陳光華 = The teaching of poetry in Chinese literature : the application of Parry ... / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 135-140). / Chen Guanghua = The teaching of poetry in Chinese literature : the application of Parry ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 一 --- 問題說明 --- p.7 / Chapter 二 --- 研究範圍 --- p.7 / Chapter 1 --- 詩歌 --- p.11 / Chapter 2 --- 中國詩歌教學 --- p.11 / Chapter 3 --- 帕利勞德理論 --- p.13 / Chapter 第二章 --- 文獻評述 --- p.13 / Chapter 一 --- 中大教學書刊 --- p.13 / Chapter 1 --- 香　港 --- p.13 / Chapter 2 --- 台灣 --- p.14 / Chapter 3 --- 中國大陸 --- p.15 / Chapter 二 --- 中文教學專文 --- p.17 / Chapter 三 --- 古代詩歌教學理論 --- p.24 / Chapter 1 --- 專攻 --- p.25 / Chapter 2 --- 立意 --- p.27 / Chapter 3 --- 煉句 --- p.29 / Chapter 4 --- 熟習 --- p.30 / Chapter 5 --- 誦讀 --- p.30 / Chapter 四 --- 文學研究方法專論 --- p.33 / Chapter 五 --- 帕利勞德理論介紹 --- p.38 / Chapter 六 --- 小結 --- p.49 / Chapter 第三章 --- 複 沓 --- p.50 / Chapter 一 --- 複沓之定義 --- p.50 / Chapter 二 --- 詩歌裏的複沓 --- p.56 / Chapter 1 --- 詩經裏的複沓 --- p.56 / Chapter 2 --- 漢魏樂府裏的複沓 --- p.64 / Chapter 3 --- 唐代變文裏的複沓 --- p.69 / Chapter 第四章 --- 討´論´ؤؤ帕利勞德理論之應用 --- p.80 / Chapter 一 --- 關於詩經中複沓的意見 --- p.80 / Chapter 二 --- 關於樂府詩中複沓的意見 --- p.89 / Chapter 三 --- 關於唐代變文的複沓的意見 --- p.107 / Chapter 第五章 --- 結論 --- p.113 / 注釋 --- p.120 / 重要參考書目 --- p.135

陳榮石. / 手稿複印本. / 香港中文大學硏究院敎育學部碩士論文. / 參考文獻 : leaves 125-131. / Chen Rongshi. / Chapter 第一章 --- 導論 --- p.1 / 引言 --- p.1 / 問題說明 --- p.5 / 《暫擬漢語教學語法系統》的方向及影響　 --- p.5 / 傳統語法教學方法的問題　　　　 --- p.11 / 理論基礎 --- p.19 / 教學語法 --- p.19 / 語法教學 --- p.22 / Chapter 第二章 --- 研究方法 --- p.33 / 香港學生常犯的語法語誤範圍　 --- p.33 / 主語語法測驗 --- p.38 / 學生樣本 --- p.46 / 語誤分析　 --- p.52 / 語法理論與語法教學之關係假設 --- p.71 / 兩種語法教學課程設計 --- p.88 / 主語語法課程之果效測量 --- p.100 / Chapter 第三章 --- 結論及建議 --- p.107 / 結論 --- p.107 / 傳統語法理論在這次語法教學上的局限 --- p.109 / 功能語法理論在這次研究的功用 --- p.110 / 語法教學的整體結構 --- p.111 / 建議 --- p.114 / 語法理論的實用意義 --- p.116 / 對語誤的看法　 --- p.118 / 語言心理學的輔助意義 --- p.120 / 參考文獻 --- p.125 / Chapter 附錄 --- 附錄 / Chapter 一 --- 主語語法測驗一 --- p.132 / Chapter 二 --- 主語語法測驗二 --- p.136

複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 183-194). / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一篇 --- 引言 / Chapter 甲 --- 學習語言文字的重要性 --- p.1 / Chapter 乙 --- 研究意義 --- p.2 / Chapter 丙 --- 中文篇章與閱讀理解 --- p.3 / Chapter 第二篇 --- 文獻綜述 / Chapter 甲 --- 有關文言和白話文的文獻 --- p.5 / Chapter 一 --- 理解文言文的作用 --- p.5 / Chapter 二 --- 甚麼是文言文？ --- p.5 / Chapter A --- 關於漢語的發展 --- p.5 / Chapter B --- 關於文言文的特點與定義 --- p.8 / Chapter 三 --- 甚麼是白話文？ --- p.11 / Chapter A --- 由口語到白話 --- p.11 / Chapter B --- 關於白話文的特點與定義 --- p.14 / Chapter 四 --- 文言和白話的分別 --- p.17 / Chapter A --- 就詞來說 --- p.17 / Chapter a --- 詞的定義 --- p.17 / Chapter b --- 文言詞和白話詞的界定 --- p.18 / Chapter B --- 就句子來說 --- p.26 / Chapter a --- 句子的定義 --- p.26 / Chapter b --- 文言和白話句子的界定 --- p.27 / Chapter C --- 就篇章來說 --- p.30 / Chapter a --- 篇章的定義 --- p.30 / Chapter b --- 文言和白話篇章的界定 --- p.32 / Chapter 乙 --- 有關閱讀理解的文獻 --- p.34 / Chapter 一 --- 甚麼是閱讀理解？ --- p.34 / Chapter 二 --- 閱讀理解的過程 --- p.35 / Chapter A --- 微觀結構與閱讀理解 --- p.35 / Chapter B --- 中型觀念與閱讀理解 --- p.38 / Chapter C --- 宏觀結構與閱讀理解 --- p.40 / Chapter 三 --- 文白篇章與閱讀理解 --- p.43 / Chapter A --- 就詞來說 --- p.43 / Chapter B --- 就句子來說 --- p.45 / Chapter C --- 就篇章來說 --- p.46 / Chapter 第三篇 --- 研究方法 --- p.50 / Chapter 甲 --- 研究問題 --- p.50 / Chapter 乙 --- 研究假設 --- p.51 / Chapter 丙 --- 研究設計 --- p.52 / Chapter 丁 --- 研究對象及取樣 --- p.58 / Chapter 一 --- 研究對象 --- p.58 / Chapter 二 --- 取樣 --- p.59 / Chapter 戊 --- 研究工具 --- p.61 / Chapter 一 --- 文章的改寫 --- p.61 / Chapter 二 --- 舉例說明 --- p.65 / Chapter A --- 言情 --- p.65 / Chapter B --- 說理 --- p.68 / Chapter 已 --- 實驗程序 --- p.77 / Chapter 一 --- 預試階段 --- p.77 / Chapter 二 --- 正式測試 --- p.78 / Chapter 庚 --- 資料分析 --- p.80 / Chapter 一 --- 選卷 --- p.80 / Chapter 二 --- 初步分析 --- p.80 / Chapter 第四篇 --- 結果與討論 / Chapter 甲 --- 研究結果 --- p.85 / Chapter 一 --- 文白形式與閱讀理解 --- p.85 / Chapter 二 --- 語文能力與閱讀理解 --- p.99 / Chapter 三 --- 文體結構與閱讀理解 --- p.107 / Chapter 四 --- 詞彙句子與閱讀理解 --- p.120 / Chapter 五 --- 學生性別與閱讀理解 --- p.130 / Chapter 乙 --- 討論部份 --- p.131 / Chapter 一 --- 文白形式與閱讀理解 --- p.131 / Chapter 二 --- 語文能力與閱讀理解 --- p.141 / Chapter 三 --- 文體結構與閱讀理解 --- p.146 / Chapter 四 --- 詞彙句子與閱讀理解 --- p.151 / Chapter 五 --- 學生性別與閱讀理解 --- p.158 / Chapter 丙 --- 總結部份 --- p.159 / Chapter 第五篇 --- 摘要、結論和建議 / Chapter 甲 --- 摘要 --- p.167 / Chapter 乙 --- 結論 --- p.176 / Chapter 丙 --- 建議 --- p.179 / 參考文獻 / 表解 / 附錄

by Wun Kwan Tai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 99-103). / Abstract and questionnaire also in Chinese. / Abstract --- p.I / Dedication --- p.III / Acknowledgements --- p.IV / Table of Contents --- p.V / List of Table --- p.IX / Chapter Page / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Purpose and significance of the study --- p.2 / Chapter 1.3 --- Research questions --- p.3 / Chapter 2. --- Review of relevant literature --- p.4 / Chapter 2.1 --- Conceptualization of reflection --- p.4 / Chapter 2.1.1 --- Reflection as reflective thinking --- p.5 / Chapter 2.1.1.1 --- Reflection with attitude of open-mindedness --- p.5 / Chapter 2.1.1.2 --- Reflection with attitude of whole-heartedness --- p.5 / Chapter 2.1.1.3 --- Reflection with attitude of responsibility --- p.6 / Chapter 2.1.2 --- Reflection as reflective practice --- p.6 / Chapter 2.1.3 --- Process of reflection --- p.7 / Chapter 2.1.3.1 --- Reflection occurred in doubt and perplexity --- p.7 / Chapter 2.1.3.2 --- Reflection occurred in stepping back to analyze one's experience --- p.7 / Chapter 2.1.3.3 --- Reflection occurred in reconstructing one's experience through problem setting and problem solving --- p.8 / Chapter 2.1.4 --- What constitutes the evidence of reflections --- p.9 / Chapter 2.1.4.1 --- Evidence found in teachers' core values --- p.9 / Chapter 2.1.4.2 --- Evidence found in teachers' personal experience --- p.10 / Chapter 2.1.4.3 --- Evidence found in teachers' transmitted knowledge --- p.11 / Chapter 2.2 --- Levels of reflection --- p.12 / Chapter 2.2.1 --- Technical reflection --- p.14 / Chapter 2.2.2 --- Critical reflection --- p.15 / Chapter 2.2.3 --- Reflection-on-action --- p.18 / Chapter 2.2.4 --- Reflection-in-action --- p.20 / Chapter 2.2.5 --- Framework on levels of reflection --- p.22 / Chapter 2.3 --- Writing as an instrument in finding evidence of reflection --- p.23 / Chapter 2.3.1 --- Writing as an instrument in researches on reflection --- p.23 / Chapter 2.3.2 --- Selection of question for reflective writing --- p.27 / Chapter 2.3.2.1 --- Reflective-writing on controversial educational issues --- p.27 / Chapter 2.3.2.2 --- Reflective writing on learning and teaching experiences --- p.29 / Chapter 2.3.2.3 --- Reflective writing on planning --- p.29 / Chapter 2.4 --- Summary --- p.30 / Chapter 3. --- Research method --- p.31 / Chapter 3.1 --- Introduction --- p.31 / Chapter 3.2 --- Participants --- p.31 / Chapter 3.3 --- Instruments 226}0ؤ reflective writing tasks --- p.31 / Chapter 3.3.1 --- Validity of the reflective writing tasks --- p.32 / Chapter 3.3.2 --- Selection of questions for reflective writing --- p.33 / Chapter 3.3.2.1 --- Controversial educational issues --- p.33 / Chapter 3.3.2.2 --- Learning and teaching experiences --- p.36 / Chapter 3.3.2.3 --- Planning --- p.37 / Chapter 3.4 --- Pilot study --- p.39 / Chapter 3.5 --- Procedures --- p.39 / Chapter 3.6 --- Data analysis --- p.40 / Chapter 3.6.1 --- Specific features for each level of reflection --- p.40 / Chapter 3.6.1.1 --- Level one of reflection (Technical reflection) --- p.40 / Chapter 3.6.1.2 --- Level two of reflection (Descriptive reflection) --- p.41 / Chapter 3.6.1.3 --- Level three of reflection (Dialogic reflection) --- p.41 / Chapter 3.6.1.4 --- Level four of reflection (Critical reflection) --- p.41 / Chapter 3.6.2 --- Process of data coding --- p.42 / Chapter 3.6.3 --- General contents of the reflective writings --- p.42 / Chapter 3.6.4 --- Searching of evidence for different levels of reflection in reflective writings --- p.43 / Chapter 3.7 --- Summary --- p.44 / Chapter 4. --- Results --- p.45 / Chapter 4.1 --- General findings --- p.45 / Chapter 4.2 --- General contents for reflective writings --- p.48 / Chapter 4.2.1 --- General contents in answering questions on controversial educational issues --- p.48 / Chapter 4.2.1.1 --- General contents on question one --- p.49 / Chapter 4.2.1.2 --- General contents on question two --- p.51 / Chapter 4.2.2 --- General contents in answering questions on learning and teaching experiences --- p.53 / Chapter 4.2.2.1 --- General contents on question three --- p.53 / Chapter 4.2.2.2 --- General contents on question four --- p.55 / Chapter 4.2.3 --- General contents in answering questions on planning --- p.57 / Chapter 4.2.3.1 --- General contents on question five --- p.57 / Chapter 4.2.3.2 --- General contents on question six --- p.58 / Chapter 4.3 --- Evidence for different levels of reflection found in reflective writings --- p.60 / Chapter 4.3.1 --- Level one (Technical reflection) --- p.60 / Chapter 4.3.1.1 --- Reflective writings on controversial educational issues --- p.60 / Chapter 4.3.1.2 --- Reflective writings on learning and teaching experiences --- p.61 / Chapter 4.3.1.3 --- Reflective writings on planning --- p.63 / Chapter 4.3.2 --- Level two (Descriptive reflection) --- p.65 / Chapter 4.3.2.1 --- Reflective writings on controversial educational issues --- p.65 / Chapter 4.3.2.2 --- Reflective writings on learning and teaching experiences --- p.67 / Chapter 4.3.2.3 --- Reflective writings on planning --- p.69 / Chapter 4.3.3 --- Level three (Dialogic reflection) --- p.71 / Chapter 4.3.3.1 --- Reflective writings on controversial educational issues --- p.71 / Chapter 4.3.3.2 --- Reflective writings on learning and teaching experiences --- p.73 / Chapter 4.3.3.3 --- Reflective writings on planning --- p.75 / Chapter 4.3.4 --- Level four (Critical reflection) --- p.77 / Chapter 4.4 --- Summary --- p.78 / Chapter 5. --- Discussion --- p.79 / Chapter 5.1 --- Research question one --- p.79 / Chapter 5.1.1 --- Demonstration of evidence of reflection in response to controversial educational issues --- p.79 / Chapter 5.1.2 --- Demonstration of evidence of reflection in response to learning and teaching experiences --- p.81 / Chapter 5.1.3 --- Demonstration of evidence of reflection in response to planning --- p.83 / Chapter 5.2 --- Research question two --- p.85 / Chapter 5.2.1 --- Technical reflection --- p.85 / Chapter 5.2.2 --- Descriptive reflection --- p.87 / Chapter 5.2.3 --- Dialogic reflection --- p.88 / Chapter 5.2.4 --- Critical reflection --- p.39 / Chapter 5.3 --- Concluding remarks --- p.90 / Chapter 6. --- Summary and Conclusion --- p.91 / Chapter 6.1 --- Summary of findings --- p.91 / Chapter 6.2 --- Implications for teacher education and future research --- p.93 / Chapter 6.3 --- Limitation of the study --- p.97 / Chapter 6.4 --- Concluding remarks --- p.98 / References --- p.99 / Appendix 1 Consent form --- p.104 / Appendix 2 Reflective writing task --- p.105 / Appendix 3 Personal information form --- p.112 / Appendix 4 Coding scheme on levels of reflection --- p.113

鍾潔雲. / "2013年9月". / "2013 nian 9 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 299-315). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Zhong Jieyun.

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