhibit different amplitude of reading comprehension. (3)Teachers’ professional development is ascended within the process of picture books teaching. Lastly, based on the above conclusions, the researchers propose that those points be taken as concrete suggestions for kindergarten teaching staffs to take into consideration.
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Chen, Mei-Ying, and 陳梅瑛. "Action Research for Improving Children's Reading Skills by Picture Book Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/80415431748569526464.
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碩士國立臺北教育大學
教育行政碩士在職進修專班
102
Action Research for Improving Children's Reading Skills by Picture Book Teaching Abstract This research aims at improving children's reading skills by picture book teaching. There are three main purposes of this research: first, to inquire the process of picture book teaching implementation; second, to evaluate the performance of children's reading skills while applying the picture book teaching; third, to address the difficulties, reflections and professional growth that the researcher has in the study. Action research was adopted in this study and the objects of this research are eight children by intended sampling. The research tools included records of the observation, reflections and anecdote. Then data analyzing and discussing was followed. The teaching activities were planned based on two topics: animals and green heroes. The picture books close to children’s experience were applied and their forms included predicting picture books, picture books without words and story picture books. The four steps combining the picture book teaching with whole language learning were as follows: 1. demonstration and observation along with four kinds of questions, including what to know well and review, what to understand and review, what to interpret and reflect, and what to create and deepen; 2. participation; 3. role-playing exercise; 4. presentation of learning outcome. The results of this research are: 1. Children become more interested and sensitive to words by the implementation model of picture book teaching with whole language learning in classroom. 2. Children acquire how to read, comprehend, and think by the question strategy in picture book teaching. 3. The use of the question strategy would be affected by children's concentration. 4. Parents' attitude would affect the picture book teaching. 5. The applications of picture book question strategy have to include the plot of the story, the feelings of the characters and the life experience. Keywords: Picture book, picture book teaching, reading skills
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Sun, Chien-Shu, and 孫千淑. "The Action Research of Shared-book Reading on1st graders’ Reading Comprehension." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/37796113119774463894.
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碩士國立臺東大學
教育學系(所)
101
The Action Research of Shared-book Reading on 1st graders’ Reading Comprehension Chien-Shu Sun Abstract The purpose of this study was to explore the effects of shared-book Reading Instruction on Reading Comprehension of primary grade students. The subjects were first-grade students. The researcher used the motion research method to conduct this research, the whole experimental instruction period lasted twenty classes within ten weeks.Before and after the instruction, they were tested on reading comprehension. These tests were administered to measure the difference in the students reading comp before and after the application of the experimental instruction.After the instruction, the “Reading Reward Form” was analyzed to know the thoughts of the students about the shared-book reading instruction. During the course of the action research method, researchers collected the film of teaching, observation records, reflection journals, readings form, children and teacher interviews, and added the views of experts to enhance the validity of this research. The research conclusions is as follows: 1) The shared-book Reading Instruction is able to create a attract the students’ atmosphere, to raise students’ interest in reading. 2)The shared-book Reading Instruction is able to raise the first-grade students’ reading comprehension. 3)The conduction of this project has enhanced the professional growth of the researchers their curriculum planning and teaching ability. Finally, according to the conclusions of this study, elementary implementation of the teaching of reading could be of reference, educators in the future. Keywords：Shared-book Reading intruction , reading comprehension , the action research
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TSAI，YA-WEN and 蔡雅雯. "An Action Research on Electronic Picture Book of Global Education Application." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/85394574863350872635.
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碩士靜宜大學
觀光事業學系
105
The purpose of this thesis is to discuss the effects of children picture books on the concept of world-view of Grade 1-2 students of elementary school. According to the problems encountered in the implementation of teaching, constructing the educational strategy of world-view in the second-grade students. The research objects are Grade 2 students of elementary school . The method used in this paper is known as Action Research. The four modules are taught according to the Educational Connotation of World-view, World History and Geography, Global Issues, and Cross-Cultural Understanding. The research tools include learning sheets, teaching logs, class video recording, and focus on group interviews. Trying to build a set of action research suitable for Grade 1-2 students in the world-view of education and teaching lesson plans. In addition, to assess the impact of the world-view educational plan as well as the effectiveness of lesson plans on practical implementation on Grade 1-2 students. The researcher constructs a curriculum image of world-view education based on the results of research. Furthermore, the study also found that the use of electronic picture books for the teaching of the world view can develop the vision of Grade 1-2 students. It includes First, to enhance students' understanding of the meaning of the global village. Second, to enhance students' attention to public issues. Moreover, the results also show that the effectiveness of the implementation of this lesson plan includes the produce extension of learning will by using electronic picture books into the world-view education. Second, by using electronic picture books into the world-view education, teachers and students have positive change and growth. In addition, the findings of the research have led to the conclusions that provide references for fourther studies by educational administrative, organizations, educators and future researchers.
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Chen, Huilan, and 陳蕙蘭. "The Action Research Of Multicultural Education Through Picture Book Club Online." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/96635094513818139513.
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碩士輔仁大學
兒童與家庭學系碩士班
100
Abstract The study applies the research to the design and implementation for multicultural education of picture book club online. This qualitative study bases on 27 students involved in the multicultural education courses. The students are from a third-grade class in an elementary school in the New Taipei City. More particularly, four special students’ are observed for the courses. The course continued for 14 weeks. The purpose of this study is to contribute to improve the students’ multicultural literacy, and to promote the teacher’s professional growth through multicultural education of picture book club online. The research provides the following conclusions: 1. The multicultural education of picture book club online can improve the students’ multicultural literacy. In cognitive aspects: enhancing the students’ understanding of multicultural; in affective aspects: enhancing the students' respect and appreciation of multicultural; in skills aspects: showing the willingness to help the minority group. 2. The multicultural education of picture book club online can enhance the students' motivation to learn through the implementation for diverse activity courses. 3. Using the multicultural education of picture book club online to implement multicultural education. By designing the courses, helps the professional growth of teachers be promoted. The research provides the following recommendations: 1. In practice of multicultural education: A. Implementation of all the primary educators in multicultural education study. B. Implement multicultural education through collaborative learning modalities. 2. In designing a multicultural teaching program: A. Choosing different multicultural theme picture books and media by ages. B. Focuses on improving the affective literacy of diverse activities curriculum design. Keywords: picture book club online, multicultural education, action research
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Liu, Yu-Ming, and 劉育銘. "Alternatives for E-book Planning and Production Based on Action Research." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/59756101289720138468.
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碩士淡江大學
資訊與圖書館學系碩士班
101
This study uses Action Research to explore the process of creating a digital publication including prior planning and practical implementation. On the other hand, two different ways of producing ebooks; digitalizing printed content and authoring native digital content, are proposed to introduce producing tools and operations. There are two titles produced in this study; they are "Journal of Educational Media and Library Sciences" and " Tamsui Studies" respectively. Through the literature review and focus group discussions, our ebook production adopts the principles of Quality Function Deployment (QFD) to estimate the requirements, Prototype Study for implementation, and finally a focus group discussion are conducted to discover and improve relevant problems. Study conclusions are as follows: First, e-book production planning and requirement can be analyzed from content characteristics, demands and tools. Second, the e-book production methods; digitalizing books and creating native e-books, need to consider different factors and features. Convert tools are proper to digitalize books if plenty copies are required. On the other hand, advanced edition tools are proper to create native e-book with abundant digital materials. Third, the process of e-book production should be adapted due to the different cases with different demands. Study recommendations are as follows: First, in order to provide better experience for reading e-books, an e-book platform can integrate web site measurement tools to analyze user reading behaviors for establishing personal service in the future. Second, the concept of Standard Operation Procedure (SOP) of creating e-book is expected that can help to simplified and accelerate production process and increase personal publication opportunity.
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WANG, YUN-CHIAO, and 王韻喬. "Action Research on Shared-Book Reading to Promote Children's Reading Behavior." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/kj84hd.
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碩士國立屏東大學
教育學系碩士班
107
This study aims to explore the use of shared reading teaching to promote children's reading behavior. The study target is a 4-year-old and 5-year-old mixed-age class of 29 children in a public kindergarten. The 12-week ,24 times shared reading teaching is carried out by the action research method to explore the process and difficulty of shared reading teaching, and how it promotes children's reading behavior, as well as the researcher's thoughts and growth. The results of this study are as follows 1.The shared reading teaching process is divided into three phases and adopts three strategies, which are prediction of the reading content, illustration to understand the reading content and questioning about the reading content. 2.Shared reading teaching must solve the problem of speaking order from students and overcome the difficulty to appropriately present the reading content. 3.Shared reading helps to build the concept of books and texts for children, further to establish the interest of reading and to develop peer-to-peer reading. 4.The reading manner from parents would affect the reading behavior of young children. 5.During this study process, the researchers improve their teaching skills and advance their professional growth. The suggestions relevant to teaching and research are hereby provided based on the results of this study.
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YING, JUAN CHIA, and 阮佳瑩. "The Action Research of Teaching Mode in Children''s Creative Picture Book." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/22237611280293174783.
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碩士國立嘉義大學
視覺藝術研究所
93
The purpose of this study is to discuss the effect of the creative picture book teaching approach, which can guide students into making stories and their own drawings or paintings by looking at the pictures, with the examination of the results from students’ effort in creating their own picture books, showing creativity, writing ability, and problem- solving techniques. Methodology-wise, the writer resorts to action research, and the participants are third-graders in elementary schools where they are involved in the four following scales： The Scale of Creativity on a Twelve-panel Cartoon、 The Scale of Creativity on a Creative Picture Book 、The Thoughts After Creating a Twelve-panel Cartoon、The Thoughts After Creating a Creative Picture Book. as the instruments for collecting data. After comparing the results before and after the treatment by means of nonparametric statistical test, along with the qualitative analyzing of teaching observation records and teachers’ reflection journals, the study can conclude that: 1. the creative picture book teaching approach in elementary schools can contribute to students’ creativity, fluency, sensitivity, flexibility, originality and elaboration in the picture books and the creating process of them. 2. if the teachers are using the teaching strategy of creative thinking, they can elevate students’ ability to free association and thus their creativity. 3. creative picture book teaching approach can boost students’ writing and drawing/painting abilities, moreover, it can also help them develop a set of learning attitudes toward problem-solving.
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WU, ZHENG-RONG, and 吳錚蓉. "Action Research on Applying the Picture Book in Hand-in-Hand Project." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/76130664553281521861.
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碩士大葉大學
設計暨藝術學院碩士在職專班
99
This research aims to discuss the effect of teaching by integrating picture books into the hand-in-hand project. I took students in the hand-in-hand class as the subject,by offering 7 picture books instruction. The teaching process was then reviewed and improved through sound recording, teaching notes, interviews, and reflections. The major research findings are as follows. First, the applications of picture books teaching theory to the hand-in-hand project. 1.Picture books instruction was evocative for students to learn. 2.Story grammar instruction could increase students’ reading comprehension ability. 3.Information technology integration in picture books promoted children’ s reading interests. 4.Picture book-based learning is a complete learning activity. Second, the implementation achievement on integration of picture books into hand-in-hand curriculum. 1.Picture books help students to facilitate their personality development. 2.Picture books help students to learn being a good listener. 3.Picture books help students to learn oral practices. 4.Picture books help students to promote writing wills. Based on the findings, the study suggests that teachers can exploit suitable picture books in hand-in hand curriculum.
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施淑瑛. "An Action Research on Applying Picture Book Teaching to Improve Classroom Order." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/13028112221613736378.
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碩士國立臺灣海洋大學
教育研究所
101
The purpose of this study is to understand the efficiency of classroom order improvement in a elementary school in Keelung by diversely designed picture book teaching. This paper also mention about author’s growing and reflection from study process. The researcher works for a second grade class which has students .The period of time of this action is ten weeks. Collected data include video record of designed picture book teaching, teaching diary, work sheets, observation and peers discussion record , and the reflection records of author. The research results are as follows and could be as references for improving class management and teaching in the future. A. The reasons of classroom disorder include (1) lack of respect to others due to self-centeredness or arrogance. (2) Students are reluctant to learn due to inadequate teaching programs. (3) The teacher does not carry out rewards and punishment rules of classroom. (4) Some students do not treasure goods and material. B. Diversely designed picture book teaching are useful to improve classroom order in three features. First, students have recognized the concept of respect and importance of cooperate. Second, students have realized to do their best about their obligation to reduce argument, to keep order, and to cooperate in the wake of respect. Third, the evidence of classroom order improvement is presented in “ classroom discipline” and “students learning performance”. C. The research suffered from difficulties in this study, such as:inappropriate design of teaching programe.less time to deal with students’ argument. Those difficulties got resolution by the support from peers and administration colleague. D. The researcher get some reflection after this study (1) both the teacher and students enjoy in designed picture book teaching (2) peer cooperation is in (3) designed picture books teaching could be useful to improve classroom order with supplemental classroom rules (4) well utilized character of picture books could has possibility to develop various teaching program. After this research, the researcher finds that picture book teaching with clear disciplines description improve classroom order.
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張惠玲. "Exploring the Effect of Goodwill Book-tax Difference on Corporate Recognized Action." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/86678110044771429884.
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碩士逢甲大學
會計學系
102
The purchase company regarding obtains the goodwill from the business combination in, revises “accountant of the business combination - purchase law after the Republic of 94 year&;#39;s end to process”, after recognizes the row to give the amortization primitively according to its benefit age limit, after changes is recognizing the row primitively, should decrease the amount weight after the cost abatement accumulation, also every year carries on the goodwill to decrease the test regularly, the purchase company does not have amortization this goodwill. Therefore, our country the law the criterion with seeks to make a profit at present in financial inventory accounting in the enterprise income tax declaration situation of the existence difference, the goodwill does not need to recognize the row goodwill amortization expense in the financial report form, allows in the tax law to recognize the row goodwill amortization expense, creates the finance and taxation difference. Therefore, the present paper recognizes the row take 92 years to 102 years because of the business combination “the goodwill” the enterprise as the object of study, and recognizes a row difference for the coordinate goodwill in the finance and taxation and considers to the enterprise behavior influence to tax affairs of factor the income tax declaration, in when pursues the business combination information, take “individual financial Statements” as search main point. This article studies discovery bulletin 25 to revise the before and after goodwill in the Taiwan decrees in effect standard different situation, the enterprise can recognize to the goodwill includes affects; Purchase cost in the enterprise merger and acquisition payment, proportion of the goodwill is quite significant, also this tendency enhances unceasingly, after the goodwill recognized after the earnings report without amortization expenses, however, purchases the company at the tax affairs to report when income tax may recognize the row goodwill amortization expense, reduces the taxes and levies cost. This behavior lost a lawsuit tax affairs of lawsuit case after the goodwill amortization dispute has tends to the slow-down situation.
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Lin, Min-Ei, and 林敏毅. "Life Financial Action Research in Elementary School by Using the Picture Book." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/qybq3b.
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碩士國立虎尾科技大學
經營管理研究所在職專班
101
This study mainly investigated the elementary school teacher’s course of life financial about teaching strategies, teaching process,teaching reflection ,the discovery ,and the students’reaction and perception. The 34 students of the fourth grade participated in the study exploring the effectiveness of financial education of elementary fourth grade children living. The study conclusions are as follows: 1.Use financial picture books and writing style to teach strategies to Elementary fourth grade children about their life financial education curriculum design: （1）View appropriateness of teaching strategies before , in the middle and after, and its ternary connotation and six-oriented: the cognitive ingredients included opportunity cost, the economic concept-oriented, affective component of empathy. Within their means oriented included skills ingredients Credit first, do the masters of money-oriented. （2）Life characteristics of financial education: to enhance children for positive confirmation of life financial knowledge and create good learning attitude. To lay foundation good concept for the subsequent consumer education and wealth management education. 2.It has great feasibility about using the financial picture books to teach strategies to the Elementary fourth grade children about life financial education: （1）Life financial education use picture books and writing style of teaching activities help students thoroughly understand and express how to do the masters of money, and to do a better job in the financial life of planning. （2）Students of teaching activities of life financial education and teaching content of life financial education have enthusiastic participation and positive feedback. 3.Important found in action research: （1）Researcher: action research can stimulate reseacher’s creative teaching methods, enhance the professional growth and reflection abilities. （2）Life financial management teaching: systemic coherence teaching activities enable students to learning with principles and objectives. And diverse- life teaching activities can be more attractive to the learners. （3）Life financial education of domestic elementary school: insufficient financial education curriculum in elementary school life, the number of domestic life financial picture books is not sufficient .So, there is still much room for development. Finally, the researchers make recommendations for practitioners, school administrative units, the parents of the education authorities and subsequent researchers for reference. Keywords: picture books teaching, teaching strategies, financial education of life,and action research
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LIN, CHE-JAN, and 林喆然. "An Action Research on Improving First Grade Students’ Self-Concept through Picture Books Teaching and Online Picture Book Club." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/75723152037424433197.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士在職專班
104
The goal of the study applying the action research method was to explore how to improve the self-concept of the elementary first graders by picture books covering all kinds of musical topics teaching and experiencing activities when they participated in the project of “Mei Da Mei Xiao digital knowledge school” online picture book club supported by Fu Jen University. The subjects are 28 first graders of elementary school in New Taipei City. Through a 10-week-long curriculum, the researcher observed how students built their positive self-concept by story guiding, experiencing activities, worksheet completion, discussing on the online platform and so on. Also, the process of the reflection of the action research method helped the researcher engage in his professional growth and development. The results of the study are as follows: 1. The project of online picture book club improve students’ positive self-concept: understand themselves-they know that achievement equals no self-confidence, that is, to get others’ approval and to feel satisfied with themselves; approve themselves: they know that they are really good, that is, they show their self-confidence anytime; develop themselves: they know that they can challenge, fail and then try again to show their self- confidence. 2. The curriculum of self-concept improve students’ relationship with their parents: children and parents can learn together; parents think of their children from a different point of view and understand they need to praise their children anytime; the change starts from the family. 3. Teacher’s professional development and reflection: learning together, sharing, exploring thinking-to help students find their self-worth and appreciate others to show their self-confidence. At last, the result of the study provided suggestions for future researchers, teaching and curriculum designs of the self-concept education.
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Shiu-ching, Yao, and 姚秀卿. "THE ACTION RESEARCH WITH PICTURE BOOK INSTRUCTION TO ENHANCE CHILDREN’S SENSE OF RESPONSIBILITY." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/qv2283.
Full textAbstract:
碩士國立嘉義大學
幼兒教育學系研究所
97
The study aims at the responsibility problem which the children in the class should have with the action research method through implementation of picture book instruction whose core value instruction is implication of the children’s “responsibility”. The main purpose of the study is to explore whether character education based on by “picture book instruction” is helpful to enhance the children’s sense of responsibility and to understand the possible problems in the picture book instruction process and the responding strategy. The main conclusions are as follows: 1 Picture book instruction is helpful to enhance the children’s sense of responsibility (1) The children learned that it was their responsibility to tidy up the articles and that they cultivated the good habit of tidying up. (2) The children learned to wear correct clothes, socks, and shoes on their own according to the occasion and high or low temperature. (3) The children learned to finish the teacher’s and the family’s assignments and to convey the words entrusted by others. (4) The children knew the importance of going to school on time every day and actually went to school on time. 2 The problem in the picture book instruction process and the responding strategy (1) Implementing the independent course in picture book instruction needs to find another time and it will also crowd out the other curriculum time. Therefore, establish a link between picture book instruction and the other riculum as much as possible and conduct random instruction. (2) Discussion and sharing in picture book instruction are easy to focus on several people. Thus, enhance the children’s self-confidence by encouragement and compliment as much as possible. Express the requested questions in words as obvious and easy to understand as possible to make every child understand if time is not enough, the teacher will find another time to make every child speak their mind without reticence.
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Lei, Ya-An, and 雷雅安. "An Action Research on Incorporating Electronic Picture Book into Online Mandarin Speaking Class." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/02059072767969012195.
Full textAbstract:
碩士國立高雄師範大學
華語文教學研究所
102
The purposes of this action research on incorporating electronic picture book into online Mandarin speaking class are twofold:(a) to demonstrate the effectiveness of story-telling using e-picture books on Mandarin learner’s oral communication ability and (b) to establish the use of e-picture books as a teaching model for online Mandarin speaking class.The participants of this action research are novice high learners of a language study program for expatriate youth, whose Mandarin oral communication ability declined dramatically after returning to their country of origin. Because the youths today prefer absorbing information via multimedia and are used to interact with people on the internet, the researcher designed electronic picture books, adapted the stories, and made it into a coherent plot which structure are repetitive, and the modified plot fit the novice learner’s level. The researcher used the e-picture books and performed 2 cycles of action research, the first cycle lasted 4 months, and the second one lasted 2 months. First, data on the participants’ preference and language proficiency were collected and analyzed. According to the data, the researcher chose a picture book, modified it into an electronic picture book, and then proceeded to the first cycle of the study. Afterwards, based on the results of the oral test and questionnaire that the learners took, and the reflection of the researcher, the researcher re-selected and designed another e-picture book for the second cycle. The data collection, analysis, and the teaching reflection of the second cycle are combined with the instructor’s teaching journal, feedbacks of the learners, results of their oral tests, as well as the peer teacher’s class observation records. After the two action research cycles, there are 7 conclusions related to e-picture book and online teaching that the researcher would like to discuss. First, combining the use of electronic picture book with a story teaching approach, elevated learner’s concentration in class and increased their learning experience. Second, the electronic picture book material designed by the researcher was easy to use, which lessened the cognitive load during learning new material. Third, student investigation and training, electronic picture book modification, question discussion, and interactive practice are the 4 steps of the teaching model which is suitable for incorporating e-picture book into online Mandarin speaking class was established. Fourth, by repeating stories and verbally responding to homework questions, learners built up their colloquial ability. Fifth, the content of students’ homework and in-class discussion related to real life issues, which served to enhance learners’ memory of content vocabulary and grammar. Sixth, using suitable story teaching approach and questioning strategies increased the interactiveness between the teacher and the learners. Seventh, by using online tools’ function properly, such as interactive tools and circling, the fun in teaching and learning exponentially expanded. In addition, the researcher also had suggestions on teaching activity design and teaching practice, as well as pointed out directions for future study.
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彭靜瑩. "An Action Research of the Teaching of Environmental Issue-oriented Picture Book Making." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/98292260546403298692.
Full textAbstract:
碩士國立彰化師範大學
藝術教育研究所
98
An Action Research of the Teaching of Environmental Issue-oriented Picture Book Making Abstract The topic of this study is about the instruction of environmental issues-oriented creative picture books, trying to combine environmental issues with artistic lessons. Hopefully through the activity of creating picture books, students can be attentive to the meaning of environmental issues and be able to express their own ideas. The aims of this study are as follows: 1. Develop students’ concern about humans and the environment by designing teaching activities of environment issues-oriented creative picture books. 2. Explore the interaction among the teacher and students in the above courses. 3. Examine whether students’ creative picture books can really fit in with environmental issues. My conclusions are as follows: 1. When the teacher adapts discussion and cooperative learning, 83% of the students enjoy this type of instruction. 2. 88% of the students like the active, relaxing and free conversation style and atmosphere with the teacher. 3. Although students had the experience of making “books containing eight pictures,” 32% of them still feel hard when creating picture books. 28% of them feel skills of drawing and painting especially difficult. However, 75% of them are content with the group artistic picture books. 4. Students like picture books which contain both good stories and beautiful picture. 5. Students like to use plants and animals as their main roles in the creative works. 6. Students can create good stories which fit in with environmental issues. Besides, they are able to use various kinds of materials. Through this study, we know that the instruction of environmental issues-oriented creative picture books is very important and necessary. It can not only guide students to express their feelings and ideas about the environment but also make them observe the people, matters, and objects with different angles. They can also apply their previous knowledge and skills to the creation of picture books. Here are some suggestions for the instruction: 1. The teacher can choose certain issues as teaching materials and adapt discussion and various media and examples to provide students multiple concepts and guidance. 2. Try to use active teaching methods and cooperative learning. Give students more encouragement and praise. 3. For further studies, we can do a survey on different graders and try the cooperative teaching of creating picture books with other subjects. Key word：Environmental Issues Picture Book Picture Book Making
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Liu, Hsiu-feng, and 劉秀鳳. "The Action Research of Ocean Picture Book Teaching to Improve Students’ Aesthetic Consciousness." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4kgq4a.
Full textAbstract:
碩士國立臺灣海洋大學
教育研究所
106
This study aims at enhancing the marine aesthetics of the students through the use of ocean picture book teaching students’ aesthetic consciousness .After analyzing the courses and results of the implementation of the marine storytelling teaching, the main researchers summarized the performance of the marine aesthetic sense of the students and explored the marine aesthetic sense of the elementary school children from the teaching process methods. The object of this study were fourth-year students from the previous semester of 106 elementary schools in Keelung City, a total of 27 students. The method adopted in this study is the action research method. It is designed by researchers and implements picture book teaching activities after reviewing the teaching design through expert teachers. The research uses observation, document collection, supplemented by video, verbatim manuscripts and interviews. Collect and analyze data, code data, translate verbatim texts, and write contemplative essays. Think and interpret the data of each teaching activity in accordance with research purposes and research methods. The data obtained was analyzed and summarized according to the research topics. Below are the following conclusions: Reflections on the Integration of Aesthetic Consciousness into the Course Design of Marine Illustrated Teaching Activities 1. The design of experience activities can not only activate teaching, but also stimulate students' mobility. 2. The advice provided by expert teachers helps in the adjustment and revision of the curriculum 3. The marine picture book teaching definitely has positive impact on improving the children's interest in the ocean and the cultivation of beauty. 4. Planning experience Aesthetic Consciousness be aligned with the observational dimension of aesthetic consciousness Reflections on the Integration of Aesthetic Consciousness in the Course of Teaching Marine Imagery 1. Group collaborative learning and discussion can arouse the emotional beauty of students 2. Responsive to the objective rhetoric, flexible teaching process can effectively control the pace of the course 3. Qualitative assessment can better understand the aesthetic performance of schoolchildren 4. The use of information integration in teaching can improve students’ interest in learning about marine issues 5. The aesthetic attitude of the students gradually grows and accumulates as the courses are taken. The learning situation of schoolchildren's awareness of beauty into the marine picture book teaching activities 1. The emotional integration of school children themselves affects the performance of the ocean's aesthetic attitude 2. Adding more students to the stage to show courage is more likely to promote the performance of students' aesthetics. 3. Experience activities can promote children's feelings and awareness of the beauty of the ocean 4. Specific praise enhances the aesthetic sense of learning pleasure and a sense of achievement
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TING, YANG YA, and 楊雅婷. "Action Research on Integrated Arts and Humanities Learning Curriculum by Using “Picture Book”." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/2875x4.
Full textAbstract:
碩士國立臺東大學
兒童文學研究所
97
Action Research on Integrated Arts and Humanities Learning Curriculum by Using “Picture Book” The purpose of this study was implementing the meaning of “teacher as researcher” by utilizing "picture books" to integrate the 3ed grade curriculum of Arts and Humanities learning domain. The Arts and Humanities domain instructor clarified and faced their doubts of grade 1st to 9th curriculum from performance process. This study used two picture books "Gulliver's Lilliput Adventure" and “The Quilt Maker's Gift” as research tools for 24 3ed grade students as subject. The researcher on this study holed the spirit of “learning by doing” and “thinking by doing” to prove the relative teaching ideal concepts to operator the teaching processing that used “Gulliver’s Lilliput Adventure” for test unit and “The Quilt Marker’s Gift” for formal instructing unit. The method of this study based on action research. This study collected information by interview records, observation records, teaching logs, reflection notes, questionnaires survey, learning papers, and student works. The results of using "picture books" to integrate Arts and Humanities Learning Curriculum were as followed: 1. In teaching value aspects: A) could increase motivation for children to learn and encourage children cognitive learning. B) could integrate arts learning and stimulate the potential of multiple intelligences C) could be inspired the ability of creative thinking and cultivate the spirit of the initiative to explore. D) might raise children esthetic sentiment and cultivate humanities accomplishment. E) could promote the relationship between teacher-student interaction and comfort moodiness to have the pleasant sensation. 2. In practice aspects A) It was specific and achievable way to integrate Arts and Humanities learning domain with picture books. B) When the teachers engaged in curriculum design should be familiar with all stages meaning of the competence indicators and transferred curriculum goals into teaching unit 3. In curriculum development strategy aspects A) The integration model that teachers might consider as reference was flexible. B) Teachers should use a variety of strategies to create a good effective story-telling learning motivation. 4. In Action Research Aspects A) This study conformed "exploration and performance", "aesthetic and comprehension", and "Practice and Application" for learning goals. B) From the correspondence of “art learning content” and “stage competence indicators”. It realized the research programs showed the proportion of integration of the balance in the visual arts, music and performing arts. C) Most of students showed their interesting in learning and achieved goals from students’ reflection notes, and the students also spent break time to borrow books voluntarily after class. Through the action research process, the researcher deeply experienced to the "teacher as researcher". Every Teacher was the key man for education. If current teachers can gain appropriate guidance and assistance, it can effectively to solve the practical problems on education, and promoted teachers professional knowledge as well. Key words：picture books, integrate, Arts and Humanities domain、 Action research
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Hua, Lin Chi, and 林季樺. "Abstract of Action Research for Applying the Picture Book Teaching to Improve Mental Retarded Childrens SocialAbstract of Action Research for Applying the Picture Book Teaching to Improve Mental Retarded Childrens Social." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/60004278462679302687.
Full textAbstract:
碩士樹德科技大學
幼兒保育學系
96
This research is based on the case of a 5-years-old exceptional class child. By doing the research, we have further understandings about how to apply picture book teaching to improve mental retarded childrens social competence. We have been getting to realize the difficulties and demands during the process of interacting with other people for mental retarded children and furthermore we bring up some solutions and resolutions to this kind of case. We adopt action research to complete this research which mainly is based on the interview reports and the observation of learning situation of each case in exceptional class and inclusion class. Besides, we observe the interaction between the mental retarded child and his/her peers and collect information relative to the mental retarded child and further conducting triangulation analysis. The interview objects comprise each case’s parents, inclusion class’s teachers and twenty two inclusions classs children. Research Results 一、Mental Retarded Children get improvement in adapting to the society, learning ability, the skills and means to interacting with others. 二、Children of inclusion class will take positive attitude toward mental retarded children. In addition, we get reorganization and support for the picture book teacher from parents and teachers of inclusion class. 三、Researchers indeed get improvement and make progress in thinking while involving in this research. According to the research results, researchers raise workable means and suggestions for relative researches.
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CHENG, HSIU-FEN, and 鄭秀芬. "AN ACTION RESEARCH OF CHILDREN LIFE EDUCATION ON PICTURE BOOK TEACHING–A KINDERGARTEN CASE." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/q79uyy.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所
100
AN ACTION RESEARCH OF CHILDREN LIFE EDUCATION ON PICTURE BOOK TEACHING–AKINDERGARTENY CASE CHENG, HSIU-FEN ABSTRACT This is an action research for five-year-old young learners in a semester at Kindergarten. The researchers conducted by integrating life education picture books into the pre-planned curriculum of the kindergarten. The goal of the research is to explore the immersive life education on the pre-school kids’ behavior and impact. The research goes through three dimensions: “People and Itself, ” “People and Others,” “People and the Nature.” From the research results, certain effects emerged. They were summarized as follows: 1. Life education picture books are suitable materials for life education to the five-year-old kids. The researcher reads out loud the picture books and teaches the kids to know themselves, to respect others, and to care for the surrounding environment. 2. The kids recognize the growth process, the meaning of life, and the feelings of themselves. Then they gradually construct the value of life. 3. The kids learn to love and care for others by the activities the researcher have designed in the classroom. Moreover the activities help the kidsapply what they have learned to their daily life. Keywords: life education, life education picture books
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JIANG, YU-SHAN, and 蔣玉珊. "Action Research for Improving Children's Reading Motivation and Reading Skills by Picture Book Teaching." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/d96rnw.
Full textAbstract:
碩士明道大學
課程與教學研究所
105
The method to carry out this study is using an Action Research. We use Purposive Sampling to choose eight students as the participants and use Picture Book as the teaching materials teaching students for ten weeks. The purpose of this study is to investigate students reading motivation and the reading ability during the period of Picture Book Teaching. Furthermore, this study also explore the process, the issue we faced as well as the resolution to the problems in the Picture Books Teaching. In order to examine students reading motivation and the degree of the improvement of reading ability, we use observation, interview and document analysis as the methods to collect data. Besides, we use Action Research of the Circulation Model of “ Planning, Acting , Evaluating, Reflecting and Correcting ”to solve the problems that we faced in teaching. In the following are the results that we have concluded in this study: 1.Picture Book Teaching enhances students reading motivation: The times of reading on student's own initiative are increased, student’s reading hobbies are more diversified, and the frequency of the interaction of students with teachers and classmates are increased. 2.Picture Book Teaching improves students reading ability: Students understand the causality in a story, learn more vocabulary from story books and be engaged in the letters and writing 3.The questioning and discussing strategy improves students reading comprehension ability: By questioning and discussing strategy, teacher can assist students in comprehending story, can learn more ideas and opinions from students, and can build up students reading comprehension ability.
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Chen, Mei-Ying, and 陳美盈. "An Action Research of Picture-Book Teaching on Animal Protection for Elementary School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/14840958012037063720.
Full textAbstract:
碩士大葉大學
工學院碩士在職專班
101
The study is aimed to explore the circumstances in implementing animal protection picture teaching through an action research .The researcher studied 28 second grade students from Taichung municipal Spring elementary school (pseudonym), designed three modules according to the animal protection sketchbooks. The data is from the class observation, learning sheets, self-reflection journals, interviews and students’ feedback sheets in six weeks. Four objectives guide this research: 1. The learning activities through”Animal Protection” thematic teaching of picture books was designed for elementary school children. 2. The learning activities through”Animal Protection” thematic teaching of picture books designs effectively enhance students’ concept of “respect for lives”. 3. The learning activities through ”Animal Protection” thematic teaching of picture book designs effectively enhance students' concept of “caring for companions and animals " 4. “Animal Protection” picture book teaching courses can enhance teachers' professional growth. Based on the research results, we put forward some suggestions as below for schools and teachers' reference to implement animal protection education: 1. Plan animal protection programs well to create high-quality campus culture. 2. Establish teachers' professional development community to promote environmental coordination education. 3. Apply various teaching strategies and make good use of teaching media to advance overall effectiveness of the curriculum. 4. Provide learning opportunities of animal protection timely. 5. Actively participate in various learning opportunities to improve educational knowledge of animal protection.
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Yi-Sin, Shih, and 施怡欣. "The Action Research of 2nd Grader’s Multiplication Learning Outcomes by Applied Picture Book Teaching." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/35894873628338066020.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
96
Thru the action research, this research uses the 2nd graders as the objects for discovering the multiplication teaching progress by applied picture book teaching, the purposes are: (A) The students’ acceptable status of teaching multiplication by the picture book during the teaching process; (B) The status of teaching multiplication by the picture book for the practical operations; (C) The 2nd graders’ multiplication learning results by the applied picture book teaching. Due to the results of the analysis we discovered that: 1. The interesting illustrations and contents of the picture books attract the students to read rapidly even after the end of the teaching activity, which shows that they do help on improving students’ interest and concentration on the class indeed; the living stories resonate the students’ living experiences, allowing the students to realize that math takes important correlation in their daily life; Study new concepts thru the picture books allowing advanced students’ confidence for learning effectively. 2. When using the picture books in the situated teaching, firstly power point the picture book and project it onto the big screen, which presents the optimal effect. However the timing control is highly recommended not to exceed two classes. 3. The picture book teaching activities allow good results regarding the conception learning of the “X is how many times of Y” in the multiplication program for the 2nd graders.
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Fu, Ling-Chien, and 符苓倩. "An Action Research on the Influence of Picture Book Instruction on Students’ Creativity Performance." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/22377610147627299426.
Full textAbstract:
碩士國立臺灣藝術大學
藝術與人文教學研究所
101
The aim of this study is to examine the effect of utilizing picture books on students’ creativity. The action research methodology was used in this study. The researcher was the instructor. This study expects to examine the effect of picture books on enhancing students’ creativity performance and thinking ability during the teaching process of picture books.The object of the study is seventh grade students in one public junior high school in New Taipei City. The activities for the experimental teaching were executed in the mid-term. Before the activities, a test for evaluating creativity ability was taken by students, followed by another test for evaluation after the activities. This method was applied to observe whether students' creativity improved or not. The results indicated that via the instruction of using picture books, more open and wide learning contexts were designed to help students to develop their multiple thinking strategies, for example, to identify problems, to have varied solutions, etc. During these teaching activities, students were leaded to show their imagination and have the ability of storytelling. Furthermore, students were able to connect new knowledge and their previous experiences to promote their creativity. Three contributions can be concluded in this study. First, the advantage to apply picture books instruction can facilitate students to create multiple abilities, such as presenting, speaking, discussing, and listening abilities instead of just gaining the knowledge from the textbooks. Secondly, students can learn from their daily life experiences to school knowledge to strengthen their learning motivation. Finally, by brainstorming activities, students’ imagination can be inspired. That is, they can not only perform their unique works but also make good use of new knowledge.
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HUANG, HUI-CHUAN, and 黃暉娟. "An Action Research of the Design of the Communication Book concerning Health Promoting Curriculum." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/63003085111549674291.
Full textAbstract:
碩士華梵大學
工業設計學系碩士班
104
Abstract The purpose of Health Promoting School is to teach children to practice the behaviors good to health, and to develop the habits of personal health awareness and the environment. Communication book is a necessity to elementary school students. This research aims to probe how to effectively have the issue of health promotion get involved in the use of communication book, and to understand if the health-promoting communication book effectively promotes the communication between parents and teachers and the practice of students' self supervision on their health. Through analyzing some communication books at hand, the most significant information in the communication books include homework, memorandums, and teacher-parent communication. Personal information includes class schedule, emergency call, personal data, security card, and anti-bully promotion. The communication book with weekly planner in A4 size suits students most. With a view to designing a health-promoting communication book for elementary school students, some important issues, including health condition, oral hygiene, visual condition, health care, some columns for parent-teacher communication, checklist for student's health, should be integrated. Twelve weeks after the use of the self-developed communication book, some conclusions have been made through the investigations and interviews with the teachers, parents, and students. Communication book shows it essentiality because of the frequency of its use between parents and teachers. The content of health-promoting communication book suits elementary school students as they are able to use every checklist in it. Health-promoting communication book, compared with the normal ones at hand, includes more columns, for instance, health condition and health checklist, which could remind students to practice health-promoting behaviors. Parents would understand the learning situations and health condition every day they open it. From teachers' points of views, parent-teacher communication and students' self supervision on their health condition become better after using them. This research offers concrete designs, practice procedures, and effects of communication book, looking forward to the practice at schools with Health Promotion Program.
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LO, MIN-TZU, and 羅敏慈. "An Action Research to Improve Children’s Behavior of Picky Eating by Picture Book Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/94583591016875618750.
Full textAbstract:
碩士國立屏東大學
教育學系碩士班
104
This research adopts the method of Action Research, taking two kindergarten grade 2 children who has behavior of picky eating as research objective by Picture Book teaching. By Picture Book teaching, we want to investigate whether children who knows fundamental six kinds of food and appearance of eating behavior or not. According to the observation of children’s behaviors to correct actions, developing teaching methods which applied to improve children’s picky eating behaviors and let they realize the nutrition of food. In the research period, we collect the concerned data by video recorder, diary report, interview and children personal document to analyze. The results were as follows: 1. Picture Book teaching method could give assistance to improve the children’s behavior of picky eating. 2. Picture Book teaching method has excellent implement to help children to learn good habits of eating by multiple teaching skills and methods, offering the opportunity of case discussing and comprising the real life experience. 3. Children’s habits of eating has significant progression.
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Liu, Szu-Chen, and 劉思辰. "An Action Research of Graphic Organizers on First-Grade Students' Picture Book Reading Comprehension." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/07998412854556640911.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
98
The purpose of this study was to explore the applications and implements of Graphic Organizers on the picture book reading comprehension and to understand students' learning performances by the action research. Based on the purpose of this study, the ten-week action research was made in my class. This study was to investigate the effects of Graphic Organizers on students’ performances of the picture books reading comprehension by using Li Li-Chi (2002) “Reading Comprehension test” as quantitative evaluation tools. This study also used qualitative analysis data, including observation records, classroom video and audio recordings, interview transcripts, and teaching reflection. This study divides the process of Graphic Organizer instruction into 4 stages : They are teacher demonstrations, “cooperation of teacher and students”, team mapping, and individual mapping. The first stage is teacher demonstration. Before formally applying Graphic Organizers on teaching picture book reading, the researcher introduced the activities of Graphic Organizers by concept classification, and described the principles and methods of mapping of Graphic Organizers. Using the methods shown above, students can understand how to use Graphic Organizers and explore it by trials. The second stage is “ teacher and students' cooperation”. The teacher guided students how to map by demonstration. The third stages is team mapping. The teacher and students can construct Graphic Organizer together. The mapping was adjusted and corrected by teacher’s guiding and class discussion. The forth stage is individual mapping. In this stage, the teacher guided students how to read the picture books thoroughly on their own. Then, students constructed Graphic Organizers by themselves. The teacher expected to upgrade students’abilities of reading and comprehension by these processes. The findings of the study were summarized as followed: 1.Questions and discussions of Graphic Organizers instruction can enhance students’ abilities of literal comprehension. 2.Key word selection of Graphic Organizers instruction can upgrade students’ abilities of literal comprehension. 3.Applying Graphic Organizers on the picture book reading comprehension instruction can enhance students’ abilities of inference. 4. Interviews and sharing after Graphic Organizers mapping can upgrade students’ abilities of reading comprehension.
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Wang, Li-Ping, and 王麗萍. "Action Research on Applying Picture Book Teaching to Improve the Number Concept of Kindergarten." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/35ej7z.
Full textAbstract:
碩士國立臺北教育大學
教育學系教育創新與評鑑碩士班在職專班
107
Abstract The picture book is the best communication bridge with young children. The picture combined with the interesting storyline successfully attracts and holds the attention of the child. Therefore, teaching tools that attract the children to participate in lesson can thus be combined with the concept of cognition for maximum impact. While listening to the picture book, one creates a digital concept of information. Does this learning effect yield twice the results with half the necessary effort? Is the picture book more helpful towards the cognitive social recognition and theoretical understanding of numbers around us? Such is the subject of this research paper. Researchers implemented a self-made checklist to conduct pre- and post-testing, evaluated the digital correlation ability of young children, compared the results before and after the teaching activities, and analyzed the data to understand the use of picture books as a teaching medium. Young children aged 5-6 years were accompanied by close-observation methods, and their responses to the picture book recorded. Through varied interactive picture book lessons, researchers observed gradual "learning from the game". The children learned number theory in a relaxed and pleasant atmosphere. Through repetition of operational instructional aids, learners remained focused on tasks and demonstrated critical thinking and flexibility in their learning. It can be concluded there are substantial benefits of using the picture book that may help further research in cognitive academics and strengthen the impact of modern digital instructional media. After conducting this study, we found out that children have been improving their critical and logical thinking skills, judgement, understanding ability,and identification by using picture books. In addition, these children were encouraged to express themselves better in the public. Furthermore, these children improved their mathematical skills by learning from repetitive games and picture books. In conclusion, we have conducted a formatic evaluation and have had a better understanding on these children’s learning abilities by teaching them with picture books. Keywords: : interactive picture book, picture book teaching, number concept
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Tuan, Cheng-Chien, and 段承汧. "An Action Research of e-Picture Book Instruction on Young Children’s Concentration and Reading Interests." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/95177361002916257397.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學教學碩士班
103
This study used action research to explore the effects of a kindergarten teacher applying e-picture book instruction on young children's concentration and reading interests. The subjects were 24 young children from four to six years. This study took eight weeks, and the data were collected through teaching implementation, teachers’ daily reflection journals, observations, and the questionnaire about young children’s reading interests for picture books. The results of the study are as follows: 1. The implementation of e-picture book instruction: (1)During the teaching process, the kindergarten teacher who presented the suitable e-picture books and adjusted the teaching strategy appropriately were the key point to success. (2)The difficulty faced by the teacher during the teaching process can help the teacher to develop her resilience and problem-solving ability. 2. The e-picture book instruction can help to improve young children’s concentration. 3. After participating the e-picture book instruction, young children’s interests in reading obviously increase. 4. Teachers’ growth and self-examination after applying the e-picture book instruction at kindergarten: (1)Teachers should be highly alert and continuously growing rather than being confined to current situation. (2)Applying the e-picture book by creating special effect and editing voice is able to enhance the teachers’ ability of information technology. (3) Problem finding and problem solving are the significance of “action research”, which are the main purpose of a research.
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SOU, CHIN-CHIEH, and 壽靜婕. "Action Research on Food Safety Education for Second GradePrimary School Students by Using Picture Book." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/40418189066157202462.
Full textAbstract:
碩士臺北市立大學
學習與媒材設計學系課程與教學碩士班
104
Lots of burning food safety issues were presented to the public in recent years. More and more food fraud criminal cases seriously hurt people’s health and hit the national economy. The topic for World Health Day 2015 was food safety. Food safety issue will be the important policy objective of many nations. And food safety education is becoming important gradually. Purpose of this study was to develop a suitable teaching strategy about “picture book used in food safety education” for the second grade of primary school. And the students’ learning performance, researcher’s growth will also be discussed. The method of action research was taken in this study. 29 second grade students of primary school in New Taipei City were the objects of this study. Food safety teaching was using picture books combined with news, films, and hands-on. The teaching frequency was 5 sessions a week, totally 5 weeks, 25 sessions were taken. And the teaching was executed in the way of across life domain. The raw data were acquired by collecting “food safety 3 days inspection table”, “food safety lessons feed back table”, before and after teaching “food safety cognition and behavior”, students learning sheets, art and craft works, songwriting works, parents feed back sheets, and researcher’s teaching notes. These quantitative and qualitative data were analyzed and the study result was described below: Firstly, teaching activity and strategy analysis: teaching lessons could be executed and divided into 3 stages which were including “food safety detecting stage”, “fused to life stage” and “contract inspection stage”. And 7 strategies were used which were “picture book used in whole lessons”, “students’ life as teaching material”, “picture book combined with food safety related songwriting”, “picture book combined with games and parents’ support”, “picture book combined with news and films”, “picture book combined with hands-on”, “picture book combined with bean planting and observing”. Secondly, students learn performance: in cognition learning, students’ food safety cognition achievement was increased. In behavior learning, students were with excellent food safety behavior. And, students apparently enjoyed the whole lessons, satisfying with their performance in learning. Thirdly, after the whole teaching study, researcher strengthened the ability in lesson design, class management, and teaching method. Students’ parents were confident in teaching lessons and wished these lessons could be incorporated into the formal curriculum. And these parents also encouraged researcher greatly. Based on the research findings, some suggestions were given to other educators and future study.
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LEE, CHIEH-CHEN, and 李玠瑱. "ENHANCE ELEMENTARY STUDENTS' ENGLISH WRITING ABILITIES AND LEARNING ATTITUDE BY PICTURE BOOK CREATION：AN ACTION RESEARCH." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/83090071854241219415.
Full textAbstract:
碩士國立臺灣藝術大學
圖文傳播藝術學系
104
This article investigates the effects of Picture Book Creation (PBC) integrated into English learning by means of a 5-week action research involving thirteen of the sixth-graders in a remote elementary school. The objectives of this study were as follows: 1. to establish a meaningful and effective English learning environment and to improve students' writing performance and attitude by making picture books; 2. to continually adjust and invigorate teachers' teaching and to increase students' motivation to learn through the process of action research; 3. to investigate and monitor the teaching and learning issues encountered; and 4. to develop suitable and useful PBC lessons for students. The writing performance and learning attitudes were evaluated through an English test, a semi-structured survey and a student interview. Along with the qualitative analyzing of observation records and teachers' reflection journals, the results show that PBC has helped the students to achieve a greater improvement in their writing performance than did the regular pen-and-paper treatment before. Additionally, as PBC tasks improved the learning attitudes, the students experienced less anxiety in writing than before. Through this analysis, this research has led to the following conclusions as well: 1. PBC has contributed to the increase of the total number of vocabularies being used; In addition, PBC lessons have positively enhanced the length of writing as well as the level of expression; through implementing PBC, their writing performance can be enhanced as a whole. 2. By means of implementing PBC, six-grade students are enabled to develop better attitudes toward writing.With this meaningful learning experience; the students have highly participated in the writing activities.3. PBC has gained the students' exposure to the better understanding of English sentence patterns and the opportunities of the authentic application; students can be better motivated to engage in writing than before.4. While designing teaching materials concerning implementing PBC, the teaching material designer can emphasize on sentence writing mode, objective, skill and task. Realizing the unity of learning and application, PBC has assisted students in collecting wide variety of materials as a foundation of writing to broaden the content of their writing.5. Implementing PBC is found successful fit into six-graders' cognition and English learning. This study highly recommends implementing PBC into English teaching in the future.
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Li, Sulin, and 賴素玲. "Putting A ‘Good Book Recommendation’ Activity Into Practice in A Second Grade Classroom: An Action Research." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/74686140174845637876.
Full textAbstract:
碩士國立屏東師範學院
教育心理與輔導學系碩士班
93
Using action research as methodology, the main purpose of this study was to examine the effects of implementing a reading activity in a second grade classroom that have students recommend books to their classmates and then vote for a best choice. Specifically, the goals were to explore the difficulties that might encounter when implementing the ‘good book recommendation’ activity, to probe into the strategies for overcoming those difficulties, and to examine the effects of this activity on students’ reading motivation. The participants were a class of second graders from an elementary school in Pingtung County. During the process of implementing the activity, the researcher kept a journal to record and to reflect upon the difficulties encountered and the students’ related behaviors observed. Also, each student’s record of books borrowing from the school and classroom library, his/her record of number of books read, and the score on reading motivation scale, and feedbacks on the activity were collected. Based on the analysis of these data, the following conclusions were arrived: 1. The activity enhanced the students’ reading motivation. 2. The activity raised the students’ literacy ability, promoted their sense of self-confidence, made the students be familiar with more good books, and made the students have more chances to share books with peers and family. 3. Students evaluated the activity highly positively. 4. The difficulties experienced when implementing the activity and the strategies used in overcoming the difficulties were as following: （1） Some students might tell the book by verbatim rather than by gist during their presentation. The teacher could cover the words, and have the students tell the story by looking at the pictures. （2）Some tudents might not speak loud enough for the audience to understand their presentation. The teacher could have the audiences using a particular gesture to hint the student, pose some questions for the student to answer, repeat his/her main points, or have the students use a microphone. （3） During the book recommendation, the audience might not be able to see the book clearly. The teacher could have the audience move their chairs forward or ask a volunteer to stand on a chair and show the book. He/She could also encourage the audience to read the book after class, or scan the contents of the book into the computer beforehand and show them through projector in class. （4）Some students might doubt the fairness of the voting. The teacher could provide the other way of thinking, or encourage the students to advertise the book that they recommend. （5） When many students signed up for book recommendation, the time might be insufficient. The teacher could discuss it with the students to either shorten the time for each student's presentation or lengthen the activity time. （6）Some students might become upset because they were not elected as the best book salesman. The teacher could encourage the students by emphasizing that the votes they got had increased or their recommendation skills had improved. （7）The school may not have enough library facility or staff to support the students’ needs for book. The teacher could borrow the books from public libraries or have each students bring some books to the class.
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TSENG, MING-HSIN, and 曾明鑫. "An Action Research of Learning Process and Learning Outcome on Emotional Education through Picture Book Online." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/u989rq.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士在職專班
104
The goal of the study applying the action research method was to explore the learning process and learning outcome of students when they participated in the curriculum of emotional education by means of picture book online club. The subjects are 26 sixth graders, including 12 boys and 14 girls. Among them, four individual students get much more attention for case study. Five different topics related to emotional education are included in the 10-week-long curriculum. Through the curriculum of emotional education and the picture-book-making, students can improve their ability of perceiving, understanding, expressing and adapting on their own emotions to have better relationship with others and life attitude. The results of the study are as follows: 1.Emotional education can improve students’ ability of controlling emotions: (1) they can perceive and distinguish their own emotion (2) they understand that emotions will influence others so you need to learn how to control your own emotion (3) they know that they can’t judge people by their appearance and learn to accept and appreciate differences of others (4) they learn to extend an olive branch actively and enjoy sharing and giving (5) they learn to open their mind and be generous with others 2.Picture book online club can improve learning: (1) they observe and set a good example for each other (2) their learning and voicing opinions are not influenced by the environment, personality and volume (3) they communicate with each other to create a better atmosphere in the class The suggestions of the study are as follows: 1.Teachers can design more activities related to emotional education to arouse students’ interest 2.Schools can hold more workshops related to emotional education to improve teachers professional development 3.Teachers can strengthen confidence of students and keep encouraging them when making picture books on their own Key word: picture book online club, emotional education, action research, picture-book-making
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SU, YUAN-JHEN, and 蘇元貞. "An Action Research on Integrating Environmental Issues into English Picture Book Curricula for Elementary School Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/g8dt6a.
Full textAbstract:
碩士國立高雄師範大學
英語學系
105
The study adopted the curriculum action research method, aiming to examine the difficulties and the researcher’s responses in developing and implementing the English picture books and curricula which integrated English education and environmental education (EE) for the elementary school students. Additionally, the researcher investigated the curricula’s impact on the students’ pro-environmental behavior, and explored their perceptions of learning English and environmental issues in the same class, learning environmental issues through the English picture books, and differentiated instruction (DI). The participants were two classes of fourth graders identified as Art Class. In the pilot study, 30 students participated in the first three cycles; in the formal study, 20 students participated in the fourth cycle. The courses took place on Comprehensive Activity Class, two periods a week for 17 weeks in total. The study encompassed four cycles, and one researcher-made informational picture book was adopted in each cycle: “New Cinderella”, “Ninja Turtle”, “Don’t Waste Food”, and “Three Little Rabbits”. In the first three cycles, the curriculum design was based on Whole Language; while in the fourth cycle, it was grounded on Content and Language Integrated Learning (CLIL) and its 4Cs framework. In every cycle, Understanding by Design (UbD) was utilized for the curriculum plan, and in the third and fourth cycle, DI was added. The data was collected from the worksheets, the students’ hand-made picture books/ drawings on “Our Farm”, the pre-and post- assessments (in the fourth cycle), the interviews, the observation notes, the researcher’s journals, the video and audio recordings, and the discussions with the research helpers. Then, the data was analyzed qualitatively with triangulation methods. The major findings are summarized as follows. 1. In the pilot study, the researcher did not arrange the order of the concepts and the levels of English difficulty prior to creating the stories, thus, she had to connect the concepts in the course. Moreover, the researcher delivered the concepts with pictures and statistics, which were not very effective for young learners, hence, she adopted hand-on activities instead. Further, conducting the EE activities in English was beneficial to the high achievers but caused tension in some low achievers. Therefore, the researcher focused on the EE objectives for EE activities. Besides, the disparity of the students’ English proficiency affected their engagement and learning outcome, DI could address part of the problems. However, too much differentiation in “product” (different types of tasks) caused other student’s difficulty in understanding and distraction. Last, the researcher arranged more lower order thinking (LOT) activities in the pilot study and more higher order thinking (HOT) activities in formal study. It’s better to build the HOT skills upon the LOT skills. 2. The videos vividly presented the problems and the solutions, which inspired the students to deal with food and food waste properly. In addition, with the hand-on activities, some students were motivated and performed the pro-environmental behavior. Besides, after investigating the issues, the students supported sustainable farming more. However, a few students would consider the situational factors, such as time, space, and needs. 3. The students accepted or readily accepted learning environmental issues and English in the same class and they thought two goals could be achieved. Moreover, they liked to learn about both fields and deemed them useful. 4. In the pilot study, most students preferred “Don’t Waste Food” to the other two books in that it was more relevant to the students’ daily life and it contained more vocabulary. The majority of the students favored learning environmental issues through the English picture books, thanks to their adorable pictures, easy-to-understand layout, themes about environmental issues, functions of learning English and cultivating imagination, and extended activities. Nevertheless, a few students pointed out that they didn’t understand the words in the picture book, thus, teachers need to familiarize students with key words in various activities. 5. The students approved of DI because the difficulty of the tasks was in accordance with their English abilities. However, teachers ought to be attentive to the students’ performance and responses and adjust their level groups actively if needed. In conclusion, when EFL teachers infuse environmental issues into picture book curricula, it is suggested that they arrange concepts and levels of English difficulty before conceiving stories, build the HOT skills on the LOT skills, and adopt DI and scaffolding to satisfy more students’ needs. Further, instructors can provide students with videos, hand-on activities, and investigation activities to stimulate their pro-environmental behavior.
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Huang, Yu-Ju, and 黃玉如. "An Action Research on English Picture Book Teaching of Marine Issues to Enhance Student's Learning Motivation." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/42038589362547582839.
Full textAbstract:
碩士國立臺灣海洋大學
教育研究所
102
This study aims to enhance the school students’ learning motivation for marine through the English picture book teaching method. The subject of this study focuses on the seventh-grade junior high school students. The author, after analyzing the process and results of using the English picture books , has drawn a conclusion of the learning motivation for marine manifested by the school students, and explored the teaching methods can enhance the learning motivation on marine and English during the teaching process. A total of 30 seventh-grade students in their first semester of the school year 2013 at a junior high school in Marine area were selected for this study. This study employs the action research method. The author devised a picture book teaching activity which was implemented after the assessment of expert teachers. In the study, pertinent data were collected through literature gathering, class observation, children’s worksheets, videotaping, note taking and interview, and the collected data were thereafter coded, translated and transcribed. Moreover, data of each teaching activity which reflected the objective and method of this study were written in the form of introspective diary for introspection and interpretation. The data obtained were analyzed and compiled based on the study topic with the conclusion. The research is based on the curriculum pre-planned in junior high school, the researcher selected 2 English picture books about the topic of Marine which were relevant with teaching units. Based on the unit theme and the contents of English picture books, the researcher designed story-telling activities and extended English learning activities.
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LAI, ZHI-MING, and 賴志明. "The Action Research on Implementation of Gender Equality Education through Internet-based Picture Book Reading Clubs." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/79214338216669222413.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士班
101
The purpose of this research is to implement gender equality education through using Internet-based picture book reading clubs as well as through the method of using action research. The researcher spent 12 weeks observing five of his students, who are 3rd graders in an elementary school in New Taipei City. This research was performed to help understand how to use this approach to assess whether these five schoolchildren have any changes in their perception in gender stereotypes and mutual respect. Besides, this research was performed to see if it is possible to overcome the difficulties associated with implementing gender equality education in schools, so that the concept of "gender equality education" can be introduced to the schoolchildren smoothly. Finally, the researcher aims to help teachers grow their professional skills. The conclusions of this research are as follows: 1.The approach of the Internet-based picture book reading clubs can indeed be an effective way to solve the difficulties associated with implementing gender equality education in schools, and the difficulties include limited space, lack of external resources, limited funding, and limited advertising in the media. 2.The approach of adding Internet-based picture book reading clubs to the school curriculum can help school children to improve their concept of gender equality. 3.During the process of using the Internet-based picture book reading club approach, teachers can enhance their professional abilities by learning a variety of teaching tools, working with other teachers, selecting teaching assessment tools, as well as occasionally playing the role of students. At the same time the Internet-based picture book reading club can enhance the teachers’ ability in promoting the gender equality education courses as well as enrich teachers’ professional knowledge about the gender equality education so that the teachers will have confidence to face the unpredictable challenges of the future. The suggestions of this research are as follows: 1.It is hoped that this approach can be used to help schools in remote areas or schools having a greater number of disadvantaged students. 2.Add a message delete function in order to avoid keeping redundant and irrelevant messages. 3.Increase the number of visits from college students to elementary school students to make the children more enthusiastic about learning. 4.To have more professional training courses in gender equality education for teachers that are teaching related courses to provide the teachers with more knowledge for shaping future leaders. 5.The teacher needs to be a good model in order to avoid using gender stereotypes so that the teacher’s class can be accustomed to gender equality in the classroom.
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Lin, Chih-Chuan, and 林志娟. "An Action Research on Applying Picture Book Teaching to the Diet Aspects of Household Management Subject." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/57940328317392656400.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
101
Abstract This study is an action research. The major point is to understand the misconception for fourth grade students of the elementary school on the diet aspects of household management subject. Most of the picture book teaching curriculum is designed for fourth grade students and explores the teaching effectiveness on applying picture books teaching to diet aspect. After the end of each unit, going to do teaching reflection and fixing the next teaching curriculum are necessary. The way of this study is going to pick up twenty fourth grade students in the researcher’s teaching school, using literature review, interviewing with students then to figure out the misconceptions. After catching the misconceptions, researcher stares to design curriculum and to teach. Researcher also uses teaching notes and feedback sheets to be the tools. This way can easy understand the teaching effectiveness and teaching reflection. This study figured out the misconceptions for the fourth grade students of the elementary school on the diet aspects of household management subject as following: Weight loss misconception, the importance of the three meals, junk food misconception, malnutrition misconception, tall misconception, five fruits and vegetables every day misconception, canned misconception, instant noodles misconception, healthy eating misconception, being forced eat misconception, eating as self wish misconception, three meals not on time misconception, not drink milk every day misconception, not eat fruit every day misconception, not using knife to cut food misconception, totally 15 issues. Studying Conclusions:（1）It will be promoted the researcher’s teaching ability by this action research.（2）Most of misconceptions for student’s diet aspect are on nutrition knowledge.（3）Using picture books to do diet teachings let students learning without the burden and performing well.（4）Using picture books to do diet teaching will let teaching materials designed rich and diverse.（5）By asking questions for picture books teaching will inspire students’ thinking.（6）Reducing the fears when students are reading picture books and writing studying sheets.（7）It is not easy to find out the picture books of diet aspect.（8）It is only to use part of the picture books for diet aspect.（9）When the texts of picture books are no relation with figures, the asking questions method will be not effective.（10）The influence of family is more than school for students’ formation of concept.（11）It is difficult to clarify for family’s diet misconception.
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WANG, LI-YA, and 王麗雅. "An Action Research of Self-esteem Courses in Early Childhood Education with Picture Book Club Online." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/63535652977417223913.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士班
101
Based on the action research with picture book club online, the researcher combined picture book club online into self- esteem courses in early childhood life education during twelve weeks. The participants of study were ages of the twenty-nine children between five and six years old in a preschool classroom of a public junior high school in New Taipei City.The purpose of this study was to help children to discover, cherish, believe and confide themselves; and further, the researcher hoped to understand the applicable strategies in the future through reflection and thinking from teaching and feedback between the children and parents . Results of this study were as follow: 1. The picture book club online was combined into self- esteem courses to improve the development of self-esteem among children. For example,first, picture books about self-esteem in life education were the basis of the learning of self-esteem for children. Second, it can improve the ability to take action among believing themselves, bravely trying and positively learning. Third, it can develop the ability for esteeming,caring, and considering themselves and others. 2. The picture book club online can better the relationship between children and parents. For example, first, parents can understand the learning context of esteem and the model of cognitive thinking from their children. Second, it can make parents change their rearing attitude and then raising the model and topic of parent-child interaction. Third, itcan promote the ability of learning, lexical comprehension, and self expression. 3. The picture book club online can promote the professional growth and thinking of researcher. For example, first, it can enhance teacher’s ability in revising, rethinking, and integrating in the picture book curriculum. Second, it can discover the worth of participation among partners, college students, and parents taking part in. Third, you can feel the pleasure of parent-child growth and educational responsibility. Conclusions of this study were as follows: 1. Establish the cooperative relationship between parents and teachers:teachers are main roles; parents are subsidiary roles. 2. Teachers can arrange a serial of life education curriculum in the early childhood education. 3. Take place the activities about studying life education to promote the professional ability for teachers.
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Lin, Shu-Hui, and 林淑慧. "An Action Research on Picture Book Teaching to Enhance Student's Marine Competencies at an Elementary School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/6dr69v.
Full textAbstract:
碩士國立臺灣海洋大學
教育研究所
106
The purpose of this study is to explore how reading and writing teachers can improve the ocean competency of students through the teaching of picture books for students in first-year elementary school. The curriculum design in the study is based on the theme of "Marine Science and Technology" in the 12-year Compulsory Education Topics on Marine Education. It designs "The mysteries of the ocean," "The myth of the ocean," and "The food chain of the ocean." A competency-oriented theme unit course for a twelve-week picture book teaching activity. Through the analysis of the process and results of the implementation of picture books, the researchers integrated the performance of the marine competency of the students and explored ways to improve the ocean competency of the elementary school children from the teaching process. The subjects of the study were selected 51 students of two classes in the first grade of the first semester of the 106 primary school year in Taipei, 26 students in class 103, and 25 students in calss 104. This research conducts the action research method. After the researchers design their own courses and examine the teaching design through expert teachers, the researcher implemented the picture book teaching activities. In the research, the use of document collection, teaching observation, supplemented by video, audio recording, notes, and interviews, etc., were used for data collection and analysis. The data of each teaching activity was then written through data encoding, translation of verbatim texts, and writing of thoughts and notes, with the purpose of research, research methods for reflection and interpretation, this study has come up with the following conclusions : 1.0 Effectively designed picture book teaching to improve the focus of students' marine competencies. 1.1 The picture book teaching method of this study has shown the improvement to the ocean competency of students 1.2 The curriculum design should consider the different marine experiences of students to change their attitudes towards the ocean 1.3 Select the appropriate picture book to convey the correct knowledge of the ocean 1.4 Designing different types of extended activities can let students understand the significance of learning and understanding the ocean 1.5 Experts collaborate with teachers to provide corrections to help teaching activities can meet with student's need 2.0 Implementing diversified picture book teaching activities to enhance the discovery of students' marine compentencies. 2.1 The picture book teaching mode of this study can improve the marine competencies of students 2.2 Students are deeply impressed by the storyline, can improve students’ interest in learning about the ocean 2.3 The contact experience with the ocean can help students to express themselves in class 2.4 The alternative marine situations design can help students understand the ocean 2.5 The marine expertise and competency of teacher has shown the influence to student’s learning of marine competencies 3.0 The influence of different teaching strategies in picture book teaching on the performance of students' marine comtentencies learning. 3.1 Teaching stratergies in picture book teaching method can improve the knowledge of marine competencies among students 3.2 Video presentation and questioning strategies in picture books can improve the attitude of students in marine competencies 3.3 The practice experience of picture book teaching can improve the ability of students in achieving marine competencies Keywords: Picture Book Teaching, Marine Education, Marine Competencies, Action Research
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Iu, Chhong-lim, and 游蒼林. "Teaching Taiwanese via Community Resources: An Action Research on Making a Taiwanese-Mandarin Bilingual Electronic Book." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/q3dhyh.
Full textAbstract:
碩士國立臺東大學
華語文學系
97
Integrating information technology into various disciplines’ teaching is the current trend, but few applied it to Taiwanese curriculum. In this research, the author attempts to utilize the community resources and the computer, which appeals to the students, with the making of multimedia electronic book as well as the integration of Taiwanese teaching. The author is looking forward to arousing students’ interest in learning Taiwanese to get a better learning efficiency. Furthermore, by actual teaching practices, the author wants to find out better teaching approaches to enhance professional competence of Taiwanese teachers. This study adopts action research method. The object of study is a class of fifth-grade students in elementary school. The design of the course is to make Taiwanese-Mandarin bilingual electronic books, with the community life being the theme, community resources and information technology being the teaching tools. The total hours of teaching are 8 weeks, 18 classes. Two Taiwanese-Mandarin bilingual electronic books have been produced at the end of the course. The results of the research are as follows: 1. Students’ impression of the Taiwanese is not bad before the class, but the studying attitude during the Taiwanese class is inferior anticipated. 2. The utilization of community resources has positive effects. The pace of teaching can’t be too fast. The utilization of the parents and community resources need the coordination with the school policies. 3. To design a curriculum that integrates information technology, the teacher needs the help of soft and hardware facilities, so he must have good information literacy and capability to use those facilities. 4. The combination of information technology with Taiwanese teaching can achieve good effect. However, the teachers have to lead students toward positive computer attitude. 5. In the beginning, the students lacked confidence in making the Taiwanese-Mandarin bilingual electronic books. Once they made it, they approved and loved the books. 6. This research improves the author’s teaching professional competence.