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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

課堂內師生問答互動之研究--國小數學課問答互動中教師教學信念與教學處理的關係

張佩瑛 Unknown Date (has links)
本研究透過「教學信念量表」的施測,選取「傳統取向」與「進步取向」教學信念的中年級國小數學教師各20名,在四種學生數學表現情境下,進行教學處理的訪問,以探討教師教學信念對教學處理的關係。 結果顯示,當面對一個程度較差的學生表現出錯誤解答時,「進步取向」教師較常用「提示思考」類型的教學處理,而「傳統取向」教師較常用「示範觀察」類型的教學處理;當學生表現錯誤解答時,「傳統取向」教師對程度較好的學生較常用「提示思考」類型的教學處理,而對程度較差的學生使用「示範觀察」類型的教學處理;當學生以非標準步驟獲得正確解答時,兩種教學信念的教師多採用「接納了解」類型的教學處理;進一步地探討,發現「傳統取向」教師較常使用教師講解策略,而「進步取向」教師則較常提供同僚討論的機會;在訪談中,皆請教師描述其進行教學處理的理由,從理由的分析,本研究建議兩種教學信念的教師,對各種教學處理的觀點及功能有不同的認知,而導致教學處理偏好的差異。
2

趙州公案語言的模稜性研究

歐陽宜璋 Unknown Date (has links)
唐末五代,趙州從諗禪師(ad.778-897)的禪問答如「吃茶去」、「庭前柏樹子」、「趙州石橋」等公案,每為當時及後世傳唱;而其中「狗子無佛性」(一稱「無」字公案或「趙州無」)公案,尤為宋代禪林及當代日本、歐美參學之樞紐。日本禪宗大師鈴木大拙(ad.1870.1966)特加推崇,他言必稱趙州、舉例必提「趙州無」,可見趙州公案語言超越時空的價值。 本論文以趙州「無」字公案為起點,由相關公案漸層推論趙州公案語言的整體模稜性。其研究方法以系統功能語法的分析為主,就趙州及相關禪師的語錄作同時的分析及歷史的考察:前者包括語篇(teXt/discourse,指話語和篇章結構) 中的主述位推移、問答結構、銜接方式與修辭策略等語言現象;後者則由歷代公案轉相詮釋的角度著手,對趙州公案語言的模稜特質進行輔助觀察。而以上二者均統攝於「語篇功能」的系統分析之下;希望經由形式結構的系統化分析,體現其會話現場的真實感;並建構古代白話典籍中,動態語言研究的重要據點。 在趙州公案語言的問答模式分析中,除了呈現了形式上語篇結構的啣接關係,也藉由重要公案的比較與詮釋,一擁禪宗公案中答非所問的用心與遊戲三昧的機智;嘗試在禪問答的溝通模式申,開啟另一重對話與參照的契機。 附錄七篇為對趙州相關語錄及後世重要評唱的點校與評述。一方面意在提供論文引述的完整依據,一方面也試圖由趙州公案的原型與變貌中,客觀呈現禪問答循環傳釋的文化網路。其中附錄一的各則公案,在校注外,也作了語篇功能的逐一分析;嘗試在建構趟州公案語言的形式網絡時,也能延伸至內涵層面,以對模稜的公案語言,進行更周延的解讀。
3

繪本共讀對EFL國小學童字彙學習的影響:圖文標指與引導問答之比較 / Vocabulary learning with storybook reading in EFL elementary school: Labeling vs. questioning

劉儒蓁 Unknown Date (has links)
字彙學習是語文能力重要的一環,許多教學也都是以提升孩童單字量之目的設計的,其中,故事閱讀活動就被推崇為是能以提供豐富情境的方式來增進孩童語文能力的有效策略。本研究主旨在探討繪本共讀對EFL國小學童字彙學習的影響,主要的研究方向有:(1) 圖文標指與引導問答教學對學童運用繪本學習字彙的影響; (2)不同教學引導方式對學生字彙保留量的影響; (3)不同教學引導方式對不同程度學生所產生的影響。 受試者為五十四位台北縣五年級國小學童,其字彙測驗成績則為資料分析來源。本研究主要發現有下列幾點。第一,圖文標指和引導問答教學對國小學童運用繪本學習字彙皆有助益。第二,圖文標指和引導問答教學對學童字彙保留量都有正面的影響。第三,英語學習高成就學生在運用繪本學習字彙上收穫比低成就學生多,其中,圖文標指教學對高成就以及低成就學生皆有助益;此外,總括來說,引導問答教學對高成就學生的字彙學習幫助最大。 最後,本文提供了教學者以及日後研究者相關建議,並期盼研究結果能帶給台灣英語老師一些字彙教學上的參考。 / Vocabulary plays an important role in children’s emergent literacy. Many instructions were developed to build children’s word knowledge. Among them, storybook reading is promoted to be an effective strategy that enhances children’s literacy by providing rich contexts. The purpose of the present study aims to examine the effects of the techniques of labeling (L) and labeling plus questioning (L+Q) for vocabulary teaching with storybook reading in EFL elementary school. The study is mainly concerned with three aspects: (1) the effects of L and L+Q on student’s vocabulary learning during shared storybook reading; (2) student’s retention of learned vocabulary affected by the two techniques; (3) the influence of the two techniques on students with diverse English proficiency. Participants were 54 fifth-grade elementary school students in Taipei County, and the data analysis was based on their performance of the Picture Vocabulary Test (PVT). The findings of the study are as follows. First, L and L+Q techniques were both beneficial for student’s receptive vocabulary learning during shared storybook reading. Second, both L and L+Q techniques were effective in retaining student’s word knowledge. Third, overall performance of students with high English proficiency (HEP) in PVT improved more significantly than that of students with low English proficiency (LEP). Besides, L technique was helpful for HEP and LEP’s receptive vocabulary learning, but not for HEP’s word retention. Moreover, HEP were most influenced by L+Q technique in vocabulary learning during shared storybook reading. Based on the findings of the present study, pedagogical implications and suggestions for future study were provided at the end of the thesis.

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