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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.
81

香港中學中文寫作敎學課程硏究 =: A study of the curriculum development of Chinese writing in secondary schools in Hong Kong. / Study of the curriculum development of Chinese writing in secondary schools in Hong Kong / Xianggang zhong xue Zhong wen xie zuo jiao xue ke cheng yan jiu =: A study of the curriculum development of Chinese writing in secondary schools in Hong Kong.

January 1994 (has links)
論文(哲學碩士)--香港中文大學硏究院敎育學部,1994. / 參考文獻: leaves 186-191 / 楊桂康. / Chapter 第一章 --- 導論 / Chapter 第一節 --- 間題緣起 --- p.1 / Chapter 第二節 --- 硏究目的和意義 --- p.2 / Chapter 第三節 --- 有關之名詞詮釋 --- p.3 / Chapter 第四節 --- 文獻綜述 --- p.4 / Chapter 第二章 --- 研究設計 / Chapter 第一節 --- 内容分析法 --- p.9 / Chapter 第二節 --- 問卷調˘¬ --- p.12 / Chapter 第三章 --- 學者專家心中理想的中學中文寫作教學課程 / Chapter 第一節 --- 從文獻中分析整理寫作教學的理想課程 / Chapter 第二節 --- 各寫作教學課程要素論點的分佈概況 --- p.17 / Chapter 第三節 --- 各寫作教學課程要素論點的内容概況 --- p.19 / Chapter 第四節 --- 小結 --- p.44 / Chapter 第四章 --- 香港中學中文科課程綱要内有關寫作教學指引的分析 / Chapter 第一節 --- 引言 --- p.45 / Chapter 第二節 --- 「縱」的探´究´ؤؤ 各本中學中文科課程綱要對寫作教學指引的變化分析 --- p.46 / Chapter 第三節 --- 「橫」的探´究´ؤؤ 各本中學中文科課程綱要内的寫作教學指引的内容變化分析 --- p.50 / Chapter 第五章 --- 中文科公開考試對學生寫作能力要求之分析 / Chapter 第一節 --- 分析範圍及本章重點 --- p.70 / Chapter 第二節 --- 一般性的要求 --- p.70 / Chapter 第三節 --- 作文試題的内容 --- p.72 / Chapter 第六章 --- 中文教師、學生對中文寫作教學課程意見的分析 / Chapter 第一節 --- 中文教師對中文寫作教學課程的意見 --- p.73 / Chapter 第二節 --- 中三學生對中文寫作教學課程的意見 --- p.80 / Chapter 第三節 --- 中六學生對中文寫作教學課程的意見 --- p.87 / Chapter 第四節 --- 小結 --- p.95 / Chapter 第七章 --- 總結 / Chapter 第一節 --- 各方面對寫作教學目標的討論或建議 --- p.96 / Chapter 第二節 --- 各方面對寫作教學内容的討論或建議 --- p.98 / Chapter 第三節 --- 各方面對寫作教學法的討論或建議 --- p.100 / Chapter 第四節 --- 各方面對寫作教學如何評估學生學習成果的討論或建議 --- p.106 / Chapter 第五節 --- 對寫作教學困難成因的思考和建議 --- p.109 / Chapter 第六節 --- 研究限制 --- p.111 / 附錄 / 附錄一:分析對´象´ؤؤ探究香港中文科課程及教學的文章目錄 --- p.112 / 附錄二 :各寫作教學課程要素的論點 --- p.116 / 附錄三:調˘¬問題(教師)内容及統計結果 --- p.142 / 附錄四:調˘¬問題(學生)内容及統計結果 --- p.155 / 附錄五:受訪者填寫在問卷中的文字資料表 --- p.170 / 文獻參考 --- p.186
82

"This one is best" : a study of children's abilities to evaluate their own writing

Hill, Kathleen J. (Kathleen Josephine), 1920- January 2001 (has links)
Abstract not available
83

A linguistic description and analysis of interlanguage errors, with reference to the written work of some secondary school students inHong Kong

Chu, Wai-ling., 朱慧玲. January 1987 (has links)
published_or_final_version / Language Studies / Master / Master of Arts
84

Implementing student self-assessment in a secondary four writing classof a local secondary school

Li, Fung-yee., 李鳳儀. January 1998 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
85

An analysis of matriculants' writing with special reference to communicative functions

Wong, King-Wah., 王景華. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
86

A study of the written feedback given by English teachers to senior form compositions

Hung, Jane., 馮可儀. January 1998 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
87

Writing with computers : a study of adult developmental writers

Hansman-Ferguson, Catherine A. January 1995 (has links)
Many adults who enter universities to continue their education are placed in developmental or basic writing classes. With the prevalence of computers on university campuses, some of these writing classes are taught in computerbased classrooms, which may cause adult learners to be apprehensive of both writing and computers. Previous research studies regarding writing and computer apprehension have examined traditional age college students, ignoring how the social context of the computer-based classroom and the computers used as tools for writing may affect adult learners' attitudes toward both writing and computers. The purpose of this descriptive study of adult developmental writers was to examine their perceptions of the effects of computers in a computer-based writing classroom, focusing on how the context of the classroom, including the social situation within the computer-based classroom, influenced their attitudes and apprehension toward both writing and computers.In order to obtain scores that indicated students' apprehension toward writing and computers, the Daly-Miller Writing Apprehension Test and the Loyd and Gressard Computer Attitude Survey were given to adult learners (n=41) at the beginning and the end of the semester to determine changes in students' apprehension. Additional data from interviews, observation reports, and journals of twelve adult learners allowed the researcher to examine students' perceptions of their interactions with other students and between students and their computers, thus promoting an understanding of the context in which learning to write took place.Findings indicated that adult learners' apprehension scores toward writing and computers decreased by the end of the semester in the computer-based classroom. Qualitative data revealed that the computer-based classroom provided a context that enabled students to form supportive peer groups which helped and impacted their writing, allowing them to develop fluid processes for writing with computers.This study has particular relevance for understanding how adults learn to write in various settings. Adult learners are a special population with unique needs. Apprehension toward writing and computers affects adult learners' attitudes toward writing, many times causing them to drop out of educational programs. This study illuminates the problems and feelings adults face as they learn to write using computers. / Department of Educational Leadership
88

The saliency of existing text as a barrier to revision in the redrafting of college students' written compositions

James, Edwin A. H. January 1987 (has links)
The text already produced by student writers can act as a barrier to revision because the existing textual material can become so salient as to prevent writers from generating alternative text. This study investigated the effects of applying a revision heuristic designed to promote successful revision by alleviating the influence exerted by students' initial formulations of text. Inexperienced college writers were randomly assigned to two treatment conditions and asked to produce three drafts of a two-part expository composition. The experimental group composed their second drafts without access to any material produced at the draft one stage but then received back this material at the third draft stage. The control group redrafted normally, having access at all times to previous draft material. Results showed that students in the experimental group produced significantly longer and better quality final drafts with significantly higher self-evaluation scores than students in the control group produced. The mean number of idea units that were retained, removed, or added by students in either group was significantly different at both the second and third draft stages. Each part of the assignment was affected differently. Significant interactions among condition, grade point average and writing apprehension were not evident. These findings indicated that this three-stage redrafting heuristic may be a valuable technique for encouraging successful revision of students' early drafts. Further research, particularly regarding how a text communicates information, would be beneficial to our understanding of the role played by existing text in students' compositions. / Education, Faculty of / Graduate
89

The written language development of students with special needs

Simpson, Bonnie J. 01 January 1992 (has links)
Holistic evaluation -- Journal writing -- Relationship between oral and written language -- Whole language approach.
90

Problems in the teaching of written composition in the high schools of Florida

Unknown Date (has links)
by Olivia Futch / Typescript / M.A. Florida State University 1927 / Includes bibliographical references (leaves 99-110)

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