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Relevant bibliographies by topics / Guo ji jing ji xue

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Academic literature on the topic 'Guo ji jing ji xue'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 January 2023

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Journal articles on the topic "Guo ji jing ji xue"

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Chung, Juliette Yuehtsen. "Bo Liang. Ji shu yu di guo yi yan jiu: riben zai Zhongguo de zhi min ke yan ji gou [Researches on Technology and Imperialism: Japanese Colonial Scientific Research Institutes in China]. (Zhongguo jin xian dai ke xue ji shu shi yan jiu cong shu.). 345 pp., figs., tables, bibl., index. Jinan: Shandong jiao yu chu ban she [Shandong Education Press], 2006. ¥38 (paper).Jianping Han;, Xingsui Cao;, Liwei Wu. Ri wei shi qi de zhi min di ke yan ji gou: li shi yu wen xian [Colonial Scientific Institutions during the Japanese Occupation and Puppet Manchukuo Period: History and Literature]. (Zhongguo jin xian dai ke xue ji shu shi yan jiu cong shu.). 468 pp., figs., bibl., index. Jinan: Shandong jiao yu chu ban she [Shandong Education Press], 2006. ¥49 (paper)." Isis 99, no. 2 (June 2008): 429–30. http://dx.doi.org/10.1086/591369.

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Xigui, Qiu. "Explaining the Character “jin 銫” in Zi Gao 子羔: with a Discussion Concerning Shang Obtaining the Virtue of Metal." Bamboo and Silk 3, no. 1 (December 7, 2019): 38–53. http://dx.doi.org/10.1163/24689246-00301002.

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This paper proposes that the character in the sentence 生乃呼曰 “was born and called out: ‘Jin!’” in the Shanghai Museum manuscript Zi Gao 子羔 should be transcribed as 銫, pronounced jin, and was a special way of writing the word jin 金 “metal.” The myth of Xie in Zi Gao may be related to the virtue of Metal of the Shang dynasty, which can still be seen in a story in the Shiyi ji 拾遺記 in which the divine mother asks Jian Di 簡狄 to give birth to Xie to “succeed the Virtue of Metal.” This paper also traces the myths of Shaohao 少皞 and Xie in order to show that Shaohao and Xie derive from the same mythical source. This paper argues that the association of Shang with the virtue of Metal already existed prior to the time that Zou Yan 鄒衍 systematized the Five Virtues.

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Tseng, Chu-Yao, Ching-Wen Huang, Hsin-Chia Huang, and Wei-Chen Tseng. "Utilization Pattern of Traditional Chinese Medicine among Fracture Patients: A Taiwan Hospital-Based Cross-Sectional Study." Evidence-Based Complementary and Alternative Medicine 2018 (September 30, 2018): 1–9. http://dx.doi.org/10.1155/2018/1706517.

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Traditional Chinese medicine (TCM) divides fracture treatment into three stages. Many TCM herbs and formulas have been used to treat fractures for thousands of years. However, research regarding the Chinese herbal products (CHPs) that should be used at different periods of treatment is still lacking. This study aims to identify the CHPs that should be used at different periods of treatment as well as confirm the TCM theory of fracture periods medicine. We used prescriptions of TCM outpatients with fracture diagnoses analyzed using the Chang Gung Research Database (CGRD) from 2000 to 2015. According to the number of days between the date of the fracture and the clinic visit date, all patients were assigned to one of three groups. Patients with a date gap of 0-13 days were assigned to the early period group; those with a date gap of 14-82 days were assigned to the middle period group; and those with a date gap of 83-182 days were assigned to the late period group. We observed the average number of herbal formulas prescribed by the TCM doctor at each visit was 2.78, and the average number of single herbs prescribed was 6.47. The top three prescriptions in the early fracture period were Zheng-gu-zi-jin-dang, Shu-jing-huo-xue-tang, and Wu-ling-san. In the middle fracture period, the top three formulas were Zheng-gu-zi-jin-dang, Shu-jing-huo-xue-tang, and Zhi-bai-di-huang-wan. In the late fracture period, the top three formulas were Shu-jing-huo-xue-tang, Gui-lu-er-xian-jiao, and Du-huo-ji-sheng-tang. The main single herbs used in the early fracture period were Yan-hu-suo, Gu-sui-bu, and Dan-shen. From the middle to the late period, the most prescribed single herbs were Xu-duan, Gu-sui-bu, and Yan-hu-suo. We concluded that the results showed that the CGRD utilization pattern roughly meets the TCM theory at different fracture periods.

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Jhang, Jing-Siang, Hanoch Livneh, Shu-Yi Yang, Hui-Ju Huang, Michael W. Y. Chan, Ming-Chi Lu, Chia-Chou Yeh, and Tzung-Yi Tsai. "Decreased risk of colorectal cancer among patients with type 2 diabetes receiving Chinese herbal medicine: a population-based cohort study." BMJ Open Diabetes Research & Care 8, no. 1 (March 2020): e000732. http://dx.doi.org/10.1136/bmjdrc-2019-000732.

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ObjectivesPatients with type 2 diabetes have a higher risk of colorectal cancer (CRC), but whether Chinese herbal medicines (CHMs) can reduce this risk is unknown. This study investigated the effect that CHMs have on CRC risk in patients with type 2 diabetes.Research design and methodsThis cohort study used the Taiwanese National Health Insurance Research Database to identify 54 744 patients, newly diagnosed with type 2 diabetes, aged 20–70 years, who were receiving treatment between 1998 and 2007. From this sample, we randomly selected 14 940 CHMs users and 14 940 non-CHMs users, using propensity scores matching. All were followed through 2012 to record CRC incidence. Cox proportional hazards regression was used to compute the hazard ratio (HR) of CRC by CHMs use.ResultsDuring follow-up, 235 CHMs users and 375 non-CHMs users developed CRC, incidence rates of 1.73% and 2.47% per 1000 person-years, respectively. CHM users had a significantly reduced risk of CRC compared with non-CHM users (adjusted HR=0.71; 95% CI 0.60 to 0.84). The greatest effect was in those receiving CHMs for more than 1 year. Huang-Qin, Xue-Fu-Zhu-Yu-Tang, Shu-Jing-Huo-Xue-Tang, Liu-Wei-Di-Huang-Wan, Ji-Sheng-Shen-Qi-Wan, Gan-Lu-Yin, Shao-Yao-Gan-Cao-Tang and Ban-Xia-Xie-Xin-Tang were significantly associated with lower risk of CRC.ConclusionIntegrating CHMs into the clinical management of patients with type 2 diabetes may be beneficial in reducing the risk of CRC.

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Shin, Ji-youn. "A study on the jionchu of “Chun qiu jing zhuan ji jie” marked by Kiyohara-Senken - Focus on the Guo (果) group and the Jia (假) group -." East Asian Ancient Studies 67 (September 30, 2022): 325–48. http://dx.doi.org/10.17070/aeaas.2022.9.67.325.

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Hsu, Shuo-Min, Hung-Jen Lin, Yi-Wei Kao, Te-Mao Li, Ben-Chang Shia, and Sheng-Teng Huang. "Concurrent use of Chinese herbal medicine and anticoagulants may reduce major bleeding events." PLOS ONE 17, no. 8 (August 23, 2022): e0271965. http://dx.doi.org/10.1371/journal.pone.0271965.

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Background This retrospective cohort study investigated the risk of major bleeding events during the concurrent use of Chinese herbal medicine (CHM) and anticoagulants in clinical practice. Methods A total of 4,470 patients receiving anticoagulant drugs were selected from Taiwan’s National Health Insurance Research Database (NHIRD). Half (n = 2,235) were also using CHMs (CHM cohort); the other half were not (non-CHM cohort). Each cohort was matched 1:1 using the propensity score. Chi-square testing and the Student’s t-test were used to examine differences between two cohorts. Cox proportional hazard regression analysis assessed the risks for major bleeding events in each cohort, as well as bleeding risks associated with specific CHM formulas and herbs. Cumulative incidence curves for major bleeding events were calculated using Kaplan-Meier analysis. Results Compared with the non-CHM cohort, the CHM cohort had a lower risk of overall bleeding events (p < 0.001) including hemorrhagic stroke (p = 0.008), gastrointestinal (GI) bleeding (p < 0.001), urogenital bleeding (p ≤ 0.001) and nasal/ear/eye bleeding (p = 0.004). Single herbs, such as Glycyrrhiza uralensis et Rhizoma, Panax notoginseng, Panax ginseng, Platycodon grandiflorum, Eucommia ulmoides Oliver and formulas, such as Shu Jing Huo Xue Tang, Shao Yao Gan Cao Tang and Ji Sheng Shen Qi Wan were associated with a lower risk of major bleeding events. Conclusion Using CHMs with anticoagulants appeared to decrease the risk of major bleeding, especially CHMs products containing Glycyrrhiza uralensis et Rhizoma, Panax notoginseng, Panax ginseng, Platycodon grandiflorum and Eucommia ulmoides Oliver. Further investigations are needed to determine whether CHM can maintain the therapeutic efficacy of anticoagulants while simultaneously reducing potential side effects.

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申智娟 and 宋在漢. "Contemplation on Fanqie Bottom Words in the Middle of Kunaichoshoryobuzo “Chun qiu jing zhuan ji jie” Kamakura ─ Focusing on the group of Guo(果)･Jia(假)･Xiao(效) ─." Journal of Japanese Studies 49 (September 30, 2016): 263–84. http://dx.doi.org/10.18841/2016.49.11.

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Chen, Xiang. "Zengjian Guan et alia. Zhongguo jin xian dai ji liang shi gao [A Draft of the History of Modern and Contemporary Metrology in China]. (Zhongguo jin xian dai ke xue ji shu shi yan jiu cong shu.) 258 pp., tables, bibl., index. Jinan: Shandong jiao yu chu ban she [Shandong Education Press], 2005. ¥30.50 (paper)." Isis 100, no. 2 (June 2009): 389–90. http://dx.doi.org/10.1086/605226.

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Fang, Li-Zhi. "Jiang Xiaoyuan ;, Wu Yan . Zijin shan tian wen tai shi gao: Zhongguo tian wen xue xian dai hua ge an. [History of Purplemountain Observatory.] (Zhongguo jin xian dai ke xue ji shu shi yan jiu cong shu.). 219 pp., tables, bibl., index. Jinan: Shandong jiao yu chu ban she [Shandong Education Press], 2004. 29 (paper)." Isis 99, no. 3 (September 2008): 645–46. http://dx.doi.org/10.1086/593267.

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Zhu, Yuelin. "Li Zhang. Xin Zhongguo yu xin ke xue: gao fen zi xue zai xian dai Zhongguo de jian li [New Science for a New China: Institutionalization of Polymer Science in the P. R. China]. (Zhongguo jin xian dai ke xue ji shu shi yan jiu cong shu.). 340 pp., tables, bibl., index. Jinan: Shandong jiao yu chu ban she [Shandong Education Press], 2005. ¥37.50 (paper)." Isis 99, no. 2 (June 2008): 446–47. http://dx.doi.org/10.1086/591385.

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Dissertations / Theses on the topic "Guo ji jing ji xue"

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Ren, Ruo'en. "Ji liang jing ji xue fang fa lun guan yu zai Zhongguo ying yong de yan jiu /." Beijing : Zhongguo ren min da xue chu ban she : Xin hua shu dian jing xiao, 1992.

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Li, Kangdi, and 李康迪. "An investigative analysis on Hong Kong international school students' willingness to communicate in Chinese : in a Hong Kong ESF international school = Xianggang guo ji xue xiao xue sheng Han yu jiao ji yi yuan diao cha yu fen xi : yi Xianggang mou Ying ji guo ji xue xiao wei li." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209644.

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本研究探究了香港某所國際學校中漢語作為第二語言學習者的中文交際意願。研究對象主要是香港某英基國際學校的170名漢語學習者；主要採用定量的研究方法，通過研究者的課堂觀課和學生的“自我報告”（Self-report）來搜集數據，通過五個量表（背景變量量表、心理變量量表和課堂內外漢語交際意願量表）來實現研究；研究的內容包括學生們課堂內、外漢語交際意願的總體水平以及可能存在的差異，並總結前人研究發現，在新的研究背景下對一些可能存在影響關係的背景變量（年齡、性別、漢語水平、學習漢語的社會支持、母語、性格、對待學習漢語的態度）和心理變量（學習漢語時的焦慮、動機、自我覺察的交際能力）進行數據分析并驗證假設，通過SPSS19.0來付諸實現；最終就如何提高學生的課堂內、外漢語交際意願提出教學建議。本次研究的主要研究發現有：（1）該國際學校漢語學習者的總體漢語交際意願水平偏低，介於“較低交際意願”和“中度交際意願”之間，而且課內漢語交際意願略高於課外漢語交際意願。（2）總體來看，男生和女生之間不存在漢語交際意願上的顯著差異，但在課內，女生比男生更容易不懂就問、更關注語言知識的細節；男生比女生更願意作為發言代表來公開表達自己觀點；在課外，男生比女生更願意在校園裡與陌生人說漢語，更願意和朋友們或者陌生人上網用漢語交流。（3）預科項目（DP）和中學項目（MYP）的學生群體間不存在漢語交際意願的顯著差異。但在課堂上，DP學生比MYP的學生更願意進行公開性的漢語表達，更願意深入探討相關問題，更願意進行一些總結概括能力較強的發言。（4）DP年級學生的漢語水平和交際意願呈顯著正相關，即漢語水平高越高，課內、課外和總體的漢語交際意願越高,漢語水平越低，課內、課外和總體的漢語交際意願越低。（5）在用漢語進行“主動性發言”上的意願，漢語水平高的群體明顯高於漢語水平低的群體，說明高水平漢語學習者更願意掌握交際的主動權。（6）學習漢語社會支持較多的群體表現出明顯更高的漢語交際意願，呈顯著正相關。（7）以廣東話作為母語的學生比以英語作為母語的學生具有更高的漢語交際意願，這種差異性在課堂外比課堂內體現得更為明顯。（8）性格較外向的學生比性格較內向的學生具有更高的課內漢語交際意願。（9）喜歡學漢語的學生比不喜歡學漢語的學生具有更高的課內、課外和總體漢語交際意願。（10）總體來看，學生學習漢語的動機和自我覺察的漢語交際能力都偏高，且兩者與課內、課外和總體漢語交際意願均呈十分顯著正相關，其中動機與課外方面相關性略大，而自我覺察的交際能力與課內方面相關性略大。學生的總體焦慮水平偏低，與課內、課外和總體交際意願均呈十分顯著負相關，與課內方面相關性略大課外方面。無論是課內還是課外漢語交際意願，“自我覺察的交際能力”對漢語交際意願來說是預測性最強的心理變量。 This research investigated Chinese as second language (CSL) learner’s willingness to communicate (WTC) both inside and outside classroom in one of international schools, Hong Kong. The research objects are 170 Chinese Language B learners from an English School Foundation (ESF) international school. The main methodology adopted here was quantitative method. Classroom observations by researcher and self-reports by students were firstly done to collect background data, and then five scales were employed to do the main investigation, including a WTC Inside–the-classroom Scales (WTCIS), a WTC Outside-the-classroom Scale (WTCOS), a Language Anxiety Scale (LAS), a Motivation Scale (MS) and a Self-perceived Communicative Competence Scale (SCCS). The research objectives were to explore the general situation of CSL learners’ WTC, and the specific characteristics as well as possible differences of their WTC inside and outside the classroom; then to further examine the possible affecting variables from both background and psychological perspectives including gender, age, Chinese language proficiency, mother tongue, social support, personality and attitudes towards learning Chinese, which were regarded as background variables, and language anxiety, motivation and self-perceived communicative competence, which were regarded as psychological variables. After that, data was processed and analyzed by SPSS 19.0 for hypothesis verification. Finally, pedagogical implications on how to improve CSL learners’ WTC both inside and outside classroom were generalized from the study. 　　The major findings showed that: (1) the general WTC of CSL learners from this school were slightly on the low side, between the Lower and Middle level, and the WTC inside the classroom was comparatively higher than outside of classroom. (2) On overall WTC, there was no significant difference between male and female students. But inside the classroom, girls were more likely to ask questions and pay more attention on language details than boys, while boy were more active to be the presenters and voice out in public. Outside the classroom, boys were more willing to communicate with strangers or chat online with friends in Chinese. (3) No significant WTC difference was found between Diploma Program (DP) and Middle Years Program (MYP), but DP CSL learners showed more willingness to make public speech, to be more of an inquirer in problems, and to do more generalization in speaking. (4) Among DP group, significant positive correlation was found between language proficiency and WTC, suggesting that the more proficient CSL learners showed higher WTC, and vice versa. (5) The more proficient group were more willing to speak Chinese voluntarily than the less proficient ones, implying that the more competent language learners are more likely to the take the initiative in communication. (6) CSL learners with more social supports to learn Chinese showed higher WTC, and a significant positive correlation was found here. (7) Students with Cantonese as mother tongue had higher WTC than their English as mothertougue counterparts, and this difference was more obviously outside of classroom. (8) Extroverted students showed significantly higher WTC inside of the classroom than the introverted. (9) Students who liked learning Chinese demonstrated higher WTC than those who didn’t. (10) Students’ motivation to learn Chinese and their SPCC were both on the high side, and both correlated positively on WTC, with motivation correlated more closely on outside WTC while SPCC more on inside WTC. Students showed slight lower anxiety level in speaking Chinese. Anxiety had significant negative correlation with WTC, and it mattered more inside than outside of classroom. No matter for WTC inside or outside, SPCC was the most predictive variable among the three.
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Lam, Kwong-wai. "Li Ji's contribution to research in Chinese ancient history = Li Ji zai zhong guo gu shi yan jiu de xue shu gong xian /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25336228.

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Chan, Lai-wa, and 陳麗華. "The investigation of the effectiveness of process writing method to enhance the practical writing ability of international school students who learn Chinese as a second language = Guo cheng xie zuo jiao xue fa dui ti sheng guo ji xue xiao Zhong wen wei di er yu yan xue sheng xie zuo ying yong wen zhi cheng xiao yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209681.

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Tsui, Sze-ki, and 徐詩琪. "A study of teaching of reading strategies to enhance the comprehension monitoring awareness of upper primary students in Hong Kong = Yue du ce lüe jiao xue dui cu jin xiao xue gao nian ji xue sheng de yue du li jie jian kong zhi jue de ying xiang." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198877.

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Ever since the curriculum reform was launched, 'Reading to Learn' has been one of the four key tasks initiated. The result shown in Progress in International Reading Literacy Study (PIRLS,2011) reflected that the reading ability of Hong Kong Primary students is among the best in the world, whereas their reading motivation ranking the last. Researchers also found in the Programme for International Student Assessment (PISA, 2009) conducted among secondary students that their metacognitive level is the lowest among all the secondary students in South-east Asian districts. It reflected that Hong Kong students lack self-regulation and comprehension monitoring awareness in reading. This dissertation is written in support of an action research and a case study. It aims to discuss the impact on the implementation of teaching of reading strategies on four different primary students, who are of diverse ability on comprehension. In the action research, the researcher tries to enhance students' comprehension monitoring awareness through introducing the K-W-L Chart and Directed Reading and Thinking Activity. In the case study, the researcher makes use of think aloud activities and student interviews to collect and analyze the qualitative data obtained. Together with the quantitative analysis, the researcher studies the reading strategies used among the four selected primary 4 students as well as their understanding toward reading strategies before and after they received the teaching in the process. The research result reflects that teaching reading strategies has a significant effect on enhancing student's reading comprehension monitoring awareness among students, especially the lower ability students. Furthermore, this research makes a few practical suggestions on how to enhance students' reading comprehension awareness in daily teaching. 自課程改革(以下簡稱「課改」)以來，「從閱讀中學習」一直為課改四大關鍵項目之一。「全球學生閱讀能力進展研究(PIRLS，2011)」的結果反映本港小學生的閱讀能力冠絕全球，閱讀動機卻在全球榜尾的奇怪現象；而以中學生為對象的「學生基礎素養能力計劃(PISA，2009)」亦發現本港學生的後設認知能力水平為全東南亞地區最差，反映本港學生在閱讀方面缺乏自我調整和閱讀監控的意識。本論文旨在以行動研究(action research)及個案研究(case study)方式，探討閱讀策略教學對促進四位小學四年級不同能力學生的閱讀理解監控知覺的影響。在行動研究方面，研究員通過教授自我檢測圖及引領思維閱讀策略，促進學生的理解監控知覺。在個案研究方面，通過放聲思考(think aloud)活動及學生訪談，搜集及分析質性數據，並結合量性分析，探討本港某小學四位四年級學生於接受教學前後，在閱讀過程中運用閱讀策略的情況，以及他們對閱讀策略的認識。研究結果反映，閱讀策略教學對促進學生的閱讀理解監控知覺對於閱讀能力較弱的學生，有明顯的影響。此外，本研究就如何在日常教學中教授閱讀策略，以提升學生的閱讀理解監控知覺方面提出一些建議。
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He, Jiahua. "Li yong shi xiang gong ju jin xing xie zuo qian gou si xun lian dui zuo wen cheng ji de ying xiang : kong zhi zu qian hou ce zhun shi yan she ji = The influence of prewriting training by using visual tools on achievement in Chinese composition : control group pre-test and post-test quasi experimental design /." click here to view the abstract and table of contents click here to view the fulltext, 2005. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b18517511a.pdf.

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Cheung, Kai-fai, and 張佳暉. "The relationship between morphological awareness and lexical ability of International Baccalaureate Middle Years Programme students in Hong Kong = Xianggang guo ji wen ping ke cheng zhong xue xiang mu xue sheng de yu su yi shi yu ci hui neng li guan xi yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209677.

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近年來，香港有不少國際學校和直資學校開辦國際文憑課程（IB，International Baccalaureate），很多非華語學生選擇學習中文作為第二語言。然而，當中很多學生在使用詞彙上產生偏誤，而在二零零八年，香港教育局發布了《中國語文課程補充指引（非華語學生）》諮詢文件中，指出漢字的字形、聲調、語彙都是中文第二語言學習者的難點（香港課程發展議會，2008），這些難點均涉及語素。以往曾有不少研究，探討語素意識與詞彙知識習得的關係，因此，研究者期望以中文第二語言學習者作為研究對象，探討漢語語素意識與詞彙能力的關係。本研究為量性研究，以語素意識與詞彙能力測驗和單元評估試卷來蒐集數據，並採用相關度測量研究方法分析數據，從而探討國際文憑課程中學項目學生在詞彙上的偏誤類型以及漢語語素意識與詞彙能力的關係，並提出建議以提升中文第二語言學習者的詞彙能力。本研究目的有三：（一）探究香港國際文憑課程中學項目學生在詞彙上的偏誤類型；（二）探究香港國際文憑課程中學項目學生的漢語語素意識與詞彙能力的關係；（三）歸納研究結果，並就教學和後續研究上提出具體建議，作為對外漢語教學之參考。研究結果顯示，中文第二語言學習者的詞彙偏誤類型以「語音」為主，發展同音語素意識對於減少詞彙偏誤相當重要，此外亦需要加強發展部件規則的意識以及組字規則的概念，幫助他們掌握字形，對於減少詞彙偏誤亦有相當重要的作用。在漢語語素意識與詞彙能力的關係方面，中文第二語言學習者的語素意識對於詞彙能力有預測作用，同音語素意識對詞彙能力的預測作用大於同形語素意識的作用；而心理詞彙的語素意識、心理詞彙的數量及用詞能力三者有互相影響的關係，但仍需要進一步的研究。 International Baccalaureate (IB) Curriculum is adopted by more and more international schools and direct-subsidy schools in Hong Kong. At the same time, more and more non-Chinese speaking (NCS) students choose to study Chinese Language as a second language in IB curriculum. However, the vocabulary learning is one of the difficulties when they learn Chinese. The Education Bureau has published ‘Consultation Paper on Developing a “Supplementary Guide to the Chinese Language Curriculum for Non-Chinese Speaking Students” ’ and points out those NCS students encounter difficulties in learning Chinese graphemes, tones, vocabulary, etc. These difficulties are related to morpheme. Many researchers have conducted to study on relationship between morphological awareness and lexical knowledge. This dissertation aims to study on the relationship between morphological awareness and lexical ability of IB Middle Year Programme (MYP) students in Hong Kong. This is a quantitative research. Data collection includes two tests of the morphological awareness and lexical ability paper-pencil tests and one summative unit test of Chinese Language subject in a school. IB MYP students of two classes participated in this study and their morphological awareness and lexical ability were tested and analyzed by the statistical analysis software. The objectives of the study are: (1) Analysis on the types of lexicon errors of IB MYP students in Hong Kong; (2) Analysis on the relationship between morphological awareness and lexical ability of IB MYP students in Hong Kong; (3) Suggestions on developing of morphological awareness in learning Chinese Language as a second language. The results find that most of the lexicon errors were related to the tones and radical components of Chinese character, it is suggested to develop the homophone awareness and the orthographic awareness of Chinese character to reduce the lexicon errors. The morphological awareness of students has influence on student’s lexical ability. The homophone awareness has a closer relationship with lexical ability. The morphological awareness of the mental lexicon has an influence on the amount of mental lexicon and the ability of using lexicon. It is suggested to develop the morphological awareness of students in teaching Chinese as a second language to further study the relationship between the development of morphological awareness and mental lexicon in the future.
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Education
Master
Master of Education

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8

Zhu, Xinhua. "A study on the development of superstructure of narrative text written by primary school pupils in four cities of China = Zhong guo si ge cheng shi xiao xue sheng ji xu wen pian zhang de shang ceng jie gou de fa zhan yan jiu /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23295922.

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Wong, Hon-meng, and 黃漢明. "Non-mainstream intellectual phenomenon in the mid-Tang period : characteristics of Dan Zhu's (724-770) Chun qiu study and related social background = Zhong Tang ru xue si xiang de yi cai : Dan Zhu (724-770) zhi "Chun qiu" de te dian ji qi xiang guan she hui bei jing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/197550.

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The intellectual development in the Tang Dynasty (618-907) could be generally divided into two phases, with the first one inherited from the Han Wei period focusing on the meaning of words, while the second phase focuses on the teaching of the Confucian classics. Among the various scholars during the course of this transformation, Dan Zhu (啖助,724-770) has been recognized as a non-mainstream but yet very influential character. To avoid the An-Shi Rebellion, Dan Zhu resided in the south-eastern part of the country where he taught Lu Chun (陸淳) the Chun Qiu (春秋) classic. Many famous Tang political reformers including Lu Wen (呂溫) and Liu Zong Yuan (柳宗元) are considered by historians as Dan Zhu’s students and followers. This has made Dan Zhu even more influential than other Confucius scholars in that period. Nevertheless, due to the controversial nature of his teachings, Dan Zhu was heavily criticized by Ouyang Xiu (歐陽修) as being specious and at the same time appraised by Cheng Yi (程頤) to be one of the fore-runners who founded the Song Confucianism. This research reveals that Dan Zhu abandons the approach of focusing on the meaning wording and goes directly into the teachings of the classics. He considers that there are large amount of mistakes in the then contemporary explanation of Chun Qiu, he also considers that Tang scholars have not just worked in isolation without much view sharing, but also misinterpreted Confucius’ teachings. Moreover, the Tang scholars are treating Chun Qiu as history or even as literature, rather than Confucius’ teaching on how the society should be run. From Dan Zhu’s perspective, Confucius was trying to make use of histories to set proper behavioural standards and protocols for running the country, with an objective of saving the imperial control of Zhou (周). During the mid-Tang period, China was undergoing major social changes from a feudal to a modern society. Tang imperials whose ancestors carried a nomadic blood stream tried to strengthen their control by adopting Confucianism; and placing more emphasis on the south-eastern region where the Han Chinese of the Southern Dynasty was concentrated. Coupling with the civil examination (科舉) reform and the impacts of Zen Buddhism, the Tang society was undergoing major social-political transformation which Dan Zhu was situated right on its course. The research concludes that Dan Zhu’s ideas fit well with Xuan-zong’s (唐玄宗) appeal for revival of Confucius teachings and the social-political setting in Mid-Tang. Although Dan Zhu is considered a non-mainstream scholar, his teachings have brought about significant impacts on later development of the Neo-Confucianism. Nonetheless, Dan Zhu has not deviated from the fundamental principles of a Confucian whose destiny is to serve the people and the country, and of course for Dan Zhu, the Tang Dynasty.
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Chinese
Master
Master of Philosophy

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Kwan, Che-ying. "A school-based case study an evaluation of the implementation of the "British National Writing Project" in Chinese writing programme = Yi ge xiao ben de ge an yan jiu : Yingguo "Guo jia xie zuo ji hua" zai Zhong wen xie zuo jiao xue shi jian de cheng xiao ping gu /." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31957900.

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Books on the topic "Guo ji jing ji xue"

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Guo ji jing ji xue. Beijing: Bei jing da xue chu ban she, 2004.

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Fan, Anqun, Xuezhu Xu, and Lijin Shao. Guo ji jing ji xue. Beijing: Qing hua da xue chu ban she, 2016.

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Guo ji jing ji xue. Beijing: Jing ji guan li chu ban she, 2001.

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qun, Liu hui. Guo ji jing ji xue. Bei jing: Bei jing ta xue chu ban she, 2012.

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Guo ji jing ji xue. Wuhan: Wu han da xue chu ban she, 2010.

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Guo ji jing ji xue. Beijing: Zhonggong zhong yang dang xiao chu ban she, 1998.

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Jian, Ying, and Jiang Fen, eds. Guo ji jing ji fa xue. Beijing Shi: Gao deng jiao yu chu ban she, 2005.

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Zhu, Lanye. Guo ji jing ji fa xue. Beijing: Beijing da xue chu ban she, 2005.

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man, Ke lu ge. Guo ji jing ji xue: Guo ji jin rong bu fen. Bei jing: Zhong guo ren min ta xue chu ban she, 2011.

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fu, Luo ge, and Liu hong zhong, (1965- ), eds. Guo ji hong guan jing ji xue ji chu. Bei jing: Zhong guo jin rong chu ban she, 2010.

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