To see the other types of publications on this topic, follow the link: Nursery rhymes, study and teaching.
Dissertations / Theses on the topic 'Nursery rhymes, study and teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 35 dissertations / theses for your research on the topic 'Nursery rhymes, study and teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Valencia, Louise Jeanine. "Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2428.
Full textAbstract:
This project will focus on a different method to teach pre-reading skills to kindergarten students and to ESL students. The strategy of using nursery rhymes as a tool for teaching pre-reading skills to kindergarteners and second language learners is an avenue to explore while addressing the different challenges facing a teacher. As an educator, we know that children learn through different modalities including auditory, kinesthetic and tactile.
2
Gifford, Sue. "Between the secret garden and the hothouse : a study of the teaching and learning of number in a nursery setting." Thesis, King's College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404416.
Full text
3
Cardy, Helen Patricia. "A case study which seeks to investigate the potential for raising standards with a cohort of nursery nurse students, using a short-term thinking skills intervention." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366596.
Full text
4
廖郁馨. "An action study on using nursery rhymes for remedial teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/26254360840356008839.
Full text
5
Chen, Ya-Chin, and 陳雅琴. "A Study of Design and Implementation of Chinese Nursery Rhymes in Chinese Language Teaching." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50372618041769546815.
Full textAbstract:
碩士國立高雄師範大學
華語文教學研究所
103
Abstract Voice is the first and basic tool that babies learn to communicate with the world around them. It is natural for babies to differ from different languages from different rhythms and phonemes. From cultural perspective, the Chinese nursery rhymes have a great deal of baby learning functions, such as life experience and phonological awareness. From education and learning viewpoints, the Chinese nursery rhymes activities easily make learners blend in Chinese-language life and demand learners’ low Chinese level cognition. That has a great learning effect. Thus, the research began with discussing and analyzing the characteristics of nursery rhymes and with the theories of children’s language development. Second, the research is experimenting with the action research. The teaching materials, three Chinese nursery rhymes, are picked up from the website: www.huayuworld.org. The teachers will teach learners’ four skills of listening, speaking, reading, and writing with those three rhymes. The purpose of the research is to know the course design and the learning effect of the Chinese nursery rhymes. The research has three conclusions: 1. Curriculam domain: the Chinese nursery rhymes have simply and lively melody. The lyrics not only are close to children’s life, but also fit children’s learning psychology, and spice learning situations as well. In this way, the rhymes engage learners in Chinese learning and improve learning effect. 2. Cognitive domain: Huayuworld.Org provides multiple nursery rhymes. The rhymes need a teacher to unite and explain, so that learners could be guided and correctly learn Chinese and Chinese culture. 3. Psychomotor domain: the Chinese nursery rhymes increase learners’ learning willingness. The catchy rhymes help learners memorize vocabulary. The rhymes also assist learners in imaging the meanings of words. That boost learners’ learning self-esteem. The last, the research suggests the directions and the improvement based on the practical teaching design. 1. Develop a Theme-based instruction into the Chinese nursery rhyme teaching material. 2. Build a multiple assessment model of the Chinese nursery rhymes. 3. Build teacher capacities for children Chinese teaching and teaching material development.
6
Shu-chen, Liu, and 劉淑甄. "The Study of Nursery Rhyme Teaching to Develop Children’s Rhyme The The Study of Nursery Rhyme Teaching to Develop Children’s Rhyme Awareness." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/83503308706585096633.
Full textAbstract:
碩士國立台北師範學院
兒童英語教育研究所
94
ABSTRACT Nursery rhymes bring out the multi-value instruction and effective learning. The present study aims to use nursery rhymes- the meaningful and interesting teaching material- to improve children’s rhyme awareness and make English learning more effective. It was designed to examine the effects of nursery rhymes instruction. The participants who were selected in this study were sixty-seven EFL third-graders from two different classes at Hu-dong Elementary School in Changhua County, Taiwan. They were divided into two groups within their own classes, one was for nursery rhymes instruction, and the other one was for story-telling instruction. There were twenty-minute lessons for each group every week, and the experiment periods lasted for twelve weeks. The results are as follows: 1. Nursery rhymes instruction improves children’s rhyme awareness significantly. 2. Sufficient teaching is an import factor to make nursery rhymes instruction to have the impact. 3. The effects of rhyme awareness improving generalizes to non-teaching target rhymes. Based on the results, the study made some suggestions to publishers, English teachers, and further researches. Keywords: Nursery Rhymes, Rhyme Awareness
7
Chang, Wei-Chen, and 張維真. "A Case Study of the Effectiveness of Nursery-Rhymes-Illustration Combining with Semantic Component Teaching toward an Elementary School Student with Word Recognition Difficulty." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/19290402621630859408.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
92
Abstract The purpose of this study was to investigate the effectiveness of nursery-rhymes-illustration combining with semantic component teaching (NRICSCT) toward a third-grade elementary LD student with word recognition difficulty in Kaohsiung, Taiwan, R.O.C. The instrument included NRICSCT, word recognition questionnaire in Chinese, learning attitude questionnaire of word recognition, WISC-III, Peabody and so on. The researcher implemented the single subject research design with an “Alternating Treatment Design”; she collected and analyzed the subject’s evaluation effect in the immediate, weekly review and maintaining phases. The experiment procedures were based on A-B-C research design including the baseline phase (A), alternative teaching treatments (NRICSCT, general word recognition), evaluating the effectiveness of those two teaching treatments (B), and the maintaining phase (C). The findings were concluded as follow: 1.The immediate phase: The effectiveness of NRICSCT was better than general word recognition in the word recognition performance of the subject. 2.The weekly review phase: The results of the evaluation was showed that NRICSCT was better than general word recognition weekly review phase in the word recognition, word-identifying with context clues and dictating. The general word recognition teaching was better than NRICSCT weekly review in the word recognition, word-identifying and lexicon-making. 3.The maintaining phase: Comparing with the baseline phase, NRICSCT was better than general word recognition maintaining phase for the subject. Comparing with the intervention phase, the general word recognition teaching was better than NRICSCT maintaining phase. 4.Different assessment phases: The immediate effect was more better than the weekly review effect and the maintain effect. 5.Different assessment methods: The subject performed the best in the word-identifying with context clues among four assessment methods. 6.Error type analysis: In intervention phase, two word-recognition teachings had different error types. But, both of word-recognition teachings had similar error types in maintaining phase and baseline phase. 7.Learning attitude questionnaire of word recognition: The subject had better performance in reading motivation, word-recognition comprehension and shorten memory through NRICSCT. According to the results above, the researcher provided some recommendations to the further relevant studies and other researcher about various teaching strategies for students with word recognition difficulty.
8
Yutzu, Hung, and 洪育慈. "A Study of the Effectiveness of Nursery Rhyme Assisted Multimedia Teaching to Elementary Mentally Disabled Students." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/43243042290838202235.
Full textAbstract:
碩士國立彰化師範大學
特殊教育研究所
90
ABSTRACT The purpose of this study is to compare the effectiveness and efficiency of learning between traditional multimedia-assisted instruction and combining nursery rhymes with multimedia-assisted instruction. The research is designed to follow the single-subject experiment with an “Alternating Treatment Design”. The subjects of this study are three elementary school students. The teaching material used is created using the “unlimited computer system” software, and will be used in conjunction with the “unlimited input device”. The evaluating materials used are based on the flash cards created by other researchers. The independent variables in this study are the traditional CAI and nursery rhyme CAI. The dependent variable is the percentage of correct questions answered by subjects in the test. The research is divided into three sub-researches. Each sub-research is in turn divided into three stages: the teaching stage, the testing stage, and the maintenance stage. In order to advance into the next stage from any stage, the subject has to correctly answer at least 80 percent of all the questions in two tests. The results of this research show that nursery rhyme CAI resulted in more effective and efficient learning in reading, word choice, and overall categories. In the phrase choice category, the learning is comparable in both teaching methods.
9
Hui-ChinChuang and 莊蕙菁. "A Study of Teaching Material Application and Teaching Method Use as Shown in Learning Taiwanese Southern Min through Nursery Rhyme by Shih Fu-Zhen." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/09550212935970457165.
Full textAbstract:
碩士國立成功大學
台灣文學系碩博士班
98
Nursery rhyme in Taiwanese Southern Min (TSM) is a type of mother tongue teaching materials that contains musical flavor and an important device for the transition of Taiwanese culture as well. There have been concerns about the acquisition of TSM via oral reading and recitation, the way to make learning nursery rhyme fun for children, and the learning of TSM with interest. For this reason, this thesis intends to discuss the creation of TSM nursery rhyme by Shi Fu-zhen as shown in his 12 volumes of Learning Taiwanese Southern Min through Nursery Rhyme (2002). The foci of the discussion are teaching material application and teaching method use, with a particular emphasis put on the property of interest stimulation. Chapters 1 to 4 shed light on the two dimensions of investigation: the application of teaching materials and the use of teaching methods. Chapter 1 underscores the value of nursery rhyme in TSM while Chapter 2 illustrates the history of evolution of this type of artistic work and the relationship between Shi and nursery rhyme. Chapter 3 discusses the years of creation of the teaching materials in Shi (2002), along with the principles for lyric arrangement and material employment. Chapter 4 intends to classify the nursery rhymes based on their nature and the rhetoric techniques required. Special attention is paid to content analysis of the materials, which comprises the correct usage of keywords, the practice of extensional materials, the introduction of related proverbs and riddles with a truncated final part of expression, and the inspection of publishing year. Through the information obtained we can realize the historical background of rhyme creation, the nature of the materials, and the rhetoric techniques required. Chapters 5 and 6 examine the employment of teaching method. We map out teaching strategies that are concrete and effective, locate methods that are feasible for teaching nr*s in TSM, design integrative activities related to the field of mother tongue education, involve crucial topics for further discussion, and develop interesting and diverse ways of teaching evaluation. These efforts are meant to promote learning motivation for pupils and to increase teaching effect. By nature nursery rhymes are the source of life growth and the spiritual food of mind that work to the benefit for children. So long as they are engaged in joyful recitation and singing, there will emerge spontaneous flow of innocent speech which are in harmony with the tempo of the nature. Through the practice of oral teaching, nursery rhymes in the past make their way into the unique status as the valuable collection of folk culture, the materials containing critical themes in household and school, and even an essential part of the cultural transmission in performing arts. Keeping these in mind, this thesis attempts to fulfill two goals out from research conduction. In the short run, it wishes to help children learn TSM in an atmosphere of joy. In the long run, it aims to make young learners aware of the origin of folk culture embedded in TSM and the transmission of art and culture. With such awareness, we hopefully can extend the scene of TSM education and nursery rhyme learning from family to school, the society, the country, and even the international setting.
10
chang, chen-yi, and 張禎宜. "A STUDY ON TAIWANESE NURSERY RHYMES." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/03888433298856084051.
Full textAbstract:
碩士國立中山大學
中國語文學系研究所
93
This study focuses on Taiwanese nursery rhymes. In addition to lullabies and nursery rhymes, it also includes rhymes and songs chanted to pray for good fortune at birth rituals and those sung to teach and encourage children. Most of the rhymes and songs discussed here, including those pronounced in Taiwanese (the Hokkien language in Taiwan) and Hakka, are popular in Taiwan and passed down from generation to generation. Some nursery rhymes and songs in Mandarin and in other Taiwan aboriginal languages are also included to make necessary comparisons. First, this study analyzes the sentence arrangement, structure, rhythm, and presentation of these nursery rhymes in order to examine their structure characteristics. Based on their contents, then, they are classified into five categories: lullabies, colic care songs and rhymes, playtime songs and rhymes, prayer songs and rhymes, as well as value-teaching songs and rhymes. The five categories are examined and analyzed, and their cultural backgrounds explored. Finally, based on the structures, contents, and embedded cultures of these nursery rhymes, their values are discussed and presented. This research contains six chapters: Chapter 1: Introduction. It broadly introduces the content and the structure of this research. Chapter 2: A Structural Analysis of the Nursery Rhymes. This chapter focuses on the characteristics of these nursery rhymes: sentence arrangements, structures, rhythm, and presentation skills. Chapter 3: A Content Analysis of the Nursery Rhymes. Based on the content, each rhyme is classified and analyzed. Chapter 4: Cultures in the Nursery Rhymes. This chapter discusses some embedded cultural activities such as birth and marriage in nursery rhymes to explore the relationships between ethnic cultures and their individual rhymes. Chapter 5: Values of the Nursery Rhymes. The values of nursery rhymes are examined from the aspects of education, life, and ethnic cultures. Chapter 6: Conclusion. The significance and implications of this research as well as its future extended research are discussed in this chapter.
11
Hui-Ling, Lin, and 林慧玲. "Teaching English Nursery Rhymes to Second Graders: An Action Research." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/50588021117007876386.
Full textAbstract:
碩士臺中師範學院
語文教育學系碩士班
93
The purpose of this study was to explore the effects of English nursery rhymes on EFL children’s motivation and language proficiency. Qualitative data were triangulated using interviews, observations, and document analysis. One class of 34 second graders in an elementary school in Taichung City was chosen as the participants. The curriculum was designed based on the textbook－Dear English I. After 21 weeks of teaching, the results indicated that English nursery rhymes had positive effects on English learning interests and could effectively develop students’ abilities in listening and speaking. The major findings of the research are as follows: 1. Using English nursery rhymes can foster students’ English learning interests. 2. The model of program based on English nursery rhymes can effectively develop students’ language skills. 3. Listening to CD after school can assist students with the ability of speaking and singing. 4. The task-based assessment can inspire students’ motivation and build their confidence. 5. Action research is useful for English teachers to promote personal and professional development. Finally, based on the findings, some suggestions on English teaching, action research, and further studies are recommended in the study.
12
SU, CHIEN-RONG, and 蘇建榮. "A Study of Wu-Chang Hsieh’s Nursery Rhymes." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/6jncsb.
Full textAbstract:
碩士國立臺北教育大學
語文與創作學系語文教學碩士班
97
Wu-Chang Hsieh is a senior and professional writer of children’s literature. He is proficient in writing, re-writing, and editing, and has received much acclaim for his works. Among the writers of nursery rhymes in Taiwan, Hsieh is the most prolific one. He is the first nursery rhyme writer to win the National Literature and Art Achievement Award with his work “Let’s Sing Bo Po Mo”. Focusing on his abundant nursery rhymes, this study aimed to probe into his literature experience, creative ideas, and further explore the content and approaches adopted to present his nursery rhymes. Through organization, analysis, and induction, the writing styles and features of Hsieh’s works were described. This paper consisted of five chapters. An outline of each chapter is presented as follows: The first chapter “Introduction” described the motivation, objectives, range, method, constraint and provided a review of literatures to outline the framework and procedure of this research. The second chapter “Wu-Chang Hsieh and Nursery Rhymes” began with an exploration of Hsieh’s literary experience and writing traces. Later, perspectives embedded in his nursery rhymes, including “Ten Commandments” and “Integrating Nursery Rhymes and Children’s Poems”, were organized to introduce Hsieh’s creative and edited works of nursery rhymes. The third chapter “The Contents of Wu-Chang Hsieh’s Nursery Rhymes”: Based on related theories and reader’s feedbacks, an analysis of the genres, themes, and materials of Hsieh’s works was presented. The fourth chapter “Hsieh’s Writing Approaches”: Based on related theories and reactions of the researcher, approaches adopted by Hsieh to write nursery rhymes, including rhetoric, syntax, rhyming, and structure, were induced and analyzed. The fifth chapter “Conclusion”: Features, values, and contribution of Hsieh’s nursery rhymes to the development of Taiwanese nursery rhymes were concluded. Constraints of this research were also proposed as a reference for future researchers.
13
Chou, Ping-Tzu, and 周秉慈. "The Study of Hua xia-ling 's Nursery Rhymes." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/25971897849496981657.
Full textAbstract:
碩士銘傳大學
應用中國文學系碩士在職專班
105
Hua xia-ling(1918-2015)is the pioneer of Taiwan pre-school course promotion behavior, she also worked hard on children's literature. She wrote many works of children's literature, including children's nursery rhymes, essay, fairy tales and many other materials of writing. The motivation of her works is all about children. To create better learning materials for children, she wrote the first children book in 1965. She was also the member of " Children Books Reporter Club", she engaged herself in the works of " Chung-Hua Children’s Serial Books". Her works are close to children's life, and reflect the interests of children's living. Her frank and simple words make children easy to repeat, and the most remarkable work is her " Reverse song''. This thesis is a research of Hua xia-ling 's children's literature. The whole research was divided into six chapters. Chapter One "Introduction" - Briefly explain the motivation and purpose of research, literature review, and also establish the research range and measure. Chapter Two " Hua xia-ling 's autobiography and works" - summarize the life of Hua xia-ling , and also learn the production process, ideas, and the category of her works. Chapter Three" the thinking of Hua xia-ling 's nursery rhymes" - analyse the types, topics, and materials of Hua xia-ling 's nursery rhymes. Chapter Four "the artistry of Hua xia-ling 's nursery rhymes" - compare the performance form of her nursery rhymes, including structure, rhymes, and skills of rhetorician. Chapter Five "The Value and Contribution of Hua xia-ling 's nursery rhymes" - discuss the contribution of her works toward children's literature and the characters and value of her works. Chapter Six "Conclusion" - Conclude the outcome of research and the direction of the research for future. Through the outlines of all the chapters, expect to understand the difficulties of the era she was born and her personal production ideas and style. Also, know the importance of her works for that era. See how she use her magical pen to cultivate the beautiful flowers on the wasteland of children's literature.
14
Tseng, Chiung-Ying, and 曾瓊盈. "A Study on English Nursery Rhymes Activities in the Kindergarten." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/09318671382220413092.
Full textAbstract:
碩士國立臺北教育大學
幼兒與家庭教育學系碩士班
101
The study explored the implementation process of English nursery rhyme activities at kindergartens. By connecting English nursery rhyme with child’s learning activities, it can enable learning experience in reaching English and experiencing different languages to children with the research problems to cover: how to choose course material for English nursery rhyme activities at kindergartens? What is the implementation process of activity and how to respond to difficulties? What are the affective responses of children to English nursery rhyme activities? And what are the responses of kindergarten teachers and parents on English nursery rhyme activities? The researcher was the teacher who implemented English nursery rhyme activities at the kindergarten of research site, with research method to observe and to take note of English nursery rhyme activity, and conducted process, observed and interviewed children and the original class teachers for their responses on English nursery rhyme activities, as well as performed questionnaire survey on parents for their responses on English nursery rhyme activities. The research outcomes include: 1. Choice of course material for English nursery rhyme at kindergarten was comprehensively referring to child’s age, theme of teaching, melody of nursery rhyme which children were already familiar with, and relative to the children’ life experiences, having simple story and interesting person, thing and object, dynamic scene of bustle and excitement, and English nursery rhymes associated with festivals; 2. Implementation of English nursery rhyme activities at kindergartens combined with children’s prime learning activities (morning exercise, book corner, transition time, theme-based learning activities, free play), and flexibly adjusted upon children’s responses to the activities; 3. Difficulties in implementing English nursery rhyme activities at kindergarten in this study were hardware equipment constraints. It was hard to combine with children’s learning activity because the researcher was not a teacher at that kindergarten. Eco-based teaching topic made it difficult to combine with learning in different languages and culture as well as insufficiency in personal teaching for the researcher; 4. The affective responses of children on English nursery rhyme activities at kindergartens were mostly inclined to liking English nursery rhyme activities, including active response orally and active participation by their body movement, children’s affective responses have shown that “play” is important medium that English nursery rhyme activities are favored by children; 5. Responses of kindergarten teachers and parents were affirmative and supportive. Suggestions associated with English nursery rhyme activity teaching and future study were proposed upon the research outcomes. Keyword: kindergarten, English nursery rhyme, activity
15
HSU, YI-CHIN, and 徐儀錦. "Appling Modern Hakka Nursery Rhymes to Hakka Teaching: Taking Examples from ZHEN-BIN ZHONG’s Works." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/w97vt6.
Full textAbstract:
碩士國立屏東教育大學
文化創意產業學系
102
It is vital for us to continue our mother tongue; it can not only be interrupted, but should be rooted deeply from generation to generation. Once we fail to hand down our mother tongue from generation to generation, it will be filled with crisis just like the geological fault after the earthquake. It is obviously Hakkanese duty to speak Hakka. In addition to speaking Hakka with our children at home, it is also important to teach Hakka dialect at school. The reason is that we should guide children to realize the significance of Hakka, and to appreciate the beauty of Hakka while learning Hakka literature. After returning home, kids can talk more about Hakka topics with their family and even share the special terms, the upcoming lost vocabulary words and the interesting modern creative rhymes that they learn at school. As a result, it can create an atmosphere of gaiety and also pass on Hakka heritage to the young generation. Promoting motivation for children to learn Hakka lies in attracting and arousing their interests; therefore, the major keys are teaching methodology and teaching materials. In this study, modern Hakka nursery rhymes of ZHEN-BIN ZHONG can be perfectly applied to Hakka teaching. From interviewing individuals and by asking students, we can learn more about how amazingly his Hakka rhymes apply to Hakka teaching, Hakka drama and Hakka oral art applications, all of which can bring more joy for children. The study thus concluded that ZHEN-BIN ZHONG's modern Hakka nursery rhymes are life-stylized, fun, attractive, and popular with children. Furthermore, it is even more interesting for children to study Hakka. Meanwhile, it is extremely effective to apply modern Hakka rhymes of ZHEN-BIN ZHONG to Hakka teaching, and the rhymes are also great teaching materials which are well worth being passed on.
16
Yen, Tzu-yi Crystal, and 顏慈怡. "Effect of Teaching English Nursery Rhymes and Chants on Young Taiwanese EFL Beginners'' Rime Awareness." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/99421810073548682834.
Full textAbstract:
碩士東海大學
外國語文學系
91
Abstract The purpose of this study was to examine the effect of English nursery rhyme and chant instruction on young Taiwanese EFL beginners’ rime awareness. In addition, the effect of three components (participants’ musical intelligence, linguistic intelligence, and attitudes toward English nursery rhymes and chants) on these young learners’ rime awareness was examined in view of different instructional methods. The participants in the study were 59 second graders from two classes (33 boys and 26 girls) with about the same entry level of rime awareness. One class served as the experimental group and the other as the control group. The same English nursery rhymes and chants were introduced to both groups. However, the experimental group received explicit instruction on rimes whereas the control group did not. The instruction for each group included 10 weekly sessions, each of which lasted 20 to 25 minutes. A one-way ANOVA and Paired-Samples T Tests were used to analyze the data. The significance decision level α < .05 was used for all statistical significance tests. A one-way ANOVA, with p = .207, did not show statistical significance between the experimental and control groups on the Rime Awareness Posttest. The lack of statistical significance might be partially due to small sample size (a total of 57 participants). Another possible factor was that the instructional methods per se did not significantly influence learners’ acquisition of rime awareness since both groups used the same instructional materials, which might arouse learners’ rime awareness to some extent in both groups. To find out whether there would be any significant difference due to the combined effect of instructional methods and instructional materials, the research design of the study was revised with the two-group design being switched to two one-group designs. The original experimental group was termed Group One in the revised design, and the control group was termed Group Two. Paired-Samples T Tests were performed on each group’s rime awareness pretest and posttest. The results showed a statistically significant difference, with p = .021 for Group One, and no significant difference, with p = .231, for Group Two. Paired-Samples T Tests were also performed on the rime awareness pretest and posttests between the subgroups of salient versus weak musical intelligence, salient versus weak linguistic intelligence, and positive versus negative attitudes toward English nursery rhymes for Group One. Significant difference was found both between the subgroups of salient versus weak musical intelligence, with p = .031, and between the subgroups of salient versus weak linguistic intelligence, with p = .046. Although rhyming words are a common feature of many existing English nursery rhymes and chants, the findings show that explicit instruction on rimes seems necessary if young Taiwanese EFL beginners are to develop rime awareness. The findings also suggest that, along with the explicit instruction on rimes, these learners’ salient musical and linguistic intelligence may have an effect on their development of rime awareness. Due to the participants’ limited English proficiency, this study only focused on their auditory discrimination of rhyming words. Future studies are suggested to incorporate written letter recognition in the instruction for learners with higher English proficiency to see if that accelerates the development of learners’ rime awareness and learning of letter-sound correspondence.
17
Han-Ching, Shih, and 施瀚清. "The Influence of Blend Nursery Rhymes into Teaching Mode on Learning Effectiveness of Children English." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/09652487566339256485.
Full textAbstract:
碩士開南大學
商學院碩士在職專班
103
Generally speaking, kids who learned language from children’s nursery rhymes have more advantages in pronunciation. Kids learned language by capturing the meaning of the words in the lyrics of the nursery rhymes, and the learning effectiveness is better. While teaching English in elementary school, kids can build fine English communication skills through listening and singing children’s nursery rhymes, which are easy to be learned due to the melody and rhythmical meter. As a result, teaching children’s nursery rhymes can raise kids’ interests in learning language, and effectively makes them to be willing to learn English naturally. In this study, observational method and participant observation are both used while adopting children’s nursery rhymes in actual language teaching environment to discuss the effects of children nursery rhymes on kid’s English learning academic achievement as a reference for English teaching in the future. From literature review and empirical analysis, this study concludes that the results of elementary school students’ English exam had obvious improvement after the experiment; speaking of the listening skills, students who were involved in the whole experimental course can understand and make appropriate responses to the lyrics. Their speaking skills were also improved and the kids had no problem to use common sentences and vocabularies; meanwhile, their learning interests had been effectively stimulated after the children’s nursery rhymes course.
18
Su, Tzu-Yun, and 蘇姿云. "A Study of the Influence of Nursery Rhymes on Children’s Phonological Awareness." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/80503431238251913886.
Full textAbstract:
碩士樹德科技大學
幼兒保育學系
92
From the process of learning experiments, the purpose of this study is to investigate the phonological awareness of three-year-old children in order to strengthen infant capabilities. The main focus is on testing of the phonological awareness at learning environments and curriculum instruction of children nursery rhymes . Before going into more formal design of this study, it is necessary to review all the literatures in this field, such as the definition of phonological awareness and related theoretical frameworks. In this area studied, we use three measurement tools in initial consonant tests, rhyming tests, and tone awareness tests. Furthermore, the empirical results of testing can provide useful guidelines for the development of phonological awareness at experimental designs of curriculums. The selection method in this research is a purposive sampling, picking 36 three-year-old kindergarten students for two-group experimental design study. It adopts multi-stage statistical methods during the four-week study period. From twenty hours children nursery rhymes education as experimental design, we identify the differences between the treatment and control groups from empirical testing. In other words, the children nursery rhymes education applied two times after the pre-measurement and impacts of two testing are analyzed systematically. The descriptive statistics can verify the nature of sample structure and illustrate the empirical results of experiment. In the mixed experimental design, empirical evidence also can be enriched from the two-way ANOVA for data analysis. In summary, the major findings of this study demonstrate: (1) It is obvious that the pre-measurement testing provides little progress in the development of phonological awareness in initial consonant tests, rhyming tests, and tone awareness tests; (2) After the experimental treatment of nursery rhymes education, we found that infants have significant development in rhyming tests and tone awareness tests. However, this does not imply that the similar significant impact of education can be identified in initial consonant tests. In other words, the effect of experimental design has not reached the level of significance. Therefore, we made some suggestions on the improvement of measurement tools, curriculum activity designs, and practical guidance for curriculum activities, as well as directions for future studies.
19
Fa, Lan Cheng, and 藍正發. "The action research of teaching English remedial second graders by using nursery rhymes with rhythmic movement." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/58547912158145668622.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
95
The purpose of this study was to explore the effects on remedial students’ attitude toward learning English and the learning efficiency by using English nursery rhymes with rhythmic movement. This research was a qualitative one, which adopted Doctor Chang’s students’ attitude Theory and Miss Lee’s primary school Attitude Scale. This attitude scale was called primary school attitude scale. Before English nursery rhymes with rhythmic movement teaching, remedial students took the attitude and English proficiency test. After English nursery rhymes with rhythmic movement teaching, remedial students took the attitude test, then took English teacher-made test too. The result of this study was that after English nursery rhymes with rhythmic movement teaching the remedial students’ attitude positive improved significantly and the remedial students’ English learning efficiency improved too. The researcher suggest that English nursery rhymes with rhythmic movement teaching should be take as a must in primary school and English teachers should take the training. Schools’ leaders should support English teachers to use English nursery rhymes with rhythmic movement teaching in order to help the remedial students.
20
Shiue, Wun-Yan, and 薛文燕. "A Study on the Nursery Rhymes of Bunun Tribe-Listening to the Primitive Singing." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/41876841868044908655.
Full text
21
Zhao-Rong, Qiu, and 邱兆蓉. "A Study of the Creation on Hakka Nursery Rhymes of Sen-Tai Tsai in Liu-dui." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/21827934971882602177.
Full textAbstract:
碩士國立屏東科技大學
客家文化產業研究所
104
Sen-Tai Tsai is a native Hakkanese in Liudui area in Taiwan. He is very concerned with the inheritance of Hakka language and culture. With his love and concern of the land, he has created many lively Hakka nursery rhymes during his spare time. The research subjects are 119 nursery rhymes created by Sen-Tai Tsai. To analyze Sen-Tai Tsai’s motivation, ideas, and the process of his creation; the gathering of materials; the rhymes’ embodiments and values etc. Literature review, in-depth interview, theories related to nursery rhymes are used to reach the goal. The research results are hoped to help the teaching of Hakka, and the inheritance of Liudui Hakka culture. The results are: 1. Tsai’s motivation in creating nursery rhymes originated from his dedication to the preserve of Hakka language and culture, his attention in the natural ecology, his hope that children can learn Hakka happily. His heyday of creation was his 18 years patrolling in forests. Through his exquisite observation and participation; the lively rhythms of nursery rhymes, children can understand the secret and importance of the Mother Nature, the promptness of group fusion and cultural language’s inheritance. 2. Most of Tsai’s nursery rhymes were based on his life experiences in rural area and the changing of the Mother Nature. Tsai had his unique ideas to all the people, things, the Mother Nature and life experiences of the Hakka ancestors. He conveyed his caring and love of the nature and human lives to children through the recitation and singing of nursery rhymes. 3. Most of Tsai’s creations are combinations of casual, free-styled sentences. The main sentence patterns are formed by 3, 5, or 7 words. By matching with various sentence patterns, the rhymes then close to the style of modern children’s rhymes. Just like his personal traits, his nursery rhymes do not restricted to certain rules or rhythms; but they are fluent and think outside the box. 4. Tsai is the pioneer in Hakka nursery rhymes. His creations are very special, contain the characteristics of local education, Hakka education, aesthetic education and the value of inspiration. After composing, those rhymes can increase children’s interests in Hakka learning, instill the ideas of the protection of ecology to children, inspire children’s thinking and caring of their native lands. And the mythic rhymes can inspire children’s imagination. Most of Tsai’s Hakka rhymes are close to the creation of children’s rhymes. To make them prevalent, the composition and promotion from the professionals are required. It is hoped that public sector can give creators more substantial encouragements in respect to creators’ intellectual property rights. By creating a friendly environment to Hakka groups, Hakka groups then can identify with their own language and culture. The inheritance of Hakka language and culture then will be encouraged.
22
Hsun-Kuei, Chiu, and 邱薰葵. "A Rhetorical Study of Nursery Rhymes of Taiwanese Southern Min Textbooks in Elementary Schools in Kaohsiung City." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/13440609441429623436.
Full textAbstract:
碩士高雄師範大學
台灣文化及語言研究所
99
ABSTRACT Languages, the conveyance tools of social activity, alter with their social environment. The Southern Min language curriculum aims to help students learn their mother tongue and utilize it. Thus they can study its culture and preserve the language. Less and less native Southern Min language students are able to speak their mother tongue fluently. Therefore, it is essential to develop multiple effective teaching methods. For example, using Nursery rhymes in Southern Min language teaching can interest students and expose them to the beauty of its sounds. Through organized teaching activities, students can master their mother tongue and apply it in their daily lives. Nursery rhymes are characterized by rhythm. Reading or singing Nursery rhymes can be appealing and emotional. Moreover, the rhetoric of nursery rhymes encourages the appreciation and creation of graceful expression. Studying the rhetoric of nursery rhymes will reveal their beauty and facilitate application as a teaching technique. This study focuses on the rhetoric of nursery rhymes used in Southern Min language textbooks in Kaohsiung city elementary schools. To analyze the rhetoric of nursery rhymes, this study includes their definition, features, contents, applications, and categorizes them in terms of content and form. Based on the findings of this study, teachers can understand the beauty of Southern Min Language nursery rhymes and apply them to their daily teaching. These findings can also be used as references for Southern Min Language teachers.
23
Hsi-Ling, Hsu, and 許西玲. "Integrating Theory of Multiple Intelligences to the Teaching of English Nursery Rhymes: An Action Research of EFL Beginners in Elementary School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/16288512608281297293.
Full textAbstract:
碩士國立台北師範學院
兒童英語教育研究所
91
The purposes of this action research were to explore the process and results of integrating MI theory into an English Nursery Rhyme Program for 2nd-graders in an elementary school. Research data were collected from the MI-based lesson plans, classroom observations, observations from the MI-based English nursery rhyme assessment, and results from student interviews and parent questionnaires. The results were summarized in the following. 1. The collaborative team successfully integrated the MI theory into the MI-based English Nursery Rhyme Program through lively and well-organized lesson plans. When the collaborative team incorporated the MI theory into English nursery rhyme, the following factors were taken into consideration: (1) Investigate the subjects’ interests and readiness. (2) Identify the characteristics of children’s voice and song interests. (3) Notice the factors associated with the MI-based English nursery rhyme teaching context, such as materials or MI activities that linked to pupils’ interests and motivational aspects of the singing strategy. (4) Monitor and modify lesson plans with the responses from the subjects every now and then. 2. The MI-based English Nursery Rhyme Program greatly stimulated and energized the subjects’ interest in English learning. All of the subjects displayed a tremendous interest in learning English by actively participating in each intelligence activity. Particularly, The students were interested in playing nursery rhyme games and activities in the gym. 3. English teacher was the key person who influenced and enhanced students’ learning interests toward English. 4. When spaces, storybooks, props and works changed regularly and in small ways, they captured the children’s curiosity and motivation to learn English. The suggestions of this study are: 1. Educators and teachers should utilize various MI-based English nursery rhyme activities to allow students to learn English through exploration, discovery and interaction with their classmates and surroundings. 2. Teachers should team up with colleagues to plan MI-based English curricula together. 3. Teacher training organizations need to develop the curriculum about MI theory and English nursery rhymes as well as how to integrate them together. 4. School authorities should emphasize the application of teaching methods and materials related to MI-based English nursery rhymes. 5. Publishers should cover more English nursery rhymes and MI activities in textbooks and storybooks. 6. Parents need to share an interest in English nursery rhymes with their children.
24
Chang, Su Ying, and 張素瑩. "Practice of Nursery Rhymes to Enhance Mandarin Lexical Tone Performance in Children with a Cochlear Implant - A Pilot Study." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/84068168114134410669.
Full textAbstract:
碩士國立臺北護理健康大學
聽語障礙科學研究所
100
The purpose of this study was to examine the effect of practicing Mandarin nursery rhymes on the lexical tone perception and production by preschool aged children with a cochlear implant (CI). Six subjects, ranging from 2 years, six months to 6 years of age, participated in this study. All children had a bilateral severe or profound sensorineural hearing loss, and received a cochlear implant. They were randomly assigned to the experimental or control group (3 in each group), and were matched according to their CI use and language skills. The results indicated that subjects in the experimental group performed better than those in the control group in the paired tone identification task (particularly for the contrasts, "Tone 1 vs. Tone 3", "Tone 1 vs. Tone 4", and "Tone 2 vs. Tone 4"), as well as in the tone production task (particularly for the accuracy in producing Tone 3 and Tone 4). The acoustic analyses of subjects’ lexical tone production revealed that the F0 contours of Tone 4 produced by the subjects in the experimental group were more precise than the contours produced by the subjects in the control group. The duration of tone production was not found to differ significantly between the experimental and control groups. The present results suggest that nursery rhymes may be applied as treatment materials in the speech therapy program for children with a CI to improve their performance on lexical tone perception and production. Keywords: lexical tones, hearing loss, cochlear implants, nursery rhymes
25
Ya-Chu, Ho, and 何雅竹. "A Study of the Effect of Nursery Rhymes on Functional Vocabulary Learning for Children with Moderate Intellectual Disabilities in Elementary School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/01967644675436313901.
Full textAbstract:
碩士臺北市立教育大學
特殊教育學系身心障礙教育教學碩士學位班(
97
The purpose of this study was to investigate the effect of nursery rhymes on functional vocabulary learning of two children with moderate intellectual disabilities in elementary school. The subjects received intervention for eighteen times. A single-subject A-B-M design across individuals was applied in this research. The independent variable was nursery rhymes program. The dependent variable was students’ performance on functional vocabulary. The data analysis was indicated by charts, visual analysis, C statistics, and social validity to explain the effect of nursery rhymes on functional vocabulary learning. The findings were summarized as follows: 1. Nursery rhymes program improved the immediate effect on functional vocabulary recognition for two students with moderate intellectual disabilities. 2. Nursery rhymes program showed the positive cumulative effect on functional vocabulary recognition for two students with moderate intellectual disabilities. 3. Nursery rhymes program showed the positive retentive effect on functional vocabulary recognition for two students with moderate intellectual disabilities. Based on the results of this study, several recommendations and suggestions for future research were also provided.
26
Chien, Wu Yun, and 吳昀倩. "A Study of Teaching Strategies for Public Nursery School Teachers in Chiayi County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/63885715413515309726.
Full textAbstract:
碩士國立嘉義大學
幼兒教育學系研究所
97
The purpose of the research discusses how to teach for the public nursery school teachers under Integrated Kindergarten and Nursery School Policy & Baby Bust. The questions are (1) what do the public nursery school teachers use teaching strategies, (2) what the problem they have, (3) and how to solve them. According to the research questions, researchers use the semi-structured interviews, observation and documents with four public nursery school teachers who teach in four-year-kids classes. This research obtains the findings are as follows. 1.In teaching strategies’ styles, because the students are in K1, teachers almost use “teacher-centered” strategies, including lecture, question, observation and demonstration law. And teachers can combine several kinds of teaching strategies in order to achieve the teaching goal. 2.The problems they have included the belief of teachers’ collaboration, the conception of open education in small class, the multicultural society's world viewpoint, and the resources of teaching materials. 3.The strategies to solve the problems are building the relationship and communication skills, developing the teacher’s professional development plan, understanding the multicultural society’s viewpoint and practice, and choosing the suitable and active materials, curriculum for the students in public nursery preschool.
27
Jheng, Wun-Ci, and 鄭汶娸. "A Study on Observe Merits and Appreciate Kindness Teaching Practiced by a Nursery Teacher." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/76556710994157439160.
Full textAbstract:
碩士國立東華大學
幼兒教育學系
99
This study aimed to explore the Observe Merits and Appreciate Kindness (OMAK) teaching method practiced by a nursery teacher, which consists of six core issues: 1. What is the teacher’s understanding of OMAK?; 2. The teacher adopted “saints” as the subjects for the OMAK; what is its teaching process? 3. The teacher adopted “teachers” as the subjects for the OMAK; what is its teaching process? 4. The teacher adopted “family members” as the subjects for the OMAK; what is its teaching process? 5. The teacher adopted “peers” as the subjects for the OMAK; what is its teaching process? 6. What are the researcher’s reflections? The case study method was adopted in this study to gain an insight into the teaching scenarios and understand the situation of the teacher’s OMAK teaching. With Teacher Ling Ling (a pseudonym) of Miao Hui Nursery, a private nursery in Taipei City, as the study subject, the research was carried out from September 1st, 2009 to October 31st, 2009. Class observations were conducted every Monday, Tuesday, and Thursday and the teacher was interviewed when she was available. Videos, interviews, observations, and documentation were adopted as the data collection sources, and research logs, records of interviews with the class teacher, records of good deeds sharing, records of video recording observations, analysis data of the parent-teacher-student handbook, and triangulation were used in the reliability test in this study. The study results show that Teacher Ling Ling believes OMAK refers to observing the strengths and merits of others because they are self-benefiting, thus the practice of gratitude and gratitude behavior and following the example and learning the strengths of others. The teaching process covers observing Confucius’s strengths, learning and following the example of Confucius’s perseverance during study, observing the teacher’s efforts, observing the peers’ strengths and learning from one another. The teaching was conducted through story-telling, video watching, teacher’s life experience sharing, experiential activities, song teaching, art and drawing, and so on. The subjects, ancient or contemporary, for the OMAK teaching include: Confucius, Helen Keller, family members, teachers, and peers. Based on the researcher’s reflections, the researcher found that OMAK can help teachers prevent children from generative negatively stereotyping, and the content of OMAK can be understood through the “thanksgiving tree” illustrations. The study results shall serve as a reference for nursery teacher training units, nursery teachers, parents when practicing OMAK, and relevant future researches.
28
Huang, Ting-Min, and 黃婷敏. "A Study of a Multi-objective Decision Model for Planning Teaching Resources of Nursery School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/74319406017841246694.
Full textAbstract:
碩士輔仁大學
資訊管理學系
99
Abstract: As the problem of society with low birth rate incurred the change of social structure, in addition to subsidizing baby care, providing a secure and comfortable environment should be a feasible alternative, in which an optimal teaching resources planning is also one of critical factors for successfully managing a nursery school. This study focuses on ‘courses and faculty’ planning in a nursery school. First, each preference scale among courses, students, faculty, parents etc. was evaluated by using analytic hierarchy process (AHP). Based on above results, a multi-objective linear programming (MOLP) model is built under resource constraints, such as class requirement of each course, wage of faculty, space-time limit, etc. Then this study applied a software package-Lingo to solve above MOLP model, and an interactive web-based system was developed by the evolutionary prototyping method. According to preferences among various aspects, resources constraints, etc., this system can more objectively provide an optimal solution of teaching resource planning as well as enhance total-weighted satisfaction of user, efficiency and effectiveness of the platform, etc. Finally, evaluation and managerial analysis from various survey data and their simulations on the prototype system can be used to present the references for developing advanced platform and the foundation of successive research for related decision making.
29
Shu-wan, Chen, and 陳淑婉. "The Study of the Transformation Process of a Nursery School Teacher''s Teaching Method -- from Unit-teaching to Montessori Method." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/29107958382988182120.
Full textAbstract:
碩士國立師範大學
家政教育學系
86
The purpose of the research is to study the process by which a nursery teacher transform her teaching method -- from the unit-teaching method to the Montessori method. The research was carried out by combining articipanparticipant observation ,interviews, official documents, and photographs, ivideos, and thesubject''s reflection record. The researcher, participated in the design andteaching of the Montesori classroom, and at the same time, earead Montessori''s works with the subject, and discussed with the subject ftafter watching the teaching video of the subject, in order to probe into thesubject''s processof transformation. The findings are: 1.The time of the unit-teaching and other activities was gradually shortened and more time given to teaching using the Montessori method . 2.The Montessori classroom became beautiful gradually . Four times she hang changed the classroom arrangement, with the result that the youngsters often couldnot find the materials'' original location. 3.She tried her best to learn to be a Montessori teacher. She reflected on her former authoritarian teaching style, tried to imitate her researcher''s warm attitude towards young children, and endeavored to put into practice what she observed from her training teacher regarding the Montessori etho method. he difficulties of the transformation were:The difficulties of the transformation were: .She could not demonstrate and 1.She could not demonstrate and use Montessori materials very well, because she was teaching as she was learning. .Influenced by her previous role as2.Influenced by her previous role as an authoritarian teacher, she sometimes is not respect the children when she was in bad mood.did not respect the children when she was in bad mood. 3.Resulting from the scarcity of the number of students, therefore, their age was averagingly low. ggestions for the future study and the nursery schools that are to Suggestions for the future study and the nursery hoo schools that are totransform their teaching method :1.Evaluate the ontess Montessori teaching resources before beginning the transformation. 2.Teachers should complete the formal Montessori method training program before begin to implement the method.3.Choose licensed Montessori teachers internationally recognized or those from local institution of Montessori teacher training for the future study.
30
廖欣儀. "The Study of the Policy of Integrating Kindergartens and Nursery Schools Influence Teachers’ Teaching Performance in Kindergartens." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/84226829798828959388.
Full textAbstract:
碩士逢甲大學
公共政策研究所
102
Taiwan becomes the first country that implements the policy of integrating kindergartens and nursery schools at 2012. This policy contributes many advantages to parents, kids and kindergartens, although many teachers and managers complain the problems about this policy because of insufficient time, teachers, facilities to adapt new policy. Besides it’s worth mention teachers will carry temporarily care and night care and this will put much stress on teachers after the policy implemented. Therefore, its matter to investigate teachers’ pressure perception and analyses what factors will influence teaching performance after integrating kindergartens and nursery schools policy implemented. This study obtains 282 teachers’ opinions via questionnaires. Results show below. a) Teachers said they faced many stress on teaching after policy implemented. b) Teachers agreed they do have highly professional ability. c) Teachers agreed they do have highly teaching performance. d) Job stress and teaching performance have slight relationship. Professional ability and teaching performance have medium-high relationship. e) Professional attitude and self development can influence teaching planning, process and evaluation. Job loading. Self development and professional attitude can influence whole teaching performance. f) Different teachers population backgrounds ( contains gender, age, education, full time job/ part time job, marriage ) will have different feel on job stress, professional ability and teaching performance.
31
Shieh, Chun-Mei, and 謝春梅. "The study of the cognition and practice in thematic teaching by Nursery Child Care Worker in Taipei City." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/dpz9f3.
Full textAbstract:
碩士國立臺灣師範大學
社會教育學系在職進修碩士班
96
Abstract This research is for the purpose in exploring the Taipei Nursery Worker whose profession in thematic teaching. By the qualitative research, the depth interviews are conduct to a sample of eight child care workers in the Taipei City. The data is analyzed on the base of grounded theory. The finding is as follows: 1. Knowledge and skill of the Child Care Worker needs to polish in order to differentiate the thematic teaching and the unit teaching. 2. Child Care Worker regarding the practice of thematic teaching, such as the enthusiastic aspect, the arrangement of teaching environment needs to be upgrade. Furthermore, insufficiency regarding thematic teaching hypothesized situation; thematic curriculum planning across the leaning domain not completes. Moreover, it is necessary to employment the teaching technology and mobilizes the community resources in order to advance the thematic teaching in the kindergarten. 3. Child Care Workers need to empower their teaching profession in general and thematic teaching in particular in a variety of ways. 4. Child Care Worker needs to conduct reflection on teaching profession. Finally, we offer some suggests that might help for the local government, kindergarten, and the preschool educational staff the garden and the commercial teaching materials providers to devote themselves to promotion of thematic teaching. Also, the topics regards to theme immersion and method are suggested for the future research. Keywords: Child Care Worker, thematic teaching, Praxis.
32
Chang, Wei-Chien, and 張維倩. "A Study of the Relationship between Directors’ Instructional Leadership Behaviors and Teachers’ Teaching Effectiveness in Kindergarten and Nursery." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/41081078831176087104.
Full textAbstract:
碩士國立政治大學
幼兒教育所
92
The main purpose of this study was to: (1) Investigate current situation of director instructional leadership behaviors and teachers’ teaching effectiveness. (2) Explore director and teachers’ perceptual differences on these two areas. (3) Analyzing the relationships between director instructional leadership behaviors and teachers’ teaching effectiveness. (4) Explore the predictive power of director instructional leadership behaviors on the part of teachers’ teaching effectiveness. To accomplish these purposes, the methods were adopted literature review, questionnaire and interview (telephone survey); both of which served as the basis of this study. In questionnaire aspect, the subjects included public and private kindergartens and nursery schools in Taiwan. The research was executed by questionnaire survey. “The Kindergarten and Nursery Directors’ Instructional Leadership Behavior and Teachers’ Teaching Effectiveness Questionnaire” was designed to collect data. By means of stratified two-stage simple sampling. The samples included 720 teachers, and 493 teachers with an effective return rate of 68.47%. The questionnaire data analyzed statistically by description statistics, reliability analysis, t- test, one-way ANOVA, Pearson-moment correlation analysis, canonical correlation, multiple stepwise regression analysis, and Scheffé’s posteriori comparison through the use of SPSS 10.07 for Windows. Interviews had selected ten directors and teachers from the sample of questionnaire. The major results were summarized as follows: A. In the aspect of director instruction leadership: a. Instruction leadership behavior of director is above average. For directors, the best dimension is to “develop a supporting environment”. b. Directors’ years of service have significant influences on director instruction leadership. Area, public and private, school size, and highest educational degree do not have any significant influences on director instruction leadership. B. In the aspect of teachers’ teaching effectiveness: a. Teachers’ teaching effectiveness is above average. For teacher, the best dimension is to “instructional interaction”. b. Public and private, directors’ years of service, teachers’ age, teachers’ years of service, part-time administrative teachers have significant influences on teachers’ teaching effectiveness. Area, school size, highest educational degree of director and highest educational degree of teacher do not have any significant influences on teachers’ teaching effectiveness. C. In the aspect of relationships between directors’ instructional leadership behaviors and teachers’ teaching effectiveness: a. There was positive correlation existed between directors’ instruction leadership and teachers’ teaching effectiveness. b. Directors’ instruction leadership did promote teachers’ teaching effectiveness. In the last part, the researcher proposes some suggestions for the education authorities, the director training institution, the teacher training institutions, the preschool directors and teachers, and the future researchers based on the findings, hoping to benefit the development of preschool education in the future.
33
Hsieh, Wan-Ting, and 謝宛婷. "A study on the job stress and the teaching effectiveness of the directors of nursery schools affiliated to primary schools in New Taipei City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/45093567462615866887.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
104
This study mainly aims, via adopting the methods of questionnaire survey and literature review, to explore the relationship between job stress and teaching effectiveness of the directors at nursery schools affiliated to public primary schools in New Taipei City. The main purposes of this study include. 1.To understand the overall backgrounds of directors of nursery schools affiliated to public primary schools in New Taipei City. 2.To explore the job stress of the above-noted directors. 3.To explore the teaching effectiveness of the above-noted directors. 4.To analyze the differences in the job stress and teaching effectiveness of the above-noted directors with different backgrounds. 5.To analyze the relationship between job stress and teaching effectiveness of the above-noted directors. 6.To propose suggestions, based on the research findings, useful for the reform of related educational policies in the future. Samples of this study were assigned to all of the directors of nursery schools, who were appointed as teachers mainly and taking their offices on the part-time basis. In other words, full-time directors of nursery schools were excluded by this study. A total of 174 questionnaires were sent, and 152 of them were returned and analyzed, which accounted for a valid response rate of 87.35%. The conclusions of this study can be summarized as follows: 1. Most of the directors were female, married, and were appointed by turns. 40% of them taking their offices less than three years. 2. The job stress felt by the directors is considerably high, while the highest stress was in the dimension of ‘administrative workload’. 3. Most directors had positive response in their teaching effectiveness, while the dimension of ‘teacher-student interaction’ was the most satisfied one. 4. The job stress of directors varied significantly with their age, marital status, years of taking their offices, and whether their nurseries had appointed another deputy head. 5. Viewed from the dimension as a whole, there were no significant differences in the job stress of the directors in terms of their gender, educational qualifications, the regional location and the size of the nursery.. 6. Viewed from the dimension as a whole, the teaching effectiveness responded by the directors differed significantly with their educational qualifications, the size of nursery schools, and whether their nurseries had appointed another deputy head. 7.Viewed from the dimension as a whole, there were no significant differences in the teaching effectiveness of directors in terms of their gender, age, marital status, regional location of the nursery, accumulated years of teaching and administrative work, as well as the ways of their appointment. 8.In some individual indicators or items, significant differences are found in the job stress and teaching effectiveness of directors of nursery schools, respectively. 9.There is a low negative correlation between job stress and teaching effectiveness of directors of nursery schools. 10.The degrees of correlations analyzed from each individual indicators of the job stress and the teaching effectiveness varied to certain extents, some were positively correlated, and some negatively correlated.
34
Liu, Chin-Lan, and 劉金蘭. "A study of relationship among infants’ parents teaching-care orientation, participated parenting education and the expectation about arrangement of parenting education. in Tai-Chung city’s nursery schools’." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/84140149427680110043.
Full textAbstract:
碩士中國文化大學
青少年兒童福利研究所
93
Abstract The purpose of this study is to investigate the situation of teaching-care orientation, participated parenting education and the expectation of parenting education arrangement of the infants’ parents whom come from the different background and the surrounding circumstances in Tai-chung city’s nursery schools, also to study the effects of parents’ teaching-care orientation that with different background in relation to participate parenting education, and analyze the related of different parents’ teaching-care orientation between nursery schools’ expectation of parenting education arrangement, to expect finding the most critical variables of parents’ participated parenting education, furthermore to understand what parents expect from the nursery schools about the expectation education arrangement. Hence, base on the research to provide some suggestions for nursery schools to consider important and put in practice, to improve the parenting education effectiveness of nursery schools. By using the questionnaire survey to gathered data, closed- questionnaires were sent to the parents who have infants study at private nursery schools of Tai-Chung city. A total number of 482 questionnaires were sent during April to May in 2005, and the number of returned rate was 66%. The analysis methods used in this study are frequency distribution, T-test, single-factor differential analysis, two-factor differential analysis, correlation analysis and multiple regressions. The major findings of this research are presented as following: 1.The most parents’ teaching-care orientation lean heavily toward to the teaching-care value and educate their infants by showing concern. 2. There is no obvious effectiveness, cause parents’ different background, when participate parenting education. 3. The parents are more enthusiasm about personal parenting education. 4. Most parents choose participated parenting education by the vicinage and the convenience; they also choose to attend the parenting education activities which hold independently by the school and at the school in about two hours. 5. The symposium that charge of the school will be the most participated parenting education activity to parents; most of them choose to have discussion with the nursery governess or the principal of the school. Base on these finding, the researcher have some suggestions: For nursery schools: 1. To implement the parenting education with a prospectus. 2. Well-timed the parenting education activities. 3. For the prospectus reference, investigate parents’ expectation of parenting education. 4. Paying much attention about the quality of parenting education. 5. Using society resources to organize the different kind of the parenting education. For the parents: 1. To get involve parenting education when there is spare time. 2. To check whether the nursery school is the right one to become the living advisor for infants. For the government and the communities: The government must to plan the immaculate community service, and sponsor panel discussion of parenting education regularly by the Mom Center to improve the function of the parenthood in the community. Key words: teaching-care orientation, participated parenting education, the expectation of parenting education arrangement.
35
CHUANG, MEI-LING, and 莊玫玲. "The Comparison of the Ability to Recognize and Read the Phonetic Alphabet of Learning Outcomes in “Computer Animation Combined Formulas Nursery Teaching”-A Case Study of 5-year-old Developmentally Delayed Children in Miaoli County." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/64cfw7.
Full textAbstract:
碩士中華大學
資訊管理學系
104
ABSTRACT This study was mainly to make preschool through this teaching to learn Mandarin phonetic symbols and the reading, can be fast, easy and fun way to learn not only catchy, and not easily forgotten. To satisfy both habits of young children love to watch the animation, recite the mantra rhymes and based on children in the "characterization" learning characteristic society national phonetic symbols, so they took a confident first step. Hu Yongchong (2004) study came to a conclusion, is that preschool teaching to read phonetic symbols, abstract symbols for phonetic symbols may be based on the characteristics of form, sound and meaning designed to recall the image of, coupled with policy, and render meaningful content in the pictures. In addition, Mayer (2001) noted that the text should be spoken in computer animation with animation instead of a Visual text. Because of this, computer animation combined with phonetic symbols formula specially designed for researchers teaching nursery rhymes, to inability to read phonetic symbols learning outcomes compared to see whether five years of research on kindergarten children with developmental delay helps. According to the analysis results displayed, this research can be reached six conclusions: 1. In the experimental group than in the control group " Listening literacy" correct answer rate of immediate results. 2. in the experimental group than in the control group " Listening literacy" correct answer rate of retention results. 3. in the experimental group than in the control group " Listening literacy" correct answer rate of duplicate results. 4. in the experimental group than in the control group " Listening literacy" correct answer rate of delayed results. 5. the experimental group than in the control group after the first test "Phonics" correct answer rate. 6. in the experimental group than in the control group after the second test "Phonics" correct answer rate. Keywords: Computer animation, Bopomofo, Listening literacy, Phonics.