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1
黃錦昌 and Kam-cheong Wong. "Chinese history textbook writing in late Ch'ing China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31207960.
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Wong, Kam-cheong. "Chinese history textbook writing in late Ch'ing China /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12228163.
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Zhang, Xiaodong [Verfasser]. "Understanding Chinese EFL Teachers' Beliefs and Practices in the Textbook-Based Classroom / Xiaodong Zhang." Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/114036832X/34.
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Chen, Joseph Y. "Make me a blessing a seminary textbook of biblical evangelism for Chinese people worldwide /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Fan, Yong. "New English : a study of the editorial documents of a Chinese-British joint EFL textbook project." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/11760.
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New English is a series of textbooks co-published by the British and Chinese for Chinese students in primary and secondary schools. To explore conflicts and negotiations between the British writers and Chinese editors, the present study examines revisions and corrections based on the editorial work of Book 5 for senior secondary students in the textbook series. In light of a literature review on issues of varieties of English, standard English, China English, and a significant connection between textbook content and context, the present thesis focuses on analyses of revisions and corrections concerning content and language. Relevant findings illustrate (1) how revisions and corrections were carried out to ensure contextual connections between the textbook and targeted students and their learning; (2) how Chinese editors’ understandings of accuracy were related to traits of nativization of English words in the Chinese context; and (3) how Chinese editors tried to maintain a standard use of English by following traditional grammar and official standards for textbook publication in China. The study highlights the efforts of the Chinese editors to achieve local educational objectives, the pragmatic function of English to serve the needs of local learners, and a growing exonormative model of English.
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Li, Jingyi. "Transmission of cultural values in the production of EFL textbooks for the Chinese primary curriculum." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6573.
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In the global world, cultural issues relating to the subject of English as Foreign Language (EFL) have become important. This is especially the case when considering the EFL curriculum for Chinese Primary Education. Many writers have addressed the nature of curriculum design as knowledge and cultural reproduction, but usually in the North American and European literature. This research takes these debates and relocates them in the context of China as it enters a new market economy, embedded in its own version of ‘internationalism’. The 2001 national curriculum marked the beginning of China’s educational reform. From a reading of this literature, two main questions emerged: 1) what cultural values are transmitted through EFL textbooks for Chinese Primary Education?; 2) how do curriculum-making processes impact upon textbook production? The findings provide an important insight into knowledge and cultural reproduction in Chinese Education, especially in the subject of EFL. Two volumes of EFL textbooks, which were used in primary schools, were selected to examine the delivery of cultural values. Based on these initial findings, the researcher conducted a series of interviews and focus groups in order to trace the process of textbook production and curriculum creation. Participants included educational administrators in the Ministry of Education in China, curriculum designers, textbook editors from both Chinese and foreign publishers as well as classroom teachers. Research findings suggest that, the production of EFL textbooks should be recognised as a part of curriculum-making processes in the context of Chinese Primary Education. The ‘textbook’ can be seen as the ‘official’ interpretation of the Chinese culture. Indeed, the EFL curriculum is recognized as a vehicle for moral education by policy makers and educators. EFL textbooks include many moral messages promoting expected behaviour in contemporary China – ‘diligence, independence, respect and obedience, patriotism and collectivism’. The processes of generating this ‘production’ have spaces for less ‘official’ and more ‘hidden’ curriculum messages. Indeed, ‘lacunae’ – hidden spaces – in EFL curriculum design and textbook production have been identified. Various key players are involved in the curriculum-making process, including the State, its agencies, and intellectuals. However, instead of being a straight top-down structure led by the political elites, the strict control of the State over curriculum policy-making is finely nuanced. In fact, it was found that the practices of curriculum-making involve a complicated State-intellectuals partnership. Further, it is mainly the culture of the intellectual group which is reproduced through the EFL subject in Chinese Primary Education. Textbook editors and censors, inherently part of the intellectual elites, and key players in the curriculum designing process, rely heavily upon their own version of ‘common sense’. This thesis therefore concludes that the ‘hidden spaces’ through which curriculum design, development and delivery take place, generate a more nuanced understanding of Chinese cultural reproduction, than has previously been thought.
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Tao, Min. "Control, Conformity and Contradiction: Changes in Chinese Language and Literacy (Yuwen) Curriculum from 1980-2010 in China." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16398.
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Inspired by the researcher’s observations of and queries in the language curriculum as a practicing teacher for the past 20 years, this thesis addresses how the high school Chinese language and literacy (Yuwen) curriculum in China is controlled and directed by the social and political dominations from 1980 to 2010 and how the teachers and schools respond to the top-down curriculum change in their teaching practice. This research project fills a research gap of the lack of a systematic study of the Chinese language and literacy curriculum in Western scholarship by conducting an in-depth analysis of the relevant syllabuses, textbooks and teachers’ responses to the curriculum change in China. In doing so, this thesis attempts to achieve two theoretical implications: 1) A test of applicability of the existing literacy and other social theories originated in the Western developed countries to the Chinese context; 2) An empirical study that examines the data obtained in China with a view to enriching and complementing the existing literacy theories. This project is also expected to have impact on the policy makers in China and beyond, like in Australia and the USA where Chinese migrants and international students constitute a substantial learning population.
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Bing, Zhang. "New digital environment and media competence in education case study of how digital textbook improve chinese teaching in school." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/666773.
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Jiang, Yu. "Developing Chinese Students' Metacultural Competence: A Chinese Discourse Analysis Perspective." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/416295.
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Research by Chinese scholars around cultural distributions and representations in English Language Teaching (ELT) textbooks for university and college education in China in the past decade has argued that these textbooks have been designed to extensively develop Chinese students’ cross-cultural communicative competence. However, it is noteworthy that previous studies have identified that the cultural content of these textbooks has little effect on developing such competence of Chinese students. By analysing the 3rd Edition of the New Horizon College English (NHCE) textbook series (Zheng et al., 2017) used by students whose major is not English, this research contributes towards contemporary explorations in understanding Chinese nativisation and conceptualisation of the English language.
This research adopts the iterative rigor of document analysis as proposed by Bowen (2009) which combines aspects of content and thematic analysis. Additionally, for the data from the texts that have associated images, Weinger and Kiss’ (2013) semiotic framework is employed to support discussions around the interrelationship between texts, data, and images. This research focuses on the nativised features of Chinese English (CE) i.e., linguistic features (lexis and coherence) and cultural conceptual features (cultural event schema), and investigates the extent to which these features are presented in the NHCE textbook series (Research Question 1). The research further explores how these features may affect the development of Chinese students’ metacultural competence (Research Question 2).
The findings of this study highlight an unequal distribution of linguistic and cultural conceptual features in the texts and translation exercises in each of the four books in the NHCE textbook series. Some units contain only data on linguistic or cultural conceptual ii features. Evidence of CE lexis is categorised, presented, and discussed in three parts: transliterations, loan translations, and nativised Chinese English words. The total numbers of evidence of these three parts are 11, 23, and 7 respectively. Two examples each for transliterations, loan translations, and nativised Chinese English words have been selected for discussion. In addition, evidence of CE coherence which is relevant to aspects of Chinese cultural experiences is presented in two examples (i) living in a university dormitory might cause students a giant headache (complemented by the schema: dormitory) and dedication to society (complemented by the schema: social responsibilities), and (ii) showing kèqi (courtesy/politeness) communicative behaviours when offering food to a guest /refusing food from a host at a Chinese family dinner (complemented by the schema: dining etiquette). Furthermore, the study has found fewer data regarding cultural event schemas compared to that of CE linguistic features. There are two examples delineated in this section (i) tea drinking event schema and (ii) world exploration event schema. All of the identified data are closely associated with various Chinese cultural themes and values such as economy and education. It is also argued that the nativisation of the English language is demonstrated through encoded texts and associated images in NHCE which convincingly identified and described Chinese culture and other relevant cultural concepts in a positive manner (Research Question 1). In addition, as the embedded Chinese cultural conceptualisations could be used to provide students with Chinese characteristics-centred definitions of widely understood concepts, it could be assumed that students would be able to integrate these cultural conceptualisations in future intercultural interactions, and the development of their metacultural competence could thereby be facilitated (Research Question 2).
This research has implications not only for ELT textbook writers but for writers of iii Second Language Teaching (SLT) textbooks as well. One implication is that it would be necessary to provide students with cultural content containing lexis based on local cultures in SLT textbooks. Additionally, it is beneficial for SLT writers to provide students with cultural content that is written in a way that reflects the discourse features of their mother tongue. Moreover, values and themes of the source culture may need to be culturally conceptualised in textbooks to help students raise the awareness of internalising widely understood concepts into their own culture and then creating their own interpretations of the concepts. Furthermore, incorporating conceptual variations in cultural content could be considered for inclusion in ELT and SLT textbooks.<br>Thesis (Masters)<br>Master of Arts Research (MARes)<br>School of Hum, Lang & Soc Sc<br>Full Text
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Li, Pui-lin, and 李佩蓮. "Evaluation of Hong Kong secondary school chinese history textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957304.
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Li, Pui-lin. "Evaluation of Hong Kong secondary school chinese history textbooks." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833522.
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Ma, Chunhui. "Textbooks, a vivid mirror of culture : a comparative study of animal materials in American elementary reading textbooks and Chinese elementary language textbooks." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845935.
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Comparative research on the treatment of animal materials in Chinese elementary language textbooks and American elementary reading textbooks provides an interesting perspective on both Chinese and American cultures. The study uses both quantitative and qualitative methods. From the study, we notice that animals in Chinese textbooks are presented as animals, i.e., creatures closer to nature without human fantasy and illusion attached to them. Animals are used to communicate to children for moral education, wisdom development and so on. By comparison, animals in American textbooks are presented as much closer to humans. Animals dress and act like humans and are found in human setting. Animals can be more human than humans. Idealistic images and dreams are frequently linked to animals rather than humans. Textbooks are cultural mirrors. The different orientations of animal materials indicateenculturation of children. The cultural reasons beneath these surface differences are examined. Predictions are different cultural values and different goals for the provided on the animal enculturation in future China.<br>Department of Anthropology
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Fan, Hui-Mei. "Developing orthographic awareness among beginning Chinese language learners: investigating the influence of beginning level textbooks." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/496.
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The present study is based on the theoretical assumptions that frequency of characters and their structural components, as well as the frequency types of structural components, are important to enable learners of Chinese as a foreign language (CFL) to discover the underlying structure of Chinese characters. In the CFL context, since reliable target language input is limited largely to textbook materials and teacher instruction, it is important to more rigorously examine the inventory of Chinese characters that is typically presented in CFL textbooks.
The purpose of this study was to systematically describe and classify Chinese characters from ten CFL textbooks designed for college and adult beginning learners. The main focus was to compare the textbooks in the following areas: explicit orthographic decomposition instruction, character frequency selection, radical combination frequency, radical semantic transparency, radical positional regularity among different character graphic structures, phonetic element reliability, and phonetic component combination frequency. To accomplish the analysis required for this study, a special character database was created. Dictionaries were used to classify character characteristics, and documented frequency lists were used to classify the character usage frequency.
The findings revealed that most textbooks rarely include explicit orthographic decomposition instruction in the vocabulary lists or lessons, while over 40% of the characters in most of the textbooks did not combine with other characters to form words. In addition, analysis of frequency lists created over time revealed that the ten textbooks generally contain many high frequency characters. Furthermore, the results indicated that 60% of the characters in the database were classified by relatively few radicals (17%), with most radicals appearing on the left side of the characters. Relatively reliable phonetic analogy groups appeared frequently. About half of the characters are semantic-phonetic compound characters. Less than 10% of the characters in the textbooks are semantic-phonetic compound characters that contain semantically transparent radicals and reliable phonetic elements.
The results of the study suggest that textbook writers should consider integrating orthographic decomposition and component frequency materials into their textbooks, as systematic instruction in textbooks is generally lacking. Teachers should also be mindful of emphasizing the high frequency characters that are consistently featured in all textbooks, as well as the frequently appearing radicals and left-right internal structure of many of the characters. In this way, students will early on develop a firm foundation of the principles governing Chinese orthography.
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YU-HAN, CHEN, and 陳玉涵. "The Design and Editing of Chinese Textbook about “Learning Chinese in Hanzimation”." Thesis, 2016. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22104NTTU5461002%22.&searchmode=basic.
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碩士<br>國立臺東大學<br>華語文學系碩士班<br>104<br>In recent years, the learning Mandarin population is increasing day by day. The textbooks market is full of Chinese teaching materials in everywhere. About language four fundamental skills: listening, speaking, reading, and writing for TCSL (Teaching Chinese as a Second Language), reading and writing are often viewed as the difficult abilities for TCSL. However, some learners are interest in learning Chinese, because of the unique characters.
This material developed according to Huang (2009) has proposed 78 priority learning radicals, the editorial selects 24 radicals as the material, also with "Huaxia Jianfang INC." produced "Hanzimation" multimedia radicals story animation. To develop a fusion of character-based and word-based, to balance listening, speaking, reading and writing. This Chinese teaching materials is base on the radicals and focus on chinese character writing.
"Chinese Foundation For Digitization Technology" (CMEX) use "The Learning method of Multimedia Chinese Characters" access to National patent certification (certificate number: I449000), and authorized to "Huaxia Jianfang INC." produced a series of "Hanzimation" multimedia radicals story animation. A story of "Hanzimation" can increase learner’s impression about Chinese Characters. Through story plot connect the Chinese Characters whose the same radical Chinese Characters. "Hanzimation" is not only increase learner’s memory but also create more interest. “Learning Chinese in Hanzimation” each lesson according to language syllabus to devising practical content. This series of textbooks four components assisting: Teacher’s Guide, Workbook, Test Paper and Word-card. Devising these volumes combine "Hanzimation" multimedia radicals animation of Chinese teaching materials.
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WU, LI-YA, and 吳莉雅. "Children's Chinese Textbook Research - "Hello,Chinese! "and Learning Chinese to Move Forward" as an Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/53gf94.
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碩士<br>國立屏東大學<br>華語文教學碩士學位學程<br>107<br>In the past, Chinese language learning was mostly confined to the Chinese-born life circle. However, when China became a world economic power, it promoted the popularity of Chinese language. In many countries, learners have a tendency to decline gradually. The Chinese language teaching departments in Taiwan and the Chinese language teaching institutions in mainland China are mostly based on learners of 18 years old or older. The teaching materials for children are relatively scarce, and systematic and scientific are far less than adult Chinese textbooks.
Chinese language teaching for children is an important field. The academic research of Taiwanese Chinese language teaching has gradually become more and more popular. The academic institutions of higher education have successively established new Chinese language teaching relations institutes, as well as Chinese language related associations to hold seminars and academic journals, Chinese. The promotion and academic development of teaching has shown a vigorous trend. However, in the academic study of Chinese language teaching in Taiwan, most of them focus on the topic of "adult" Chinese teaching, and the topic or overall research on "children" Chinese teaching is relatively lacking.
To write children's Chinese language textbooks, we should first understand the language learning process of children at various stages in order to design the teaching content according to their learning characteristics. Therefore, we should have a understanding of children's cognitive development process and learning strategies, and secondly, after decades. The development of the second language teaching method has a rich and rich face. The characteristics of children's learning are different from those of adults. Therefore, the teaching method applicable to children's classrooms is different from that of adults. The first priority for children's learning is to increase their interest in learning, to make them willing to participate in classroom activities, to have fun, and to internalize the learning content, reflecting the true meaning of secondary school.
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Zhang, Huiwen, and 張惠雯. "The design of second language textbook for Chinese Medicine." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/10506150855330231230.
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碩士<br>國立臺灣師範大學<br>華語文教學研究所<br>90<br>The ultimate goal of this thesis is designing a second language textbook for Chinese Medicine. The research methods make use of the “Development Research Method” and “Quality Development Research Method.” After showing second language textbooks for Chinese medicine are needed, I will try to derive a reasonable conclusion based on theory and practical parts.<p>
For the theory part, in chapter two, I will review literatures in three fields: culture teaching, the design of language courses, and the design of language textbooks. Their common characteristics will be considered as the principles while designing the textbook.<p>
For the practical parts, chapter three, is divided in four parts: reviewing language textbooks and language course of teaching Chinese medicine, interviewing and observing the learners who are learning Chinese medicine. The learners’ needs and troubles in learning Chinese medicine will be used as the foundation of the teaching goals in the textbook.<p>
After a comparative analysis of the theory and practical parts is made in chapter four, I will show the research results with detailed explanation on the design process of the textbook in chapter five.<p>
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CHEN, TING-CHI, and 陳亭琪. "The Selection of Chinese Education Textbook in Kaohsiung City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/02294597953888451371.
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碩士<br>樹德科技大學<br>經營管理研究所<br>104<br>In selection of Chinese education textbooks, teachers usually base on their individual teaching experiences. Generally speaking, they focus more on the content and instruction attributes and ignore the physical and publishing attributes. Hence, this study was aimed to set the evaluation criteria for Chinese textbooks to aid the publishers in publishing the most proper textbooks considering all attributes.
Affinity diagram and Analytic hierarchy process (AHP) were used in this study. Literature review was first used to collect data about the evaluation criteria and the various textbooks among junior high schools. The analysis framework was developed by Affinity Diagram and interview results, including 4 objectives and 12 sub-objectives. The evaluation criteria and relative weights were constructed through interviewing in-service teachers and experts in Chinese teaching field.
The results show that content attribute and instruction attribute are valued mostly by the experts, and followed by physical attribute and publishing attribute. In evaluation criteria of content attribute, its distribution of weight finds “the context closing to students’ life experience” to be most important. In evaluation criteria of instruction attribute, “the teaching activities promoting students’ learning” is mostly highlighted. Based on the study, evaluation criteria for Chinese textbooks are proposed to assist publishers and Chinese teachers in junior high school in textbook selection and to enhance students’ learning effect.
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Tsai, Jung-Chih, and 蔡蓉芝. "Research of Classical Chinese Textbook for Non-native learners." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/17379491837165045270.
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博士<br>國立臺灣師範大學<br>華語文教學系<br>103<br>As the population of advance level Chinese learners increases, the number of students taking Classical Chinese also increases. This growing trend puts the selection of appropriate Classical Chinese teaching materials in higher demands. However, the research of Classical Chinese teaching materials is rather limited. On top of that, selecting appropriate texts to include in these teaching materials are even more difficult. This research looks into the selection of available Classical Chinese teaching materials and derives a principle for selecting texts based on word heritage to use in composing Classical Chinese teaching materials.
In this study, 21 sets of Classical Chinese teaching materials from Taiwan, China, Korea, Japan, the United States, and France were analyzed according to the following: First, texts in each textbook were analyzed and cross-reference with Classical Chinese texts for native learners for their basis of selection to derive at 9 principles for text selection. Thirty-nine highly selected texts were used as the basis for this study. Second, a survey on the needs for Classical Chinese teaching materials was conducted among teachers and learners. Third, established a qualitative text selection principle based on word heritage. For each text, the ratio of ancient Chinese words that are still in use today was used to determine the level of difficulty of the text. Words were then arranged by word frequency as supplement standards. Fourteen Classical Chinese texts were chosen based on the needs of the users as beginner Classical Chinese materials. These texts were arranged from easy to hard using the word heritage principle. Last, the lesson for each text composed of style of the text, words, syntax, and exercises.
Conclusions for this study based on the above analytical steps are:
Establishing a qualitative text selection principle based on word heritage; Proposing two hypotheses that existing teaching materials use in their textbook arrangement: Reading pedagogy using mainly the selected text and functional pedagogy; Differentiating regional differences in existing teaching materials: Teaching materials in the U.S. and Europe mainly focus on sentence structures, whereas teaching materials in China use descriptive approach to explain syntax, while teaching materials in Korea and Japan introduce the syntax at the beginning or at the end of the text; Composing a lesson based on the results found.
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Chen, Chie-Yu, and 陳杰妤. "Analysis on Chinese Textbook Patterns for Non-native learners." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/8nyhdp.
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碩士<br>國立清華大學<br>中國語文學系所<br>106<br>This study aimed to discover whether or not the design of language textbooks at present day could meet the needs of their consumers, teachers and learners, by investigating the patterns of Chinese language textbook for second language learners. The mixing research method was employed to collect qualitative and quantitative data. There were six Chinese textbooks selected from three different areas for analysis, and 60 learners and 42 experienced teachers were randomly recruited for questionnaires. After computing and analyzing, the results show :
1. The majority of topics in Chinese textbook were related to “Community Culture” (System Culture), such as “Chinese Modern Life,” “Economics,” “Politics,” and “Education” with the higher proportion among the six textbooks. The topics related to “Material Culture had the second, and the third was “Spirit Culture.”
2. Both of teachers and learners’ favorite topics were “Life Styles and Customs,” “Foods,” “Popular Culture,” “Travel,” Modern Social Problems,” “Festivals and Customs,” “Education,” “ Chinese Modern life,” “History,” “Art & Leisure.” Resources and activities teachers and learners both considered were required including “ Vocabulary Annotations”, “Example Vocabulary Sentences”, “Cultural Information”, “Exercises on Sentence Patterns”, “Idioms & Sayings”, “Questions for Comprehension Check”, “Questions and Discussions for Cross-Cultural Comparison”, “Cultural Experiences”, “Reading Audio Files/MP3”.
3. Teachers and learners were not satisfied with the topics, resources and activities in today’s Chinese textbooks , and their insufficient courseware, either.
Based on the findings, the study suggests the patterns for the Chinese language textbook are as follows:
1.Covering the topics which teachers and learners prefer.
2.Incorporating resources and activities that teachers and learners needs, including “Example Vocabulary Sentences,” “Answer Keys for Exercises”, “Relevant Current Events”, “Reading Audio Files/MP3”, “Culture Comparisons and Explanations”
3.Providing additional courseware, such as online resources, App or QR code.
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Chang, Chung-Ren, and 張崇仁. "Study on Children’s Poetry in Chinese Textbook for Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/21848168201256996360.
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碩士<br>國立臺北教育大學<br>語文教育學系碩士班<br>94<br>Abstract
This study is to conduct an investigation on the texts of children’s poetry genres among screened and authorized Chinese textbook versions, through analyses and comparisons to get a picture of the amount, distribution, content, and forms of children’s poetry.
The first chapter is the introduction, elaborating on the motif and purpose、 domain and constraint、methods and steps of this research，as well as the terminology definitions; the second chapter is the literature review, which includes the meaning and domain of children’s poetry, children’s poetry and teaching, and relevant research on children’s poetry；moreover, the implementation stages of Grade 1-9 Curriculum-reform and policy of textbook markets are also briefly introduced; the third chapter is the text analyses of children’s poetry among textbook versions, based on the contents and forms of children’s poetry from publications of Ren Lin, Nan Yi , Kang Hsuan and Han Lin, to conduct statistic analyses and compilation for elaboration in order； the fourth chapter is the comprehensive analyses and comparisons of the texts from children’s poetry, with a focus on the similarities and differences among those publication versions, and the fifth chapter is the conclusions and recommendations, obtained for further suggestions from the compiled and elaborated research result.
Conclusions from the research are as follows:
1. Children’s poetry from each version is found with a tendency to appear at lower grades, while the number of poetry in Kang Hsuan is found the most.
2. Most of the children’s poetry utilized punctuation.
3. In the aspect of material, Ren Lin and Han Lin tend to focus on “natural science,” while Nan Yi and Kang Hsuan tend to focus on “children’s life.”
4. In the aspect of themes, it is found that there are mostly “human being and society,” approximately the same in number with “human being and self,” while “human being and nature” is found the least.
5. In the aspect of emotion expression, versions of Han Lin, Ren Lin, and Kang Hsuan are done mostly in indirect manner, while that of Nan Yi is done in direct manner.
6. In the aspect of paragraph, though most are written in free style, but regulations and forms are also extremely concerned.
7. In the aspect of rhyming, the number of rhymed poetry and the proportion of rhymes using of each version demonstrates a tendency of high concern.
8. In the aspect of structure, each version relies mostly on single-tiered structure, while straight-forward, comprehensive-elaboration, co-listing, and point-listing are of the most often used forms of structures.
Subsequent recommendations are put forth from the conclusions obtained from the research：
1. While making a curriculum outline, a basic contour should be stipulated in regarding children’s poetry and other genres.
2. While editing teaching materials, the arrangement and selection of poetry materials should be applied to the level of the students，regarding children’s psychological and physical development. The editing can be a break-through of previous old models, not only to increase the quantity but also to upgrade the quality.
3. As a teaching curriculum editor, one should review poetry materials in a macrocosm perspective, taking balance and diversity of contents and forms into consideration so that students can get a better education on poetry.
4. Future researchers should continuously concern the modification of the teaching materials, and conduct comparisons of children’s poetry for different ages, or conduct further studies on relevant topics of children’s poetry.
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Chen, Hong sheng, and 陳宏盛. "Life Education of Chinese textbook in China Senior high school." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/77796888845198773111.
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碩士<br>國立暨南國際大學<br>國際文教與比較教育學系<br>103<br>China emphysizes a lot on the welfare and the core value of the whole nation, therefore, strong socialist connotations attached to both the Chinese and history textbooks in traditional schooling. A “Content anaylsis” was applied in this study. In version seleciton of textbook, the highest market share of People’s Education Press was chosen to explore the meaning of life into the educational situation. The study first discusses the social context of intense curriculum resolution in China during recent years, and illustrates the status of life education development in all regions. Discussion followed is the reform of standard Chinese courses in high school, and then analyzes the content of their Chinese textbooks. Finally, it based on the connotations of life education category established by experts to explore the educational content of life circumstances and characteristics blending into the Chinese textbook for senior high schools.
Nowadays, utilitarianism was wrongly foused and confused adolescents’ value of the meaning of life. Many countries thus started to promote life education. Since 1992, China has entered economic long-term rapid growth phase and created a stunning “economic miracle”. Therefore, this paper explores the center of life education, mainly due to the implementation of curriculum standards in 2003, which stressed “To connect to life, strengthen communication and Chinese courses linking to other courses to meet the needs of real life and students’ self-development”. Viewing it into the Chinese textbook for senior high schools, Taiwan can also use it as a reference in editing textbook for researchers.
The study found that Chinese textbook for senior high schools in China complied “scientific principles” as compile basis. Selections significantly enhanced the times, diversity and richness. The research is only limited to introduction of life education theory, rather than focus on suggestions for teaching methods, and rarely made quantitatively advice to statistical analysis of primary and secondary categories. As for the connotation of life education, self-concept and the value of life is much higher in vernacular Chinese than in classical ones, but morality and ethics are the majority in all life selections while the health growth ones are the minority.
Key words：Senior high schools in China; Chinese textbook; Life Education
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TAI, LIEN-YIN, and 戴蓮吟. "Practical writing in Chinese Textbook for Nine-year Intergrated Eucation." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/49630732778793056380.
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碩士<br>國立臺北教育大學<br>語文與創作學系語文教學碩士班<br>96<br>Abstract
This study is to probe into the teaching materials of practical writing in Chinese Textbook for Nine-year Integrated Education. In addition, the teaching materials are based on the four versions published in the 94th academic year, and the scope is from book one to book twelve in each version; also these four versions are versions of Jen-Lin, Nan-Yi, Kang-Hsuan, and Han-Lin. Through the analysis of different versions and the comparison of the differences and similarities to try to understand the compiled conditions of teaching materials of practical writings in Nine-year Integrated Education such as the conditions of form, distribution, writing style, and content.
The first chapter addresses the motivation, goal, and the method of the study; additionally, this chapter also limits the definition and the domain of teaching materials of practical writing. The second chapter is the investigation of literatures, including origin and development of practical writing, forms and characteristics of generally social definition in practical writing; moreover, to realize the forms of practical writing in the teaching materials of practical writing in Chinese Textbook from the curriculum standard or sketch at each stage; then, to understand the related studies on teaching materials of practical writing and exercises of teaching materials. The third chapter is to probe different version’s compiled key points and specialities from each version’s complied and distributed conditions in the texts of teaching materials of practical writing. The fourth chapter is the analysis of the quantity and the questions’ form of each version’s exercises in teaching materials of practical writing; this chapter also investigates the related circumstances of exercises of teaching materials and of writing of literary form. The fifth chapter is the conclusion and the recommendations, and that is, to organize the predictions obtained from the study, and to offer the practical recommendations.
This study is used the teaching materials of practical writing in Chinese Textbook as the basis of study, and to make the induction and the analysis to probe into the types and the content forms of teaching materials of practical writing. From the study, it is found that the compiled proportion of teaching materials of practical writing has decreased, the uses of teaching materials of practical writing are concentrated on certain kinds of literary form, the forms of teaching materials of practical writing in each version represent the phenomena of gradation, the layouts of teaching materials of practical writing in each version are loose and the composition of content is lack of arrangement of ideas, and the questions’ form of writing exercises in some versions is short of integrated plannings.
Chinese Textbook is the teaching reliability to teachers, and it is also the learning reliability to students. Thus, the author considers that in the aspect of compiling textbook, it ought to constitute the proportion of each literary form’s number of text, to increase the text’s number of teaching materials of practical writing, to plan the forms of practical writing connected with the trend of times, to correspond each form of practical writing with the development of each learning stage, to emphasize the representativeness and exactness of teaching materials while compiling the forms of practical writing, to distribute the exercises’ forms well, and to design the related exercises’ form according to the type of teaching materials’ literary form in order to perfect the teaching materials of Chinese practical writing.
For helping students to achieve the effective learning in practical writing, teachers ought to combine the teaching materials and the main points of teaching to the life context when they are teaching, and to provide all kinds of teaching media for students to broaden students’ learning space. For future researchers, the objectives of study can be aimed at each version’s comparison of teaching materials of practical writing among the older version of National Institute for Compilation and Translation, the version of New Curriculum Standard in 1993, and the version of Nine-year Integrated Education, and through different period’s version to realize the advance and the deficiency in the aspect of arrangement in practical writing. In the respect of research method, ones can know teacher practical writing and students’ learning condition of teaching materials of practical writing through the observation, interviewing, or the observation of actual teaching, and can enrich the predictions of the study by different view points in the coordination with different research methods.
Key words : nine-year integrated education , textbook , practical writings
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Lin, Sheau-Ru, and 林曉茹. "Study on Sentence Pattern of Chinese Language Integration Exercise in Chinese Textbook for Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/70583497833814458001.
Full textAbstract:
碩士<br>國立臺北教育大學<br>語文教育學系碩士班<br>94<br>This study looks at the Sentence pattern drills at the end of each lesson or chapters inside the Grade 1-9 Chinese language curriculum textbooks.
Using the “content analysis” and “reference analysis” methodologies, the researcher based her studies on the 2003 textbooks series one to twelve from the four publishers, Ren-Ling, Nan-Yi, Kang-Hsuen and Han-Ling. The study first analyzed the sentences pattern in the drills as well as the distribution of the simple and compound sentences within each of the four publisher editions. Thereafter, the study conducted a cross-analysis of these differing editions, comparing and contrasting the different drill styles, arrangements and distributions. In conclusion, the author narrates the result of the study and makes recommendations to assist in the writing of these textbooks.
The study found, in general, lack of clarity in these Sentence Drill Practices. The general arrangements, the use of the sample sentences, key drill words as well as sentence pattern types are all inadequate. The arrangements of these drills failed to go from the easy to the more difficult. In term of sentence pattern types, Kang-Hsuen’s edition was the most complete followed by Nan-Yi. Hang-ling and Ren-Ling editions were all relatively inadequate. With respect to sentence patterns, the publishers used compound sentences most frequently but in simple sentence drills, Ren-Ling’s edition appears the most elementary, while Nan-Yi’s edition, the most complex. In Kang-Hsuen’s edition, the mix of simple sentence and compound sentence drills appear more equal, but Han-Ling edition’s simple sentence drills appeared the most infrequent. In term of compound sentence drill, Nan-Yi and Kang-Hsuen editions best satisfy the current curriculum principles. Other publishers’ editions need further review and editing.
The author suggests that the educational authority retain experts to set clear guidelines and standards for the textbooks. The textbook publishers should also review all of the sentence pattern drills to better assist student learning. Educators should also continue to participate in self-education to improve this aspect of language education. For future researches, the author suggests continual review of the textbook quality with particular focus on textbook mistakes in the conditional sentence pattern drills.
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CHIANG, HSING-CHIH, and 江杏枝. "Discourse Analysis of the Second Stage in the Chinese Language Textbook--A Case Study of Hanlin Textbooks Example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/t6gu66.
Full textAbstract:
碩士<br>國立新竹教育大學<br>中國語文學系語文教師碩士在職專班<br>104<br>Abstract
Halliday and Hasan identified five cohesive devices: reference, substitution, ellipsis, conjunction and lexical cohesion. Among these, reference, substitution, and ellipsis are mainly embodied in surface structures of texts. It is worth exploring whether instructions in surface structures of cohesive devices have an beneficial effect on school children's reading comprehension.
This study aims to review Chinese language textbooks catering to elementary school students and explore the distribution of cohesive devices , including reference, substitution and omission, which constitute surface structures of a text and are often tested in semantic quizzes to check students' reading comprehension. To deepen students' reading comprehension, the research reviewed Hang Lin edition of Chinese language textbooks for third and fourth graders, and analyzed the overall distribution of cohesive devices through various text types from the textbooks.
The findings showed that ellipsis was the most widely distributed, reference fell somewhere in between, and substitution was the least used. Among these cohesive devices, nominal ellipsis was the most frequently used and involved the lowest degree of complexity, while verbal substitution was least used and involved the highest degree of complexity. The study adopted Prof. Dengshou Xin's frequency count method for measuring text complexity, analyzed the error types of cohesive devices committed by students on campus, and therefore put forth a teaching sequence. After different cohesive devices were listed from most to least common, we found that nominal ellipsis with the lowest degree of complexity was the most widely distributed and the most frequently used, followed by personal reference and verbal substitution in order of frequency. The error rate of cohesive devices after instructions was very low, mostly zero, which suggested that instructions on cohesive devices contribute to the improvement of reading comprehension. Teachers can benefit from the results of the research when instructing cohesive devices and guiding students to practice so as to deepen students' surface structure knowledge and facilitate their reading comprehension.
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Huang, Ting-Wei, and 黃亭瑋. "The Study on Measure Words：such as Mandarin Chinese textbook supplementary materials." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/28380719429818274856.
Full textAbstract:
碩士<br>國立臺南大學<br>國語文學系國語文教學碩士班<br>103<br>This study aims discussing the usage of classifiers in the supplementary Chinese teaching materials of the Ministry of Education. It compares the textbooks of three editions, Nan-I, Kang-Hsuan and Han-Lin, in the school year of 2012 in order to understand the differences and similarities of types and frequencies of classifiers used in the supplementary teaching materials and the textbooks of every edition. It is hoped to be the reference for language teaching. This study analyzes data through quantitative analysis and qualitative analysis assisted. The research results indicate that:
1. Of the two categories of classifiers in the supplementary Chinese teaching materials, noun classifiers show the most times and using types.
2. Of the supplementary Chinese teaching materials in lower, middle and upper grades, the classifiers of the upper grade show the most times and using types.
3. To compare the supplementary Chinese teaching materials with the Chinese textbooks of Nan-I, Kang-Hsuan and Han-Lin editions, the former uses the fewest times, types and frequencies of classifiers.
4. A small amount of the noun classifiers and others used in the supplementary Chinese teaching materials are not used in the textbooks of other editions.
5. All the supplementary Chinese teaching materials of the Ministry of Education and the textbooks of the three editions do not use compound classifiers.
6. The top three classifiers used in the supplementary Chinese teaching materials of the Ministry of Education are “ge”, “tian” and “nian”; the top three classifiers in balance corpus are “ge”, “zhong” and “nian”; the later orders show differences.
7. To compare the supplementary Chinese teaching materials with the Chinese textbooks of Nan-I, Kang-Hsuan and Han-Lin editions, the study results of classifiers highly match.
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Tunsa-nguan, Athiswan, and 張小慧. "Design of a Beginner-Level Chinese Language Textbook for Thai Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/82345952747645103781.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>華語文教學研究所<br>98<br>In recent years, nearly every Thai university has developed a Chinese language program. Non-governmental organizations have also created Chinese language schools to meet demand for Chinese language instruction. The number of Thai students of Chinese within Thailand has multiplied due to the increasing popularity of Chinese studies; as a result of this development and the dearth of qualified Chinese teachers in Thailand, class sizes continue to increase. Currently, in numerous Thai universities, graduates within the Chinese department often choose to remain at the university and transition from being a student to being a professor. This situation is less than ideal, since such students typically do not possess the teaching experience or the requisite skills in the language to be successful professors.
According to Liu Xun (2006), “Teaching is a concrete manifestation of overall design, which reflects objectives, teaching requirements, teaching content, and teaching principles; at the same time, teaching materials are the basis for classroom pedagogy and testing.” Therefore, even when a beginning teacher has sufficient knowledge of Chinese, his or her lack of experience with regard to curriculum design, classroom instruction, and assessment means that quality teaching materials will become all the more necessary.
The circumstances described above led me to consider the nature of Chinese teaching materials in my country. Therefore, the purpose of this thesis is to design teaching materials for Thai students learning elementary Chinese. The research process is as follows: research into existing materials has fostered a deeper understanding of Chinese teaching in Thailand and the status quo of students needs with regard to Chinese learning materials. Moreover, the research delves into Chinese language teaching theories as well as the requisite resources used in the creation of said materials. Subsequently, the intent was to design teaching materials and merge them into a practical application during the actual teaching process. After applying the materials, the author reviewed the extent to which they aided in the enhancement of the Thai student’s four basic language skills in Chinese. Finally, the author has prepared a Thai version of the proposed materials.
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Zecchino, Giancarlo, and 江書宏. "The designing of a Chinese language textbook for Italian tourist guides." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/31981901381142984383.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>華語文教學系<br>102<br>Following the disruptive appearance and developments in the Chinese economy, an increasing number of Chinese tourists is going abroad for travelling, and Italy is just one of those countries on which the selection of Chinese tourists falls more frequently. The ancient cities full of art, the major fashion brands that make it a shopping paradise, the elegant classical-style buildings and the famous gastronomy, make Italy a country of strong attraction for Chinese tourists.
This thesis is titled "The designing of a Chinese language textbook for Italian tourist guides". The research is addressed to university Italian students with an upper-intermediate level of Chinese. The aim of this study is to determine the design principles of a manual for the Chinese-speaking tourist guides. Italian students have been identified as recipients of this research, because at the moment in Italy there is a strong demand for Chinese language courses for tourist guides, and because in more general terms, the tourism industry is one of the main sources for the Italian economy.
“Chinese for tourist guides” belongs to the category of "Chinese for Specific Purposes" or “CSP”, also called "Professional Chinese". Therefore, the present thesis aims to define what is meant by "Chinese for Specific Purposes", identify the design principles of a professional Chinese course, and specify the differences between a CSP course and a generalist course. Since the purpose of this research is to compile a list of principles for tour guides and provide them with helpful teaching material, this paper will analyze the necessary elements of both specialized and advanced Chinese teaching material. Finally, it describes practical tasks which plays a tour guide, the techniques used to entertain tourists, and intercultural communication strategies to be implemented to avoid unpleasant misunderstandings.
This thesis is a qualitative research which through interviews to Italian teachers of Chinese and Italian tourist guides aims to understand the current situation of the teaching of the Chinese language in Italy, and the real difficulties and specific situations that the guides who accompany tourists Chinese have to cope with. The research proceeds with the analysis of CSP textbooks, such as Travel Chinese, Business Chinese and the like, to identify the fundamental features of these textbooks. Through interviews to Taiwanese tourist guides was also possible to identify the cultural differences between Italian and Chinese people, highlight some cultural misunderstandings and propose some practical advice for tourist guides who work with Chinese tourists.
The thesis concludes by ordering and describing the principles of designing a manual of Chinese language for Italian tourist guides, and proposing a sample to serve as a reference for writing a whole textbook. Through the sample is possible to understand what should be the layout of the manual, how to select and display the vocabulary, how to design dialogues, exercises, classroom activities, and grammatical and cultural notes.
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Jhan, Ya-Fei, and 詹雅斐. "A study of Adapting Children's Chinese Language Textbook to Differentiated Instruction." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/6sqexf.
Full textAbstract:
碩士<br>國立清華大學<br>中國語文學系所<br>106<br>In order to explore how to effectively utilize language materials in differentiated instruction, the two major objectives of this study include:
(1) grasping the content and design characteristics by analyzing the series of children's Chinese textbook, " Let’s Learn Chinese, " published by the Overseas Community Affairs Council（OCAC）; (2) investigating what materials should be adapted children's Chinese language textbook to differentiated instruction. In addition, related theories to standard and differentiated teaching principles for the compilation were discussed for constructing the research framework, as well as providing sample lesson plans of multiple intelligences for teaching Chinese as second/foreign language. The main research method is content analysis and results encompass:
First of all, although "Let’s Learn Chinese " provides sufficient information and materials after exploring, it is mainly designed for the overseas English-speaking primary school Chinese learners. It is necessary to consider what other non-English-speaking Chinese learners need by incorporate suitable information and cross-cultural content.
Secondly, teachers have to integrate additional materials, including content, culture, interaction, and supportive information, with current textbooks to deliver differentiated instruction effectively and meet learners’ needs of different learning styles.
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Hsieh, Angela Meng-fen, and 謝孟芬. "An Exploratory Study of the Chinese-to-English Translation in Practical Audio-Visual Chinese Textbook 1." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/8368zb.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>華語文教學研究所<br>96<br>Chinese-English translation in the textbooks is a common occurrence in the field of teaching Chinese as a second language. This study focuses on the Chinese-to-English translation in Practical Audio-Visual Chinese textbook 1. The positive transfer by the analysis in which the translation would be of help to English-CSL learners and the teachers is expected.
This study is based on the framework of formal error typology, error analysis in Chinese language acquisition, common errors in Chinese-English translation, and functional equivalence proposed by James（1998）, Jen（2001）, Lixin（1993）, and Chen（2007）, respectively. The study is a qualitative research, aiming at the Chinese-English translation in the textbook. Interview of native speakers is used as the instrument for the explanatory investigation.
The findings of the present research show that the formal error typology includes omission, addition, mis-selection, disordering, and blends. The functionally equivalent errors are composed of three categories – “cohesion”, “topic-comment structure and focus”, and “tense and aspect”. Others are related to culture or pragmatics, such as “title”, “judgment”, etc. Additionally, the levels of comparison ranging from semantics, syntax, discourse and pragmatics are discussed. The use of passive voice shift between Chinese and English is further analyzed. Seven factors that influence the passive voice transfer are proposed in the present paper.
According to the analysis results, three abstract articles from the textbook are taken as the examples in order to verify whether the translations are functional equivalence or not. The author has designed a practical lesson plan as a contrastive illusion based on the Chinese and English translation investigation in the present research. As the end of this study, the researcher has also expressed an opinion on translation. Every writer should be aware of the reason why articles are translated. Faithfulness and acceptation are two critical principles that should be followed.
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Gao, Feng. "A Textbook-Based Study on Cultural Knowledge Acquisition in Learners of Chinese as a Foreign Language." 2020. https://scholarworks.umass.edu/masters_theses_2/964.
Full textAbstract:
Language teaching usually focuses on linguistic knowledge, such as vocabulary and grammar, but that is not the whole picture for language learning. To build effective intercultural communication networks, language and culture study is fundamental. Language is the medium of cultural messages.
This paper explores Chinese learners’ culture learning through their language courses. Based on cultural information provided in the textbooks (Integrated Chinese Level I & Level II), I designed a cultural knowledge questionnaire to collect data and analyze learners’ culture competence and problems when learning culture. After multiple rounds of modifications, the questionnaire was distributed to different levels of Chinese language learners, Chinese native speakers, and other language speakers at a public university in western Massachusetts. The questionnaire was also distributed to intermediate level Chinese students at a public university in Virginia. The results show differences among different levels of students and different questions, but no difference in heritage students’ performance nor in different universities. The data analysis of the questionnaire also provides insights for textbooks editors, Chinese instructors and educators. Culture learning is a continuing process that requires enough accurate and up-to-date cultural knowledge in textbooks as well as effective and appropriate teaching by instructors.
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Wang, Zhuangyuan. "Teaching Chinese pronunciation in Canadian universities: an analysis of a textbook and teachers' perspectives." Thesis, 2021. http://hdl.handle.net/1828/13417.
Full textAbstract:
A long Canadian tradition has promoted the rise of multicultural education. In this multicultural society, ways to deal with the cultural differences in the teaching of Chinese to students with various backgrounds and needs have always been a challenging task. A review of the literature revealed that little research has focused on Chinese pronunciation teaching in Canada.
In order to understand the teaching of Chinese pronunciation in Canadian universities, this study examines Integrated Chinese (Liu, Yao, et al., 2016), a Chinese textbook widely used in Canada. The study also qualitatively analyses two teachers' self-evaluations and their teaching experiences, as gathered from surveys and interviews. The results of the study aim to inform both seasoned and novice teachers in their work in the Canadian post-secondary context and to offer practical pedagogical recommendations for consideration.<br>Graduate
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胡夢珂. "sing the Support Vector Machine to classify the Chinese text readability – A Case of Elementary Chinese Textbook." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/05892956462226005886.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>資訊教育學系<br>99<br>Language plays an important part in every reign. And the most efficient way to enhance our ability is to read. Readability can estimate whether an article is suitable for one reader. Past researches claim that readability is a mean to adjust the level of article according to different kinds of educational attainment. The research of English readability has been on its way while Chinese has a little progression. However, Chinese is a trend in nowadays. It is important to find a suitable way to classify text readability.
In the past researches, many western readability formulas do to the lack of technology use linear models on text classification, and linear readability formulas is a limit for the data in my research. Therefore, the purpose of this research is to use the predict model, which trained by the support vector machine, to classify the elementary Chinese textbook’s readability. And to check up that whether the text is matched with the predict text. At last, analyze the wrong text to improve the accuracy of text readability.
This research was compiled by course expert and the experience materials( from first to sixth grades deleting the classical Chinese texts of three vision texts of private publish enterprise including vision H, K, and N) total 386 texts were examined by the national compilation organization. Part of the texts are used as training materials and the others are testing materials. Through the Chinese Word Segmentation processing and data format conversion, we at last do the text classification by SVM. The research conclusion is that the accuracy of predicting elementary texts is 47.92% while the fit rate is 80.31%. At the end, analyze the wrong prediction and understand the reason of this wrong prediction.
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CHANG, MING-CHENG, and 張明正. "The Analysis on Text Structure of 3th Chinese Textbook in Elementary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2x7jgb.
Full textAbstract:
碩士<br>國立臺中教育大學<br>語文教育學系碩博士班<br>105<br>The analysis on text structure of 3th Chinese textbook in elementary school
Abstract
The main purpose of this study is to investigate the narrative texts which were from Han-Lin, Kang-Hsuan, and Nan-Yi publisher. By enquiring into text type, text structure and text organization of narrative, the researcher provided some references for teachers to select and publishers to organize textbook.
The research object was 3th grade elementary school Chinese textbook in 104 school year. There were three editions—Han-Lin, Kang-Hsuan and Nan-Yi. Content analysis was chosen as the method of the study. By analyzing and generalizing the articles to get the conclusions. The findings of the study are summarized as follow:
1. Narrative Type
Three versions are the highest percentage is the narration, and biography, shaped thing and the description of scenery are low.
2. Text Structure
(1)Tri-partition of text structure was used more than fourpartition
in these three editions. The “beginning-development - conclusion” and “Introduction-body-conclusion” of text structure were used the highest percentage. About the text structure, the four kinds of text structure was used by Kang-Hsuan, the three kinds of text structure were used by Han-Lin and Nan-Yi.
(2)The most type of text structure is narration in every edition. Most types of Han-Lin and Nan-Yi text structure were “beginning-development - conclusion” and “Introduction-body-conclusion”
Most types of Kang-Hsuan text structure was “beginning-development -climax-conclusion”. “ideal - frustration -result - feeling” was never used.
3. Text Organization
(1) The Hanlin version of the “cause-effect” is most popular text type, and the next one is “introduction-main text” type.
(2) The Kang-Hsuan version of the “introduction-main text” is most popular text type, and the next one is “cause-effect” type.
(3) The Nan-Yi version of the “cause-effect” is most popular text type, and the next one is “introduction-main text” type.
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Shih, Chiao-Chen, and 石翹蓁. "The Research on Visually Impaired children's Ability to Use Chinese Braille Textbook." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/25636940067185586801.
Full textAbstract:
碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>99<br>The purpose of this research is to explore the ability of the visual impaired children to use the Chinese braille textbooks, including the“braille-reading ability”, the “braille-writing ability” and the “understanding of the rules when using the Chinese braille textbooks”, and its “pronunciation and vocabulary skills”. The research adopted the questionnaire method, having the visually impaired children from across the entire country as the research target, with expectation to achieve an overall thus complete comprehension of the visual impared children' abilities when using the Chinese braille textbooks.
The research focused mainly on 79 Visually Impaired children, which through the help of cities and counties elementary teachers, also with their daily observation on students' situation in using the Chinese braille textbooks, had filled in the questionnaires.
The results is summarized as follows:
1.In general, the visually impaired children showed fair to good results on their performance on " the braille-reading ability ", " the braille-writing ability," " the understanding of the rules when using the Chinese braille textbooks "and on " the pronunciation and the vocabulary skills ".
2.Considering more specifically, the visual impaired children had their best performance on "the pronunciation and the vocabulary skills," and their weakest performance on "understanding of the rules when using the Chinese braille textbooks."
3.Thus, their performance when using the Chinese Braille textbooks to create new vocabulary showed outstanding results, while, on contrast, their ability to write the Chinese Braille workbook on their own did not show fair results.
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Yawen, Hsu, and 徐雅雯. "A Study on Beginners’ Business Chinese Textbook： Material Design and Teaching Applications." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/50360584736350189572.
Full textAbstract:
碩士<br>國立高雄師範大學<br>華語文教學研究所<br>95<br>A Study on Beginners’ Business Chinese Textbook： Material Design and Teaching Applications
Yawen Hsu
Abstract
This research explores developing Chinese teaching material for beginners, using Content Analysis and Interviewing Experts. Content Analysis will be accomplished by using vocabulary, grammar, and situations appearing in existing teaching materials in Taiwan (Practical Audio-Visual Chinese I, Far East Everyday Chinese BOOK I), as well as How-To books (Chinese for DUMMIES). Interviews conducted with authors and experts in this field will be dissected to uncover Scenario outlines and well as insight on what contributes to a successful teaching material possesses. The objectives of this research are:
(1) Conduct Content-Analysis involving Beginner's Business Chinese, Beginner's General Chinese, and How-To Style Textbooks.
(2) Introduce a suggested series of Scenario Outlines starting from beginners.
(3) Using related materials and ‘a checklist of desirable characteristics for basic Chinese learning materials’ to understand the criteria necessary in designing a successful beginner’s textbook.
The research conclusion is based upon the collecting and analyzing of the aforementioned information. The conclusion is as follow:
1. Beginner and other Textbooks Overlap Comparison
1. There is a 50% overlap in vocabulary used in Beginner Textbooks and General Textbooks.
2. Vocabulary coverage is most comprehensive in General Textbooks, with Beginner Textbooks coming second. How-To Textbooks have very broad vocabulary coverage and pays little attention to vocabulary frequency.
3. Scenarios and vocabularies used in varying textbooks reflect the editor’s habits, generation, culture, and locality.
4. There is a 50% overlap in grammar used in Beginner Textbooks and General Textbooks.
5. How-to Textbooks have a relaxed structure and lack repetition, complicating studying.
2. Scenarios in Beginner Textbooks
1. Scenarios appearing in Beginner Textbooks, General Textbooks, and How-To Textbooks have many similarities.
2. Novice Business Chinese textbooks use common daily activities and working environment pertaining to the student as scenarios.
3. Intermediate Business Chinese textbooks use complicated work activities pertaining to the student as scenarios.
4. Advanced Business Chinese textbooks use distinct work activities as scenarios.
3. Suitable Business Chinese textbooks for Beginners
1. Beginner Business Chinese Textbooks should have with a broad definition of ‘Business’.
2. Beginner Business Chinese Textbooks should have transition between fundamental Chinese and Business Chinese.
3. Beginner Business Chinese Textbooks should have preparing reading, writing, listening, and speaking skills as it’s objective.
4. Beginner Business Chinese Textbooks should have a progressive textbook structure.
5. Beginner Business Chinese Textbooks should accommodate student’s Chinese learning and Business background.
6. Beginner Business Chinese Textbooks should practice language drills and simulate real-life business scenarios.
7. Beginner Business Chinese Textbooks should pay attention to language standards while reflecting reality.
8. Business Chinese Textbooks need only select the highest language standard while teaching.
9. Beginner Business Chinese Textbooks should focus on pronunciation and phonetics.
According to the conclusion above, the research provides the following recommendations:
(1) Recommendations regarding Beginner Chinese Textbooks
(2) Recommendations regarding future research on this matter.
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Chang, Chia-chen, and 張嘉真. "The analysis on text structure of 6th Chinese textbook in elementary school." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/86564110170083745687.
Full textAbstract:
碩士<br>國立臺中教育大學<br>語文教育學系碩博士班<br>98<br>The main purpose of this study is to investigate the narrative texts which were from Nan-Yi, Kang-Hsuan, and Han-Lin publisher. By enquiring into text type, text structure and text organization of narrative, the researcher provided some references for publishers to organize textbook and teachers to select.
The research object was 6th grade elementary school Chinese textbook in 97 school year. There were three editions—Nan-Yi, Kang-Hsuan and Han-Lin. The research method was content analysis. By analyzing and generalizing the articles to get the conclusions. The results of this study as follow:
1. Narrative Type
There was the same percentage of narrative type in these three editions. The highest percentage is the narration; the second one is biography, and the lowest is description of scenery.
2. Text Structure
a.Tri-partition of text structure was used more than fourpartition
in these three editions. The “Introduction-body-conclusion” of text structure was used the highest percentage, then was the “beginning-development-climax- conclusion”. About the text structure, the five kinds of text structure was used by Nan-Yi and Kang-Hsuan, but seldom used by Han-Lin.
b.The most type of text structure is narration in every edition. Most types of text structure were “Introduction-body-conclusion” and
“beginning-development-climax- conclusion”. The second one is biography and the highest type of text structure is “Introduction-body-conclusion”. The “beginning-development-climax- conclusion” was all belong to text structure of narrative type.
3. Text Organization
a.The using times and kinds of text organization showed most by Kang-Hsuan and the less by Nan-Yi. The average times and kinds of using text organization, the No.1 is Kang-Hsuan the No.2 is Han-Lin and the No3. is Nan-Yi.
b.The “cause-effect” is most popular text type, and the next one is “introduction-main text” type.
c.The “cause-effect” way was used often to write biography and narration and the “general-specific” way was used often to write description of scenery in every edition.
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Chang, Wei-Chen, and 張維真. "A Content Analysis on Local Consciousness of Chinese Textbook for Elementary School." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/91493403566296792953.
Full textAbstract:
碩士<br>臺北市立師範學院<br>國民教育研究所<br>92<br>A Content Analysis of Local Consciousness of Chinese Textbook for Elementary School
Wei-Chen Chang
Abstract
This main purpose of the study is to explore local consciousness of Chinese textbook（Nan Yi, Han Lin, Ren Lin and Kang Sham editions） for elementary school under The 1-9 New Curriculum, including book 1 to book 5、book7and book8. The method of content analysis was adopted in this study, and it mainly analyzes four dimentions:1. investigate if the four versions cultivate provincialism. 2.investigate the multicultural perspective in the four editions. 3. investigate the global perspective in the four editions. 4. analyze if the four editions hide political ideology.
In this research, we can conclude as follows:
1. First and Second grade of the four editions present less local education lessons. The most lies in Nan Yi edition.
2. We cannot see the whole landscape in the four editions, but only stress on the specific areas.
3. The content of the four editions can be cataloged 6 items, the most lies in “local people” and “local nature”. The widest of the four editions is
Nan Yi.
4. The features of the local people in the four editions —the various people in this land ,and these people leak that no matter what career you do ,you can achieve your goals as you work hard.
5. The four editions except Ren Lin all present local literature, and have
poem or epistle form.
6. Ren Lin and Han Lin editions contain local responsibility awareness, but their dimensions need to be expanded.
7. “The four ethnic groups culture” has been presented in Nan Yi edition the most .
8. “The fewer ethnic groups culture” has been presented in Kang Sham edition the most . In general, four editions are all short of the fewer ethnic groups culture. Hakka culture is mentioned little.
9. “Chinese culture” has been presented in Nan Yi, Han Lin, Ren Lin editions the most , which tend to “Chinese culture base”
10. The curriculum design model of aboriginal culture in the four editions focus on additive approach and transformation approach. Hakka culture only focus on contribution approach.
11.In global education, the four editions focus on “worldwide introduction”, especially in Nan Yi .The four editions present world genre seldom.
12. Worldwide introduction in the four editions focus on “well-known people around world”, they possess “invention and discovery ” character, and White People centeralization.
13. The four editions all contain appreciating well-known people and correlate around the world, but lack of the consciousness of participating in world affairs enthusiastically.
14. In the four editions, the percentage of Taiwan correlate is higher than Chinese correlate some times, especially in Han Lin edition.
15. The four editions appear “De-Sinitic”、 “identify cultural China” and absurd ideology, which reflect Taiwan society has confronted the sensitive issue of country identification.
Key word: Chinese textbook、local consciousness、homeland love、multiple ethnic group ideology、global view、political ideology、content analysis
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Li, Li-e., and 李麗娥. "The Action Research of the Chinese Textbook Selection for the Elementary School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/49120142618263123110.
Full textAbstract:
碩士<br>國立新竹師範學院<br>課程與教學碩士班<br>91<br>The purpose of the research was to explore the current status of the Chinese textbook selection in Hsin-Hsin Elementary School. In order to provide some suggestions for future textbook selection, the research included the usage status of “the Textbook Evaluation Standard Sheet”， the relationship between selection criteria and decision making of Chinese textbook selection , the process of the textbook selection, and the opinions of teachers, parents, and students about the usage of the Chinese textbook.
The research utilized methods of document analysis, questionnaire surveys, and interviews. The questionnaire survey was based on self-edited “Survey of Factors of Effecting Chinese Textbook Selection Survey” and “the Opinions about the Usage of Chinese Textbook Selection ” to find out the opinions of teachers, parents, and students, about the Chinese textbook the interviews were conducted on the teachers of grade 1,2,and 4, in search of solutions for the textbook selection problems in Hsin-Hsin Elementary School.
The results for this research were as following:
First, it was not very useful to use “the Textbook Evaluation Standard Sheet” for the Chinese textbook selection in Hsin-Hsin elementary school.
Second, the after-sales service of the publisher is an important influence factor for the textbook selection.
Third, the textbook content and instruction design are the most significant factors for the textbook selection.
Fourth, to give free teaching aid is not the panacea for the textbook selection.
Fifth, it is necessary for the textbook selection process to be systematic and critical to draw on collective wisdom and benefit from all useful ideas.
Sixth, the opinions of teachers, parents, and students about the textbook selection need to be considered.
Seventh, teachers should be able to transform and adjust the instruction materials according to the actual needs.
Eighth, it is helpful to establish a feedback mechanism for the reference for the textbook selection.
Based on the research results, suggestions are offered for administration agencies, school administrators, and school teachers ,as well as subsequent studies.
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KANTA, ATHITTAYA, and 周曉陽. "The research and design of Chinese textbook for Thai labors in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/94757333699700038378.
Full textAbstract:
碩士<br>中原大學<br>應用華語文研究所<br>104<br>There are approximately 580,000 Thai labor workers in Taiwan. In order to learn the Chinese language and Taiwanese culture one has to understand how it all affects a person’s values and way of life. There are a few Chinese textbooks designed specifically for Thai workers in Taiwan. Many factors play a part in efficient learning including the learner himself, the teacher, the learning environment, teaching materials and role play designs. The key point of this research paper is that researchers hope the textbooks are designed in view of Thai labor workers and created to what is best suited to them. The textbooks mainly contain Taiwanese daily life and workplace aiming to assist the workers to learn and utilize the Taiwanese way and language effectively. The paper will discuss issues or complications of such Chinese textbook compilation.
When writing the textbook the first and most important aspect to consider is how Thais learn, the learning process. Secondly, the researcher discusses the current learning environment in Thailand which includes study methods and teaching materials. Finally, to assess what makes a good textbook the researcher must look at the teaching material compilation, the correlation theories and principle.
After careful analysis of data and surveys collected to identify the ideal learning process for Thai workers and the theories to which textbooks are designed, the researcher concludes with the following suggestions. The three key points in Chinese Language textbook compilation tailored to Thai Labor in Taiwan are the importance of integrating visual aids, appropriate use of Thai in translations and pronunciation, and lastly use of video and audio clips to improve quality of learning materials.
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Yeh, Ya-wen, and 葉雅雯. "Word Analysis of Elementary School Chinese Textbook in Nine-Year Integrated Curriculum." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/97623261496049001563.
Full textAbstract:
碩士<br>國立臺南大學<br>教管所國語文教學碩士班<br>94<br>The purpose of this study is to survey for literacy material in the textbooks under the Nine Year Curriculum Alignment Guide. This study is according to the Nine-Year Curriculum Alignment on 2003, and focus on the words in the twelve Chinese textbooks published by Nani, Kangshen, Hanlin, and Ranlin. The author surveys by literature research and content analysis. First the author explores the relative literatures to understand about amounts of words, word frequency, radicals, the principles of six categories of Chinese characters, and the number of strokes, which would affect the difficulties of literacy and writing. Second, the author discusses and compares different texts by content analysis and statistics, then provides suggestions according to the research results for those who are interested of editing, choosing, and using of Chinese textbook.
In this study there are five chapters. In the first chapter the author introduces the motivation and purposes for the research, recently research results, and the areas and boundary of the study. The second chapter is about relative literatures, in which the author surveys some relative literatures and focus on the elements about the ‘literacy and writing ability’ indicators in the Language Ability index in the first and second stages of the 9 Year Curriculum Alignment Guide. In the third chapter, the first part of content analysis, the author discusses the amount and frequency of words and the radicals. In the fourth chapter, the second part of content analysis, the author discusses the characteristics recognized by the principles of six categories of Chinese characters, the categories, and the value, and the number of strokes as an indicator to understand if arrangement of the difficulties of literacy and writing is fit to children recognition development. The fifth chapter is conclusion in which the results and suggestions would be displayed. By the survey and discussion about the words of these editions of textbook, this study provides references for editors to improve the teaching materials and for teachers to choose materials and improve teaching.
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Wang, Shaofang. "A Textbook-Based Study on Measure Word Acquisition in Learners of Chinese as A Second Langauge." 2016. https://scholarworks.umass.edu/masters_theses_2/392.
Full textAbstract:
The Chinese language features a rich class of words called measure words that serve as units for counting objects and actions. In comparison with English and other Indo-European languages, Chinese makes much more extensive use of measure words. American students who study Chinese as a second language often find it hard to acquire the usage of Chinese measure words. To obtain a comprehensive and objective evaluation of students’ measure words acquisition, I designed an experiment where measure words as introduced in Integrated Chinese are collected.
In the current study, measure words are divided into two categories by their semantic features: Concrete Measure Words and Abstract Measure Words. If a measure word directly relates to its object’s concrete exterior shape, and image thought plays an important role when people try to use this measure word, it is called a concrete measure word. Abstract measure words are those which have no obvious relation to an object’s exterior image, and whose usages mainly rely on people’s abstract thought. Students are divided into two grades based on how long they have studied Chinese: Grade 1 and Grade 2. Survey results show that students’ acquisition of concrete measure words is significantly better than their acquisition of abstract measure words. Furthermore, there is no obvious difference between measure words acquisition of the two grades; visual aids can facilitate concrete measure words acquisition to some extent.
Conclusions of survey results reveal some practical principles of measure words teaching. First, concrete measure words and abstract measure words should be treated differently in classroom teaching. Second, different teaching strategies should be adopted to teach students from different grades. Third, analyzing semantic features and providing visual aids are useful methods when teaching concrete measure words.
This thesis includes five chapters. Chapter One summarizes related work in previous studies and points out the importance of future research on Chinese measure words acquisition. Chapter Two focuses on the design of the survey where experimental settings, including objects, participants, survey design, and study methods, are introduced. In Chapter Three, I discuss the experimental results in more detail and summarize typically misused measure words. Chapter Four focuses on the teaching material study where I analyze the arrangements of contents related to measure words, and discuss the merits and shortcomings of the teaching materials currently used. In the last chapter, I summarize some suggestions on teaching strategies inspired by this study.
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張鈺秀. "The production and practice of textbook─ an analysis of the aboriginal literature in junior Chinese textbook from the ethnic consciousness aspects." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/83134973797815565473.
Full textAbstract:
碩士<br>高雄師範大學<br>教育學系<br>98<br>Because the textbook usually plays an important role in Chinese learning, the misunderstanding of the ideology in the textbook will make a great impact on students. Therefore, the issue about the ideology in the textbook is worth discussing. The study tried to figure out the ideological function in the process from the textbook production to practice through analyzing the aboriginal literature’s teaching and editing in Chinese textbook in junior high school from the ethnic consciousness aspects and find out the problems that need to be reformed. The study adopted the interview method to collect the data, and its participants are textbook editors and teachers. After analyzing the data, we got two conclusions. One is that the aboriginal literature’s presentation in Chinese textbook was not only affected by the editor’s ethnic consciousness but also the country’s control and market selling. The other is that although teachers taught aboriginal literature were limited by ethnic consciousness, teaching developmental curriculum, etc, there are still a lot of teachers trying to break through the dilemma with “counter-memory”, “counter-context”, and “cross-boundary interaction” method. At last, the study hopes it can offer the people who concern about the issue or own the authority to see everything in different way and to rethink the relations between ethnicism and education.
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CHEN-YI, HSIAO, and 蕭禎億. "The Study on Textbook Design of Mandarin Chinese Pinyin for Foreign Learners with Zero Level of Mandarin Chinese." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/48632865542489338492.
Full textAbstract:
碩士<br>臺北市立大學<br>華語文教學碩士學位學程<br>102<br>In recent years, as Mandarin Chinese has become popular all over the world, a huge number of Mandarin Chinese learning materials have been published. However, there are few materials which uses Mandarin Chinese Pinyin as a foundation. It also leads to a situation that teachers ignore the importance of the pronunciation and Mandarin Chinese pinyin.
As a result, the purpose of the research is to design a Mandarin Chinese Pinyin material for foreign teenage learners with zero level of Mandarin Chinese. In order to strengthen learners’ impression and help them to get involved in the pronunciation learning, the structure of the material is based on schematic illustrations, sketches of pronunciation, colorful photos and interesting practicing drills.
According to above research purposes, the study is divided into four parts:
First of all, collect six sets of Mandarin Chinese materials which are widely used in Taiwan, China and the United States. Then make a deep analysis on the compilation of Mandarin Chinese Pinyin. Secondly, get start to design the Mandarin Chinese Pinyin material after absorbing and combining the advantages and disadvantages of Mandarin Chinese materials which are collected before. Thirdly, three lessons of the material are used in the class so as to know the applicability and the suitability. Finally, analyze and summarize the feedback and suggestions from the learners through the questionnaires.
The conclusion of the study shows in three parts：
First, the Mandarin Chinese Pinyin material plays an important role in pronunciation learning and helps the learners to master Mandarin Chinese Pinyin.
Second, interesting practicing drills in the material such as tongue twisters and nursery rhymes give the learners both challenges and motivation and help them to enjoy learning and practicing as well.
Third, the Mandarin Chinese Pinyin material provides a systematical sequence in Pinyin teaching. And each chapter in the material could also be used independently to correspond with learners’ level.
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Wei, Jin－Ru, and 魏瑾如. "The analysis of Reading Strategies of the Intermediate Chinese Textbook from "Intermediate Chinese Reading Course" and "Learning Chinese by Reading and Writing"." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/16785925938044013570.
Full textAbstract:
碩士<br>臺北市立大學<br>華語文教學碩士學位學程<br>102<br>This study is discussing how to take the reading strategies in the intermediate Chinese reading textbook. “Intermediate Chinese Reading Course” and “ Learning Chinese by Reading and Writing ” are the investigative objects. The goal of this study is to propose some suggestions to those future editors. The research purposes are:
1. To organize the classification of the Chinese reading strategies.
2. To analyze the reading strategy types, distributions and the units’ forms from “Intermediate Chinese Reading Course”.
3. To analyze the reading strategy types, distributions and the units’ forms from “ Learning Chinese by Reading and Writing ”.
4. To propose some suggestions to those who will edit the reading strategy textbook.
The research method is the textual analysis. The analyzing tool is the “reading strategies analyzing form” for the Chinese textbook. This form separates the Chinese reading strategies into 2 types: the reading strategies (character strategies, term strategies, sentential strategies, sectional strategies, textual strategies), the auxiliary strategies( metacognitive strategies, social strategies, affective strategies).
The results indicate that: in the “Intermediate Chinese Reading Course”, the percentage of the reading strategies is 84.1%, the percentage of the auxiliary strategies is 15.9%. In the “ Learning Chinese by Reading and Writing ”, the percentage of the reading strategies is 81%, the percentage of the auxiliary strategies is 19%. After discussing the possibility for the differences, this study proposes some suggestions to the future editors:
1. The metacognitive strategies of the reading textbook should include the “ self-evaluating”.
2. The “reading strategies analyzing form” for the Chinese textbook should includes “ consulting the reference books”.
3. The editor should try his best to select various text styles that couldn’t be limited to the textbook’s form.
4. The “ shortening sentence” belongs to the “ distilling the main composition”.
5. The phrase strategies could be added to the Chinese reading strategies.
7. The Chinese character strategy is unnecessary to the intermediate Chinese reading textbook.
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Hsu, Ming-Min, and 徐明敏. "A Study of Textbook Design on Intermediate Chinese for French High School Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/93444239406827143741.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>華語文教學系<br>103<br>With the steady growth of China’s influence on the world’s economy, Mandarin has a huge value promotion due to its practical use. The competition of international trade is becoming more and more fierce, the number of Chinese language learners increase rapidly, and the average age of learners has decreased. In France, lots of secondary schools started to teach Chinese, for the reason that learner amount augmented each year, and they have a huge demand of both professional language teachers and well-targeted learning materials. Thus, this study aims to design a suitable intermediate level Chinese textbook for French high school students.
This study first discusses the current situation of Mandarin teaching in French high school, the Common European Framework of Reference for Languages, the criteria of language materials compiling, the peculiarity of intermediate level Chinese textbook for adolescent learners. Second, from the summary of these discussions, we get a theory about textbook design. By adding the analysis of related materials, the results of questionnaire with this theory, try to design a model material of Chinese intermediate level for French high school students.
From the conclusion of this study, we found out that a suitable Chinese textbook for French high school students should include these terms: a simple layout, high quality pictures, multimedia designed activities, a small amount of grammar and various of practices and culture topics. Moreover, notice that an intermediate level textbook should be well-connected with both novice and advance level. Finally, remain some space in textbooks for teachers to accommodate different student’s learning situations.
This study aims to design targeted Chinese language materials, for fitting the needs of both teachers and students in France. Via targeted materials, developing learner’s interests, helping French students improve learning efficiency.
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Wang, Shu-mei, and 王淑玫. "Comparative researches for Cross-strait children’s poetry –For instance Elementary School Chinese Textbook." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/85680078984762429630.
Full textAbstract:
碩士<br>國立臺南大學<br>國語文學系<br>95<br>Due to currently cross-strait relationship changed continuously, we may find out each advantage and disadvantage through analytical cross-strait textbooks.The author would like to criticize according existing Elementary School Chinese textbook and standard experimental language textbook of China mandatory educational course.Wish it can be through the procedure of analyze, shows its difference. And it could be concluded each advantage and disadvantage.
This study use Textual Analysis according to cross-strait Elementary School Chinese Textbook and chose objects of study from one hundred thirty one children’s poetry.From quantities of teaching material, methods, subject, image in form, figure of speech and rhyme using analyze and compare cross-strait method and formal in children’s poetry.Hope it can make cross-strait children’s poetry much easy understanding in its characteristic and difference.
Results of this study as follow:
Taiwan’s Chinese textbook choose children’s poetry in ratio 20%. There is more than 12% in comparison with China so that we may know Taiwan pay more attention on children’s poetry than China.
China mark origin of children’s poetry much clear than Taiwan and choose famous expert’s works quite much.
Children’s poetry of Taiwan mostly use children’s living experience for subject matter but china gives undue emphasis to natural landscape.
Subject of Taiwan 「love and environment」shows protection for global environment. Children’s poetry of China version is full of adoration for its homeland.
Application for type of image is mostly in the image of Nature Cross-strait.
Cross-strait children’s poetry of Skills for figure of speech is rich. China use figure of speech times more than Taiwan. Same children’s poetry use more than two types skills for figure of speech. At most figure of speech is 「AND」。
Cross-strait children’s poetry presented mostly joyful and vivid moods. Generally vowels of a Chinese syllable use mostly 「ㄤ、ㄢ、ㄠ、ㄚ、ㄥ」
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Kim, Hee Kyung, and 金希京. "The Research on Cultural Content of Chinese Textbook for South Korea High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/79222597732365924532.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>華語文教學研究所<br>99<br>The culture education of second language teaching in South Korea is gradually getting more attention. The goals of this study are to in-depth compare and research the cultural factors of current South Korea high school Chinese language textbook. The advantages and disadvantages of various publishers' textbook will be studied in order to propose improvements.
Five high schools in South Korea of Chinese cultural content of textbooks were analyzed for comparison in this study. First, we collect relevant literature, followed by a status survey and teaching materials analysis. Consolidate issues of high school Chinese textbooks of Korean cultural content; the worthy improved parts are highlighted.
At last, this study concludes South Korea high school Chinese textbook culture teaching principle and examples. Following are eight improvement directions and writing principles are proposed in this study. 1. Objectivity, 2. Reality, 3. Universality, 4. Communication, 5. Contrast, 6. Progression, 7. Systemic, and 8. Interesting.
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Yeh, Li-chia, and 葉力嘉. "Cultural Awareness in Beginning Chinese and Japanese Textbook -Using Practical Audio-Visual Chinese and Minna no Ninhongo as Reference." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/19556466233499893817.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>華語文教學系<br>102<br>Cultural awareness is the ability to sense and reflect upon one’s own culture’s values, beliefs and behaviors. From the perspective of hidden curriculum, language learning material can convey the hidden culture, and reflect the cultural awareness of its cultural background.
This research used content analysis to investigate cultural awareness as found in a Chinese and a Japanese beginning level textbook. There were 2 parts to this research. The first part referenced Hymes’ (1972) concept of context structure and Sleeter’s (2007) analysis of materials to investigate the structural differences between Chinese and Japanese textbooks. The source of materials included materials catalogs, units, pictures, character settings and scenes in dialogues (e.g. restaurant, shop). The second part of this research referenced Searle’s (1976) speech act categories, and used turn taking and adjacent pairs in conversation analysis to investigate speech act adjacent pairs in Chinese and Japanese textbooks. The study concluded by comparing “query”, “gratitude”, “introduce” and “comment” speech act adjacent pairs in Chinese and Japanese textbooks.
The results showed the dialogue context structure of the Chinese textbook is indefinite; also, the character images, pictures, and the scene of dialogues are not clear. However, the Japanese textbook had a clearer context structure in the dialogue. The clear structure of the Japanese textbook demonstrates that the textbook editor has an awareness of the target users of the textbook, and can lead the user to sense the importance of context factors for Japanese.
The Chinese textbook Practical Audio-Visual Chinese had a ratio of 31% “query” and 21%“comment”. The greater use of “comment” in the Chinese textbook demonstrates that Chinese culture gives people more space to make comments. The Japanese textbook Minna no Ninhongo had a ratio of 25% “gratitude” and 22% “query”. The use of “gratitude” in the Japanese textbook reflects the tendency of people in Japan to maintain relationships with others. It also reflects the object-oriented characteristic of Japanese culture.
The research suggests that editors of Chinese language teaching materials could learn from how the editors of Japanese language teaching materials design dialogue settings, in order to attain greater clarity for presentation of the language context. Using the learner’s needs as a guide, the editor’s materials should lead the learner to an awareness of the dialogue context in order to increase the appropriateness of the materials for the learner.
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yun, Hsu Yuehyun, and 徐月雲. "A Study on Integrating Summarization Strategy into Teaching Elementary Students to read Chinese Textbook." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/01670949682680714475.
Full textAbstract:
碩士<br>國立新竹教育大學<br>語文學系碩士班<br>100<br>Abstract
A Study on Integrating Summarization Strategy intoTeaching Elementary Students to read Chinese Textbook
This study aims at exploring the optimal application of the “Summarization” Strategy in reading comprehension, by putting into practice the well formulated teaching activities for a period of one year and three months, from December, 2010 to February,2012,which include working out the reading summary and changing the classroom teaching activities, so as to develop a language teaching pattern tailored to the nature of the class and hence improve the reading and writing abilities of every student earlier suffering from the problem of a big gap between the good and poor achievements resulted from test result oriented teaching.
First off this study methodologically adapts action research format and takes both the 30 students and the class teacher, i.e. the author, as target subjects; next it goes through the processes including: literature review via steady checkup, locating the problems, formulating the actions, collecting and analyzing the empirical data, and modifying the processes and dialogues. The study hence forms the improvement strategies for the teaching of summary reading and interprets the students’ learning pathways in the summarization teaching activities。
Through the phases of this study, some effective process flows are induced and defined for the teaching of summary reading to higher elementary students: skim the entire text first and locate the key points next; for a lengthy text, break the paragraphs down into blocks firstly, and it is helpful for the follows to conduct Cooperative Learning on Team and to control the text with limited number of words: focusing on the text for better realizing the idea, and providing the assessment approach which takes learning experiences into consideration.
The result of this study is that higher elementary students' improvement is not in linear direction, but a series of strip-shaped progress from points to surface.When topic sentences writing improves, points picking, words induction, technique of polishing make progress at the same time.The reason why students' summarizing ability enhances attributes to the teacher's teaching methods and assistance in reading teaching. This study also describes the growth and change of the teacher and students using Summarization Strategy.
Keywords：
Summarization Strategy，Reading Comprehension，Action Research
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Chang, Yu-Yen, and 張聿硯. "The Study of Children’s Picture Book Design as Supplementary Material for Chinese Learning─On the Basis of〈Chinese Wonderland〉Textbook." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/hg6454.
Full textAbstract:
碩士<br>文藻外語大學<br>華語文教學研究所<br>106<br>Picture books are widely used in children’s language learning classes, and they enrich the classes with interesting and educational meaning. This study designed picture book as supplementary materials which are based on the content of Chinese Wonderland1 and Chinese Wonderland2 textbooks. The researcher aimed to apply the characteristic of picture books, such as attractive story and colorful illustrations, to enhance students’ learning motivation while assisting with learning sentence structures and vocabularies from main textbooks.
This research developed three picture books, which mainly according to an analysis of the second foreign language learning theory, the criteria of language material compiling and tale writing theory. In the picture books, firstly, it took the topic, sentence structures and vocabularies in Chinese Wonderland textbooks as standard. Secondly, it took a few of CCCC recommended vocabularies as reference.
Researcher cooperated with a teacher who was teaching in primary school in Mexico to teach with picture book. In her class, there are twenty-three students, around age nine to ten. The teaching experiment applied picture book Nǐ Kàn Wǒ Yǒu Shé Me and instructional activities to reviewing the lesson after using main textbook. The study collected the result of the cooperating teacher's in-depth interview and students’ questionnaire after class, to analyze the effect of picture book and modify the material.
Ultimately, researcher proposed the model of compiling the supplementary picture books, which took five principles of compiling mandarin material (Xun Liu, 2002) as framework combine the design model of storytelling-type material and tale writing theory. The result of the survey indicated that applying picture book as supplementary material increase students’ learning motivation and interest.