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Dissertations / Theses on the topic 'Shuang yu jiao xue'

Author: Grafiati

Published: 4 June 2021

Last updated: 24 January 2023

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1

Luo, Yin. ""Kong", "you" yu "you", "wu" : xuan xue yu bi re xue jiao hui wen ti zhi yan jiu /." Tai Bei : Guo li Tai Wan da xue, 2003. http://catalogue.bnf.fr/ark:/12148/cb39291212m.

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Th. doct.--Philosophie--Taibei--National Taiwan University = Guo li Tai Wan da xue, 2000.
Mention parallèle de titre ou de responsabilité : "Sunyata", "Dravysati" & "yo", "wo" : ontological research for the combination of Chinese metaphysic and Indian Prajna philosophy in A.D.300-500. Bibliogr. p. 385-399.

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2

Wang, Peiqiu. "Yao tui tong zhi ya yu zhen ci "a shi xue" lin chuang zhi liao bi jiao yan jiu /." click here to view the abstract and table of contents, 2006. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b20009392a.pdf.

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3

Chen, Minzhen. "Meiguo tu shu guan xue hui yu Yingguo tu shu guan xue hui dui tu shu guan shi ye fa zhan zhi bi jiao yan jiu." Taibei Shi ; Niuyue : Han mei tu shu you xian gong si, 1990. http://books.google.com/books?id=6LTSAAAAMAAJ.

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4

Yu, Wing-wa. "Students' command of Mandarin and Cantonese in an English-Mandarin bilingual school in Hong Kong Xianggang Diqu Ying yu ji Putonghua shuang yu xue xiao xue tong dui Putonghua ji Yue fang yan zhi zhang wo /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40717896.

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5

Wong, Lai-wing. "The application of systemic functional linguistics to the teaching of evaluative writing at matriculation level Xi tong gong neng yu yan xue zai yu ke ping lun xie zuo jiao xue de ying yong /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37609531.

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6

Tong, Wun-sing. "The application of systemic functional grammar in Chinese practical compositions : the teaching of news reporting = Xi tong gong neng yu yan xue zai shi yong wen jiao xue shang de ying yong yan jiu - yi xin wen gao xie zuo jiao xue wei li /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755559.

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7

Hui, Wai-ki, and 許偉祺. "A study of Lok Sin Tong free school (1925-1941) = Le Shan Tang yi xue jiao yu yan jiu (1925-1941)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196521.

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This dissertation constitutes a detailed investigation of the history of the Lok Sin Tong Free School. It discusses how benevolent societies expanded their service scope in Hong Kong, as well as how the reforms in the education system and teaching curriculum of mainland China affected those in Hong Kong in the 1930s. Lok Sin Tong, one of the most remarkable charitable organizations in pre-war Hong Kong, formally expanded into the education field in 1929 with the establishment of the Lok Sin Tong Free School. The School was located at 32 Dai Tit Street, and its aim was to provide free education to children from Kowloon City who had formerly been deprived of schooling. The School began accepting male applicants in 1930. The first principal was Tam Kit-Sang, and the second was Wong Bun-Po. The School offered primary education and a four-year curriculum focusing on Chinese education. By 1938, when a new campus was established, the School’s number of students exceeded 300. However, soon after the outbreak of the Pacific War and Japanese occupation of Hong Kong in December 1941, the School was forced to close its doors. This dissertation comprises six chapters. The first defines the term “free school” and reviews the history of research on the Lok Sin Tong Free School. The second chapter outlines the historical development of Kowloon City and the Kowloon Walled City prior to 1941, and discusses how the local Kowloon City culture was key to the reestablishment of Lok Sin Tong’s services in the late 1920s following a suspension of services early in the century. The third chapter traces the origins and narrates the development of Lok Sin Tong from 1880 to 1941, with an emphasis on the improvement in its services under the leadership of Tam Kit-Sang and Chan Cho-Chak. The fourth chapter investigates the Lok Sin Tong Free School between 1929 and 1941, with special attention paid to its size, the quality of its teachers, its administration, curriculum and pedagogy, and student performance. An evaluation of the School’s overall effectiveness on the basis of these criteria follows. The fifth chapter presents a comparative study of the teaching and learning activities of the Lok Sin Tong Free School and those of the (1) Long Jin Free School and (2) Tung Sin Tong Free School. This comparison reveals the transformation of and changes in Chinese education in Hong Kong. The last chapter concludes the dissertation with a discussion of the interactions among free schools, benevolent societies, and the local community and culture in Hong Kong.
published_or_final_version
Chinese Historical Studies
Master
Master of Arts

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8

Chu, Wan-kam. "An evaluation of the genre approach to prose writing in matriculation level Chinese literature = Wen lei gong neng jiao xue fa yu yu ke Zhongguo wen xue ke san wen chuang zuo zhi ying yong ji xian zhi." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B4004001X.

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9

Yuen, Sin-ying, and 阮善盈. "Development of school for children with physical disability in Hong Kong = Xianggang zhi ti shang can xue xiao jiao yu de fa zhan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193006.

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This study aims at the development of School for Children with Physical Disability in Hong Kong. From the first hospital school established by Hong Kong Red Cross those children studied in a ward, to seven well-equipped Special Schools for Children with Physical Disability that many of children with Physical Disability have been benefited. However, there are no structured literatures that could illustrate the history. This study try to find out the major stakeholders, Sponsoring Bodies and Hong Kong Government, their roles and interaction between them in the sixty years history of the development of School for Children with Physical Disability in Hong Kong. The history has divided into five periods, which presented in Chapter Four. In Chapter Five, based on the history presented in Chapter Four, these historical, social and economical factors affecting the decision making of Sponsoring Bodies and Hong Kong Government would be examined. It is found that the influence of Sponsoring Bodies has being weakened during those sixty years, while the influence of Hong Kong Government has been strengthening. However, the changing damage the relationship between them, it might not lead a better future for the development of School for Children with Physical Disability in Hong Kong.
published_or_final_version
Chinese Historical Studies
Master
Master of Arts

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10

Lee, How-chung. "Creativity in Chinese language teaching a study on development of student teachers' conceptions and their ability in implementing creative teaching = Zhongguo yu wen ke de chuang yi jiao xue: zhi qian shou xun jiao shi chuang yi jiao xue guan nian he shi jian neng li de fa zhan yan jiu /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38296603.

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11

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

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

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12

Wong, Kam-lai. "A study of primary teachers' opinions of the teachers' handbooks for Chinese language textbooks Xiao xue jiao shi dui "Zhongguo yu wen ke jiao shi yong shu" de yi jian diao cha yan jiu /." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960522.

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13

Ho, Miu-chun Michelle. "The application of systemic functional linguistics to teaching individual brief narrative speaking to junior secondary students Xi tong gong neng yu yan xue zai chu zhong ji shi duan jiang jiao xue de ying yong /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37520350.

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Chan, Kung Fong. "Cong jiao yu zhong "gai zao" nü xing : yi "Guangdong Sheng li di yi nü zi shi fan xue xiao" wei ge an yan jiu (1907-1938) /." View abstract or full-text, 2004. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202004%20CHAN.

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Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2004.
Includes bibliographical references (leaves 323-342). Also available in electronic version. Access restricted to campus users.

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15

Wong, Ching-yung. "The choice of medium of instruction and its implications for CMI schools : case study = Chu zhong yi zhong wen shou ke de zhong xue zhong si ji jiao xue yu yan de xuan ze ji shi shi : ge an yan jiu /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25248844.

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Ouyang, Sutong. "Leng zhan shi dai de shi jie wei ji yu Meiguo de ze ren : dui Laiyinhuoerde Nibuer hou qi zheng zhi shen xue de yan jiu = World crisis in cold war and American responsibility : on Reinhold Niebuhr's later political theology /." click here to view the abstract and table of contents click here to view the fulltext, 2005. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b1884280xa.pdf.

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Lam, Ho-kwong, and 林浩光. "Liu Xie's Wenxin Diaolong and Sikong Tu's Shipin : a comparative study in stylistics = Liu Xie "Wen xin diao long" yu Sikong Tu "Shi pin" feng ge xue bi jiao yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hdl.handle.net/10722/209585.

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Yan, Sau-man. "A study on the teaching of the components of Chinese characters and the errors in writing Chinese characters made by secondary 3 students Han zi bu jian jiao xue yu zhong san xue sheng cuo bie zi zhi guan xi yan jiu /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37231327.

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Cheung, Wing. "A comparative study on Chinese language teaching materials in primary schools of Hong Kong and of mainland China a textual approach = Xianggang he Zhongguo nei di xiao xue Zhongguo yu wen ke jiao cai bi jiao yan jiu : yi ke wen wei zhong xin /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4292652X.

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

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