Mobile technologies have been adopted into education more and more. New hardware, such as smart phones and tablets, has increased the popularity of mobile technology. There are also many applications created for the fields of education and tourism. This research chose a travel application from Taiwan to apply into a tourism geographic course at the Taiwan Hospitality and Tourism College (THTC). A quasi-experiment design was applied to this study. Two classes/groups participated in the study. One class was the treatment group which used the travel app through teaching scenarios. The other group was the contrast group which used a lecture format with handouts. Both groups were given a pre-test to determine knowledge of Danongdafu Forest Park (DFP), and Taiwan tourism geography. A post-test was administered after eight weeks of teaching activities. Post intervention scores were compared to pre-intervention scores between the two groups. The results of ANOVA showed that there was no statistically significant learning difference between the treatment group and the contrast group. A paired-sample t-test analysis revealed that after eight weeks of teaching DFP content, both groups gained significantly in knowledge. Furthermore, the learning attitudes and interviews of the treatment group students indicated positive responses utilizing m-learning in teaching scenarios. Students indicated a desire to receive m-learning opportunities for future courses.

Abstract Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools. A questionnaire-based survey of a sample of teachers of English in Taiwanese primary schools (166 respondents) was conducted, focusing on teacher background and training, views about national and local policies, approaches to course content, methodology and teaching resources, and perceptions of their own proficiency in English and of their own training needs. Only 46 (27%) of the respondents reported that they had a qualification specific to the teaching of English and 41 (25%) reported that they had neither a qualification in teaching English nor a general primary teaching qualification. Many expressed dissatisfaction with the implementation of policies relating to the teaching of English at national level (46/ 29%), local level (39/24%) and in their own school (28/17%). Although many reported that the availability of resources (125/ 75%) and/ or student interest (101/ 61%) played a role in determining what they taught, none reported that the national curriculum guidelines did so. Although official policy in Taiwan endorses the use of 'communicative language teaching', only 103 (62%) of respondents reported that their own approach was communicatively-oriented, with 18 (11%) observing that they preferred grammar-translation. A more in-depth survey relating to teacher perception of pre- and in-service training was conducted using a questionnaire and semi-structured interview. Although all 10 participants in this survey are officially classified as being trained to teach English in Taiwanese primary schools, the type and extent of their training varied widely and all of them expressed dissatisfaction with that training, noting that they had no confidence in the trainers' own competence in teaching English to young learners. All claimed that critical issues were either omitted altogether or dealt with in a superficial way. One contextual factor that has a significant impact on teacher performance in Taiwan is the quality of the textbooks that are generally available. A sample of textbooks (3 different series) produced in Taiwan was analysed and evaluated, the analysis revealing that the materials were often poorly organised, inappropriately selected and illustrated, contextually inappropriate. Finally, from a sample of twenty videotaped English lessons taught to students in primary schools in Taiwan, six that were considered to be typical were transcribed, analysed and evaluated in relation to criteria derived from a review of literature on teaching effectiveness. All of these lessons were found to be characterised by problems in a number of areas, including lesson focus, lesson staging, concept introduction, concept checking, and the setting up and conducting activities. It is concluded that the implementation of official policy on the teaching of English in primary schools in Taiwan is fraught with problems, problems that are evident at every stage in the process, from teacher education, through materials design to lesson planning and delivery.

This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for analyzing issues, research skills, debate practice, negotiation practice, and projects.

曾麗珠. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves 108-115. / Zeng Lizhu [Zang Lai Zhu]. / 撮要 --- p.1 / Chapter 第一章 --- 研究問題 --- p.2 / Chapter 第二章 --- 文獻評述 / Chapter 第一節 --- 儒家倫理?東亞現代化 / Chapter (一） --- 韋伯的理論及現代的挑戰 --- p.6 / Chapter (二） --- 從儒定倫理的理論層面作評述 --- p.13 / Chapter (三） --- 具備中國文化特色的東亞商人文化 --- p.18 / Chapter (四） --- 小結 --- p.25 / Chapter 第二節 --- 課程社會學與德育課程 / Chapter (?) --- 課程界說 --- p.27 / Chapter (二） --- 意識型態?課程 --- p.28 / Chapter (三） --- 儒家的意識型態與德育課程 --- p.31 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究目的 --- p.35 / Chapter 第二節 --- 研究對象 --- p.36 / Chapter 第三節 --- 兩地?科書的編纂 / Chapter (一） --- 台灣教科書的編纂過程 --- p.40 / Chapter (二） --- 香港?科書的編纂 --- p.41 / Chapter 第四節 --- 研究工具 / Chapter (一） --- 分析架構 --- p.42 / Chapter (二） --- 量表?各項的涵義及細目 --- p.47 / Chapter 第五節 --- 研究假設 --- p.51 / Chapter 第六節 --- 研究方法 --- p.53 / Chapter 第七節 --- 研究限制 --- p.54 / Chapter 第八節 --- 先導研究 --- p.55 / Chapter 第四章 --- 研究結果與分析（?） (港台兩地?科書?的儒家概念的分析比較） / Chapter 第一節 --- 研究的焦點及分析方法 --- p.57 / Chapter 第二節 --- 兩地?科書?容分析結果比較 --- p.60 / Chapter 第三節 --- 總結 --- p.63 / Chapter 第五章 --- 研究結果與分析（二） (港台兩地?科書?的儒家概念分佈情況比較） / Chapter 第一節 --- 研究焦點 --- p.64 / Chapter 第二節 --- 兩地?科書中的道德概念在各儒家倫理 範疇分佈情況比較 --- p.65 / Chapter 第三節 --- 兩地?科書的德育概念在各實踐層次 的分佈情況比較 --- p.75 / Chapter 第四節 --- 總結 --- p.97 / Chapter 第六章 --- 總結 / Chapter 第一節 --- 研究結果綜合 --- p.99 / Chapter 第二節 --- 研究結果剖析 --- p.102 / Chapter 第三節 --- 研究意義 --- p.105 / Chapter 第四節 --- 研究限制 --- p.107 / 【附錄】 一.英文參考書目 --- p.108 / Chapter 二. --- 中文參考書目 --- p.112 / Chapter 三. --- 教科書?容分析結果 --- p.116 / Chapter 四. --- 圖目次 --- p.145 / Chapter 五. --- 表目次 --- p.146

Discusses issues concerning the role of a program administrator in designing instructional units and managing language schools in Taiwan for adult learners (age 18 and up) in the English-as-a-foreign-language (EFL) context. Offers useful EFL teaching strategies in speaking and writing and gives program administrators tips on organizing schools and designing good instructional units.

The primary goal of this project is to clarify the contexts of English as Foreign-language instructional program in Taiwan. Bilteracy is the acquistion and learning of the decoding and encoding of print, using two linguistic and cultural sytems in order to convey mesages in a variety of contexts. Through learning biliteracy, second-language learners gain benefits in cognitive and cultural development.

The project offers Taiwanese teachers who work with adults a new concept of teaching crosscultural negotiation skills as part of their EFL instruction. It also presents Taiwanese teachers with a method of analyzing their educational practice to encourage more active and engaged teaching with a useful curriculum and its corresponding assessment.

This study was designed to investigate the impact of family cultural capital on reading motivation and reading behavior among new immigrant children and non-immigrant children. This research used Chang and Wang's family cultural capital, reading motivation, and reading behavior questionnaire to conduct the survey. The target population of this study was students enrolled in fifth grade and sixth grade in elementary school in the fall of 2017 in Tainan, Taiwan. The sample include 414 students from new immigrant families and 422 students from non-immigrant families; the total number of individuals was 837. Structural equation modeling (SEM) analytical procedures were performed to test the hypothesized relationships. The results indicate that the seven latent variables were related to each other directly or indirectly. The main findings of this study are as follows: 1) family socioeconomic status significantly affects students' acquisition of family cultural capital; 2) family reading habits significantly affect students' reading motivation; 3) intrinsic reading motivation significantly affects students' reading behavior; and 4) external reading motivation shows no direct significant effect on reading time or the number of items read.