Thematische Bibliographien / Children's writings, Chinese

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Children's writings, Chinese“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 27. Juli 2025

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Zeitschriftenartikel zum Thema "Children's writings, Chinese"

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張菀真, 張菀真, та 辜玉旻 Wan-Chen Chang. "學齡前幼兒書寫漢字特徵之分析". 教育研究月刊 419, № 353 (2023): 101–19. http://dx.doi.org/10.53106/168063602023090353007.

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Zhang, Lan, Li Yin, and Rebecca Treiman. "Chinese children's early knowledge about writing." British Journal of Developmental Psychology 35, no. 3 (2016): 349–58. http://dx.doi.org/10.1111/bjdp.12171.

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Wang, Wenjie, and Annabelle Black Delfin. "Learning Chinese Mandarin characters in an English-speaking country: The development of a child’s symbolic mind." Journal of Childhood, Education & Society 2, no. 2 (2021): 87–105. http://dx.doi.org/10.37291/2717638x.20212276.

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This qualitative research explores the development of the symbolic mind in children through learning Chinese Mandarin characters. Navigated through the lens of relational developmental system metatheory and guided by Vygotsky’s sociocultural theory, findings present the analysis of the developmental processes in children’s recognition of symbols and use of known symbols to make and share meaning. This study also offers an explanation of the effect of changes in the sociocultural environment on children's symbolic development. Further, cultural differences toward symbolic representation are dis
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洪宜芳, 洪宜芳, та 張鑑如 張鑑如. "注意力不足過動症伴隨寫字困難學童之寫字相關因子探究". 特殊教育學報 59, № 59 (2024): 001–33. http://dx.doi.org/10.53106/207455832024060059001.

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<p>寫字為語言與知覺動作能力整合之複雜歷程，亦是書寫發展重要的基礎能力。過去研究顯示書寫困難是注意力不足過動症(ADHD)學童在學業活動中經常面臨之問題，然而關於ADHD學童中文寫字相關因子之研究相對較少。本研究旨在探究ADHD伴隨寫字困難學童之寫字相關因子表現與寫字錯誤類型。本研究參與學童包含30名國小低年級ADHD學童和30名與ADHD學童年齡、性別、慣用手配對之典型發展(TD)學童。參與學童接受托尼非語文智力測驗(TONI-4)、修訂畢保德圖畫詞彙測驗(PPVT-R)、字形覺知測驗、布魯茵克斯－歐西瑞斯基動作量表第二版測驗(BOT-2)和基本讀寫字綜合測驗評量，以了解學童之寫字能力與寫字相關因子表現。本研究主要發現為：(1) ADHD伴隨寫字困難學童在讀字能力顯著低於ADHD未伴隨寫字困難學童和TD學童，而精細動作和視動整合能力則顯著低於TD學童；(2) ADHD伴隨寫字困難學童的讀字能力與寫字表現具顯著正相關，而ADHD未伴隨寫字困難學童則是精細動作、視動整合能力與寫字表現具顯著關聯；(3) ADHD伴隨寫字困難學童以字形相似錯誤和字音相似錯誤為常見寫字錯誤類型。針對研究結果本文進行討論並於文末提出結論與建議。</p> <p> </p><p class="MsoNormal"><span
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Wang, Ching-Yi, and Zi-Tao Cheng. "Design and Assessment of Children’s Pencil Holder for Chinese Writing." Sustainability 15, no. 16 (2023): 12421. http://dx.doi.org/10.3390/su151612421.

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Incorrect pencil-holding posture is the main cause of children’s handwriting difficulties and significantly impacts their learning and development. Most pencil holders are used to write English letters, which may not be suitable for the Chinese writing environment. Therefore, this study designed a pencil holder suitable for children to write in Chinese. Two experiments were conducted herein: (1) Measurement and design of the new pencil holder and (2) Chinese handwriting efficiency detection. Firstly, 27 children were asked to hold clay to derive the hand curves of pencil holding posture and me
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Du, Yan. "Intergenerational Writing Practices in Chinese Fiction for Adolescent Girls." Girlhood Studies 15, no. 2 (2022): 89–105. http://dx.doi.org/10.3167/ghs.2022.150207.

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The Anthology of Chinese Fictions on Adolescent Girls’ Psychology (2016) is one of the most renowned collections of girls’ stories in Chinese children’s literature. Authored by Qin Wenjun, Cheng Wei, and Chen Danyan, it is often associated with the rise of shaonǚ xiaoshuo (girls’ fiction) in China. In this article, I evaluate the collective writing practices of the women authors mentioned above, focusing, in particular, on how their featured stories address intergenerational dissent and explore models of communication between adolescent girls and women. Highlighting how The Anthology traverses
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ZHANG, JUAN, CATHERINE McBRIDE-CHANG, RICHARD K. WAGNER, and SHINGFONG CHAN. "Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children's writing in English as a foreign language." Bilingualism: Language and Cognition 17, no. 2 (2013): 347–63. http://dx.doi.org/10.1017/s1366728913000163.

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Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated w
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YEUNG, PUI-SZE, CONNIE SUK-HAN HO, DAVID WAI-OCK CHAN, and KEVIN KIEN-HOA CHUNG. "The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades." Applied Psycholinguistics 38, no. 1 (2016): 211–31. http://dx.doi.org/10.1017/s0142716416000163.

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ABSTRACTThis study examined the role of transcription skills (including spelling and handwriting fluency) and oral language skills in Chinese writing development among upper elementary grade students in Hong Kong. Measures assessing verbal working memory, spelling, handwriting fluency, oral narrative skills, syntactic skills, and written composition were administered to 97 students in Grade 4 (n = 47) and Grade 6 (n = 50). Hierarchical multiple regression results showed that spelling and oral narrative skills were unique predictors of Chinese writing performance. The significant interaction ef
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Chan, Lily, Cheng Zi Juan, and Chan Lai Foon. "Chinese preschool children's literacy development: from emergent to conventional writing." Early Years 28, no. 2 (2008): 135–48. http://dx.doi.org/10.1080/09575140801945304.

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Leong, Che Kan, Shek Tse, Wing Ki, and Elizabeth Loh. "Orthographic Knowledge Promotes Young Chinese Children’s Character Writing Performance." International Journal of Disability, Development and Education 66, no. 5 (2018): 455–77. http://dx.doi.org/10.1080/1034912x.2018.1450963.

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Dissertationen zum Thema "Children's writings, Chinese"

1

Chan, Sing-pui, and 陳聲珮. "A study of Hong Kong young children's early Chinese character writing development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50643265.

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Due to a scarcity of research on young children’s Chinese character writing development and learning, there is insufficient empirical evidence to support the practices of helping young children learn to write in the context of Hong Kong. Grounded on the views about the nature of Chinese language and from the perspective of emergent literacy, this study looked into young children’s Chinese character writing forms under free writing conditions and focused attention on categorizing the forms and identifies the developmental patterns. In consideration of the purpose of study to pursue a better un
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Chu, Vivian. "Effects of portfolio assessment on children's writing performance and conceptions of learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B26232807.

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Lui, Hoi-ming, and 雷凱明. "The processing units of writing Chinese characters: a developmental perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4833019X.

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Writing development has generally been assumed to be parasitic to reading development (e.g. Van Orden, Jansen op de Harr, & Bosman, 1997). However, recent studies suggest that writing may not be entirely dependent on reading. Among the limited number of writing studies, the majority of them focus on alphabetic scripts such as English. Chinese script, which is non-alphabetic, receives less attention in writing research. It has been suggested that three sub-character units – stroke, logographeme and radical – are involved in the character writing process. However, their roles in writing are sti
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Cheung, Sin-lin Isabelle. "A study of lexical errors in South-Asian Non-Chinese speaking children's writing." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36863658.

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Sze, Sin Heng Celine. "Functions and genres of Chinese ESL children's English writing in school and at home." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1600.

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Drawing on a sociocultural perspective of genre as a social action situated in a particular context, this study examines the functions and genres of four second-grade ESL (English as a Second Language) children’s writing at home and at school. The two boys and two girls were born and raised in Canada, speaking English at school and with their siblings, and Cantonese at home with their parents who were immigrants from Hong Kong or China. A total of 67 pieces of school writing and 54 pieces of home writing were collected over a five-week period. Findings show that home writing exhibits a wide
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Chen, Xuefeng. "Orthographic processing of Chinese characters in reading disabled and normal children." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23340022.

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So, Kit-yuk. "A case study on the writing development of a Cantonese-speaking child in Hong Kong Yue yu er tong xie zuo neng li fa zhan de ge an yan jiu /." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31958266.

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Chu, Vivian, and 朱嘉麗. "Effects of portfolio assessment on children's writing performance and conceptions of learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962889.

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Chan, Chi-shing. "The effectiveness of a genre approach to teaching primary school students expository writing = Wen lei gong neng xie zuo jiao xue fa dui xiao xue sheng shuo ming wen xie zuo de xiao guo yan jiu /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2575211x.

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Ng, Wai-man, and 吳偉文. "A study of the errors made by primary 1-6 pupils in writing Chinese characters =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30300654.

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Bücher zum Thema "Children's writings, Chinese"

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Qu, Shizhen, and Zhijian Dong. Minguo xiao xue sheng zuo wen. Guangxi ren min chu ban she, 2011.

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Sui Gang Ao shao nian er tong yue du ji hua bi sai (3rd 2006). Yue du cheng shi: Di san jie Sui Gang Ao shao nian er tong yue du ji hua bi sai huo jiang zuo pin ji. Guangzhou shao nian gong, 2007.

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Quan guo xin zuo wen yan jiu zhong xin. Xiao xue sheng xiang xiang xin zuo wen. Shanxi shi fan da xue chu ban she, 2006.

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Chen, Caifu. Zui xin xiao xue sheng ke tang zuo wen qi bu: San nian ji. Zhejiang shao nian er tong chu ban she, 2002.

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meng, Zhang meng. Bian wan bian zhang da. Hua cheng chu ban she, 2003.

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Jin, Sarunna. My first American friend. Raintree Publishers, 1990.

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xin, Kuai le zuo wen yan jiu zhong. Xiao xue sheng zuo wen xian shi 300 zi. Hunan jiao yu, 2007.

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1582-1664, Qian Qianyi, ed. Qian Qianyi's reflections on Yellow Mountain: Traces of a late-Ming hatchet and chisel. Hong Kong University Press, 2009.

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(Firm), Hippocrene Books, ed. Hippocrene children's illustrated Chinese (Mandarin) dictionary: English-Chinese, Chinese-English. Hippocrene Books, 2001.

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Goldstein, Peggy. Lóng is a dragon: Chinese writing for children. Pacific View Press, 1991.

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Buchteile zum Thema "Children's writings, Chinese"

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Keiko, Koda. "Writing Systems and Learning to Read in a Second Language." In Chinese Children’s Reading Acquisition. Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0859-5_11.

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Miller, Kevin F. "Children’s Early Understanding of Writing and Language: The Impact of Characters and Alphabetic Orthographies." In Chinese Children’s Reading Acquisition. Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0859-5_2.

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Law, Nancy, W. W. Ki, A. L. S. Chung, P. Y. Ko, and H. C. Lam. "Children’s stroke sequence errors in writing Chinese characters." In Cognitive Processing of the Chinese and the Japanese Languages. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-015-9161-4_7.

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Hou, Ying, and Aiping Nie. "Writing animal novels in Chinese children’s literature 1." In The Routledge Companion to International Children’s Literature. Routledge, 2017. http://dx.doi.org/10.4324/9781315771663-29.

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Leong, Che Kan, Shek Kam Tse, Ka Yee Loh, and Man Koon Ho. "Fostering Reading Comprehension and Writing Composition in Chinese Children." In Literacy Studies. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7380-6_4.

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Cho, Jeung-Ryeul. "Chapter 19. Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children." In Writing Systems, Reading Processes, and Cross-Linguistic Influences. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/bpa.7.19cho.

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Yuan, Shizhan. "A Comparative Study on the Curriculum in the Community-Based Chinese Heritage Language (CHL) Schools and Dual Language Immersion (DLI) Program." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch009.

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This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese
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Yuan, Shizhan. "A Comparative Study on the Curriculum in the Community-Based Chinese Heritage Language (CHL) Schools and Dual Language Immersion (DLI) Program." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch054.

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This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese
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"Representations of ‘China’ in Britain." In Cultural China 2020: The Contemporary China Centre Review. University of Westminster Press, 2021. http://dx.doi.org/10.16997/book58.e.

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This chapter examines changing representations of China in Britain, paying particular attention to the role and contributions of Chinese writers, artists, and producers. Topics covered here include literature, film, and the performing arts. Chapter contents: 4.0 Introduction (by Cangbai Wang and Gerda Wielander) 4.1 Representations of China in Historical Children’s Texts (by Shih-Wen Sue Chen) 4.2 Dire yet Diverse: Desperate Diaspora in Jenny Lu’s The Receptionist (2016) (by Flair Donglai Shi) 4.3 The Silent Traveller and Sadlers Wells (1942) (by Anne Witchard) 4.4 Representations of China in
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"Written representations of nominal morphology by Chinese and Moroccan children learning a Romance language." In Traditions of Writing Research. Routledge, 2009. http://dx.doi.org/10.4324/9780203892329-19.

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Konferenzberichte zum Thema "Children's writings, Chinese"

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Liu, Yingsheng. "The Role of Vocabulary Knowledge in Composition Writing Among Chinese Children." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2103623.

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Yao, Ying. "How to Improve Children's Reading and Writing Literacy Using by Chinese Original Picture Books." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1680787.

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Zhang, Mengyun. "A RESEARCH ON BAI JUYI’S POETRY CREATION FROM THE PERSPECTIVE OF CHILDREN’S LITERATURE." In 10th International Conference "Issues of Far Eastern Literatures (IFEL 2022)". St. Petersburg State University, 2023. http://dx.doi.org/10.21638/11701/9785288063770.11.

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The works of the Tang Dynasty poet Bai Juyi have been selected for many times into Chinese general language textbooks because of their popular significance and aesthetic value. The overall length is as much as 15 articles, ranking second only to Li Bo, Du Fu and Wang Wei. His poetry not only has a profound theoretical level, but also is widely accepted by readers of different ages. The reason is that his poetry creation has the characteristics of combining simplicity and sublime, which can naturally integrate popularity and aesthetics, reflecting more real life in thought, and at the same time
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FUNG, Ka Yan, and Kwong Chiu FUNG. "HCI Technology with Mastery Learning Approach for Children Learning Chinese Characters Writing in Hong Kong." In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2020. http://dx.doi.org/10.1109/icalt49669.2020.00073.

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Wang, Chih-Yu, Jia-Jung Wang, Jeng-Yiiang Li, and Shing-Hong Liu. "Exploring the performance of dyslexic children in reciting and writing Chinese characters through the use of electroencephalogram." In 2017 IEEE 8th International Conference on Awareness Science and Technology (iCAST). IEEE, 2017. http://dx.doi.org/10.1109/icawst.2017.8256528.

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"Handwriting Movements of Chinese Children with Autism Spectrum Disorder: A Digitized Analysis Using Arabic Numeral Writing Assignments." In 2017 the 7th International Workshop on Computer Science and Engineering. WCSE, 2017. http://dx.doi.org/10.18178/wcse.2017.06.243.

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Han, Ping, Wenyi Yang, Caihong Yang, et al. "A Comparative Study of Two Generations of Hardware Intelligent Writing Devices Used for Chinese Character Writing Performance Ability of 6∼12 Years Old Children." In SHWID 2024: 2024 International Conference on Smart Healthcare and Wearable Intelligent Devices. ACM, 2024. https://doi.org/10.1145/3703847.3703871.

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Lan, Chieh-Ning, and Tzu-Shin Lin. "A Pilot Study of The Use of Integrating Tablet Computer to Improve the Feasibility of Chinese Reading and Writing Authors: Intervention in the Taiwanese Children with Written Language Disorders." In World Congress on Special Needs Education. Infonomics Society, 2021. http://dx.doi.org/10.20533/wcsne.2021.0011.

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