Teses / dissertações sobre o tema "Textbooks and Learning Guides"
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Ahl, Linda. "Approaching Curriculum Resources : Examining the potential of textbooks and teacher guides to support mathematics learning and teaching". Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25816.
Texto completo da fontePapen, Uta. "Tour guides, textbooks and TV's : uses and meanings of literacy in Namibia". Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/tour-guides-textbooks-and-tvs--uses-and-meanings-of-literacy-in-namibia(fade0753-f924-4bbe-848b-5902b7fae59c).html.
Texto completo da fonteLarsson, Salome. "Vocabulary Profiles of English Language Learning Textbooks : A lexical analysis of textbooks used in EFL classrooms". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64840.
Texto completo da fonteO, Ka I. "Supplementing Hong Kong textbooks to facilitate students' English learning". Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1781058.
Texto completo da fonteHongwane, Vussy Alby. "Free State higher education discourses : analysing the positioning of learning guides". Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/99.
Texto completo da fonteSince the advent of multicultural democratic governance in 1994, transformation has become crucial in South African higher education. This study is focused on the current discourses in Free State higher education institutions, especially after the mergers of the formerly black institutions and their white counterparts. The learning guide has been used to capture those debates, hence the location of its positioning between the dominant and the dominated discourses. The realisation that African culture and knowledge was being sidelined to the margins of the centre of knowledge production at higher education institutions necessitated this study. The study was qualitative, and has used Buskens-Meulenberg’s Free Attitude Interview (FAI) as an instrument to collect data. The in-depth interview with open-ended questions was used to put into practice Buskens-Meulenberg’s FAI and collect data from the respondents. In-depth interviews with-open ended questions were employed to obtain data from the nine academic respondents who constituted the sampled population. The instrumentation and the mode of data collection were important for this study because of their compatibility with critical theory and qualitative research, giving a “voice” and “space” for the voiceless – the subaltern culture, the formerly and still marginalised and peripheralised, the excluded – to be heard. Textually Oriented Discourse Analysis (TODA) was used in the analysis and interpretation of the texts through which the findings mentioned below were arrived at. The study was able to uncover the importance of the Africanisation of higher education in South Africa which seemed to be excluded in the agenda of the powers that be on the transformation of higher education. Critical theory was essential for this study because of its emancipatory underpinnings. The quantitative paradigm could not be used because of its tendency to maintain the status quo, which in the context of this study could entrench and perpetuate the exclusion and marginalisation of the subaltern culture from the centre of knowledge production. The study has taken care of the basics of TODA, namely ensuring that “textual or conversational structures” derive their framework from the cognitive, social, historical, cultural, or political contexts and in this way has prevented the interpretation of texts based only on surface structures and meanings of isolated and abstract sentences, especially from experts of the dominant discourse. This helped the study to obtain the following findings from the respondents: (i) Although the dominant discourse was diplomatic about benefiting financially from the compilation of learning guides, all indicators essentially pointed towards the existence of monetary gains from the process, even though the guides were purported to be less expensive compared to textbooks. (ii) Learning guides were only effective to the extent of helping students pass their courses, but on the other critical outcomes as outlined in the resource-based learning method document, they were lacking (see Chapter Four). (iii) The dominant discourse generally felt that it would be impossible for all the different cultures of South Africa to be incorporated into the curriculum of higher education. However, for the dominated culture, inclusion of indigenous knowledge systems in curriculum was non-negotiable and fundamental to any meaningful transformation of higher education in South Africa. (iv) The learning guide was regarded by the dominant discourse as neutral in the current debates in Free State higher education. The dominated discourse thought otherwise. In Chapter Four the dominated discourse clearly substantiated their position of learning guides as a tool for domesticating the dominated culture for the maintenance of the status quo. Considering the above findings, the study concluded that higher education transformation still had a long way to go before it bore any meaningful fruits for the downtrodden and poor people of South Africa, who happen to be Black. Under the present arrangement African culture will be dominated, demolished and diminished, and Eurocentricism will continue to reign supreme. A constant inflow of black academics with higher education qualifications (Ph.D.) may eventually tip the scales of justice may provided they continue with emancipatory discourses among the subaltern culture. In view of the above findings and conclusions, the study recommends that policy makers should intervene and formulate African cultural friendly policies as a matter of urgency and stop being advocates of Eurocentricism. In the same way that there are assessment mechanisms for quality control and assurance, there should be mechanisms for assessing higher education institutions on transformation issues. This can assist in a swift integration of the two cultures at the merged institutions for the emergence of a new African Institutional Identity. Moreover, this can only happen if African intellectuals establish Indigenous Knowledge Systems as a centre and a space for the subaltern and alternative “voice” to be heard.
Raiola, Gennaro. "Co-manipulation with a library of virtual guides". Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLY001/document.
Texto completo da fonteRobots have a fundamental role in industrial manufacturing. They not only increase the efficiency and the quality of production lines, but also drastically decrease the work load carried out by humans.However, due to the limitations of industrial robots in terms of flexibility, perception and safety, their use is limited to well-known structured environment. Moreover, it is not always cost-effective to use industrial autonomous robots in small factories with low production volumes.This means that human workers are still needed in many assembly lines to carry out specific tasks.Therefore, in recent years, a big impulse has been given to human-robot co-manipulation.By allowing humans and robots to work together, it is possible to combine the advantages of both; abstract task understanding and robust perception typical of human beings with the accuracy and the strength of industrial robots.One successful method to facilitate human-robot co-manipulation, is the Virtual Guides approach which constrains the motion of the robot along only certain task-relevant trajectories. The so realized virtual guide acts as a passive tool that improves the performances of the user in terms of task time, mental workload and errors.The innovative aspect of our work is to present a library of virtual guides that allows the user to easily select, generate and modify the guides through an intuitive haptic interaction with the robot.We demonstrated in two industrial tasks that these innovations provide a novel and intuitive interface for joint human-robot completion of tasks
Raiola, Gennaro. "Co-manipulation with a library of virtual guides". Electronic Thesis or Diss., Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLY001.
Texto completo da fonteRobots have a fundamental role in industrial manufacturing. They not only increase the efficiency and the quality of production lines, but also drastically decrease the work load carried out by humans.However, due to the limitations of industrial robots in terms of flexibility, perception and safety, their use is limited to well-known structured environment. Moreover, it is not always cost-effective to use industrial autonomous robots in small factories with low production volumes.This means that human workers are still needed in many assembly lines to carry out specific tasks.Therefore, in recent years, a big impulse has been given to human-robot co-manipulation.By allowing humans and robots to work together, it is possible to combine the advantages of both; abstract task understanding and robust perception typical of human beings with the accuracy and the strength of industrial robots.One successful method to facilitate human-robot co-manipulation, is the Virtual Guides approach which constrains the motion of the robot along only certain task-relevant trajectories. The so realized virtual guide acts as a passive tool that improves the performances of the user in terms of task time, mental workload and errors.The innovative aspect of our work is to present a library of virtual guides that allows the user to easily select, generate and modify the guides through an intuitive haptic interaction with the robot.We demonstrated in two industrial tasks that these innovations provide a novel and intuitive interface for joint human-robot completion of tasks
Bergerud, Donna Burgess. "Textbook adaptations for secondary students with learning disabilities /". Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7793.
Texto completo da fonteCrane, Holly. "Perceived Learning Experiences of Associate Degree Nursing Students Using Electronic Textbooks". Thesis, William Carey University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10161927.
Texto completo da fonteElectronic textbooks are a relevant technology for higher education to achieve active engagement in the learning process at a lower cost to students. However, as a learning resource, electronic textbooks may not be a suitable learning resource for all students. Academic success in a nursing program requires large amounts of reading and the use of learning resources that maximize acquisition of knowledge and comprehension of nursing concepts. Failure to grasp foundational concepts could result in increased attrition rates and sub-standard licensure exam results for nursing programs and poor patient outcomes for entry-level graduate nurses. Currently there is no nursing education research exploring the learning experiences of nursing students using electronic textbooks. The purpose of this study was to explore the perceived learning experiences of associate degree nursing students using electronic textbooks. A qualitative research design using a descriptive survey and focus groups was used to explore the perceived learning experiences of first semester associate degree nursing students using an electronic textbook. Survey findings revealed that students did not perceive electronic textbooks as a useful learning resource. The students’ perceptions of ease of use were inconclusive. Focus groups reported advantages and disadvantages, adjustments, concerns, and suggestions about using electronic textbooks for learning. Overall, the majority of students preferred a printed textbook for academic learning.
Wiström, Carl. "How well do textbooks cover collocations? An evaluation of Blueprint B 3.0". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-85595.
Texto completo da fonteClarke, Wil. "Using Online Textbooks and Homework Systems: In Particular MyMathLab and WebAssign". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82442.
Texto completo da fonteKarlsson, Anna. "Learning how to make requests in English : Pragmatic input in Swedish EFL textbooks". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71304.
Texto completo da fonteEngelskundervisning bör inte bara syfta till att ge elever de språkliga resurser som krävs för att kommunicera på engelska, utan även utveckla elevernas pragmatiska kompetens så att de lär sig att använda språket effektivt och lämpligt för olika ändamål. Det som undersöks i den här studien är i vilken utsträckning språkhandlingen uppmaning förekommer och lärs ut i två olika läromedel i engelska för högstadiet. Analysen utfördes genom att identifiera alla exempel av uppmaningar och all metapragmatisk information om den specifika språkhandlingen. Utöver detta fokuserade den här studien även på att hitta övningsuppgifter som ger eleverna möjlighet att öva på språkhandlingen uppmaning. Resultaten visar att de två läromedlen skiljer sig åt vad gäller fördelningen av direkta och indirekta uppmaningar. Dessutom saknar båda läromedlen explicit information som kan öka elevers förståelse för denna språkhandling. Övningsuppgifterna är få och fokuserar inte på att utveckla elevers förmåga att formulera uppmaningar i första hand. Följaktligen behöver lärare använda kompletterande material och övningsuppgifter för att elever ska kunna utveckla sin pragmatiska kompetens vid uppmaningar.
Hsu, Shih-Yin. "Learning strategies and materials selection in the English for tourism classroom : a study of learning strategies employed by learners in the British context, with consideration of implications for published materials selection". Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006622/.
Texto completo da fonteShiratuddin, Norshuhada. "Innovative features of e-books and e-book builders : potential learning and authoring tools for the Malaysian smart school environment". Thesis, University of Strathclyde, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269894.
Texto completo da fonteBengtsson, Andreas. "Input and Learning Materials : An evaluation of dialogues in textbooks for Learners of Japanese". Thesis, Stockholms universitet, Avdelningen för japanska, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82797.
Texto completo da fonteChau, Yuk-lin, e 周玉蓮. "Teachers' use of senior secondary geography textbooks in Hong Kong : implications for meaningful learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206514.
Texto completo da fontepublished_or_final_version
Education
Doctoral
Doctor of Education
Wagamon, Barbara J. Jinks Jerry Lee. "Life experience of sixth grade students in analog domains of sixth grade science textbooks". Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927778.
Texto completo da fonteTitle from title page screen, viewed July 21, 2006. Dissertation Committee: Jerry L. Jinks (chair), Thomas T. Baer, Anthony W. Lorsbach, Susan L. Nierstheimer. Includes bibliographical references (leaves 135-144) and abstract. Also available in print.
Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change". Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2634.
Texto completo da fonteKoch, Lynn. "A study of the criteria teachers use when selecting learning material". Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003665.
Texto completo da fonteAl-Barakat, Ali Ahmad Ghaleb. "Primary science textbooks as a teaching and learning resource in the United Kingdom and Jordan". Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368305.
Texto completo da fonteVanha, L. (Leena). "Teachers’ perspectives on the role of textbooks in English language learning and teaching in Finland". Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706012364.
Texto completo da fonteOppikirjoilla on pitkä traditio ja merkittävä rooli englannin kielen oppimisessa ja opetuksessa Suomessa, kuten jo aikaisemmassa tutkimuksessa on todettu. Painetulla kirjalla, ja etenkin oppikirjalla, on edelleen vahva asema kulttuurissamme, ja täten sillä on valta määritellä mitä englannin kieli ja sen opiskelu ovat. Huolimatta oppikirjojen hallitsevasta roolista niitä on systemaattisesti tutkittu Suomessa vähän ja suurin osa tutkimuksista käsittelee oppikirjojen sisältöä. Oppikirjojen sisällöntutkimuksen sijaan tämän tutkimuksen aiheena on englannin opettajien näkemykset oppikirjojen roolista englannin kielen oppimisessa ja opetuksessa. Valittu näkökulma tutkimuksessa oli sosiokulttuurinen ja ekologinen käsitys kielen oppimisesta ja opettamisesta. Tutkimus toteutettiin kuuden opettajan semistrukturoituna ryhmähaastatteluna. Osallistujat koostuivat niin ala- että yläkoulun sekä lukion opettajista. Haastattelu analysoitiin käyttäen metodina kvalitatiivista sisällönanalyysimenetelmää. Haastattelu litteroitiin, jonka jälkeen sitä tarkasteltiin käyttäen tekstianalyysia. Lopuksi haastattelu jaoteltiin relevantteihin teemoihin. Tutkimuksen tulokset muun muassa vahvistivat jo aikaisemmassa tutkimuksessa monesti todettua näkemystä, että oppikirjoilla on pitkä traditio ja itsestään selvä rooli Suomen englannin kielen opetuksessa. Opettajat myös luottivat oppikirjoihin ja pitivät niitä korkealaatuisina. Toisaalta opettajat myös tiedostivat, että oppikirjoissa voi olla huonot puolensa. He mainitsivat muun muassa, että oppikirjoihin liika tukeutuminen saattaa rajoittaa opettajan omaa luovuutta ja vähentää oppikirjan ulkopuolisten aktiviteettien määrää. Kaikki opettajat myös tunsivat painetta käydä tietty määrä oppikirjan sisältöä läpi esimerkiksi kokeeseen mennessä. Muita oppimateriaaleja kuin oppikirjaa opettajat kertoivat käyttävänsä ainakin silloin tällöin, ja yleisin lähde niille oli Internet. Suurimmat syyt, ettei niitä käytetä enempää olivat ajanpuute ja tiukka aikataulu. Digitaalisista oppikirjoista vain kahdella opettajalla oli kokemusta. Opettajat kokivat, että digikirjoissa on puolensa, mutta huolenaiheina he näkivät muun muassa digikirjojen toimivuuden ja laadun, lisääntyneen ruutuajan sekä oppilaiden tasa-arvoisen pääsyn vaadittuun teknologiaan. Englannin kielen oppimisen ja opettamisen suhteen opettajat ilmaisivat näkemyksiä, jotka sekä tukivat sosiokulttuurista ja ekologista kielennäkemystä, että olivat ristiriidassa sen kanssa. Näkemystä tukeva ajatus oli esimerkiksi toteamus siitä, ettei englannin kieltä voi oppia ainoastaan oppikirjasta, kun taas opetuksen oppikirjakeskeisyyden pitäminen positiivisena asiana oli enemmän ristiriidassa näkemyksen kanssa. Näiden lisäksi ihmisten välisen vuorovaikutuksen tärkeyden korostaminen kielen opetuksessa ja oppimisessa puolsi sosiokulttuurista ja ekologista kielennäkemystä. Tulevaisuudessa aihetta voisi tutkia esimerkiksi havainnoimalla luokkahuonetilannetta, jossa oppikirjojen roolia voisi tutkia niiden luontaisessa kontekstissa, joka tukisi etenkin ekologista kielennäkemystä. Myös oppilaiden ja opiskelijoiden näkemykset oppikirjojen roolista englannin kielen oppimisessa ja opetuksessa olisi yksi kiinnostava tutkimuksen aihe
Ip, Lai Fun Alison. "Task-based learning in Hong Kong : a study of the textbooks used in Hong Kong". HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/356.
Texto completo da fonteKotze, Yolanda. "Developing a framework for the writing of ESP study guides / Yolanda Kotze". Thesis, North-West University, 2007. http://hdl.handle.net/10394/1699.
Texto completo da fonteThesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.
Renner, Jasmine R. "E-Learning and Mobile Learning Training Manual for Colleges and Universities: Transforming Learning". Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1511917350.
Texto completo da fontehttps://dc.etsu.edu/etsu_books/1066/thumbnail.jpg
Johansson, Lizette. "How Textbooks Teach Rhetoric: : An Analysis of Oral Tasks in TextbooksDeveloped for the English Subject in Swedish Upper-Secondary Schools". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58741.
Texto completo da fonteBergqvist, Anna. "Teaching and learning of chemical bonding models : Aspects of textbooks, students’ understanding and teachers’ professional knowledge". Doctoral thesis, Karlstads universitet, Institutionen för ingenjörs- och kemivetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48502.
Texto completo da fonteMany complex real-world phenomena can only be understood using models that make the abstract visible and provide explanations, predictions, descriptions, or simplifications. However, research has shown that students have difficulties understanding models used in science education in general, and particularly chemical bonding models. This thesis examines various aspects of the teaching and learning of chemical bonding, and its presentation in textbooks and by teachers. It is shown that the representations used by teachers and in textbooks can cause students to have difficulties in understanding, which teachers were generally unaware of. Teachers rarely justify their choices specifically to overcome students’ difficulties, suggesting that their knowledge of how to teach chemical bonding could be improved. A learning study in which teachers collaboratively explored and reflected on their own teaching practice significantly improved their presentation of chemical bonding, their awareness of students’ understanding, and their ability to justify their choices. Overall, this work shows that there is a gap between research and teaching practice, and that effective ways of incorporating research results into teaching practice are needed to improve teaching and learning in chemistry.
Clark, Jonathan, e Jonathan Clark. "An ethnographic investigation into the development and trialing of more accessible text materials for second language teaching and learning in physical science". Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/23665.
Texto completo da fonteNicolas, Noémie. "Exploring playful annotations in interactive textbooks: Engaging the teacher and the learner in an active learning process". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21640.
Texto completo da fonteRyle, Mary Katherine. "Exploring the Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis". TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2045.
Texto completo da fonteTaylor-Henry, Amy. "Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3604.
Texto completo da fontePalmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change". Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14080.
Texto completo da fonteAsker, Adel. "Future self-guides and language learning engagement of English-major secondary school students in Libya : understanding the interplay between possible selves and the L2 learning situation". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3486/.
Texto completo da fonteBerg, Mattsson Alexander. "Reading Matters : An Exploration of ELT textbooks in Sweden and their approach to reading". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42912.
Texto completo da fonteStoner, Gregory Neil. "Learning, students' skills and learning technologies (old and new) in the development of accounting education". Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4224/.
Texto completo da fonteBjureland, Sofie. "Genus- och könsroller i läromedel : - En läromedelsanalys av Magic och Happy, engelska årskurs 4-6". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58745.
Texto completo da fonteSolis, Gracia G. "Reading Spaces: Nation and Popular Learning in Nineteenth-Century Lima". FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3521.
Texto completo da fonteDesai, Manushi. "Education Meets Gender : Tracing the Beginning of Learning Gender, the Search for Identity and Representation in Indian Textbooks". Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-169083.
Texto completo da fonteHuang, Yia-Ling, e 黃雅玲. "An Analysis of the Teaching Activities in the Teachers' Guides of Elementary School English Textbooks". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/01934356910661946990.
Texto completo da fonte國立彰化師範大學
英語學系
99
According to the Curriculum Guidelines, communicative language teaching (CLT) has become the principle of English teaching in Taiwan. Nevertheless, based on the previous studies, there exist a lot of barriers for teachers to practice CLT due to a misunderstanding of CLT. This misconception can lead to the inappropriate design in teaching activities. Therefore, this study aims to investigate whether the teaching activities (TAs) included in the elementary school English teachers’ guides (TGs) correspond to the main goal of CLT, facilitating learners’ basic communicative competence. Another aim is to investigate the subtypes of the communicative tasks in order to suggest the specific kinds of activities in the TGs. In this study, four sets of the elementary school English TGs were evaluated in terms of communicative tasks. These tasks were categorized by evaluating whether they satisfy the criterial features of the communicative tasks defined by Littlewood (2004). A coding system based on Littlewood’s five communicative task types is utilized to identify the communicative tasks and classify the task types in the four selected sets of the TGs. Next, the task types are coded into their respective subtypes. Finally, a quantitative analysis is employed to interpret the coding results. The major findings of the study are as follows: First, the TAs in the four selected TGs do not correspond to the principle stated in the Curriculum Guidelines – facilitating learners’ communicative proficiency. Secondly, the TAs tend to put much emphasis on the non-communicative learning and pre-communicative language practice which refer to the traditional focus-on-form activities. The proportions of these tasks are much more than the communicative tasks. Thirdly, from the distribution of the subtypes, most TAs in the TGs concentrate on the certain types. For example, among the non-communicative subtypes, the subtype of mechanical drills is frequently utilized for form-focused teaching. With respect to the pre-communicative subtypes, the two most dominant ones contain performing physical tasks and meaningful listening/reading which all relate to the listening activities. Among the communicative subtypes, the personalized questions receive the greatest attention. Fourthly, the task types of structured communication and authentic communication and their subtypes are greatly ignored in the TGs. Several pedagogical implications could be derived from the results of the study. The TAs in the four TGs do not correspond to the communicative principle of CLT; therefore, a clear understanding of the features of CLT is essential for the English educators and course designers. Among the four sets of the TGs, the proportions of the non-communicative and pre-communicative task types (focus-on-form tasks) are much higher than the communicative tasks (focus-on-meaning tasks). In order to develop learners’ communicative and linguistic competence, both form- and meaning-focused tasks should be mutually balanced. Among the various subtypes of the five communicative task types, some subtypes gain more attention than others. The course designers should provide more varieties of TAs to enhance learners’ interest.
Tsimane, Tebogo. "How teachers enact learning materials in the classroom to ensure effective teaching and learning process?" Thesis, 2015. http://hdl.handle.net/10539/17831.
Texto completo da fonteChao, Po-Yao, e 趙伯堯. "Online Learning Support Systems for Studying on Paper Textbooks". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/86268022992717778171.
Texto completo da fonte國立中央大學
資訊工程研究所
97
For decades, the content and information organization of a paper textbook is structured based on the authors’ knowledge structures. Since a student’s prior knowledge is dynamic and different from one another, most learners inevitably will encounter comprehension problems. Without linking to supplementary supports at this moment, the learner will be limited in their own constrained constructive process and consequently construct incomplete knowledge. The goal of this thesis is to develop mechanisms to augment online learning supports for learners in studying a paper textbook. The mechanisms allow a system to proactively deliver relevant information to learners based on learners’ learning status when students study on paper textbooks as well as assists learners to tailor organization of a paper textbook by linking paper textbook with relevant digital materials for the construction of personal knowledge structures. A mobile phone and digital pen approaches were proposed to augment online learning supports. The former approach aimed to offer context-aware supports to promote learning and information awareness when students studied a paper textbook in a mobile phone support system. A phone-and-paper interface was designed to bridge the gaps between students, paper textbooks, and mobile phones. To assess the effect of phone-and-paper interface and the impact of augmented online learning supports, a comparative and a case study were conducted. The results of interviews showed that the context-aware recommendations could assist students to construct their knowledge by synthesizing different aspects of viewpoints from other classmates. The augmented online supports could support students’ planning and management of learning strategies or activities for different circumstances. The digital pen approach, on the other hand, aimed to provide explicitly online organizing mechanisms to facilitate construction of personal knowledge structure when students studied a paper textbook in digital pen support system. A pen-and-paper interface and a pie-based menu are also designed to smooth the integration among printed textbooks, digital resources, and learning strategies. To assess the usability of the pie-based menu and understand the use of the augmented online organizing mechanism, two formative evaluations for pie-based menu and digital pen support system were conducted. In the first formative evaluation, we found that users could intuitively use digital pen to precisely perform directional double tapping on paper surface in order to select menu items displayed on a separated computer screen. The results of formative evaluation of the support system showed that using a digital pen to facilitate construction of knowledge structure based on adjunct questions is a feasible approach and seems useful to students in collecting and grouping printed and digital learning resources. This online organizing supports could promote recall of key points relevant to the adjunct questions.
Hsu, Yu-Chin, e 徐玉錦. "Learning Effectiveness of Integrating E-Textbooks into Social Studies". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/87460512445110340380.
Texto completo da fonte亞洲大學
光電與通訊學系碩士在職專班
103
This study aims to investigate the discrepancy of learning effectiveness with e-textbooks being applied for the fifth graders in social studies. Participants from an elementary school in Taichung City are randomly divided into the experimental group and the control group. The research was executed with a quasi-experimental design method utilized for the pretest and posttest of social studies for five weeks, and the conclusions were reached using SPSS software through statistical analyses of t-test and ANOVA based on the hypotheses of the research. The learning effectiveness of using e-textbooks integrated in society courses is significant, while it has no any dissimilarity for students regardless of genders either by e-textbooks or by traditional lecture instruction.
Huang, Shu-chiung, e 黃淑瓊. "Human Rights in Social Learning Area Textbooks of Elementary School". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/96743429298566113147.
Texto completo da fonte南華大學
非營利事業管理研究所
99
This study aims to find out how the human right issue has been treated in the textbooks used in the elementary schools in Taiwan. The questions included in this thesis are: 1.What concepts of human right education are introduced in the social learning area textbooks? 2.How has this issue been treated in textbooks published by different publishers? 3.What is the effects of human right education if examined from three different domains—cognition, affection, behavioral skills ? To answer these questions, qualitative content analysis method has been adopted for the analysis of three selected textbooks, published by three different publishers-- Hanlin, Kang Hsuan and Nanyi. First, the researcher reviews the domestic and foreign literature as a basis. Second, the researcher Retrieves the contents of textbooks on human rights and organize the qualitative data through the following steps: open coding, creating categories and abstraction to build up the conceptual framework of human rights education. The results and the findings are listed in the following. First, there is no significant difference found when their main core concepts are examined, though there is significant difference if analyzed in a different way. Second, more emphasis has been put on the contents of cognition field. Lack of well defined learning activities, it is difficult for children to relate the text to their own experience. Third, the affective goal has not always been successfully achieved. Therefore, it is difficult for children to develop the right attitude toward human rights. Forth, due to lack of practice, the students are likely to fail to achieve the goal that the teacher set for them. How to successfully incorporate human right education in their teaching has become the challenge for all the teachers
Chien, Yin-Yu, e 錢膺羽. "M-Learning : Html5 Using Cross-platform to Create Interactive Textbooks". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/09656051967300315252.
Texto completo da fonte國立屏東教育大學
資訊科學系碩士班
101
Nowaday, digital learning has made a progressive improvement by the e-learning, M-learning and U-learning. The research focuses in the development of cross-platform products for m-learning. Apple does not support flash files, in this research story line is used to help flash files turn into html5 and supports interactive textbooks for using in apple products. Meanwhile Technology Acceptance Model (TAM) is used for evaluation. The result reveals we found that using Html5 can easier to do cross-platform in mobile carrier.
Proctor, Jane M. "Syntactic and intentional cues as guides to word learning in nonostensive contexts". Thesis, 2001. http://hdl.handle.net/2429/11825.
Texto completo da fonteLee, Kun-Yuan, e 李昆源. "The Study of Electronic Textbooks on Math Learning Interest and Learning Achievement for Eighth Graders". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/c9t8zm.
Texto completo da fonte樹德科技大學
資訊工程系碩士班
104
With the development of computers, the textbooks are changing. Without the constraint of paper textbooks, electronic textbooks are created to assist teachers in class. This study aims to explore the effect of electronic textbook teaching on the topic of Pythagorean Theorem and Factorization on eighth graders’ learning interest and achievement. The study adopted the quasi-experimental design. Samples are 64 students of eighth graders of two classes at a junior high school in Causing. The students are divided into two groups-experimental group (32 students) and control group (32 students). Implementation of the study includes post-test for students, math learning interest scale and interviews afterwards the teaching experiment. The study was a 6-week experimental instruction research with 5-class teaching activities per week. The experimental group accepted the electronic textbook aided teaching in the Smart Classroom, while the control group accepts traditional instruction method in the classroom. Before the experiment, the pre-test data were the grades of the first math sectional examination of the 64 students. After the teaching experiment, the grades of the second sectional examination were the post-test data. In order to evaluate if there was any significant difference between the pre-test and post-test, the grades of the two groups were compared. The math learning interest scale and post interview were also given to the experimental group. The findings of the study are as below: 1.After the experiment, there is no significant deference between two groups in the lecture of Pythagorean Theorem and Factorization. 2. The electronic textbook aided teaching helps promote the learing interest in math.
Kuo, Shu-Li, e 郭淑莉. "A Study of Language Learning Activities in Elementary School English Textbooks". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/75104226058238052427.
Texto completo da fonte國立中正大學
外國文學所
97
The study aims to investigate the language learning activities in the approved English textbooks for elementary schools. Five sets of most frequently used textbooks were examined. A total of 1050 language learning activities were analyzed and categorized based on the framework of Littlewood''s (2004) classification of activities: non-communicative activity, pre-communicative activity, and communicative language practice activity. Results of the study show that the proportion of non-communicative activities (55.8%) greatly outnumbers that of communicative language practice activities (15.7%). Most of the textbook series display communicativeness steadily from low to high from Book 1 through Book 8. No significant gap is found among the activities in the five sets of target textbooks with respect to the degree of communicativeness. It is suggested that elementary textbooks should include more communicative activities which engage students in using language communicatively. Only through communicative practice, involving students in real language use can students be involved in real language use and achieve the curriculum objective of promoting English communicative competence.
Yu-Jen, Cheng, e 鄭淯仁. "A Study of the Learning Guides of Chang Chih- Tung’s Yu Hsuan Yu". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/12303624367868609040.
Texto completo da fonte臺北市立教育大學
教育學系碩士班
99
The aim of this research is to discuss Chang Chih- Tung’s book Yu Hsuan Yu which provides learning guides for the intellectuals of Ching Dynasty. By applying the historical method, Yu Hsuan Yu is the main research object of this study. First, the study begins with Chang Chih-Tung’s background and his occupation experience to generalize his characteristics. Second, it discusses Yu Hsuan Yu and its main value toward education by chronologically evaluating Chang’s remarkable educative revolutions and himself as an advocate of it. Third, the historical background of the book is the period that Chang advocated his policy during his two terms as the educational department chief in Suu- Chuan. Fourth, analyzing the content of the book Yu Hsuan Yu and discussing how it guides the intellectuals of Ching Dynasty academically. Finally, it discusses the influence and inspiration of Yu Hsuan Yu. It is found the intellectuals must apply the good qualities from both Han and Song dynasty to study, comprehend and practice what they had learned. The study methods that Yu Hsuan Yu listed are also the essence of Chang’s cerebral idea. Also, Yu Hsuan Yu had become the core value of advocating the educational policy and the foundation of the revolution of Suu-Chuan literature style. After Yu Hsuan Yu, the methods of studying, compiling and editing have taken its inspiration behind. Nowadays, Chang’s Yu Hsuan Yu could also provide inspiration toward the secondary education in Taiwan which tends to be exam orientated, and its academic education which usually loses its purpose of doing research and definitely the academic and cultural exchange between oriental and western study.
Wei, Ching-Hsuan, e 魏晴瑄. "Research on Learning Process of Middle-age and Elderly Population as Volunteer Guides". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xc3h3w.
Texto completo da fonte國立中正大學
成人及繼續教育系高齡者教育研究所
107
In order to explore the learning process of middle-age and elderly population as volunteers for tour guide in cultural and art centers, the present study aimed to understand the circumstances prior to, during and after learning process occurred. Utilizing qualitative research method, 6 middle-age and elderly volunteers, who participated as cultural and art center tour guides, were interviewed with semi-structure questionnaire on a one-on-one basis. The conclusions for the present study were as follow: 1.The contributing factors for middle-age and elderly population to participate in tour guiding for cultural and art centers were: desire to obtain knowledge from different professional domains, to further cultivate one‘s cultural literacy, and to promote self-worthiness. 2.The contributing factors of continuous learning for middle-age and elderly population were: encouragements from colleagues, accumulation of experience through learning. 3.The abilities which middle-age and elderly volunteers acquired during the learning process as tour guide in cultural and art centers were: artistic sensitivity, communication skill and overall interpersonal skills. 4.The main resources which middle-age and elderly volunteers utilized during the learning process as tour guides in cultural and art centers were: videotapes on cultural and art tour, and attending workshops for cultural enlightenment. 5.The challenging difficulties which middle-age and elderly volunteers encountered during the learning process as tour guides in cultural and art centers were: lack of training and experience from professional background in art, and degradation on memory consolidation. 6.The most profound differences which middle-age and elderly volunteers experienced during the learning process as tour guide in cultural and art centers were: positive change in attitude towards life, and boost in self-confidence.
Chen, Tseng-Chuan, e 陳增娟. "Emotional Design in e-Textbooks: Emotion, Attitude, Cognitive Load and Learning Performance". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/49vusp.
Texto completo da fonte國立臺北科技大學
技術及職業教育研究所
106
The study was to explore how emotional design of e-textbooks has influences on learners’ emotion, attitude, cognitive load, and learning performance. The participants consisted of 147 students who were taking the “Basic Concept of Computer” course in a university of technology. The experimental group I with 49 people was assigned e-textbooks with emotional design, the experimental group II with 47 people was assigned e-textbooks without emotional design, and the contrast group was 51 people who use traditional textbooks. The study showed that learners who use emotional design e-textbooks with the content of Internet of Things and Computer Virus have better results in post-test emotion, learning attitude, and learning achievements than traditional textbooks. Cognitive load in these two units of learners are significantly lower than that without emotional design. As for usage attitude, only Internet of Things unit learners have better performance; the other two types of material learners didn’t show a significant difference. Learning achievement is positively correlated with emotion, usage attitude, and learning attitude, and is negatively correlated with cognitive load. The results above are consistent with cognitive load theory, and cognitive theory of multimedia learning. Future works could take learners’ prior knowledge as another independent variable, and explore how it affects emotion, cognitive load, attitude and learning performance.
Koornhof, Hannchen. "From conception to consumption : an examination of the intellectual process of producing textbooks for Foundation Phase in South Africa". Thesis, 2012. http://hdl.handle.net/10539/11021.
Texto completo da fonte