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Thematische Bibliographien / Children's writings, Chinese / Dissertationen

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Dissertationen zum Thema „Children's writings, Chinese“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 27. Juli 2025

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Su, Liping. "Language Socialization of Chinese Children in the American Midwest: Learning to Write in American Preschool, Chinese Sunday School, and at Home." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357162249.

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12

So, Kit-yuk, and 蘇潔玉. "A case study on the writing development of a Cantonese-speaking child in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958266.

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13

Chan, Chi-shing, and 陳志成. "The effectiveness of a genre approach to teaching primaryschool students expository writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962750.

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14

Xu, Ying. "The use of romanized Chinese by first- and second-grade pupils : challenges in learning pinyin." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:dce6195c-f7b4-4988-a95d-79fbb822e593.

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The challenges in learning pinyin, the romanized Chinese orthography, faced by 5-to-7-year-olds, have received little attention. This study represents an attempt to better understand learning an alphabetic writing system from the viewpoint of the alphabetic principle, in the context of the Chinese language, by examining both reading aloud and spelling, with a particular focus on spelling. To detect the challenges, a pinyin syllable-type test (STT) was developed, in which syllables were classified into seven spelling types guided by the alphabetic principle, where there is a letter-sound corres

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15

Wong, Gunter, and 黃冠德. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31473672.

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16

Loh, Kai-yin, and 盧嘉艷. "Writing Within the Drama Worlds:The Influence of Drama on Children’s Chinese Writing Process." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/3g6z76.

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碩士<br>國立臺南大學<br>戲劇創作與應用學系碩士班<br>100<br>This research aims to examine the course implementation of integrating drama into the Chinese writing process of Primary Three students in Singapore. It studies too the students’ behavior in learning and the impact produced by these lessons. This study adopts action research methodology, and details the course implementation using narrative inquiry. The research target was a group of 30 Primary Three students from Singapore. The course was divided into three cycles, implemented over a period of 10 weeks. Each cycle was designed to use children’s stories

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17

"Syntax in reading comprehension and writing composition in Chinese children." 2013. http://library.cuhk.edu.hk/record=b5549814.

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本研究主要探討句法意識在香港兒童篇章閱讀理解及篇章寫作中的作用，包括三个研究。研究一主要探討句法意識是否能夠獨立預測香港兒童的篇章閱讀理解能力。受試者為89名母語為粤語的香港五年級兒童。實驗中，受試者接受一系列認知及語言相關的個別測試。主要包括智力測驗、中文篇章閱讀理解測驗、語音意識測驗、語素意識測驗、語義知識測驗、句法意識測驗、記憶能力測驗及詞彙能力測驗。相關分析表明兩種句法意識測驗顯著與兒童中文閱讀理解能力相關。回歸分析表明即使在控制了兒童在智力水平，語音意識，語義意識，語素意識，詞彙能力及工作記憶能力的差异的情況下，句法意識，尤其是連詞應能力，仍能夠顯著地預測兒童在中文篇章理解的成绩。<br>研究二應用追踪研究探討句法意識在中文閱讀中的重要作用及中文篇章理解與句法意識是否是雙向相關。即兒童在低一年級的句法意識是否可以用來預測兒童在高一年的篇章閱讀理解成績及兒童在低一年級的阅读理解成績是否可以用來預測兒童在高一年級的句法能力。相關分析表明兒童在五年級的句法能力顯著與兒童六年級的閱讀理解能力相關，五年级的阅读理解能力显著与儿童六年级的句法能力相关。回歸分析表明，兒童在五年級的句法能力能夠顯著預測兒童在六年級的篇章閱讀理解成绩。路徑分析表明兒童的句法能力與篇章閱讀理解能力是相互影響的關係。即兒童的句法能力可以用來預測兒童的篇章閱讀理解成绩，同時兒童的篇章閱讀理解成绩同

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18

Zhang, Jing. "Early reading and writing development among Chinese kindergarten children in Montessori and traditional Chinese schools." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=95082&T=F.

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19

"Maternal mediation of writing in young children: a comparison between Hong Kong and Beijing." Thesis, 2009. http://library.cuhk.edu.hk/record=b6074960.

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In Study 2, I further refined these scales and created an additional measure of commentary mediation, reflecting, in part, socio-emotional-regulation aspects of the writing interaction process. Across both Hong Kong and Beijing, these three measures of literate mediation, print mediation, and commentary mediation, were examined in relation to cognitive/metalinguistic awareness skills and Chinese reading and writing skills in three groups of children and their mothers. These groups included 63 Hong Kong third year kindergartners, 43 Beijing third year kindergartners, and 49 Beijing first grader

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20

Bunton, Jean. "Imaginative music for Chinese-speaking children." Thesis, 2013. http://handle.uws.edu.au:8081/1959.7/543305.

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This thesis aims to explain my personal musical voice, illuminate creative intentions, shed developmental insight on the music theatre compositions, and argue for the positioning of these compositions as a multiplicit subversion of linear educational learning processes towards imaginative eclecticism to engage both children and adults. I consider that my music theatre compositions are underpinned by a personal creative voice that draws from my imagination and uses a wide scope of colours based on a rich hymn-like harmonic sense and juxtapositional variety within structural levels. This voice a

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21

Chang, May-Hung, and 張美惠. "The effective research of CAI for stroke order of Chinese characters mixed with traditional teaching method in order to improve the writing ability for moderate mental retarded children." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/90585148907115477316.

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碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>95<br>The effective research of CAI for stroke order of Chinese characters mixed with traditional teaching method in order to improve the writing ability for moderate mental retarded children. May-Hung Chang Abstract Teachers usually teach how to write Chinese characters by traditional methods of drawing or copying in the air or on the paper, which do not draw students’attentions very well, especially for mental retarded students.The ability of writing Chinese characters is essential for mental retarded students. They need to use it to fit into the society, such

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