Tesis sobre el tema "Pandas – Children's picture books"
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Craig, Ashley B. "Gender Stereotypes about Emotion Portrayed in Children's Picture Books". NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-05022008-085227/.
Texto completoWeaver, Charlene. "Characterization of Autism Spectrum Disorders in Children's Picture Books". Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2336.pdf.
Texto completoLeach, Karen Dupree. "Aggression in Popular Children's Picture Books: A Content Analysis". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4102.
Texto completoNowak, Kelly Ann. "MY MOMMY DIED, IS THERE A BOOK ABOUT ME?: DEATH AND DYING IN CHILDREN'S PICTURE BOOKS, 2000 - 2006". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174786861.
Texto completoAnderson, Cheri Louise 1949. "Children's interpretations of illustrations and written language in picture books". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282764.
Texto completoDietz, Kathryn Ann. "Cataloging of Children's Picture Books: Quality in the Age of Automation". NSUWorks, 1996. http://nsuworks.nova.edu/gscis_etd/487.
Texto completoHoliday, Steven John. "Where They Least Expect It: Product Placement in Children's Picture Books". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4434.
Texto completoCaracciolo, Dana Andriana. "Children's Literature and Diabetes". Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31824.
Texto completoMaster of Arts
McIntyre, Joseph C. "Gender and Race in Children's Picture Books: A Tragedy in Three Studies". Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052849.
Texto completoCarter, Victoria Chillik. "An Approach to Authoring and Publishing Children’s Literature". Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185390312.
Texto completoLewis, David Harry. "The metafictive in picture books : a theoretical analysis of the nature and origins of contemporary children's picture books, with case studies of children reading picture book texts". Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021312/.
Texto completoMines, Heather. "The relationship between children's cultural literacies and their readings of literary texts". Thesis, University of Brighton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341283.
Texto completoMoran, Renee Rice. "Examining Social Justice Issues in Eight Children’s Picture Books". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3611.
Texto completoLim, Young Sook. "Facilitating young Korean children's language development through parent training picture book interaction /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7783.
Texto completoTian, Ping. "Multimodal evaluation: sense and sensibility in Anthony Browne's picture books". Thesis, Dept. of Linguistics, Faculty of Arts, 2011. http://hdl.handle.net/2123/13123.
Texto completoValentine, Valerie D. "An Investigation of Authenticity and Accuracy in Children’s Realistic Fiction Picture Books Set in Appalachia". Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1202328969.
Texto completoSung, Yoo Kyung. "A Post-Colonial Critique of the (Mis)Representation of Korean-Americans in Children's Picture Books". Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194907.
Texto completoValentine, Valerie D. "An investigation of authenticity and accuracy in children's realistic fiction picture books set in Appalachia". Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1202328969.
Texto completoPanaou, Petros Coats Karen. "Complex crossings European picture books and the construct of child-ness in national, European, and global contexts /". Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799091&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205257790&clientId=43838.
Texto completoTitle from title page screen, viewed on March 11, 2008. Dissertation Committee: Karen Coats (chair), Jan Susina, Christopher Breu. Includes bibliographical references (leaves 289-303) and abstract. Also available in print.
Alharbi, Sara Abdullah. "Immigrant Children's Perspectives of Books that Share Stories of Early School Experiences". Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752399/.
Texto completoMcAdams, Laurie Anne. "How Does the Use of Picture Books During Instruction Improve Student Word Choice in Writing?" Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3226.
Texto completoM.Ed.;
Department of Teaching and Learning Principles
Education
Elementary Education
Robertson, Joanna Marie. "Fourth- and fifth-grade classroom case study of response to multimodal representations in children's picture books". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
Texto completoNephew, Irene J. "An ethnographic content analysis of children's fiction picture books reflecting African American culture published 2001-2005". Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1802.
Texto completoDanowski, Jesica L. "The Portrayal of Older Characters in Popular Children's Books: A Content Analysis from 2000 to 2010". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2469.
Texto completoAl, Khaiyali Al Tiyb. "Exploring the use of children's picture books to explicitly teach reading comprehension strategies in Libyan EFL classrooms". Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628809.
Texto completoReading comprehension is an essential part in developing any language and literacy program. Many literacy programs have taken care to focus on improving reading comprehension instruction at different grade and ability levels, including English as a Second Language and English as a Foreign Language (ESL/EFL). Despite these efforts, there are classrooms that ignore the need for instruction in reading comprehension, and there seems to be little consensus on the best type of reading comprehension instruction. In fact, many educators continue to struggle to find the appropriate ways to effectively and explicitly teach comprehension strategies.
Consequently, this dissertation study is an attempt to elicit the general perceptions and experiences of English as a Foreign Language learners and their teachers toward one promising approach incorporating children's picture books to initiate explicit instructional practice with reading comprehension strategies. Two English language teachers and 40 students from the seventh and eighth grades at two different urban schools in Sabha City, Libya participated in this study. Participants' semi-structured interviews and classroom observations were implemented as primary data sources, while surveys and classroom documents were used as secondary sources during data collection. Based on holistic and in-depth firsthand analysis of the collected data, findings indicated that Libyan EFL students in the participating classrooms reacted positively toward the use of picture books to learn some reading comprehension strategies. Additionally, both Libyan EFL teachers affirmed that using children's picture books for explicit comprehension strategy instruction increased the students' abilities to understand what they were reading. Other specific findings demonstrated that Libyan EFL seventh and eighth graders were able to apply several types of comprehension strategies including cognitive and metacognitive strategies while reading picture books and the English language textbook sections. Students' preferences for reading some of the assigned picture books aligned with their preferences for using different types of reading comprehension strategies. Despite some concerns that were reported by the participants regarding time and vocabulary instruction, this study could contribute to enrich the body of research in the area of reading comprehension instruction, particularly in Libyan EFL classrooms.
Knight, Karenanne. "Text and image : an investigation into children's picture books in the development of child literacy : a rationale". Thesis, University of Winchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550229.
Texto completoGomm, Robert Jeffrey. "Content Analysis of 50 Picture Books for Latino Immigrant Children: Implications for Supportive Bibliotherapy". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/2940.
Texto completoMoulton, Emily Ellen. "Confronting Bullying: Searching for Strategies in Children's Literature". BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1854.
Texto completoYello, Nicole. "A contact analysis of Caldecott medal and honor books from 2001-2011 examining gender issues and equity in 21st century children's picture books". Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/645.
Texto completoB.S.
Bachelors
Education and Human Performance
Elementary Education
Nowak, Kelly. "My mommy died, is there a book about me? Death and dying in children's picture books, 2000-2006 /". Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174786861.
Texto completoTrotter, M. Louise. "Young children's conversations with picture books : a case study of two first graders in a reading intervention program /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864986610524.
Texto completoKneen, Bonnie. "Granpa and the polyphonic teddy bear in Mr Magritte's gorilla park complexity and sophistication in children's picture books /". Diss., [Pretoria : s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-01122004-122527/.
Texto completoChang, Mi-Kyoung. "A Critical Content Analysis of Korean-to-English and English-to-Korean Translated Picture Books". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301535.
Texto completoAl-Yaqout, Ghada Q. O. "'Inside, outside, 'app'side down' : defining the picturebook series". Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607850.
Texto completoList, Helen Marguerite. "The Use of Animal Subject Matter in Children's Picture Books Published in the United Kingdom Between 1955 and 1969". Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521028.
Texto completoUssery, Susie Robin. "A descriptive study of how African Americans are portrayed in award winning African American children's picture books from 1996-2005". Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-03302006-101045.
Texto completoLebedeva, Maria. "A play of signifiers : absence and presence in the picturebooks of Shaun Tan". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79950.
Texto completoENGLISH ABSTRACT: This thesis is an exploratory study into the signification potential of contemporary, postmodern picturebooks, specifically focusing on the way in which a seemingly 'simplistic' medium has the potential to initiate a vastly complex play of meanings. Picturebooks are traditionally considered to be a medium which implies a child reader, and conveys a simple linear narrative for educational and entertainment purposes. Traditional picturebooks thus assume a clear division between an author and reader, whereby the author is a 'knowing' adult, who conveys a moral or message to a passive child reader. These assumptions are arguably unsettled by the appearance of postmodern picturebooks, broadly defined as a medium which, while retaining the traditional picturebook format, opens itself up to multiple interpretations, instead of presenting the reader with an encoded message or 'meaning'. A number of postmodern picturebook authors, such as Shaun Tan, intentionally subvert the traditional dynamic between the author and reader of picturebooks by creating complex texts which display a general absence of clear accessible 'meaning', thereby allowing the reader to actively participate in the meaning-making process. With aid of the theories of signification set out by poststructuralist Jacques Derrida, this study aims to illustrate how a purposeful absence of apparent 'meaning' in picturebooks has the potential to allow for unlimited interpretations of a single text, thus by extension widening the 'implied' audience of such picturebooks. The objective is to set postmodern picturebooks apart from other texts (in particular more traditional picturebooks), and to provide a new outlook on the ways picturebooks are created, and the way they are read.
AFRIKAANSE OPSOMMING: Hierdie tesis is 'n ondersoekende studie na die betekenispotensiaal van kontemporêre, post-moderne prenteboeke, met spesiale verwysing na die manier waarop 'n sogenaamde “simplistiese” medium die potensiaal openbaar om 'n hoogs-komplekse verskeidenheid betekenisse te ontlok. Prenteboeke word tradisioneel gesien as 'n medium van eenvoudige, liniêre vertellings gerig op die jong leser met die doel om op te voed of te vermaak. Tradisionele prenteboeke handhaaf dus 'n duidelike afbakening tussen die leser en die outeur, die sogenaamde “alwetende” volwassene, wat 'n morele les/ boodskap aan 'n passiewe, jong leser oordra. Hierdie veronderstelling word egter omvergewerp deur die verskyning van die post-moderne prenteboek wat, alhoewel in die tradisionele formaat van die prenteboek gegiet, die leser die geleentheid bied om veelvoudige interpretasies te maak in plaas van om net die beoogde geënkodeerde betekenis of boodskap van die boek te aanvaar. 'n Aantal post-moderne prenteboekskrywers soos Shaun Tan het die tradisionele dinamiek tussen prenteboekskrywer en -leser bewustelik omver kom werp deur komplekse teks te skep wat gekenmerk word aan die afwesigheid van 'n duidelik waarneembare betekenis en wat die leser dus toelaat om aktief deel te neem aan die interpretasieproses. Die doel van hierdie studie is om met behulp van die betekenispotensiaal-teorie, soos uiteengesit deur post-strukturalis Jacques Derrida, te illustreer hoe die doelbewuste weglating van 'n duidelik waarneembare betekenis of boodskap dit moontlik maak om die teks op veelvoudige maniere te interpreteer en daarmee saam ook die lesersprofiel van prenteboeke te verbreed. Die hoofdoel van hierdie studie is dus om die post-moderne prenteboek te onderskei van die tradisionele prenteboek en ander tekste en om nuwe waarnemings en insigte te verskaf in die wyse waarop prenteboeke geskep en gelees word.
Knight, Linda. "An investigation from the view of the illustrator, into the representational stereotypes contained within UK-published, children's picture books, 1960-1994". Thesis, University of Wolverhampton, 1999. http://hdl.handle.net/2436/109115.
Texto completomiao-tzu, chou y 周妙姿. "Children's Vociferating In Picture Books". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/7x5j33.
Texto completo國立臺東大學
兒童文學研究所
94
The purpose of this study was based on children’s emotional problems caused by parents’ over coaching or ignoring. Fourteen picture books were selected to be discussed. Based on children’s psychologic perspective, the study analyzed the emotional response of the characters of the picture books for helping children abreact their emotion. According to the analysis of association between picture books and children psychology, picture books are necessary for children to enrich their imagination. Moreover, the picture books demonstrate numerous oral and rhyming literacy in text and the concerned of subject for children in context. Therefore, the characters in the picture books help children with the characteristic of identification, replacement and imitation. To sum up, picture books could be the consoling books for the children’s metamood. The conflicts between children and adults are often due to the teacher who is self-righteous, the mother who opposes them in doing anything and the father who is too busy to talk to them. Because of these problems, it causes the children to constrain their feelings and also deprives their human rights. Therefore, the children lose their rights from their parents and the educational system. Their emotional problems also produce some conversion of emotions and mental behaviors. The irony of picture books, points out the self-contradiction between the adults and the children, it also expresses the offensiveness and judgment in the picture books. The results of the research shows us picture books could be the solution to children’s emotions. It not only inspires their mind but also comforts their heart. Because of the consideration of perceptual and rational knowledge, picture books have become powerful literature in children’s world.
Lin, Ying-cheng y 林盈呈. "Portrayal of The Elderly in Children's Picture Books". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/33863022373371688524.
Texto completo實踐大學
家庭研究與兒童發展學系碩士班
96
The Purpose of this study is to understand the portrayal of the elderly in children’s picture books published in Taiwan area. This paper adopted the method of content analysis and based on the Category List to analyze “theme” and “pictures” of the old people’s looks, health, personality traits and roles in children’s picture books. Through quantity analysis, the researcher proposes the following conclusions: 1. Most of the pictures showed senile characteristics of the elderly in the part of face features and hair styles. The elderly were most presented in stereotype. 2. Old women were most in poor health than old men. 3. Most of the aged possessed good characteristics, skills and showed wisdom, which revealed the values of the elderly. Very few of old people showed unadaptable in society, this kind of topics were good points to arouse children’s attention to care about the poor old hearts. 4. The aged expressed solicitude for others and also were repaid by good ways. Children’s picture books played a positive and significant education role. 5. No matter the books were written by the authors of eastern or western, most of the elderly were described benevolent and friendly. Eastern authors described the old people’s intrinsic characteristics and feelings most, western authors emphasized the extrinsic performance more. As the negative personality of the elderly, very less showed in eastern writings. According to the conclusions, the researcher proposes suggestions as follows: 1. Parents can guide children not only to appreciate the positive characteristics of the elderly but also to tolerate and care their negative images and defects. 2. Teachers can use intergenerational programs to promote children’s attitude toward the elderly, and increase the chances of learning “anticipatory socialization”. 3. Compare with the writings of western, eastern writings related local aged are minority. Researcher encourages and expects more local writings related the local elderly are published in Taiwan area. 4. “Successful aging” is one of the healthy policies for the elderly by Taiwan government these years. Suggestions for follow-up researchers interested in analysing if the picture books reflect the real society.
林怡湘. "Application of Digital Collage to Children's Picture Books". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/85733745247714548165.
Texto completoShih, Pei-Chun y 施佩君. "Applying Picture Books to Cultivate Children's Prosocial Behavior". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/fbvjau.
Texto completo國立臺中教育大學
幼兒教育學系碩士在職專班
106
This study aims to explore the changing course and impact of the application of picture books to cultivate children's prosocial behaviors with both qualitative and quantitative methods. The first purpose is to explore children’s changing course of behaviors in the process of teaching prosocial behaviors with picture books. The second purpose is to explore the changes in children’s prosocial behaviors after the implementation of the prosocial behavior picture book teaching. The researcher selected a group of 29 mixed-age young children in a kindergarten that is affiliated with the middle school where the researcher has a teaching position. The content of the twelve selected picture books included four themes: caring, sharing, helping, and collaborating. The picture book teaching activity was designed to be 12 sessions for twelve weeks, with one session of fifty minutes per week. This study collected qualitative observations and anecdotes of prosocial behaviors and quantitative data that consisted of the pre-test and post-test scores by using children’s prosocial behavior scale; there were also a teacher version and a mother version of the same scale. After the end of the twelve sessions of picture book teaching, the researcher summarized the changing course of children's prosocial behavior into four stages: the initial stage, the awareness stage, the proactive stage and the stability stage. SPSS paired samples t-test was used to test the pre-test and post-test scores by using the teacher version and the mother version of the children's prosocial behavior scale. There were three main findings: (1) In the teaching of picture books, young children’s performance of prosocial behaviors presented a gradual maturation; (2) there were positive improvements of the children’s prosocial behaviors after the picture book teaching; (3) prosocial behaviors create a more harmonious class atmosphere.
Lo, Yi-Shan y 羅以珊. "Young Children's reading of Picture-Text Relationship in Perspectival Counterpoint Picture Books". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/46860465699054180241.
Texto completo國立新竹教育大學
幼兒教育研究所
100
This study aims to understand how young children read pictures and words in picture books, and how they construct story via the information conveyed by pictures and words. Four 6-year-old children participated in the study, and two of them had been learning to read words and two had not. Three picture books—Rose’s Walk (Hutchins, 1968/1993), Lily Takes a Walk (Kitamura, 1998) and Time to Get Out of the Bath,Shirley (Burningham, 1978/2003)—were selected as the reading materials because of their use of perspectival counterpoint picture-text relationship in the books. In this type of picture book, the text and the picture show perspectives of different characters, thus readers need to read words and pictures at the same time in order to get the whole story. The children were asked to read the pictures books with the researcher, followed by semi-structured interviews regarding their understanding of the picture-text relationship. The children were also asked to draw a picture from the books after reading each book and inscribe their pictures. The types of picture-text relationship used in their own creation were then analyzed. There are four major findings. First, the children who could read and who could not had similarities but also differences in reading text and pictures. Second, the children used multiple ways to read the pictures and words in picture books. Third, the children had different responses toward the three picture books used in this study. Fourth, their drawings provided an alternative way for adults to understand children’s understanding of the picture-text relationship. Based on the results, the thesis gave recommendations to kindergarten teachers, parents and future researchers.
Huang, Chuen-ling y 黃春玲. "Content Analysis of Taiwan Aborigines’Images in Children's Picture Books". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/51166185114362426049.
Texto completo實踐大學
家庭研究與兒童發展學系碩士班
99
School-age children interpret life through listening to stories. If technology is an expression of human intelligence, then stories are an expression of our souls. Picture books are similar to many story books. They are not only tools to inherit culture but also medium to understand the world. Children, through the symbolic language and inner dialogue in picture books, think about cultures of different ethnic groups, whether people have the same faith and attitudes. These books provide broader, diverse values for children to understand and make judgments. Therefore, through content analysis of the children's picture books about indigenous people published in our country from 1966 through 2010, researchers sorted out the distribution of the publication years, story topics, the ethnic groups and gender of the leading characters in the stories, and authors/illustrators background. They examined the image types of the indigenous people presented in the picture books. They studied whether the image types of the indigenous people shown in the picture books contain stereotypes, prejudice, etc. After research and analysis, the following findings and results were obtained. The image types of indigenous people presented in the children's picture books in our country: 1. Appearance category: Although the appearance category does not have a high proportion in the text of the picture books, the appearance image of indigenous people was mainly expressed in the pictures. 2. Traditional culture category: The highest proportions were in social life (91.7%), values (93.3%), and tribal geography (79.7%). 3. Ethnic relations category: Tribal history and ethnic groups origin (87.7%) were mentioned most frequently in the picture books. 4. Contemporary life category: Cultural innovation (0.7%), tribal development (3.3%), social dilemma (4%), cultural heritage (12%). The picture books rarely mentioned the cultural innovation, tribal development, and social dilemma of the indigenous people. 2000 to 2010 was the peak of development of picture books about indigenous people. The largest number of picture books of indigenous people was published in this period. Story's themes were dominated by myths and legends, followed by tribal origins, fables. The top five ethnic groups accounted for the most leading roles in the picture books were Thao, Bunun, Paiwan, Saisiyat, and Amis. The gender of the leading roles in the stories was dominated by male. The second in proportion was books in which the gender of the leading role cannot be recognized or male and female were both leading roles. Picture books with female leading characters were the least available. It was found out through research, there was a lack of in-depth tribal culture and tribal perspectives in the text of most picture books, there were stereotypes.
王明秀. "Preschool children's reading responses on picture books of heath". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/emr6nn.
Texto completoStevenson, Deborah Jane. ""For all our children's fate" : children's literature and contemporary culture /". 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9934125.
Texto completoLiu, Wei-ting y 劉瑋婷. "An Investigation on Illustrators of Children's Picture Books in Taiwan". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/xpdnjn.
Texto completo國立臺灣科技大學
設計研究所
94
The purpose of our research is to study the present position of children's illustrators and describes the picture book industry. We indicate the interdependence relationship between the whole picture book industry and the illustrators and the problem as well as the plights that illustrators face in the ideal and real life, and provide suggestions for improvement based on the research results. The research methods are mainly classified into three types: in-depth interview, questionnaire, and document analysis. The in-depth interview uses stratified samples and purposive sampling to select ten well-known illustrators of young, middle, and old age respectively for the interview; while questionnaire uses snowball sampling to investigate the present position,the primary methods of document analysis is to collect all Chinese and English journals, thesis, relative reports, and etc. related to the picture book industry , and then to further arrange and analyze them. Through interview and survey, we made the following conclusion and suggestions, which include four parts. Part I: Complete description of the present position of illustrators and the whole industry. Part II: The plights that Taiwanese illustrators face at present. Part III: The direction of future efforts on the environment of the picture book industry. Part IV: Suggestions for improvement of the plights that the illustrators and the picture book industry face. These four parts are as follows: Part I: The present position of the creators and the whole industry are as follows: 1.The illustrators' creating experience and working attitude. 2. The present position of Taiwanese children's picture book industry. 3. Real survey on children's illustrators. 4. The present position of illustration selection and the involvement of new talents. Part II: The plights that Taiwanese illustrators face are as follows: 1. Lack of strong leadership in Taiwanese picture book industry. 2. The picture book market is affected by the imported books. 3. In the situation of unfair treatment and insufficient income. 4. A part-time job to keep creating. 5. Insufficient income influences creating quality. 6. Difficulty of communication and co-ordination affects creating. 7. Lack of educational training of illustration talents in Taiwan. 8. A high threshold for new talents to join book illustration creating. 9. The significance and fairness of illustration selection competition. Part III: The direction of future efforts on the environment of the picture book industry, which includes: 1.Set up quality control mechanism of domestic picture books. 2. Professional editing and art editing to control quality of picture books. 3. Pictures and words weigh equally to make works better. 4. Develop the periphery products to create a new environment. 5. Value development of local culture in picture books more. Part IV: Suggestions for improvement of the plights that illustration and the picture book industry face are as follows: 1.The government authorities assist and guide international exchange of picture books. 2. The government assists and guides the illustrators create and grow. 3. The government assists and guides the existence and development of the publishers. 4. The civil organizations maintain close cooperation with the government. 5. Improve the illustrators' plights of the living. 6. The publishers should set up the picture book industry standard process. 7. Develop rewarding measures to keep the talents and enhance creating quality. 8. Establish the agent system. 9. Develop periphery products properly. 10. Implement cultivation of illustrators from educational system. 11. Establish perfect illustration selection system. 12. Provide the display space for new talents.
Pan, Ting-Hua y 潘婷樺. "Collaborative Action Research on Children's Life Education Through Picture Books". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/jh3u6s.
Texto completo國立東華大學
幼兒教育學系
101
Abstract This study aimed to explore the application of picture books in the teaching processes of children's life education, and the subsequent changes of the teacher and children. Collaborative action research was adopted, and children’s life education was conducted under the cyclic mode of "execution-review-modification-re-execution." Data collections included observations, interviews, notes on teaching discussions, reflective journals, and related documents. Trustworthiness was established by triangulation and peer debriefing. Conclusions of this study were as follows: 1. The teaching processes included three stages: (1) The pre-instruction stage: categorizing children's life education into "self, human-self, and human-environment" domains, and then choosing the proper picture books. (2) The actual teaching activity: including motive-arousing, appreciation of picture books, group discussion, extended activities, and sharing and learning worksheets. (3) The teaching reflection stage: including the processes of discussion, reflection, and modification between the researcher and the collaborative researcher. 2. The changes of children after the teaching course were: (1) The domain of self relationship: realizing the origin of life, confirming self-confidence, and recognizing the right understanding about what death is. (2) The domain of human-self relation: showing love to families by concern and objective actions, being willing to express the opinions, and having the ability to appreciate the others. (3) The domain of human-environment relationship: assuming the good attitude of respecting life and establishing the concept of being environmentally friendly. 3. The changes of teachers included adjustment of cognition of life, respecting individual differences, and improving the accuracy of teaching skills. Finally, the study proposed some suggestions for early childhood teachers, parents, and future researchers.
Hung, Wei-Yu y 洪葦聿. "The Survey of Children's Picture Books Published by Taiwanese Government". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/13775669759152579040.
Texto completo國立臺灣師範大學
設計學系
102
The paper collects children picture books published by Taiwanese government from 1973 to 2012, to explore and analyze trends and preferences, as well as library collection management. As there have been no literature to review or quantitatively analyze children picture books published by official agencies, the paper adopts data analysis and two-phase online search to build up database for official children's books, before analyzing and assuming its management, usage and limitations from user and researcher perspective. Observations and conclusions include: 1. Children picture books published by central and local governments are mostly related to education, governing bodies or policy, and shifted to localization in recent years. 2. Since 2002, local governments increase publications significately, while central government slows down. 3. Due to differences in access and target audience, popularity of these children's books greatly varies in libraries. 4. While topics are getting diverse, they mostly remains local and limited. 5. Official publications are lacked of creativity and breakthroughs. 6. By choosing local illustrators, it is possible to compile talent list and spread cultural concepts. 7. Government bodies rarely systematically distribute event and online information, and therefore limits possibilities. 8. Changes in official attitudes promote government publication diversification, though with mixed results. 9. Library do not fully exercise its responsibility to monitor official publications and regularly organize promotional events. It is necessary to adjust in management to enhance user's rights.¬¬
Lin, cheng ping y 林正苹. "A teacher used picture books executed children's positive emotional teaching". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/77405218895824156351.
Texto completo國立臺灣師範大學
人類發展與家庭學系
100
The study used cherry preschool cherry class to implement the positive emotions teaching. Self-confidence, joy, contentment, and optimism are the theme of picture books teaching for a period of eight weeks by teacher Chen. The design and planning mainly to teacher Chen, researcher supplemented, executed by Chen, researchers interviewed teacher Chen after teaching to promote the teaching in the design, implementation, review and improve inter-non-stop cycle. Researcher used observation, recording, accessible way to collect field data, including the planning of the classroom environment, teacher-student interaction and teaching activities carried out in order to facilitate understanding of the actual situation. The study found that teacher Chen defined key teaching objectives of, and provided a stable environment and routine schedule for children learning, in the design. Teacher Chen continued to improve in the implementation of instructional design, and used the picture books to help children understand positive emotions, and used questions to encourage children to express positive emotions, and also to provide children sufficient time to review their life experience. Teacher Chen from understand the operation of the positive emotional teaching, teaching skills increasingly mature that, tried different ways of teaching in the course. In addition, the number of arrangements of teaching, choice of books drawn to discuss the subject of screening, and the integration of the curriculum were the difficulties encountered by Teacher Chen. Finally, according to the findings, recommendations related units.