Dissertations / Theses on the topic '中學生作文'

黎同濟.<br>Thesis (M.A.)--香港中文大學硏究院敎育學部.<br>Reprint.<br>Includes bibliographical references (leaves 137-143).<br>Li Tongji.<br>Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu.<br>Chapter 第一章 --- 導言 --- p.1<br>問題說明 --- p.1<br>文獻回顧 --- p.4<br>術語解說 --- p.27<br>研究目的 --- p.30<br>Chapter 第二章 --- 研究方法 --- p.31<br>研究假設 --- p.31<br>研究設計 --- p.32<br>研究對象 --- p.34<br>研究工具 --- p.35<br>研究過程 --- p.37<br>資料整理 --- p.38<br>統計分析 --- p.43<br>Chapter 第三章 --- 結果與討論 --- p.45<br>結果 --- p.45<br>討論 --- p.94<br>Chapter 第四章 --- 摘要、結論與建議 --- p.124<br>摘要 --- p.124<br>結論 --- p.129<br>建議 --- p.134<br>參考文獻 --- p.137<br>附錄<br>Chapter 一 --- 中文詞匯研究小組委員會（1987）的劃定詞語原則 --- p.144<br>Chapter 二 --- 初中學生作文用詞研究教師問卷 --- p.146<br>Chapter 三 --- 初中學生作文佳妙用詞鑑定準則問卷調查及結果及 --- p.147

碩士<br>國立彰化師範大學<br>資訊工程學系<br>100<br>The purpose of this study was to investigate the effects of web-based cooperative learning on junior high school students’ English learning motivation and English learning achievement. A quasi-experimental design was adopted as the methodology. Two classes of seventh graders from a junior high school in Taoyuan County were randomly assigned to the experimental group and the control group. The “English Learning Motivation Scale” and the “English Learning Achievement Test” were administered as the pretest on the two groups. Then the web-based cooperative learning was implemented in the English class of the experimental group, while the control group was taught in traditional cooperative learning. After seven weeks of instruction, both groups took the “English Learning Achievement Test” and filled out the “English Learning Motivation Scale” as the posttest. The major findings of the study were as follows: 1.No significant difference was found between the experimental group and the control group in their English learning motivation. 2.The experimental group scored higher on the “English Learning Achievement Test” than the control group did. 3.According to the feedback after the experiment, students in the experimental group held positive attitude toward web-based cooperative learning. They also indicated their willingness to continue web-based cooperative learning in English classes as well as in other classes. Finally, based on the findings of this study, suggestions for administrators, teachers, and future research were discussed.

碩士<br>國立臺灣師範大學<br>特殊教育學系在職進修碩士班<br>99<br>The study employs the methodology of Alternative Treatment Design（ATD）of single-subject research. The purpose of this study is to compare differences of the writing performance between two teaching methods (i.e., picture-aided and computer-input). The research participants are identified to have suffered from learning disabilities and writing problems by the Committee of Identification Placement and Consultation for the Special Needs Children in New Taipei City. The results of this research indicated that the two writing modes have no obvious differences, but involve different degrees of positive learning for all the participants. Based upon the results of the study, further discussion was addressed and suggestions for classroom teaching as well as future studies were proposed.

碩士<br>國立中正大學<br>教學專業發展數位學習碩士在職專班<br>106<br>In this study, the teacher-as-researcher conducted an individual teacher’s action research in which the teacher implemented the Cooperative Learning methods (CL) to improve the learning effectiveness and students’ learning situation toward the second year Chinese Language Course of Junior high school. In total 28 subjects participated in the study including 13 girls and 15 boys from the teacher’s second year class. Heterogeneous groups are adopted in the application of the cooperative learning methods for a period of 5 weeks, 30 classes included. The conclusion of the research is based on the analysis of the questionnaire of “The experience of Cooperative learning” collected from subjects, the results of 2nd and 3rd exams with student t-test analysis, and interviews of subjects. The main results of this study were summarized as following: 1. With the implement of the CL, the vocabulary ability of the students are greatly improved, especially in the low-score group. It demonstrates the CL may solve the m-type distribution of score. 2. With the implement of the CL, no obvious effect to students’ comprehensive ability in Chinese reading. 3. Students’ motives and attitudes to leaning are significantly improved positively with CL. 4. Students’ social skills and their peer interactions were significantly improved with CL. 5. Teacher found her professional growth with the innovative cooperative learning method. Based on the findings in this study, it was suggested that when CL method was applied to Chinese reading classes for junior high school students, more practices for students about the reading skills were needed. Moreover, With appropriately using of CL, the improvement of the students’ reading ability is suspected.

碩士<br>國立彰化師範大學<br>特殊教育學系所<br>101<br>Abstract The main purpose of this research was to integrate the creative methods in composition teaching, explore the effects of writing ability and writing attitude for junior high school gifted students. In this study, researcher used the single group pretest and posttest design to measure the writing effectiveness of the study. The participants of this study involved the students who have passed Examination of Identification in Mathematics and Science in 2012. Instruments used were: (1) Scale of Writing Performance; (2) Scale of Writing Attitude; (3)”Creative Thinking Teaching ”on writing feedback Questionnaire. The Scale of Writing Performance and Scale of Writing Attitude were used prior to and after the intervention, as a way to measure participants’ writing outcome and attitude toward Creative Thinking Teaching. Then, T-test was implemented to see the significant difference. As for qualitative data, Creative Thinking Teaching on Writing Feedback Questionnaire was used to realize participants’ opinions with open-ended questions. Results of the study are concluded as follows: I.”Creative Thinking Teaching” on writing for junior high school gifted students made no significant effect in their writing ability. II. ”Creative Thinking Teaching ”on writing for junior high school gifted students made no significant effect in their writing attitude. III. The response of junior high school gifted students who receive “Creative Thinking Teaching Composition Program” was positive. Even though Creative Thinking Teaching did not have significant influence on students’ writing ability and writing attitude, the participants of this study were positive on their feedback of the curriculum. This method still promotes writing interest and writing confidence of students in force. Based on the results of the research, constructive suggestions are presented for future studies to develop composition curriculum in composition teaching and creative thinking teaching composition program. Keywords: creative thinking, writing teaching, gifted students of junior high school, writing ability, writing attitude

碩士<br>國立臺灣師範大學<br>教育心理與輔導研究所<br>91<br>The purposes of this study were：1) to design a “ Higher-order Thinking Composition Program” which was suitable for junior high school students 2) to investigate the effect of this program for “nontraditional composition” on junior high school students 3) to investigate the influences on the students’ writing ability in “nontraditional composition” 4) to understand the effect of this program on the students’ critical thinking and creative thinking. The subjects for this study were selected from Taipei Huai Sheng junior high school. There were twenty-eight students in the experimental group and thirty-two students in the control group. Four instruments used to collect the data for the subjects were “Writing Ability Scale”, “Critical Thinking Test”, “Creative Thinking Test ”, and “Writing- Interest Questionnaire”. The data obtained were analyzed by one-way ANCOVA and two-way ANCOVA. The major findings were as follows: 1. After being trained under the high order thinking composition program, the students in the experimental group made no significant improvements in their writing ability in nontraditional composition. 2. There is no difference between the experimental group and the control group on critical thinking ability. 3. The students in the experimental group got higher scores than students in the control group on Creative Thinking Test. 4. There was no interaction between “instructional group” and “ability levels” on nontraditional composition. 5. After being taught under the higher- order thinking composition program, the students in the experimental group got higher scores than students in the control group on the writing- interest questionnaire. Considering the major findings, the researcher provides suggestions for teaching nontraditional composition in junior high school to those who use this method so that they can improve their teaching quality as well as the students’ writing ability and thinking ability.

碩士<br>國立臺東大學<br>進修部暑期兒文所碩士班<br>103<br>This study aims to investigate six books whose authors were all awarded as children literature writers and born in 1960s in Taiwan. The books are all introduced by this work, Taiwan

碩士<br>國立臺灣師範大學<br>國文學系<br>103<br>The study aims to explore the effectiveness of the instruction of Mind Map on the Chinese writings skills and creativity of low achieving students. The study was conducted with three Year Eight students from a junior high school in Taipei. A pre-test and a post-test was implemented before and after the instruction that lasted for a month. Research data focused on Mind Map created by the students and the scores they obtained from their writing samples. Data analysis was also assisted by results collected from questionnaires and the Torrance Tests of Creative Thinking (TTCT). The findings of the study showed that the instruction of Mind Map was effective in enhancing students’ interest in writing, creative thinking, sensory observations, and Chinese writing skills. However, the significance of improvement varied according to various personal factors, such as the students’ attention span, language proficiency, and integrative skills.

稿本<br>論文(碩士)--香港中文大學硏究院教育學部,1992.<br>參考文獻: leaves 1-17 (2nd group)<br>黃振 .<br>Chapter 第一章 --- 導言 --- p.1<br>Chapter 一、 --- 研究背景 --- p.1<br>Chapter 二、 --- 問題陳述 --- p.2<br>Chapter 三、 --- 研究的目的 --- p.5<br>Chapter 四、 --- 研究假設 --- p.6<br>Chapter 五、 --- 研究架構概述 --- p.7<br>Chapter 六、 --- 本研究的重要性 --- p.8<br>Chapter 第二章 --- 文獻綜述 --- p.8<br>Chapter 第一節 --- 審題 --- p.8<br>Chapter 一、 --- 審題的意義 --- p.9<br>Chapter 二、 --- 審題的方法 --- p.9<br>Chapter 三、 --- 審題的訓練 --- p.13<br>Chapter 第二節 --- 立意 --- p.18<br>Chapter 一、 --- 立意的定義 --- p.18<br>Chapter 二、 --- 立意的重要 --- p.19<br>Chapter 三、 --- 立意的作用 --- p.19<br>Chapter 四、 --- 立意的原則 --- p.20<br>Chapter 五、 --- 立意的訓練 --- p.23<br>Chapter 第三節 --- 選材 --- p.25<br>材料 --- p.26<br>Chapter 二、 --- 運材 --- p.29<br>Chapter 三、 --- 選材的訓練 --- p.35<br>Chapter 第四節 --- 结構 --- p.37<br>Chapter 一、 --- 什麼是结構 --- p.38<br>Chapter 二、 --- 安排结構的依據 --- p.38<br>Chapter 三、 --- 结構的方法 --- p.41<br>Chapter 四、 --- 结構的訓練 --- p.52<br>Chapter 第五節 --- 措辭 --- p.55<br>Chapter 一、 --- 措辭的定義 --- p.55<br>Chapter 二、 --- 措辭的功用 --- p.55<br>Chapter 三、 --- 措辭的要點 --- p.56<br>Chapter 四、 --- 措辭的訓練 --- p.63<br>Chapter 第六節 --- 議論文的概述 --- p.64<br>Chapter 一、 --- 議論文的含義 --- p.64<br>Chapter 二、 --- 議論文的論點 --- p.64<br>Chapter 三、 --- 議論文的論據 --- p.65<br>Chapter 四、 --- 議論文的論證 --- p.65<br>Chapter 五、 --- 議論文的基本结構 --- p.67<br>Chapter 第七節 --- 說明文的概述 --- p.68<br>Chapter 一、 --- 說明文的含義 --- p.68<br>Chapter 二、 --- 說明文的方法 --- p.69<br>Chapter 三、 --- 說明文的要求 --- p.70<br>Chapter 四、 --- 說明文的寫法 --- p.71<br>Chapter 五、 --- 論說文的措辭 --- p.72<br>Chapter 第三章 --- 研究方法和步驟 --- p.75<br>Chapter 一、 --- 研究對象 --- p.75<br>Chapter 二、 --- 研究工具 --- p.75<br>Chapter 三、 --- 實施程序 --- p.79<br>Chapter 四、 --- 資料整理 --- p.87<br>Chapter 五、 --- 資料分析 --- p.88<br>Chapter 六、 --- 預試结果 --- p.89<br>Chapter 七、 --- 研究限制 --- p.95<br>Chapter 第四章 --- 測試结果及结論 --- p.94<br>Chapter 一、 --- 測試结果 --- p.94<br>Chapter 二、 --- 结論 --- p.102<br>參考書籍、論文、期刊 --- p.1<br>附 錄：<br>Chapter 一、 --- 寫作態度問卷 --- p.7<br>Chapter 二、 --- 基本語文知識測試 --- p.9<br>Chapter 三、 --- 學生作品 --- p.15

by Tang Kit-yi.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 1995.<br>Includes bibliographical references (leaves [1]-[13]).<br>by Tang Kit-yi.<br>Chapter CHAPTER 1 --- INTRODUCTION<br>Chapter 1.1 --- Background of This Study --- p.1<br>Chapter 1.1.1 --- Theoretical Background --- p.1<br>Chapter 1.1.2 --- Choosing S6 Students --- p.5<br>Chapter 1.1.3 --- Revision Task of the Expository Writing --- p.5<br>Chapter 1.2 --- Purposes of This Study --- p.6<br>Chapter 1.3 --- Significance --- p.6<br>Chapter 1.3.1 --- Substantive Problems of Revision in Hong Kong --- p.6<br>Chapter 1.3.2 --- Significance of This Study --- p.8<br>Chapter CHAPTER 2 --- LITERATURE REVIEW<br>Chapter 2.1 --- What is Revision: Definition and Measurement --- p.9<br>Chapter 2.1.1 --- Historical Perspectives of Writing & Revision --- p.9<br>Chapter 2.1.2 --- Definition of Revision and Related Concepts --- p.9<br>Definition of Revision --- p.9<br>Terms Related to Revision --- p.10<br>Revision and Rewriting --- p.11<br>Revision and Planning --- p.11<br>Chapter 2.1.3 --- Measurement of Revision: Methodology and Counting --- p.12<br>Methodology --- p.12<br>Counting --- p.18<br>Chapter 2.2 --- How Revision Occurs: Revision Models --- p.21<br>Chapter 2.2.1 --- Introduction --- p.21<br>Chapter 2.2.2 --- "Hayes, Flower, Schriver,Stratman & Carey's Working Model" --- p.21<br>Theoretical Perspectives --- p.21<br>Working Model --- p.23<br>Chapter 2.2.3 --- Bereiter and Scardamalia's CDO model --- p.28<br>Chapter 2.3 --- Reasons Affecting Revision: General Perspective of Revision<br>Chapter 2.3.1 --- Revising Own Text Vs Revising Other's Text --- p.33<br>Chapter 2.3.2 --- Amount of Revision --- p.36<br>Chapter 2.3.3 --- Detection Vs Diagnosis --- p.38<br>Chapter 2.3.4 --- "What, Why, and How Differences in Revision: Skilled Writers Vs Unskilled Writers" --- p.40<br>What are the Differences --- p.40<br>Why Unskilled Revisors Cannot Perform in Expert Ways --- p.42<br>How Skilled Writers Trigger Revision --- p.44<br>Chapter 2.3.5 --- Instruction --- p.46<br>Chapter CHAPTER 3 --- METHOD --- p.49<br>Chapter 3.1 --- Research Questions --- p.51<br>Chapter 3.2 --- Subjects --- p.52<br>Chapter 3.3 --- Procedures --- p.53<br>Chapter 3.4 --- Measures --- p.55<br>Chapter 3.4.1 --- Product Rating --- p.55<br>Chapter 3.4.2 --- Process Analysis --- p.57<br>Chapter CHAPTER 4 --- RESULTS AND DISCUSSION<br>Chapter 4.1 --- Product Rating --- p.61<br>Chapter 4.2 --- Revision Process of Hong Kong S6 Students --- p.64<br>Chapter 4.2.1 --- Task Definition and Task Representation --- p.64<br>"Goals, Constraints and Criteria for the Texts and Plans" --- p.65<br>Overall Problem Spaces --- p.70<br>Chapter 4.2.2 --- Evaluation --- p.81<br>Evaluation in the Different Text Levels --- p.83<br>Block in the Evaluation Process --- p.84<br>Criteria of an Effective Evaluation Process --- p.90<br>Chapter 4.2.3 --- Strategy Selection and Problem Representation --- p.94<br>Strategy Distribution and Delay & Ignore Strategies --- p.94<br>Searching Strategy --- p.98<br>Searching Strategy and Anderson's Two-Concept Theory --- p.104<br>Chapter 4.3 --- Review of the Working Model --- p.114<br>Chapter 4.3.1 --- Task Definition and Task Representation --- p.115<br>Chapter 4.3.2 --- Evaluation --- p.116<br>Chapter 4.3.3 --- Strategy Selection and Problem Representation --- p.117<br>Chapter 4.4 --- Conclusions --- p.121<br>Chapter 4.4.1 --- General Summary --- p.121<br>Products rating --- p.121<br>Protocols analyses --- p.121<br>Differences from the Working Model --- p.124<br>Chapter 4.4.2 --- Implications --- p.125<br>Chapter 4.4.3 --- Suggestion for Further Study --- p.126<br>Chapter 4.4.4 --- Limitation --- p.128<br>References<br>Appendix 1 Purposes of this study and the instruction of this think-aloud methodology<br>Appendix 2 Instruction of the writing and revision task (English version)<br>Appendix 3 Instruction of the writing and revision task (Chinese version)<br>Appendix 4 Retrospective questions of Task Definition<br>Appendix 5 Retrospective questions of Evaluation<br>Appendix 6 Retrospective questions of Detection of the Problem Representation<br>Appendix 7 Retrospective questions of Diagnosis of the Problem Representation<br>Appendix 8 Retrospective questions of Strategy Selection<br>Appendix 9 Attitude questions<br>Appendix 10 Cantonese version of the interview questions (Appendices 4-9)<br>Appendix 11 Original (Chinese) written documents of subjects 2 and 8 including: Outlines or the draft papers of the writing task First draft of the written texts<br>Researcher's observation notes<br>Appendix 12 Original (Chinese) writing task and interview protocols of subjects 2 and<br>Appendix 13 English-translated writing task and interview protocols of subjects 2 and<br>Appendix 14 Final texts of the 10 subjects

碩士<br>國立高雄師範大學<br>英語學系<br>102<br>ABSTRACT The main purpose of this study is to investigate the effects of an RT Project with Simplified Shakespeare’s Scripts (RTPSSS) on English reading and cooperative learning on ninth graders. To achieve the study purpose, 30 ninth-graders from Yanchao Junior High School of Kaohsiung City were recruited. The study conducted for 12 weeks. Before the RTPSSS, the students were required to answer a pre-study questionnaire and take a pretest of English reading comprehension. During the experiment, the researcher first demonstrated the reading activities in the RTPSSS. Then the students were divided into five heterogeneous groups according to their English proficiency. All the groups were asked to read the two simplified scripts. Afterwards, each group had to rehearse their scripts cooperatively and perform the RT in class. After the RTPSSS, all the students were asked to take a post-test of English reading comprehension. Then they answered a post-study questionnaire about English reading, Shakespearean dram, simplified RT scripts, and cooperative learning. Finally, the students’ English reading comprehension and their responses to the post-study questionnaires were collected and analyzed quantitatively and qualitatively by a paired samples t-test and descriptive analyzes. And the student responses to open-ended questions were analyzed qualitatively. Based on the data analysis, major findings of the study are summarized as follows: 1. There is a significant difference in the students’ pre-test and post-test of English reading comprehension. From the increased mean scores in the post-test of English reading comprehension, the RTPSSS was beneficial to students’ English reading comprehension ability. 2. There are seven significant differences in the student responses to English reading before and after the RTPSSS. The mean scores from the two questionnaires revealed that the RTPSSS had positive impact on students’ English reading. Specifically, the students expressed that the RTPSSS not only enhanced their English vocabulary recognition and grammar concepts, but also improved their English reading comprehension. 3. The students had positive responses to Shakespearean drama and English learning. Most of the students deemed Shakespearean drama as beneficial to their English learning. The students approved that Shakespearean drama could help them obtained English reading skills as well as increase their perceptions and thoughts, such as life experiences and personal growth. 4. The student responded to the simplified Shakespeare’s scripts positively. Most of the students comprehended the content of the simplified Shakespeare’s scripts well and were willing to read aloud the whole scripts. In addition, the students were fond of reading the content about romantic love, funny plot, and imaginary fairy tales. In addition, they confirmed that reading the two selected simplified Shakespeare’s scripts helped enriched their linguistic knowledge and enhanced their literature appreciation ability. 5. The students confirmed the effect of the RT on cooperative learning in the RTPSSS. Most of the students enjoyed the procedure of appreciating other groups’ English performances and cooperating with their group members. The interaction and cooperation in the groups motivated students to get involved in the group work. Specifically, they cultivated problem-solving skills as well as interpersonal skills in cooperative learning in the RTPSSS. 6. The students gained a lot in the RTPSSS in terms of English learning opportunities, English reading comprehension ability, interaction with classmates and learning motivation in English learning. However, some students expressed that they had difficulties in English reading comprehension, the English vocabulary and grammar concepts, interaction with classmates and learning motivation. Based on the study findings, some suggestions are made. To begin with, English teachers can integrate the RTPSSS with English reading instructions in class. With the joyful atmosphere in the RT, the teachers can help enhance students’ English reading comprehension and learning motivation. Next, it is hoped that students can apply cooperative learning skills in English learning after the RTPSSS. When cooperative learning occurred in the groups, the students can discuss with group members and then achieve their group goals about English learning all together. Last but not least, the educational administers can advocate the RT programs in junior high schools in Taiwan. Specifically, more classic literature works can be adapted into English RT scripts for junior high school students in Taiwan in the RT.