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Relevant bibliographies by topics / Fairy tales and learning process

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Academic literature on the topic 'Fairy tales and learning process'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Fairy tales and learning process"

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Martono, Martono. "Improving Students Character Using Fairy Tales." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (2019): 180. http://dx.doi.org/10.26737/jetl.v4i1.993.

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In the 2003 National Education System Law, education is a conscious and planned effort to realize a learning atmosphere and learning process so that students actively develop their potential to have spiritual strength, self-control, personality, intelligence, noble character, and skills. it needs itself, society, nation, and country. Educational goals in Indonesia shape the noble character of students. To realize that, fairytale learning is one of them that can be used. It examines the values contained in fairy tales, so research is conducted. The form of this research is qualitative, and the

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Fedotova, Svitlana. "TECHNIQUES OF A FAIRY TALE LEARNING AT THE LESSONS OF LITERARY READING IN THE PRIMARY SCHOOL." Academic Notes Series Pedagogical Science 1, no. 190 (2020): 156–62. http://dx.doi.org/10.36550/2415-7988-2020-1-190-156-162.

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A fairy tale is a piece of folk work (or literary/ author’s fairy tale) with the elements of fantasy, which has its own peculiarities of reading. The formation of the primary school pupils’ expressive reading skills at the lessons of literary reading is a complex process. Contemporary methodologists have introduced a system of methodological techniques of learning a fairy tale, taking into account its genre peculiarities. In the process of work at a fairy tale the «Grandmother-narrator» /picture № 2/ technique is being realized: at the lesson the text of a fairy tale is being expressively read

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Henrique Manfré, Ademir, Adriana Prado, and Fernanda Simões Machado. "A CONTRIBUIÇÃO DOS CONTOS DE FADAS NO PROCESSO DE ENSINO E APRENDIZAGEM DAS CRIANÇAS." COLLOQUIUM HUMANARUM 15, Especial 2 (2018): 22–26. http://dx.doi.org/10.5747/ch.2018.v15.nesp2.001070.

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This work has as its theme the contribution of fairy tales in the process of learning of children, addressing in a significant way the importance that the fairy tales exert in the pedagogical dimension and in what aspects can favor the development of the child. It presents a qualitative approach that favors reflection, analysis and interaction about the theories and hypotheses raised.The question that motivated the choice of this theme was: How fairy tales can contribute to the development of the child. The bibliographical research was the one that supported the whole elaboration of this work,

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Sumarmi, Sumarmi. "PENERAPAN MANAJEMEN KELAS PADA PEMBELAJARAN DONGENG UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS II SDN JADI IV SEMANDING TUBAN." EDU-KATA 6, no. 2 (2020): 183–92. http://dx.doi.org/10.52166/kata.v5i2.1784.

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This study was arranged based on a qualitative descriptive research design which the results of this study indicate that the application of classroom management in fairy tale learning to improve learning motivation of students in class II SDN Becomes IV Semanding Tuban has not been maximized. The results showed that the fairy tale learning process had not been optimal for the application of classroom management because the teacher had not made a classroom management plan before the learning took place and the lack of learning facilities in the classroom so that the class was less conducive. Cl

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Novianti, Nita. "Introducing Critical Literacy to Pre-Service English Teachers through Fairy Tales." Journal of Literary Education, no. 4 (July 31, 2021): 131. http://dx.doi.org/10.7203/jle.4.21026.

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The need for a more critical approach to EFL teaching and learning is undeniable, yet little has been done to prepare teachers for teaching with this approach. This article reports one of the cycles on my action research study, involving a teacher educator and 35 pre-service English teachers. Together with the teacher educator, a unit on critical literacy was developed using fairy tales as the core text. In the unit, we introduced pre-service teachers to critical literacy through the critical reading, analysis, and rewriting of fairy tales for social transformation. They were assigned to

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Arfani, Sri, Rini Martiwi, and Oldea BrKaro Sekali. "arfani IMPROVING ENGLISH PRONUNCIATION SKILL THROUGH THUMBELINA AND PINOCCHIO FAIRY TALES." Journal of English Language and Literature (JELL) 5, no. 02 (2020): 1–10. http://dx.doi.org/10.37110/jell.v5i02.99.

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As the objective of EFL teaching is to help students to communicate fluently in the target language, teachers should provide authentic models of language use for every level and age. To hit the target we should focus not only on linguistic, but also on literary and cultural elements. Since fairy tales offer these elements, they are highly beneficial to use in EFL teaching programs, especially for young learners. This objective of this research is to investigate the effectiveness of teaching English pronunciation through fairy tale media. This research was conducted at SMPS PGRI Pondokgede clas

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Susilo, Eko Adi. "Strategi Pengembangan Obyek Wisata Negeri Dongeng Sebagai Destinasi Wisata Unggulan Berbasis Taman Wisata Miniatur Tempoe Doeloe." Translitera : Jurnal Kajian Komunikasi dan Studi Media 10, no. 1 (2021): 63–75. http://dx.doi.org/10.35457/translitera.v10i1.1426.

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Tourism is one of the major assets that can generate a fairly high source of foreign exchange for the country. Therefore, every area that has certain tourism objects requires regular and sustainable tourism development so that people can take advantage of the existence of tourist destinations in the area. As with the tourism object of the Land of Fairy tales in the area of Kawedusan Ponggok Village, Blitar Regency. The design of this tour is entitled the miniature garden of the wonders of the world which is interesting to visit as a vehicle for education for children. The community can use thi

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Krisanti, Rosaria Yulinda, Suprihatien Suprihatien, and Diah Yovita Suryarini. "Pengembangan Media Pembelajaran Boneka Tangan Mata Pelajaran Bahasa Indonesia Materi Menyimak Dongeng Pada Siswa Kelas II Sekolah Dasar." Trapsila: Jurnal Pendidikan Dasar 2, no. 02 (2020): 24. http://dx.doi.org/10.30742/tpd.v2i2.918.

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AbstractThe lack of teaching effectiveness in teaching learning activity made students felt bored easily and noisy in the classroom. To resolve that problem needed teaching media used in learning process, one of them was puppet that developed as learning media completed with the stage to show the location of the story. This medium was used for understanding fairy tale material to intermediate grade 2. This writing used the development of Addie model (analysis, design, development, implementation, and evaluation). According to this unable condition to do a research, so this research ended in va

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Sumiarti, Sumiarti. "INTEGRASI PENDIDIKAN KARAKTER DALAM PEMBELAJARAN KREATIF DI RUMAH KREATIF WADAS KELIR PURWOKERTO." Jurnal Penelitian Agama 17, no. 2 (2016): 216–29. http://dx.doi.org/10.24090/jpa.v17i2.2016.pp216-229.

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Abstract: Creative Learning implemented by Rumah Kreatif Wadas Kelir (RKWK) has been integrating the values of character education in the learning process Creative learning undertaken to develop the creative intelligence of the students in terms of the richness of ideas and encourage children to realize the ideas he has in the form of real work, for example: poetry, short stories, fairy tales, songs, dance, and so on. The process of integration of the values of character education implemented in a planned and integrated in the learning process is carried out. So the process of character educat

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Hendariningrum, Retno. "BUDAYA DAN KOMUNIKASI KESEHATAN (Studi Pandangan Kesehatan Pada Masyarakat Sunda Dalam Tradisi Makan Lalapan)." LUGAS Jurnal Komunikasi 2, no. 1 (2018): 13–19. http://dx.doi.org/10.31334/jl.v2i1.118.

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Culture is communication and communication is culture. Humans learn culture through communication. At the same time communication is a reflection of human culture. Culture is a subjective and objective element created by humans that increased survival of life and resulted in the satisfaction of actors in ecological niches. Cultures are spread among those who can communicate with each other because they have the same language and live at the same time and place. Culture can be learned, passed down from generation to generation. Culture can be learned through fairy tales, legends and myths. It i

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Dissertations / Theses on the topic "Fairy tales and learning process"

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Soares, Leila da Franca. "Quem tem medo do lobo mau?: um estudo sobre a produção imaginária da criança e sua relação com a aprendizagem." reponame:Repositório Institucional da UFBA, 2007. http://www.repositorio.ufba.br/ri/handle/ri/11785.

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Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-29T17:52:52Z No. of bitstreams: 1 Leila Soares.pdf: 1487797 bytes, checksum: 792bdabe81167d1bc96c2a7f865b2bc8 (MD5)<br>Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T18:14:06Z (GMT) No. of bitstreams: 1 Leila Soares.pdf: 1487797 bytes, checksum: 792bdabe81167d1bc96c2a7f865b2bc8 (MD5)<br>Made available in DSpace on 2013-06-10T18:14:06Z (GMT). No. of bitstreams: 1 Leila Soares.pdf: 1487797 bytes, checksum: 792bdabe81167d1bc96c2a7f865b2bc8 (MD5) Previous issue date: 2007<br>Esta dissertaçã

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Dong, Shufang. "Fairy Tales and Students' Literacy Learning at Amaze Elementary School| A Case Study." Thesis, University of Rochester, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10927964.

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<p> The purpose of this study is to investigate the meaning of a class of second graders’ fairy tale learning experiences. This study is unique four key reasons. First, it focuses on a group of students whose school has been lagging in state English Language Arts (ELA) proficiency tests; second, it provides perspectives on how fairy tales affect the reading and writing of this group of students; third, it contributes to educational theory in terms of how to understand literacy practices by utilizing sociocultural theories; fourth, it implies that when it comes to educational policy, poli

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Migura, García Begoña. "Elige tu propia aventura, ¿nudo gordiano para el tratamiento holístico de la expresión escrita? : Una experiencia de escritura narrativa creativa en Español como Lengua Extranjera, a través de trabajo cooperativo con wikis." Thesis, Stockholms universitet, Avdelningen för spanska, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81395.

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El objetivo de la presente investigación es el de aproximarse al potencial que el género de hiperficción explorativa Elige tu propia aventura (ETPA), abordado desde la producción, puede tener de cara al desarrollo de la competencia escritora en ELE. Como muestra, se ha tomado a un grupo multicultural y plurilingüe de 18 estudiantes de la Universidad de Estocolmo, con una competencia comunicativa mínima en español de B2 marco. Se ha llevado a cabo un análisis cualitativo-cuantitativo que, de forma correlativa, abarcaba el estudio del proceso de composición, del producto alcanzado y del impacto

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CHUNG, CHIH-BEN, and 鍾志彬. "EFFECTS OF STUDENTS’ INTEREST AND ATTITUDE IN COOPERATIVE LEARNING THROUGH HANS CHRISTIAN ANDERSEN’S FAIRY TALES IN THE ENGLISH CLASSROOM IN SOUTHERN TAIWAN." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/93105298578965749145.

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碩士<br>國立高雄師範大學<br>英語學系<br>104<br>This research mainly focused on examining the effectiveness of implementing cooperative learning through Andersen’s fairy tales. The subjects in this research included an English teacher and forty-two female students in their tenth-grade at Tainan Chang Jung Girl’s Senior High School. In this research, the researcher conducted cooperative learning through Andersen’s fairy tales. In the process of the research, the heterogeneous grouping and cooperative learning was adopted and implemented. The researcher employed qualitative research design in this research and

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Kabaji, Egara Stanley. "The construction of gender through the narrative process of the African folktale: a case study of the Maragoli folktale." Thesis, 2005. http://hdl.handle.net/10500/1798.

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The purpose of the study was to identify the gender-related themes from a cultural discourse in order to determine how gender is constructed in African society. The study specifically examines the Maragoli Folktale. The Maragoli people mainly inhabit the western part of Kenya and are a sub-tribe of the larger Luhyia community. The Luhyia community is the second largest community in Kenya. The study attempts to uncover how gender is constructed through the examination of dominant themes, characterization, images, symbols, formulaic patterns and formalities of composition and performance in t

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Gajdová, Magdalena. "Hudební činnosti v mezinárodních mateřských školách v Praze." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446300.

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This work analyses music activities of English-speaking children of pre-school age, attending international schools in Prague, following the British Curricula. The goal of this work is to develop and to validate teaching materials of musical activities, supporting children with different native languages from the language of the teaching material, those in transition period, and those with communication barriers, and to offer concrete implementation strategies for teachers of music in both Czech and international schools. The theoretical part compares Czech and British music curricula for pre-

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Havlíčková, Radka. "Vliv atraktivity kontextu slovní úlohy na úspěšnost a řešení žáků." Doctoral thesis, 2021. http://www.nusl.cz/ntk/nusl-445772.

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This thesis focuses on to word problems and elementary school pupils. Research on mathematical word problems suggests that differences in success are not only due to different levels of pupils' cognitive abilities but that their motivation plays a role, too. Therefore, in this study, I focused on the context of word problem as a potential source of situational interest, which may affect the quality of pupils' cognitive function in the short term or permanently. I used my participation in a broader quantitatively oriented research on variables influencing the difficulty of word problems and usi

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Books on the topic "Fairy tales and learning process"

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Rustad, Martha E. H. Learning about folktales, fables, and fairy tales. Capstone Press, 2015.

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Fairy tales and the art of subversion: The classical genre for children and the process of civilization. Methuen, 1988.

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Fairy tales and the art of subversion: The classical genre for children and the process of civilization. 2nd ed. Routledge, 2006.

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Zipes, Jack David. Fairy tales and the art of subversion: The classical genre for children and the process of civilization. Methuen, 1988.

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Zipes, Jack David. Fairy tales and the art of subversion: The classical genre for children and the process of civilization. Routledge, 1991.

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Fairy tales and the art of subversion: The classical genre for children and the process of civilization. Routledge, 1991.

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Fairy tales and the art of subversion: The classical genre for children and the process of civilization. 2nd ed. Routledge, 2011.

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Souci, Robert D. San. A Weave of Words: An Armenian Tale. Orchard Books, 1998.

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The portrayal of the maturation process of girl figures in selected tales of the Brothers Grimm. P. Lang, 1995.

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The honey hunters: A traditional African tale. Candlewick Press, 1994.

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Book chapters on the topic "Fairy tales and learning process"

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Carramillo-Going, Luana, Márcia de Castro Calçada Kohatsu, and Eliana Aparecida Miranda de Paulo. "Fairy Tales and Integral Education." In Children's Play and Learning in Brazil. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93599-7_6.

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Marini, Maria Giulia. "Trauma and Coping Activation of Patients and Curers: Learning from Humanities Mythology (Odysseus and the Minotaur) and Fairy Tales (the Beauty and the Beast), Suicides and Recovery Practice." In Languages of Care in Narrative Medicine. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94727-3_8.

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Frønes, Tove Stjern, Andreas Pettersen, Jelena Radišić, and Nils Buchholtz. "Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_1.

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AbstractIn education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the development of the countries’ economies and their establishment of welfare states. At the same time, this very process has been strongly supported by social-democratic governance in these countries in the 1960s and 1970s (Blossing, Imsen, & Moos, 2014). The model is based on a concept ofEducation for All, where equity, equal opportunities and inclusion are consistently cited as the goal of schooling and orientation (Blossing et al., 2014; Telhaug, Mediås, & Aasen, 2006). This corresponds to the egalitarian idea of a classless society, which is characterised by individual democratic participation, solidarity and mutual respect and appreciation for all. This idea was manifested in, for example, major reallocations of economic resources through the tax systems and free schooling for all, which arose out of the principle that parents’ lack of economic resources should not prevent children from obtaining a good quality education. The equalisation of structural inequalities and creation of equity was—and still is—the task of the education system in the Nordic countries. Worldwide, especially within the Nordic countries, the view is being shared that the education system should be fair and provide access and opportunities for further education, regardless of where someone lives, the status of the parental home, where someone comes from, what ethnic background someone has, what age or gender someone is, what skills one has or whether someone has physical disabilities (Blossing et al., 2014; Quaiser-Pohl, 2013). Some special features of the Nordic system are therefore deeply embedded in the school culture in the countries, for example, through the fact that access to free and public local schools and adapted education is statutory, which is in contrast to many other countries, even other European ones (further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). The Nordic model is widely considered a good example of educational systems that provide equal learning opportunities for all students. Achieving equity, here meaning the creation of fairness, is expressed concretely in political measures to distribute resources equally and strengthen the equality of marginalised groups by removing the barriers to seize educational opportunities, for example, when mixed-ability comprehensive schools are created or the educational system is made inclusive regarding students with special needs (UNESCO, 1994; Wiborg, 2009). Equality is roughly connoted with ‘sameness in treatment’ (Espinoza, 2007), while equity takes further in consideration also the question of how well the requirements of individual needs are met. Thus, the goal of equity is always linked to the concept of justice, provided that an equality of opportunities is created. If, however, one looks at individual educational policy decisions on the creation of educational justice in isolation, one must weigh which concept of equity or equality is present in each case. For example, it is not enough to formally grant equal rights in the education system to disadvantaged groups, but something must also be done actively to ensure that marginalised groups can use and realise this equality. The complexity of the terms becomes even greater when one considers that to achieve equality, measures can be taken that presuppose an unequal distribution of resources or unequal treatment and, therefore, are not fair e.g., when resources are bundled especially for disadvantaged groups and these are given preferential treatment (will be further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). Thus, equality and equity rely on each other and are in a field of tension comprising multiple ideas (Espinoza, 2007).

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Chesner, Anna. "Fairy Tales and Myths." In Creative Drama Groupwork for People with Learning Difficulties. Routledge, 2020. http://dx.doi.org/10.4324/9780429486180-12.

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Gracey, James. "Telling Tales." In The Company of Wolves. Liverpool University Press, 2017. http://dx.doi.org/10.3828/liverpool/9781911325314.003.0003.

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This chapter analyses the fairy tales, folklore, and the art of oral storytelling that are all woven into the very fabric of Neil Jordan's The Company of Wolves. It outlines The Company of Wolves's fragmented narrative structure, which exists within the dreams of a sleeping adolescent girl that is comprised of stories told to her by her Granny. It also talks about how The Company of Wolves plays with the form of the fairy tale and its ideas regarding initiation, redemption, and personal and social progress in order to explore the changes and uncertainties of growing up. This chapter explores Jordan and Carter's process of demythologising culturally constructed notions of gender and identity by retelling the very fairy tales that helped establish such notions. It examines the role played by fairy tales in conditioning communities, and how certain tales were repurposed through literary adaptations to educate and instruct different types of audiences.

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Rai, Jitendra Kumar, Atul Negi, Rajeev Wankar, and K. D. Nayak. "A Machine Learning Based Meta-Scheduler for Multi-Core Processors." In Machine Learning. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-818-7.ch311.

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Sharing resources such as caches and memory buses between the cores of multi-core processors may cause performance bottlenecks for running programs. In this paper, the authors describe a meta-scheduler, which adapts the process scheduling decisions for reducing the contention for shared L2 caches on multi-core processors. The meta-scheduler takes into account the multi-core topology as well as the L2 cache related characteristics of the processes. Using the model generated by the process of machine learning, it predicts the L2 cache behavior, i.e., solo-run-L2-cache-stress, of the programs. It runs in user mode and guides the underlying operating system process scheduler in intelligent scheduling of processes to reduce the contention of shared L2 caches. In these experiments, the authors observed up to 12 percent speedup in individual as well as overall performance, while using meta-scheduler as compared to default process scheduler (Completely Fair Scheduler) of Linux kernel.

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Sorea, Daniela. "The Role of Fairy Tales in the Self-Realization Process." In Book Power in Communication, Sociology and Technology. Trivent Publishing, 2018. http://dx.doi.org/10.22618/tp.pcms.20181.156011.

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Zipes, Jack. "Remaking “Bluebeard,” or Good-bye to Perrault." In The Irresistible Fairy Tale. Princeton University Press, 2012. http://dx.doi.org/10.23943/princeton/9780691153384.003.0003.

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This chapter analyzes Catherine Breillat's film Bluebeard. It argues that Breillat's filmic appropriation of Charles Perrault's “Bluebeard” is part of a memetic process that entails imitation, innovation, and transformation. Her interpretation of Perrault's tale is a contestation, and while she seeks to replace Perrault's version with a double rendition of his tale, she also emphasizes the significance of Perrault's tale and demonstrates how all Bluebeard tales are part of a singular discursive process within the larger genre of the fairy tale. Interestingly, both Perrault and Breillat become merely markers in the evolutionary history of a tale type about mass murders that continues to breathe and demand our attention through supernormal stimuli.

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Rai, Jitendra Kumar, Atul Negi, Rajeev Wankar, and K. D. Nayak. "A Machine Learning Based Meta-Scheduler for Multi-Core Processors." In Technological Innovations in Adaptive and Dependable Systems. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0255-7.ch014.

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Sharing resources such as caches and memory buses between the cores of multi-core processors may cause performance bottlenecks for running programs. In this paper, the authors describe a meta-scheduler, which adapts the process scheduling decisions for reducing the contention for shared L2 caches on multi-core processors. The meta-scheduler takes into account the multi-core topology as well as the L2 cache related characteristics of the processes. Using the model generated by the process of machine learning, it predicts the L2 cache behavior, i.e., solo-run-L2-cache-stress, of the programs. It runs in user mode and guides the underlying operating system process scheduler in intelligent scheduling of processes to reduce the contention of shared L2 caches. In these experiments, the authors observed up to 12 percent speedup in individual as well as overall performance, while using meta-scheduler as compared to default process scheduler (Completely Fair Scheduler) of Linux kernel.

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Çetin, Derya, and Mevlüde Deveci. "A Feminist Reading of an Oriental Tale." In Advances in Media, Entertainment, and the Arts. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0128-3.ch005.

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Tales, which have an important place in the process of socialization, contain various ideological constructions like other narratives. This study aims to analyses an important tale of Turkey's tale corpus named “Crystal Manor and Diamond Ship” by the terms of feminist critics. This tale is considered among the tales of Anatolian field and is similar to some western tales such as Rapunzel. However, in terms of subject positions, which are one of the focal points of feminist criticism, the main female character, unlike most fairy tales, seems to be planning and implementing the actions that advance the plot, rather than waiting for a man to rescue her.

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Conference papers on the topic "Fairy tales and learning process"

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Kovacova Svecova, Zuzana, and Dagmara Smalley. "SLOVAK AS A FOREIGN LANGUAGE - TEACHING LANGUAGE THROUGH STORIES AND FAIRY TALES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1521.

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Poscheva, Yuliya Aleksandrovna. "DEVELOPMENT OF CREATIVE POTENTIAL IN OLDER PRESCHOOL CHILDREN IN THE PROCESS OF ILLUSTRATING FAIRY TALES." In МЕЖДУНАРОДНЫЙ ПЕДАГОГИЧЕСКИЙ ФОРУМ "СТРАТЕГИЧЕСКИЕ ОРИЕНТИРЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-306.

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Noortyani, Rusma. "Morphsyntax Learning through Story Telling using Character Fairy Tales on Early Childhood Education in Banjarmasin." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.122.

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Pebriani, Rizky, Hartono Hartono, and Iis Lisnawati. "An Application of Gallery Walk Learning Model in Learning of Writing Fairy Tales on Junior High School Students: Class Action Study." In Proceedings of the International Conference on Interdisciplinary Language, Literature and Education (ICILLE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icille-18.2019.72.

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Phanphai, Pimprapa, Prakob Koraneekij, and Jintavee Khlaisang. "Development of fairy tales electronic book design model using digital storytelling in gamification environment to enhance creative thinking and happiness in learning." In the 10th International Conference. ACM Press, 2019. http://dx.doi.org/10.1145/3306500.3306559.

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Zhang, Yuxiang, Jiamei Fu, Dongyu She, Ying Zhang, Senzhang Wang, and Jufeng Yang. "Text Emotion Distribution Learning via Multi-Task Convolutional Neural Network." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/639.

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Abstract:

Emotion analysis of on-line user generated textual content is important for natural language processing and social media analytics tasks. Most of previous emotion analysis approaches focus on identifying users’ emotional states from text by classifying emotions into one of the finite categories, e.g., joy, surprise, anger and fear. However, there exists ambiguity characteristic for the emotion analysis, since a single sentence can evoke multiple emotions with different intensities. To address this problem, we introduce emotion distribution learning and propose a multi-task convolutional neural

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