Dissertations / Theses on the topic 'Junior Edition'

La genèse a et la genèse b sont des œuvres de nature entièrement différente, la genèse a, poème traditionnel, modifie le récit biblique en fonction des normes de la poésie vieil-anglaise: chaque épisode est divisé en paragraphes marqués par des structures rhétoriques. L'auteur met en relief l'opposition entre justes et impies pour démontrer la nécessité de servir dieu. - la genèse b montre, à côté d'une versification maladroite, de subtils jeux de mots et effets de structure. Le thème principal est la difficulté de reconnaitre le bien et le mal, et l'auteur cherchait peut-être à combattre l'hérésie (celle de Gottschalk?), choisissant la poésie vernaculaire pour toucher un plus vaste auditoire. Le reste de la genèse saxonne, qui porte la marque de plusieurs mains, aurait été écrit ensuite pour compléter la genèse b. - l'étude des illustrations montre que le Junius XI est une copie et que l'interpolation de la genèse b a eu lieu dans un MS antérieur, et on peut déceler les traces de deux MS intermédiaires entre l'original et le JuniusXI. La célérité de l'œuvre est attestée par le nombre de copies, et par le fait que l'on retrouve des échos de certains vers dans Judith
Genesis a and genesis b are two very different works. The former is a traditional poem, which modifies the biblical narrative to adapt it to the norms of old English poetry: each episode is divided into paragraphs by rhetorical structures. The author underlines the opposition between righteous and evil men and demonstrates the need to serve god. - the clumsy verse of genesis b and, in contrast, its subtle puns and envelope patterns, indicate that the author, though a beginner in vernacular verse, may have been trained in Latin writing. The main theme of the work is how to distinguish good and evil, and the author may have been opposing heresy (perhaps Gottschalk’s), choosing vernacular poetry as a means to secure a wider audience. The other fragments of the old-Saxon genesis, written by several authors, would then have been composed later to complete the biblical paraphrase. - the study of the illustrations indicates that the exemplar of the Junius XI MS already contained the two genesis poems, and two intermediates can be posited between the source of the drawings and MS Junius XI. This number of MSs indicates how famous the poem was, as does the fact that echoes of some lines can be found in Judith

The thesis is in two parts, 'Manuscript' and 'Text'. The first part considers the post-Anglo-Saxon history of the manuscript, Junius 85 and 86, and then considers the Anglo-Saxon manuscript from the point of view of the activity involved in its production. In Chapter One are noted some of the manuscript's fundamental physical characteristics, its size in relation to other homily collections, the collation of its leaves and the quality of the membrane. Chapter Two deals with the question of the manuscript's provenance, and is ordered in sections each of which considers a particular piece of evidence. A final section summarizes the significance of all the evidence. Aside from a titled transcript made by Junius of part of one of the homilies, all the evidence of the manuscript's history before Junius donated it to the Bodleian Library is that which has accrued to the manuscript over the centuries. The title of Junius's transcript provides evidence that Isaac Vossius possessed the manuscript before Junius, and a key question is that of Vossius's acquisition. It is circumstantially likely that Vossius did not acquire the manuscript in England, and press-marks entered in each volume suggest that the manuscript may have been collected in France by a French bibliophile, Paul Petau, part of whose collection had come into Vossius's possession before the latter moved to England. The evidence of the two volume binding, which seems certainly to pre-date Junius's ownership, does not contradict this, on the face of it, unlikely provenance for an Old English homily collection. Evidence of the manuscript's survival through medieval times resides in a title entered on the first membrane leaf, which is all that survives of a medieval binding, and in a series of jottings. A detailed examination of the writing shows that the title and the jottings are comparable palaeographically, and that both were probably added some time in the late twelfth or early thirteenth centuIy, either in France or England. It seems probable that the jottings, some of whose content gives support to the possibility that the manuscript was in France, were entered while the manuscript was bound, as the title indicates, with a Greek psalter. The manuscript may owe its survival to this binding. Chapter Three turns to the Anglo-Saxon manuscript itself, and it is established that it was written by three main hands. In the absence of any study of eleventh-centuIy insular scripts, a comparative study of the palaeography has not been possible, but by way of contribution to the subject I have tried to characterize the script of the manuscript, as well as giving detailed description of letter forms and their variety in the course of identifying the hands. Chapter Three ends with description of decorative features, particularly of ornamental brackets which are a feature peculiar to Junius 8S and 86. Chapter Four considers the compilation of the manuscript, and it is shown in a separate section how the use of ornamental brackets arose when one scribe made regular use of a feature which another scribe had introduced for practical reasons. The main section (section 4) of Chapter Four draws on the physical and palaeographical evidence already described and discussed and relates it to the texts to show how the manuscript was compiled in at least two stages, with the bulk of the manuscript belonging to a final stage and the rest being remains of a previous stage, though no great space of time separates the two stages. One particular point concerns the status of a translated extract from the apocryphon Visio Pauli, and it is argued that the text was copied, and possibly translated, specifically to expand Homily 1, there having been doubt hitherto on this point. Chapter Five considers some spelling features which are characteristic of Junius 8S and 86, and constitutes a suggestion of an alternative to traditional language descriptions, based on historical phonology, which are of limited value for late Old English manuscripts. The second part of the thesis is the edition of the texts. The editorial aim is to enable consideration of whether the manuscript could have been used for preaching. Each homily is followed by a Commentary whose principal function is to address all difficult readings, and assess how often a failure of sense occurs. When other copies of homilies are thus closely examined it should eventually become possible to assess how much textual difficulty a copy of a homily could bear and still be delivered from the page as a preached sermon. How far the Old English Homiletic manuscripts are representative of an active preaching tradition is yet a matter for much debate. Notes describing the condition of the text in the manuscript accompany the texts, and previous editions are corrected where necessary. A novel form of printing Old English prose has been adopted, whereby sentences are spatially distinguished.

碩士
國立臺灣師範大學
地理學系
104
The content of the study is to analyze the four versions of Geography textbooks of junior high school. The four versions are National-Edition and three kinds of approved Geography textbooks of junior high school.According to the findings, the study intends to provide some suggestions. 　　The major points under discussion are：1. To compare the similarities and differences between the approved Geography textbooks; 2. To compare the differences between National-Edition and approved Geography textbooks; 3. To check the instructional objectives,instructional materials,and instructional assessments of National-Edition,whether correspondence; 4. To check the instructional objectives, instructional materials,and instructional assessments of approved, whether correspondence. 　　The research methods are literature analysis and content analysis. This study is focused on textbook contents, textbook exercises and assignments. 1998-2001 National-Edition and 2014 approved（Nani,Kang Hsuan, Hanlin）Geography textbooks of junior high school are discused about. 　　The results are as follows: 1. National-Edition and approved’ curriculum frameworks are different.Domains objectives are the most.Fewer cognitive and affective objectives; 2. For students, there is no real meaning or meaningless in part of National-Edition instructional objectives; 3. National-Edition and approved textbooks content with higher proportion of "terrain", "climate", "economy", and "regional" four themes; 4. Part approved and elementary school repeat the textbook content, or content beyond the basic range; 5. National-Edition and approved have significant differences in the Geographical concept distribution,but in the distribution of the four categories (physical geography, human geography, geography skills, and environmental geography),no significant differences are found; 6. In instructional assessments,there are the most high-level questions in National-Edition,but there are the most knowledge questions in approved; 7. In instructional assessments,there is a significant difference in the cognitive distribution between National-Edition and approved. 　　The major results of the study were as the following：1. Instructional objectives should be meaningful, not just forms.Domains,cognitive,and affective objectives should be of the same proportion; 2. Textbooks should pay attention to the integration of all stages of learning and interdisciplinary and helicity concept system; 3. National-Edition and approved Geography textbooks focus more on four themes, and human geography,relatively lack of geographical skills; 4. In instructional assessments,there are the most high-level questions in National-Edition,but there are the most knowledge questions in approved.And there are significant differences in the cognitive level between both; 5. Textbooks should enhance interconnection among instructional objectives, instructional materials, and instructional assessments. 　　This article concluded: 1. Three kinds of approved Geography textbooks are different in content and instructional assessments; 2. National-Edition and approved Geography textbooks are different in content and instructional assessments; 3. The instructional objectives, teaching materials and instructional assessments among the three may most correspond to one another; 4. Because of the basic content, cause examination leading textbook in approved textbooks; 5. In instructional assessments questions, approved no more than National-Edition textbooks.

碩士
國立臺東大學
教育研究所
96
The content of the study is to analyze the four versions of English textbooks for junior high school students. The Five versions are National-Edition and three kinds of approved English textbooks of Junior high school. The components of the analysis in this study are the way of editing, the background of editors, instruction objective, theme, vocabulary, and extrinsic attribute. The study is to analyze the above five items of the four versions of English textbooks and find out the difference and similarity. Finally, according to the findings, the study intends to provide some suggestions for the authorities concerned, editors, schools, teachers and further studies.

碩士
國立臺南大學
教育學系課程與教學碩士班
95
A procedure is aiming at the ‘State Middle School Textbooks Edited by Geography Department’ 1980 edition and ‘Geography textbooks of 2006 checked and approved edition’ 2006 edition developed from the outline of nine-year program, this study discusses middle-school geography textbooks From volume 1 to 6 (State Middle School Grade 1 to Grade 3) issued at different times and in different editions, and try to find what are their Taiwan contents in text books, what geographic concept is used in each edition to introduce Taiwan, and the differences between each edition. Apart from discussing relative documents, this study adapts the research method of content analysis, the main steps are as the following: 1. Analyze and discuss the geographic concepts in Taiwan section in geography textbooks. 2. Analyze and discuss the Taiwan section in 1980 and 2006 edition geography textbooks. 3. Analyze and discuss the Taiwan section in 2006 edition geography textbooks. 4. Conclusion and suggestions. According to the results of study, conclusion and relative suggestions for the reference of future textbooks and courses designers and researchers are as the following: (1) In ‘Taiwan’ section of 1980 edition and 2006 editions geography textbooks, the concept of ‘Natural geography’ can be often seen, while ‘Space Understanding’ rarely is seen. (2) In ‘Taiwan’ section of 1980 edition and 2006 editions geography textbooks, national edition has only four lessons, while the checked and approved edition is arranged in accordance with the order from natural to human geography. The geographic concepts in ‘Taiwan’ section of the national edition focuses more on natural geography, in the checked and approved edition they are divided evenly. (3) In the units connected with ‘Taiwan’ of 3 editions geography textbooks of 2006 checked and approved edition, the names of their lessons are different from each other. The ‘Kangxuan Edition’ is rather close to ‘Hanlin Edition’; while the geographic concept connected with ‘Taiwan’ is mainly about natural and human geographic parts. (4) The practical activities can be added to each edition when edits textbooks, and the part of developing noble thoughts and feelings should be enforced. (5) Future researchers can divide parts from the angles of cognition, feelings and skills, and compare them, or discuss the proportion of maps and context in textbooks, so as to put forward more pertinent suggestions for all-level editors.

碩士
國立臺南大學
國語文學系中國文學碩士在職專班
107
This study mainly compared the adverbs in Chinese textbooks of Nan-I edition in Grade 1-3 in junior high schools in Grade 1-9 Curriculum and in Chinese textbooks of Nan-I edition in Grade 3-6 in elementary schools; it also analyzed new adverbs in Chinese textbooks of Nan-I edition in Grade 1-3 in junior high schools. The study used “Content Analysis” and “Comparative Analysis” for textual research to know the type, position and frequency of the new adverbs, their distribution and relation in each textbook, and the usage of new adverbs in different stylistic structure.The study findings are as follows: 1. It showed positive relation of frequency between the new lexical adverbs (depiction) and adverbs in the six Chinese textbooks of Nan-I edition in junior high schools and in Sinica Corpus 4.0. But new intensifying adverbs (commentary) are different. 2. There were fewer types of new lexical adverbs (depiction) and less usage; there was no comparative adverbs. 3. In terms of intensifying adverbs (commentary), there were fewer types and less usage; there was no new ones except for the types of “interpretation, sudden, luck, reverse, compatibility, inclination, and shifts”. 4. There was no new lexical adverbs (depiction) in Chinese textbook 5 of Nan-I edition in junior high schools. 5. There was no new synergy adverbs in 6 Chinese textbooks of Nan-I edition in junior high schools. 6. Among new restrictive adverbs, there was higher usage of intensifying adverbs (commentary). 7. The vocabulary “jian zhi (simply)” was emphasized in the usage of new intensifying adverbs (commentary). 8. In the contents of Chinese textbooks of Nan-I edition, there was positive relation between new adverbs and all types of the total adverbs. 9 Among new adverbs, only “cheng ran (indeed)” were used in the end of sentences.

碩士
淡江大學
課程與教學研究所碩士班
101
With reference to Fairclough''s critical discourse analysis, this study describes, interprets and explains the "cultural learning and international understanding" discourses in K edition English textbooks of junior high school to analyze the elements and the ideologies concerned with global education in them. As for the "cultural learning" discourses, the findings are as follows: 1. Sight seeing, food, festivals, customs are topics used most in the texts, especially those drawn from English-speaking countries, like the United Kingdom and the United States. 2. Abundant illustrations transfer the world''s cultural diversity. 3. Cross-cultural experiences are of positive depiction. 4. Aboriginals’ and new residents’ cultures are ignored. On the other hand, this study explores the "international understanding" discourses in terms of "Global Issues" and "International Connectedness". Among global issues, the texts talk about environmental sustainability and human rights mostly, and the emergence of radical social action-oriented text description is of value. However, issues concerned with peace vs. conflict and the international competition are little discussed. Besides, songs, pictures, stories are used in the texts to facilitate a sense of global interdependence. Space compression phenomenon of globalization is stated through the presentation of the scientific and technological development. Based on the research result, this study provides suggestion for the textbook editors, the English teachers of junior high, Ministry of Education, and the follow-up studies.

碩士
國立臺南大學
音樂學系碩士班
105
The study aims at using the perspective of art correspondence to analyze The arts and humanities textbooks of Han-Lin Edition in junior high school. It applies content analysis as the research method and is based on qualitative analysis to analyze the elements of music, visual arts and performing arts as well as the correspondence of the three. In addition, it also uses quantitative analysis and number of pages to calculate the ratio of each art element and correspondence. The researcher takes advantage of literature review, exploratory analysis, expert consulting and discussing with the instructor to research and develop the research tool. In terms of reliability control, it uses scorer reliability, expert consulting and triangulation for tests in order to improve the research reliability. The research findings are as follows: 1. The teaching contents of the arts and humanities textbooks of Han-Lin edition in junior high school include the main art elements of every subject; as for the ratio of art elements of each subject, the ratio of the elements of music and visual arts and each grade is balanced, while the ratio of the elements of performing arts and each grade seems not. In terms of the length, visual arts takes up the most, music takes up the second, and performing arts takes up the least. 2. It applies art correspondence to analyze each arts and humanities textbook of Han-Lin edition in junior high school and then presents the contents and ratio of using correspondence teaching; based on grades, the 7th, 8th and 9th grades present the highest in the correspondence of music and visual arts elements, the second in visual arts and performing arts elements and the lowest in music and performing arts elements.

碩士
國立高雄師範大學
英語學系
92
The purpose of the study was to investigate the provisionary editions of junior high school (JHS) English textbooks in Kaohsiung City and to explore the perceptions of JHS English teachers as well as students of these editions. The subjects, 161 English teachers as well as 672 students of the 8th graders from 44 junior high schools in Kaohsiung City, were recruited to fill in the questionnaires. The major instruments were two Chinese questionnaires. One for English teachers; the other, for students. Besides, the statistic software of SPSS 8.0 was adopted to process the data of the questionnaires, and frequencies and percentages were its main measures. The main findings are summarized as follows: 1. The top three sets of textbooks used in Kaohsiung City were Nan-yi, Kang-hsiuan, and Han-lin; the most common selection time frame in each school was about “one to three months.” Furthermore, English Teaching Community of each school was the major decision-making body in deciding which textbook to use, and the difficulty level was usually the most important consideration in the textbook selection. 2. Most English teachers held a positive attitude toward the layout, the content, teachers’ manuals, and students’ workbooks of the provisionary editions of English textbooks. 3. Most teachers believed that students were interested in their textbooks; however, only a small proportion of the students really took interest in reading their textbooks. 4. Almost 90 percent of the teachers faced difficulties after they began using the provisionary editions of English textbooks. 5. Teachers’ perceptions toward the elements of the content to be cut down or further strengthened were not consistent. 6. The top three teachers’ favorite themes for future textbook compilation were “youngsters’ amusements,” “native and western customs and festivals,” as well as “fairy tales, poems, or literary works.” The top three teachers’ favorite activities were “role play,” “songs, chants, rap,” and “riddles.” 7. More than half of the teachers thought that the English textbooks created by the National Institute were the best, and all junior high schools should use the same set of textbooks 8. Most teachers suggested that the subject matter should cover a variety of topics and should be vivid enough to attract students. 9. The students’ perceptions of the layout of the English textbooks and the workbooks were positive. However, they found that the topics were not attractive enough and the contents did not base on their needs and levels. 10. Over half of the students did not think that they had difficulties after they started using English textbooks. 11. Students felt that the amount of exercises in the textbook and the workbook should be reduced. However, the grammar structures and the length of readings should be further strengthened. 12. The top three students’ favorite themes in the future textbook compilation were “youngsters’ amusements,” “modern knowledge,” and “the fine arts.” The top three students’ favorite activities were “songs, chants, rap,” “role play,” and “riddles.” 13. Over half of the students suggested that future textbooks include more subjects about our own culture.

碩士
國立政治大學
圖書資訊學數位碩士在職專班
107
Textbooks are like the heart of a school teaching, which mostly depends on the contents of the curriculum guidelines. Nowadays, the new curriculum guidelines pay special attention to the concepts of core competencies and self-learning. Teachers should use textbooks to establish competency-oriented teaching. Moreover, the textbook editing teams have to build up the current textbook structures and make the contents, workbooks and evaluations more multiple. In that case, the textbooks can satisfy the urgent needs of the teaching. The purpose of this study is to investigate the editorial plans about the characteristics of the Chinese textbooks in response to the new curriculum guidelines. Therefore, the editors of Hanlin, Kanghsuan and Nan-i Publishing Houses were interviewed to statement their ideas on the new curriculum guidelines, competencies, and editorial concepts. In addition, the study also interviewed textbook users to understand their positioning and use of textbooks. The research design adopts qualitative research methods and collects data by semi-structured in-depth interview. These interviewees include Chinese teachers and textbook editors. The results of the study show the editors believe the new curriculum guidelines focus on cross-domain and the teaching materials which are related to students’ daily life. The concepts of the editors emphasizes the understanding of words and increase reading and expressions. Besides, teachers regard textbooks as a medium and they can extend them into different forms, such as the contents of the selected articles close to life and evaluations added to the short answer questions. As for textbooks connected to the new curriculum guidelines, there are mainly expanded types of articles, combinations with reading and writing, strengthening curriculum links, adopting multiple evaluations and guiding self-learning. This study suggests that the education authority should give more time for the textbook compilation and organize the editorial. Teachers have to be qualified to update their teaching methods. School libraries have been transformed into a learning resource to support students’ self-learning. Also, the editorial teams of the textbooks need to set up a publishing conference to coordinate teaching contents in order to reduce the learning gap if teachers change textbook versions and extend the design of self-learning articles to implement the development of self-learning.

碩士
國立暨南國際大學
比較教育學系
97
The objectives of this study is on probing the features of the compilation of Mandarin textbooks in junior high school between Taiwan and mainland China, and comparing the differences, to offer the reference for future textbook editors. This research, according to the objectives and bibliography reviewing, proposes three issues: 1. The selection-based of teaching material issues. 2. The compilation of teaching material issues. 3. The analysis issues of articles selection. This study adopts the methodology of content analysis and comparative method, and the conclusions are as follows: 1. Teaching materials selection-based: (1) Stressing on the cultivation of students language sophistication both Taiwan and mainland China. (2) It is more flexible on “curriculum outline” in Taiwan. 2. Teaching materials compilation: (1) It is unit grouping to the text both Taiwan and mainland China. (2)It has more projects of the compilation in Taiwan. 3. The analysis of articles selection: (1) Taiwan is less than mainland China in material content. (2) The proportion of classic and modern articles is higher in Taiwan.(3) Paradigmatic article selecting both Taiwan and mainland China.(4) It is wider on the amount and scope on the scope of classic verse, translation and science articles in mainland China.(5)It is longer on the articles length.(6)It stresses literature and local authors in Taiwan.

碩士
國立高雄師範大學
教育學系
91
This study discusses the process of editing and the content of the reviewing-system junior high school English textbooks, adopted from the academic year of 2002. The four purposes are: (1) to explore the editors’ belief in English textbooks, (2) to understand the process of the editing of English textbooks, (3) to analyze the content of English textbooks, and (4) to put forth some reflective questions according to the results of this study. The material analyzed in this study is the first volume of the junior high school English textbook published by Tung-ho Publisher. The researcher uses the content analysis to analyze the vocabulary, the texts, the activities and the Competence Indicators of the textbook; interviews the editors and teachers to understand the process of editing, the editors’ belief, the consideration of and reasons for the content writing, and the anticipation as well as the views of junior high school teachers for the English textbooks. This study comes to the following conclusions: 1. The Editors’ Belief 1.1 The content goes with the learning objectives, and teachers should make use of different teaching methods to make students get the must-have abilities. 1.2 The content should be arranged in sequence. 1.3 The content writing takes the difference of students’ levels into consideration to satisfy the need of students’ learning. 1.4 The content of the junior high school English textbook not only emphasizes listening and speaking but also strengthens reading and writing. It links the elementary school curriculum, and it’s the basis of the senior high school learning. 1.5 The content is so interesting and systematic that students can keep the motivation of English studying through step-by-step learning. 2. The Process of Editing 2.1 The editorial team is mainly made up of middle school teachers with years of experience in teaching English. 2.2 The team makes the writing plans. 2.3 The editorial members, the editorial staff and the art designers are responsible for the content writing and revision, typesetting and illustration. 2.4 The editorial meeting is to gather all the opinions of the team members to decide the revision and to make sure the content. 3. The Content Writing 3.1 The writing skeleton, referring the NICT’s (National Institute for Compilation and Translation) shows the editors’ belief in the content. 3.2 The learning sections are divided clearly with the units of review to integrate the learning. 3.3 There is a close relationship between the vocabulary and the content in each unit. 3.4 The content writing and the activity design are in consideration of the difference of students’ levels. 3.5 On the basis of the examiners’ opinions, the editors consider whether to revise the content or not. 3.6 The content writing lays stress on the interest and the prior knowledge of the students. According to the conclusions and the researcher’s reflection in this study, some reflective questions are put forth as follows. 1. The reviewing system should be established perfectly and the criteria be consistent. 2. How long should the textbook editing take and is it long enough for the reviewing. 3. The textbook editing is a commercial secret or the people should examine it. 4. The difficulty of the teaching materials should match the students’ levels for them to learn better.

碩士
康寧大學
數位應用研究所
102
The purpose of this study adopted a quasi-experimental methodology to explore the effect of learning achievements and learning attitudes on junior high school students in different grades for the wiki use in Chinese subject. Participants were students from two similar classes of eighth and ninth grades in Tainan, and both of the classes were instructed by “Wiki page editing teaching”. The pre-test of learning achievements is students’ performance in the first monthly Chinese exam in the first semester, and the pro-test is students’ performance in the second monthly Chinese exam. Both groups received “learning attitude scale of Chinese” before and after the six-week long teaching experiment as pre-test and post-test, and analyze the results. The findings are as follows: 1.The learning attitudes of eighth graders in receiving “Wiki page editing teaching in Chinese subject” were better than ninth graders and had significant difference. 2.The learning achievements of ninth graders receiving “Wiki page editing teaching in Chinese subject” were better than eighth graders and had significant difference.