Dissertations / Theses on the topic '二字漢字語'

Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第19798号
人博第769号
新制||人||185(附属図書館)
27||人博||769(吉田南総合図書館)
32834
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授 齋藤 治之, 教授 河﨑 靖, 准教授 谷口 一美
学位規則第4条第1項該当

碩士
國立臺灣師範大學
創造力發展碩士班
101
The present research is aimed at the learning result of CSLs by the material of intuition corresponding formula for Chinese character association pictures, types and approaches of Character-Graphic association. Participants were 25 non-Chinese native speakers in Taipei city, 14 males and 11 females. Their ability of Chinese was identified by Chinese character recognition task before experiment. The material is 35 Chinese characters of intuition corresponding formula for Chinese character association pictures (Hsiung, 2012). The tool is Chinese character graphemics-semantics recognition task developed by researcher. Pre-test, immediate post-test and delay post-test (after a week) were conducted. The effect of three Chinese characters materials (traditional strategy, Character-Graphic associated strategy and self-associated strategy) is verified by one-way ANOVA, repeated measures. The experiment is 2x2 two-way mixed design, within-subjects factor is the material of Chinese learning (traditional strategy and Character-Graphic associated strategy), between-subjects factor is the types of Character-Graphic association. The relationship between the approaches of Character-Graphic association and the learning result is described by correlation analysis. The research results are: 1. By the result of immediate post-test, the effect of material by Character-Graphic associated strategy is not better. However, by the result of delay post-test, it is significantly better than the materials developed by traditional approach and self-associated strategy. 2. There is no interaction between the types of Character-Graphic association and result of learning. The result of learning is not different either by direct association or by indirect association. 3. Regarding to the approaches of Character-Graphic association, there is no significant relationship between graphic features, graphic-graphemics, and learning result. While positive relationship is found between graphic-semantics, result of immediate post-test and delay post-test. In a word, the stronger the graphic-semantics association, the better the learning effect. Suggestion for development of creative Chinese learning material is provided according to the results.