Literatura científica selecionada sobre o tema "語文教學"
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Artigos de revistas sobre o assunto "語文教學"
仕俊, 文. "文化關聯與中文學習興趣". Chinese as a Second Language Research 9, n.º 1 (28 de abril de 2020): 143–68. http://dx.doi.org/10.1515/caslar-2020-0006.
Texto completo da fonte志祥, 湯. "試論馬來西亞華語詞彙系統及華語教學". Global Chinese 5, n.º 2 (18 de dezembro de 2019): 237–53. http://dx.doi.org/10.1515/glochi-2018-0025.
Texto completo da fonte貞妤, 劉., 陳. 浩然 e 吳. 鑑城. "人文社會科學語料庫與學術搭配詞檢索系統之建置與專業華語教學". Chinese as a Second Language Research 8, n.º 1 (24 de abril de 2019): 143–66. http://dx.doi.org/10.1515/caslar-2019-0006.
Texto completo da fonteTam, Hugo Wing-Yu. "印尼華裔中學生繼承語學習動機及其影響因素 [Motivational orientations of secondary school students of Mandarin Chinese as a heritage language in Indonesia]". Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, n.º 2 (31 de dezembro de 2019): 145–82. http://dx.doi.org/10.1075/csl.18013.tam.
Texto completo da fonte張瑞菊, 張瑞菊, e 高敬堯 高敬堯. "國小師資職前國語文內容深究教學之增能 -以專業成長社群之課室研究為例". 師資培育與教師專業發展期刊 16, n.º 3 (dezembro de 2023): 001–25. http://dx.doi.org/10.53106/207136492023121603001.
Texto completo da fonte唐根基 e 葉俊傑. "印尼高校中文專業現狀、問題及發展研究". Global Chinese 9, n.º 1 (1 de abril de 2023): 159–80. http://dx.doi.org/10.1515/glochi-2023-0005.
Texto completo da fonte翁一珍, 翁一珍, 茉莉瓊安 茉莉瓊安 e 林文川 林文川. "提升臺灣大專學生運動員英語學習動機的新取向". 語文與國際研究期刊 27, n.º 27 (junho de 2022): 039–62. http://dx.doi.org/10.53106/181147172022060027003.
Texto completo da fonte蘇紹雯, 蘇紹雯. "NESTs的教學對科技大學EFL學習的影響:質性研究". 語文與國際研究期刊 29, n.º 29 (junho de 2023): 047–74. http://dx.doi.org/10.53106/181147172023060029003.
Texto completo da fonte李郁錦 e 康茉莉. "泰國學習者之漢語 “給” 字句偏誤分析". Chinese as a Second Language Research 11, n.º 1 (1 de maio de 2022): 147–76. http://dx.doi.org/10.1515/caslar-2022-0006.
Texto completo da fonte曾, 金金, 壽惠 紀 e 立己 黃. "符合認知理論的多媒體部首教學設計". Chinese as a Second Language Research 2, n.º 1 (24 de junho de 2013): 89–114. http://dx.doi.org/10.1515/caslar-2013-0024.
Texto completo da fonteTeses / dissertações sobre o assunto "語文教學"
韋喻蘭. "設計符合多元智能理論的小學語文主題教學活動". Thesis, University of Macau, 2005. http://umaclib3.umac.mo/record=b1636406.
Texto completo da fonte吳詩雅. "在澳外國人漢語能力及態度調查研究". Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2267788.
Texto completo da fonte何文略. "歷程導向寫作教學模式在初中三年級語文課的實踐". Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2593982.
Texto completo da fonte鄭重慶. "香港普通話教學的理論思考 = Theoretical considerations about Putonghua teaching in Hong Kong". Thesis, University of Macau, 2000. http://umaclib3.umac.mo/record=b1636175.
Texto completo da fonte林麗芬. "另類的國語文教學--學校與社區互動的語文教學研究". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/96592454839129915253.
Texto completo da fonte邱美雅. "華語成語教材研析─以文藻外語學院華語中心成語教學為例". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/b5r83r.
Texto completo da fonte國立高雄師範大學
華語文教學研究所
97
The idiom is always regarded as the essence of Chinese. Learning Chinese idioms is definitely an indispensable course for those students who learn Chinese as a second language and intend to understand Chinese culture profoundly. Despite the fact that Chinese idioms which are acquired by cross-strait learners are widely compiled at every level of Chinese teaching materials, almost all the publication for teaching Chinese idioms in Taiwan are not suitable for the real teaching situation. Furthermore, relevant studies researched on the teaching materials of Chinese idioms are rarely seen in the current research of Chinese teaching field. For these reasons, this study is aimed to explore problems from the three aspects based on relevant references, language teaching theories and my previous teaching experiences. The three aspects such as the important dimensions that material designers should pay close attention to when they are designing Chinese teaching materials, the feedback and opinions from learners and the practice and the examination of the Chinese teaching materials will be probed at some length. The ultimate purpose of this study is to design a set of adequate materials for teaching Chinese idioms to supplement the deficiency of the designing and the research in the current teaching materials of Chinese idioms. In order to comply with the research purpose and the research questions of this study, to combine my previous genuine teaching situation with the need of the concrete research work and to take notice of the operation of the research methods, this study adopts both quantitative and qualititative research approaches. The quantitative research is applied in the analyses of the results of the questionnaires, the teaching records of Chinese idioms and the examination of the teaching materials of Chinese idioms. The qualititative research is applied in the interpretation of words and the data gathered from the quantitative research. It can be found in this study that three dimensions need to be taken care of. For example, the topics that can easily arouse discussion, the Chinese idioms that can be practiced in the real conversation and the promotion of the repetition frequency of the Chinese idioms all require to be focused on. In the application of the teaching materials of Chinese idioms, three kinds of examination methods for teaching materials such as using classroom journals, verbal guidance and assignments and assessments are analyzed respectively to see if they truly suit the real teaching situation. The findings show that classroom journals provide the most comprehensive reference data for designers who edit the teaching materials of Chinese idioms. In short, using classroom journals as the examination method for teaching materials is a satisfying approach. In conclusion, This study suggests that the materials of Chinese idioms whose target readers are aimed at students who learn Chinese as a second language need more profound development in multiple dimensions. Besides, the Chinese idioms collected in the teaching materials should be the ones with high-word frequency. On that account, learners can practice what they have learned. Finally, to achieve effective teaching of Chinese idioms not only acquires adequate teaching materials but also needs a set of unique and suitable teaching strategies. Consequently, the essence of Chinese will be broadened and its far-reaching power will attract more and more learning interests from students of Chinese as a second language.
譚惠芸. "古文字於國語文教學之研究". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/62142328028263746680.
Texto completo da fonte國立政治大學
國文教學碩士學位班
92
The ancient writing application in the auxiliary mandarin teaching at the junior high school was studied in this research. The suggestion was recommended about the auxiliary mandarin teaching as the reference of teachers. The research was divided into two units” erroneous character distinguishability and character-denotation study”. The character was selected from mandarin books and optional books which education bureau branch qualified at the junior high school The character explanation was verified by experts, and was fabricated to the interactive CD electron book as teaching auxiliary media The 237 personnel’s experimental samples of four classes in Grade 7 and 8 individually at Xin-Yi area in Taipei city were adopted in this research. The two grades in the same grade which mandarin score was not significant difference each were selected as samples according to ANOVA variables analysis rule. The grade A, B is experimental group and comparison group respectively when the time of teaching activity is not over the half of class time. On the contrary, the experimental group was exchange with comparison one as the time over the half of whole class .The whole teaching activity was executed by the same teacher. The achievement exam will be implemented immediately as teaching activity was over and be re-tested post the first week and third week. The samples were collected by the mandarin score at school, erroneous character distinguishability,evaluation,character detonation achievements test, learning questionnaire and interview-oral data. The result was analyzed by single way variables analysis (ANOVA). The results were summarized as follows according to statistical analysis results. 1.learing achievements In unit “erroneous character distinguishability”, the test score of question 1-5 (e.g.龜) was significant with two grades in seventh grade Thus, the character was coded and stored effectively by the history of ancient writing .Therefore, the capability of character memory was improved in the short time. On the contrary, it was not significant in long term (e.g.1 week,3 week) in seventh and eighth grade. In unit “character detonation”, the test score of question 1-5 (e.g.之,臭,既 etc.)was significant during the period of first and third week on experimental group and comparison group in seventh grade. At the same time, the test score of question 6-10(e.g.毓,臧) also had the significant level in eighth grade. Thus, the auxiliary teaching of ancient writing was positive for memorizing the detonation in long term. Furthermore, for sex, the score was not the obvious difference in two units post first and third week regardless of seventh or eighth grade. 2.learing conception Most of all testers think that ancient writing teaching was helpful in strengthening the memory of erroneous character distinguishability,character detonation, and also in promoting learning interest and Chinese culture understanding. It’s results lied in between “very helpful” and “helpful partly”. Regarding as the desire of the subject for applied ancient writing auxiliary teaching, it lied in between “very hope” and “hope”. On the other way, the 70 percentage of the subject liked to know the history of character form, but some of the tester liked the way which teacher questioned and let the student competed with answers. Therefore, most of the testers think that, it was positive for ancient writing auxiliary teaching Finally, the suggestion was recommended in the teaching way and materials as the reference of educators basing on research results.
洪伍雄. "謎語及其在語文教學上之應用". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/77307181196296444913.
Texto completo da fonte謝美鈺. "國小語文科教材能願動詞「能」之教學語法". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/43892447978602386124.
Texto completo da fonteHsing-Hua, Hsu, e 許幸華. "國小語文領域台華教學用語研究". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/16413016105934162470.
Texto completo da fonte國立新竹師範學院
臺灣語言與語文教育研究所
91
Taiwanese, Hakkahnese, and Aborigines languages are included to one subject of indigenous language education in the nine years sequence curriculum. Language education environment will be opening and various from now on. However, language education shall be integrated to real life, vernacular and indigenous languages are not only the subject of education, but also a media language of education. Teacher can apply these languages to teach students for any subject so that students can learn and use these languages smoothly. It is feasible to use Taiwanese as a media language in language education, it is also main steam of various language education. This thesis reviews literatures to collect 2027 words of Chinese and 2172 words of Taiwanese, which are used in language education. We hope this research can provide teachers more resource for nine years sequence curriculum. Chapter 1 “Introduction”: To describe motive and purpose of this research, and clarify the definition of key words in this thesis. Meanwhile, it also includes study scope, study method, expected achievements, and literature review… and so on. Chapter 2 “ Collection of teaching language in Taiwanese and Mandarin”: This chapter includes four sections. Section1: To explain procedure of literature review, which includes collection rule, literature resource, and equivalent translation issue for teaching language between Taiwanese and Mandarin. Section 2: Supplement of literature review. Section 3: Category of teaching language in Taiwanese and Mandarin. Section 4: A preliminary conclusion for chapter 2. Chapter 3 “Comparison of teaching language between Taiwanese and Mandarin”: To discuss lexicon comparison from the viewpoint of resource, lexicon structure, and word meaning. Section 1: From viewpoint of resource to discuss difference of teaching language between Taiwanese and Mandarin. Section 2: Base on lexicon structure to analyze similarities and dissimilarities of teaching language between Taiwanese and Mandarin. Section 3: To discuss correspondence issue of teaching language between Taiwanese and Mandarin. Chapter 4 “To compare phonetics of teaching language between Taiwanese and Mandarin”: The phonetics system of Taiwanese and Mandarin include initial, rhyme, and tone. Since tone is the most regular correspondence between Taiwanese and Mandarin, so in this chapter we discuss correspondence of tone firstly, and discuss correspondence of initial secondly, then discuss correspondence rhyme finally. Besides, we discuss how to select literature or colloquial pronunciation in chapter 4. Chapter 5 “Conclusion”: To review this thesis overall, describe self-assessment and limitation of this thesis, then suggest the direction of further study. There are five items in the appendix which includes: references, classification list of teaching language in Taiwanese and Mandarin, summary list of teaching language in Taiwanese and Mandarin, word-by-word manuscript of live record in classroom, and brief Chinese Romanization.
Livros sobre o assunto "語文教學"
南瓜變馬車. 五南, 2018.
Encontre o texto completo da fonte程峻, 程峻. 雙語體育教學輕鬆上路. 高教出版, 2021. http://dx.doi.org/10.53106/9789575115715.
Texto completo da fonte程峻, 程峻. 雙語體育教學輕鬆上路. 3a ed. 元照出版有限公司, 2022. http://dx.doi.org/10.53106/9789575118631.
Texto completo da fonte陳振宇, 陳振宇. 多面向第二語言習得理論. 元照出版有限公司, 2022. http://dx.doi.org/10.53106/9789575117078.
Texto completo da fonte白亦方, 白亦方. 特殊教育專業英文字彙. 元照出版有限公司, 2022. http://dx.doi.org/10.53106/9789575116286.
Texto completo da fonteAn-Min Li, 李安明, 謝傳崇 Chuan-Chung Hsieh, 林志成 Chih-Cheng Lin, 顏國樑 Kuo-Liang Yen e 謝卓君 Chuo-Chun Hsieh. 教育行政新議題. 元照出版有限公司, 2021. http://dx.doi.org/10.53106/9789575115111.
Texto completo da fonte