Dissertations / Theses on the topic 'Writing tables'

Archaeological investigations into the whereabouts of the Alder Creek Donner family campsite yielded a number of artifacts. One type of artifact collected was writing slate fragments, the topic of this thesis. Why were writing slate fragments found at the Alder Creek camp? An investigation into writing slate in the historical record had to be conducted to address this question. The lack of pertinent research associated with writing slate posed a major obstacle, as it has been disregarded as a diagnostic artifact in historical archaeological literature. This paper addresses this problem by a history of writing slate and its uses, as well as including a discussion of precursors to writing slate, to provide a context for materials recovered from the Alder Creek site. It was first thought that writing slate was only used in the context of education, as might have provided a means of keeping the children busy during the Donner Partys snowbound experience. However, this research indicates that a number of other activities can be associated with writing slate; including messages and notes, record keeping and accounting, gaming and gambling. The writing slate recovered from the Donner family camp is analyzed here using the results of the historical overview of this material and a cognitive archaeological approach.

The purpose of the study was to explore pre-service teachers' integration of tablet technology in reading, comprehension and writing instruction. As global technological use continues to soar, a large absence in the availability of tablet technology in the public schools continues, and reflects a glaring disparity between the technological uses inside and outside of education.

Within a qualitative paradigm, two theoretical frameworks guided this study -- phenomenology and transformative learning (TL) theory. The researcher conducted three sets of interviews of 14 pre-service teachers. This study was guided by four research questions regarding pre-service teachers' descriptions of using technology integration in delivering reading, comprehension, and writing instruction using tutorials. The study explored the extent to which pre-service teachers employed tablet technology during learning activities. Data collected included an interview of the interpretive researcher, tutoring lesson plans, cadre conferencing blogs, and final case study reflections. Data was analyzed using Saldana's (2013) holistic coding methods and Giorgi's (1994) four-step analysis process.

From the four research questions, ten essential themes emerged from pre-service teachers' lived experiences of integration of tablet technology: (a) generational learning shift, (b) cognitive disassociation with learning, (c) paradox of gaming, (d) technological disinclination, (e) critical thinking and problem solving, (f) self-generated learning, (g) collective brain and partnership, (h) collaborative creativity, (i) reluctance in integration of technology with writing, and (j) academic and recreational convenience. These themes revealed both positive shifts in the processing of innovative technology and literacy instruction, and challenges that must be overcome if pre-service teachers are to help students reach their full potential in the 21st century. An analysis of transformative learning theory (Mezirow, 1978, 1991, 2000), revealed five pre-service teachers who experienced the ten stages while another nine who experienced partial transformative learning stages.

The findings have implications for the restructuring of teacher education programs. Pre-service teachers require continued increases of their technological, pedagogical and content knowledge (TPACK), as well as greater development of their writing skills. An increase in the transformation of pre-service teachers' skillsets and mindsets can be facilitated with explicit technological integration of literacy instruction to prepare them to improve student learning outcomes.

Infusions, decoctions, alcoholic preparations and other dosage forms of Artemisia afra are frequently used in South African traditional medicine. Generally when these preparations are made without applying good manufacturing practices they do not meet microbial quality control standards, safety and toxicity criteria and encourage poor patients compliance. To overcome the aforementioned disadvantages of traditional dosage forms a sold dosage form, i.e. a table might be recommended. The first objective of this study was to formulate and manufacture a rapid release tablet dosage of Artemisia afra that would contain an amount of plant material equivalent to that found in its traditional liquid dosage forms and that would meet conventional pharmaceutical standards. The second objective was to conduct a pilot study to obtain a preliminary profile of the bioavailability of select flavonoids presents in both the tablet and traditional liquid preparation of Artemisia afra in humans.

La réflexion de Rousseau concernant le spectacle (théâtral, musical, pictural) s'élabore au cours de nombreux textes théoriques qui interrogent le statut du spectateur et sa relation à ce qui est vu et entendu. Cette relation est source de nombreuses interrogations pour l'écrivain qui réfléchit à ce que l'on pourrait appeler une « économie de la distance », afin d'ajuster au mieux son regard face à l'objet mis en scène et de régler l'émotion induite par le dispositif « spectaculaire ». Cette réflexion sur le spectacle permet également de s'intéresser à la pensée de l'origine chez Rousseau car il semble que ce soit à partir de sa conception de la nature que la notion de spectacle et les émotions qu'elle suscite, s'élaborent. La qualité de l'émotion est particulièrement travaillée par Rousseau qui distingue le spectacle visuel du spectacle auditif. À la fascination de l'image créée par le dispositif théâtral s'oppose le sentiment musical, source d'une communication idéale entre le musicien et l'auditeur, et créateur d'un spectacle mental. L'importance du spectacle musical est telle que l'écriture de Rousseau ne se conçoit pas sans une constante référence à ses caractéristiques, l'écrivain devenant alors un auditeur de musique subjugué par les sentiments qu'il éprouve. Cette réflexion sur les spectacles trouve une chambre d'écho dans les œuvres narratives de Rousseau qui mettent en application les caractéristiques dégagées par la théorie. Influencé par l'esthétique du tableau théâtral telle qu'elle a été conceptualisée par Diderot à propos du drame bourgeois, Rousseau tempère sa suspicion à l'égard de l'image théâtrale, qui trouve, selon lui, sa meilleure voie d'expression dans La Nouvelle Héloïse. Ce roman, de fait, dépasse à certains endroits la linéarité de l'écriture pour proposer des tableaux, transformant ainsi le lecteur en spectateur d'un drame bourgeois, mais pas seulement : en effet, la mise en image de la narration puise également à des sources picturales (avec notamment la réflexion sur les Sujets d'estampes) et offre une réflexion sur le regard que la plupart des personnages prennent en charge. Mais c'est surtout en s'inspirant de ses propres conceptions musicales que Rousseau est conduit à trouver de nouvelles formes d'écriture qui renouvellent la relation au lecteur. Enfin, les œuvres autobiographiques proposent une mise en scène musicale de soi. Le compositeur devient alors un des modèles de l'écrivain parce qu'il donne à lire le « je » comme une partition instrumentale. En même temps, la structure du spectacle visuel est réinterrogée par Rousseau dont l'écriture épouse le modèle musical. C'est en dernier lieu le copiste qui, dans les œuvres autobiographiques, propose un modèle d'écriture, celui de la « chambre obscure » où le spectacle de soi se transforme en signe musical
Rousseau's reflections on the spectacle (whether theatrical, musical or pictorial) are elaborated through a number of theoretical texts that question the status of the spectator and his relationship with what is seen and heard. This relationship is a source of numerous questions for the writer who reflects on what could be termed an 'economy of distance' , so as to better adjust the way he looks on the object mis en scène and to regulate the emotions provoked by the structure of the spectacle. This approach to the spectacle also allows us to explore Rousseau's approach to origins as it seems that it is from his conception of nature that the notion of the spectacle and the emotions it provokes are developed. Emotional quality is particularly explored by Rousseau who distinguishes the visual spectacle from the auditory one: to the fascination of the image created by the theatrical setting is opposed the musical sentiment, seen both as a source of ideal communication between the musician and the listener, as well as the creator of a mental spectacle. Such is the importance of the musical spectacle that the writing of Rousseau is not conceived without a constant reference to its characteristics. The writer thus becomes a listener of music subjugated by the sentiments he feels. These reflections on spectacles find an echo in the narrative works of Rousseau that apply those characteristics identified by his theory. Influenced by the aesthetics of the theatrical tableau conceptualised by Diderot and reflecting on the bourgeois drama, Rousseau tempers his suspicion concerning different types of theatrical images that according to him find their best expression in the way of looking. The Nouvelle Héloïse goes at times beyond the linearity of writing to propose certain tableaux that borrow from the estampe and the bourgeois drama. The reader is thus transformed into a spectator of a bourgeois drama, but not exclusively so: indeed, the representation in images of the narrative draws equally on pictorial sources (with in particular the considerations on the Sujets d'estampes) and offers a reflection on the looks assumed by the majority of characters. But, above all, it is by seeking inspiration in his own musical concepts that Rousseau is led to finding new forms of writing that renew the relationship to the reader. Indeed, the autobiographical works propose a musical mise en scène of the self. The composer becomes therefore one of the writer's models because he enables the 'I' to be read as a musical partition. At the same time, the structure of the visual spectacle is re-questioned by Rousseau whose writing marries the musical model. In the last instance it is the copyist who, in the autobiographical works, offers a writing model that of the chamber obscure, where the spectacle of the self is transformed into musical signs

Thesis (Ph. D.)--West Virginia University, 2001.
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In this study I investigated the process drama convention of tableau to mediate for the representation of main ideas in science information texts. My pedagogical goal was to focus on the body as a tool for engaging with information texts and my rationale for this goal was the belief that the body is neglected in classroom learning. The task of creating caused the students to be active and to think of their own and other bodies as signifiers of meaning. The methodology was based on a formative experiment that allowed for changes and modifications to be made in response to the intervention of tableau. Formative and design experiments recognize that classrooms are ecologically complex research sites that are situated in particular cultural and historical contexts. Theories related to cultural historical activity theory (CHAT), expansive and embodied learning frame this research as paradigms that recognize the dialectics between activity and culture and the body in and of the world. In the study tableau is framed as an innovative learning method that disrupts the traditional and historical methods for identifying main idea, such as the annotation of text. Through the disruption of tableau came opportunities to expand notions of literacy and comprehension as well as the traditional associations of drama with fiction texts. The study shows that tableau is a flexible mediating tool that can be applied to the current focus on informational texts and close reading.

The purpose of this study was to examine the use of tablet computers in a Swedish language, classroom. This study aims to investigate student and teacher attitudes when using tablet computers for story writing. One fifth grade classroom was observed on three occasions and a total of six students and three teachers were subsequently interviewed. This study addresses the following questions:

How are tablet computers used for writing stories in a Swedish classroom?   What opportunities and obstacles do teachers experience when using the tablet computers when it comes to writing stories? Which method was preferred by the students? Writing stories on tablet computers or writing by hand? This qualitative study was based on observations and interviews. Analysis of observations and interviews show that the tablet computers appear to help the students with language, organisation and structure in the writing of stories. However, teachers still need to incorporate both writing by hand and using the tablet computers to ensure competence for real-life situations which still use a mixture of both skills. The results also showed that tablet computers are a useful tool for communication when students help each other in their writing. Classroom observations suggest that tablet computers can act as a mediator tool in the Swedish elementary school classroom primarily as it makes the writing process easier for the students. Analysis of teacher interviews suggest that teachers prefer to have students use tablets as it makes the student’s texts clearer, facilitating assessment.

Abstract The aim of the study was to investigate the quality of pupils’ narrative texts written either by hand or on a tablet. The questions concern which structures are characteristic of the texts as a whole and what is distinctive about hand-written texts and those written on a tablet. To investigate this, 46 pupil texts from grade 2 were analysed. Each pupil in the class wrote two texts, one with each writing tool. The overall theoretical approach in the study is dialogism, which views all utterances as being related to each other. In this study that means that the pupils received teaching about how to write a story, and then wrote stories of their own. Relief theory, which has its foundation in dialogism, was used as analytical framework. With this model, analyses are made of the text as a whole. The overall structure and focus of the text are regarded as the foreground and the additions and expanded details supporting these are viewed as the background text. This interaction between foreground and background gives the relief perspective. Proceeding from relief theory, the structures of the texts in their entirety were analysed. At the intermediate and local level of the texts, dialogues and connectives were analysed, along with the number of unique words and the total number of words. The relief of the texts was analysed in terms of quality at global, intermediate and local text level. The relief analysis revealed that three different categories of relief could be identified in these texts. The result shows that the difference in quality concerns how the backgrounds are expanded. The results of the study show that there are differences between the pupils’ handwritten texts and texts written on a tablet, but the differences are small. The biggest differences concern the number of unique words and the total number of words. The texts written on a tablet contain both more unique words and more words in total than texts written by hand.   Keywords relief theory, tablet, writing tools, early school years, student text, narrative text

El propósito de nuestra investigación es analizar la imagen del París surrealista para luego ver su posterior recepción y variación por parte de Julio Cortázar en Rayuela. Los criterios analíticos de nuestra investigación constan en la importancia de la promenade y la visión en la construcción de la imagen de la ciudad a manera de espacio interior. Para comprender los orígenes e inserción en la tradición por parte de los surrealistas, fue necesario establecer los orígenes de las poéticas urbanas de la ciudad de París a finales del siglo XVIII, comprender el auge de París como tema literario a mediados del siglo XIX, analizar la importancia de la tradición noctámbula y la incidencia de Baudelaire en el París moderno para situar a los surrealistas en su manera de comprender la ciudad como un espacio psíquico e interior. Por último, comprenderemos los distintos elementos surrealistas de la construcción de París en Rayuela de Cortázar gracias a los textos escritos durante su período de interés surrealista (1947-1949) y su posterior variación en Rayuela.
The purpose of our investigation is to analyze the image of Paris forged in four Surrealist texts published between 1926-1928 in order to understand the Surrealist elements that allowed Julio Cortázar to forge his own image of the city in the novel Rayuela. Our analytical criteria are the importance of the regard and the promenade in the construction of the city as an interior and personal space. To understand the importance of the Surrealist production, it was necessary to visit the origins of Paris as a literary text in the late eitheenth century, the importance of the tradition noctámbule in the XIXth century, the incidences of Baudelaire's work regarding the modern Paris and the change of century that allowed the Surrealist movement to understand the city as an interior and psychic space. Through the establishment of certain criteria and images, we analyzed Paris in Cortázar's novel Rayuela as a Surrealist product, even if Cortázar himself never felt as as a Surrealist writer.

This diploma thesis describes how to create or convert traditional Java programs to desktop-like rich internet applications with the Google Web Toolkit. The Google Web Toolkit is an open source development environment, which translates Java code to browser and device independent HTML and JavaScript. Most of the GWT framework parts, including the Java to JavaScript compiler as well as important security issues of websites will be introduced. The famous Agricola board game will be implemented in the Model-View-Presenter pattern to show that complex user interfaces can be created with the Google Web Toolkit. The Google Web Toolkit framework will be compared with the JavaServer Faces one to find out which toolkit is the right one for the next web project
Diese Diplomarbeit beschreibt die Erzeugung desktopähnlicher Anwendungen mit dem Google Web Toolkit und die Umwandlung klassischer Java-Programme in diese. Das Google Web Toolkit ist eine Open-Source-Entwicklungsumgebung, die Java-Code in browserunabhängiges als auch in geräteübergreifendes HTML und JavaScript übersetzt. Vorgestellt wird der Großteil des GWT Frameworks inklusive des Java zu JavaScript-Compilers sowie wichtige Sicherheitsaspekte von Internetseiten. Um zu zeigen, dass auch komplizierte graphische Oberflächen mit dem Google Web Toolkit erzeugt werden können, wird das bekannte Brettspiel Agricola mittels Model-View-Presenter Designmuster implementiert. Zur Ermittlung der richtigen Technologie für das nächste Webprojekt findet ein Vergleich zwischen dem Google Web Toolkit und JavaServer Faces statt

碩士
國立交通大學
英語教學研究所
102
Applying mobile devices to education and language learning has become a trend nowadays. Tablet-PC is one of the most popular portable gadgets currently; however, there are few studies regarding applying Tablet-PC to English writing. Consequently, the aim of this study was to examine the effectiveness of utilizing Tablet-PCs to English writing classroom in a Taiwanese senior high school. Two purposes of the study are addressed as follows: (1) To examine the potential and effectiveness of implementing tablet-PCs in assisting EFL students to complete writing tasks. (2) To investigate student perceptions of using tablets as an assisted tool for English writing. The participants were thirty-eight, eleventh graders from a rural area in Kaohsiung, Taiwan. There were nineteen students in each group and were assigned randomly, and the duration of the whole experiment lasted six months. The two groups first received same instructor’s writing instruction, then a forty-five minutes writing session started. The experimental goup (group T) conducted writing with tablets while the Group P used paper-and-pencil writing solely. Then the Group T completed questionnaire and received interviews, and the instructor was interviewed as well. There are significant differences between the two groups in five aspects: content, organization, word choice and spelling, grammar and structure, and punctuation, especially the first three parts and the students’ overall performance. There are four conclusions of this study: (1) Utilizing Tablet-PC can motivate students to learn English writing, and it is a helpful tool for students to use while composing English writing. (2) Teachers can apply Tablet-PCs to their teaching. (3) The instructors should be aware of the pedagogical meaning when using portable gadgets. (4) The instructors have to be very proficient in using the assisted tool before applying it to a real classroom.

碩士
國立臺北教育大學
教育傳播與科技研究所
105
The aim of the study was explore the effects of guided-peer assessment on tablets on children’s writing and writing attitude. A quasi-experimental method, nonequivalent pretest-posttest control group design was conducted in this study. The participants in this study were 58 elementary students who were aged 12. One class was designed as the experimental group, and the other one was the control group. The experiment was implemented for ten classes in nine weeks. Students participated in the study finished three essays in terms of the pre-test, post-test and delayed-posttest. The results were as follows: 1.Both groups showed the improvement in the pre-test, the post-test and the delayed-posttest. However, there was no statistically significant difference between groups. Students in the experimental group showed the improvement in their revised-essay than the control group in pre-test and post-test. 2.Students in the control group showed higher scores on the survey of writing attitude than students in the experiment group. There was no significant difference between groups on the first dimension of the survey in writing attitude. Students in the experimental group showed the improvement on the post-test of the survey. They showed the highest score on the dimension of “the attitude towards the writing course”, and the dimension: “the attitude towards the equipment applied in the writing course”. 3.The content analysis of peer assessment for the experiment group were classified into three categories: (1)Supporting comments: The students could point out the advantages of essays. Some of the students played the tutors and admired their peer's essays by professional descriptions. (2)Advisory comments: The students could help to delete useless sentence. They pointed out wrong words or wrong punctuations. Some of students could suggest some new directions on the revisions, add supplementary sections to improve their peer's essays. (3)Clarifying misinterpretations and using emoticons: The students made questions about the essays which help their peer to revise them. Part of students used some emoticons composed by alphabets to express their emotions and thoughts. In summary, the peer assessment by tablet PCs could improve children’s writing and writing attitude. The result of future researches and the implication of peer assessment by tablet in elementary classrooms were discussed in the study. Keywords: peer assessment , children’s writing, tablet PC , writing attitude , writing instruction in elementary school.

碩士
國立雲林科技大學
工業設計系
103
Chinese character and writing are often to be a barrier for second language learners. if not by the rules of writing, will affect the meaning and aesthetic of Chinese character. Although touching tablet PC with finger make interact today , the user interface design of app is user-friendly or not may affect the efficiency of learning. In this study, by three phases to finish user interface design : the phase I is to organize the literature of the learning of Chinese character writing and human-machine interface for planning requirements; the phase II is the existing apps survey, to interpret the context from literature as a user of situational simulation, then analyzing and recording for discovering the better app；the phase III is to propose a prototype design, and by heuristic evaluation. Through the above phases, chosing to forty basic characters as learning materials, which are as recognizing, facsimileing, copying the model of Chinese character, and finally grading user’s writing as the learning sequence. In the existing apps, the app ‘Art of Chinese Characters’ compared to other apps is more complete for user interface, but from recognizing , writing to grading process and auxiliary functions for different learning speeds of users are still inadequate. For teaching guide, using reminder of tool of writing and icon reviseing to propoal then evaluation. The suggestions of follow-up interface design: (1) Setting a star rating as the grading of completed writing, if user don’t use the writing reminder, will show three stars；if used to use the writing reminder once, will show two stars；if used to use the writing reminder over once, will show one star；(2) Connecting with the internet community to friends to comparing results; (3) the individual character collection will show a pop-up and for a star rating of the writing grading as written record.

碩士
國立臺南大學
特殊教育學系碩博士班
107
The purpose of this study is to explore the effects of Table Game on the Writing for junior high school students with Learning Disabilities. A single subject reversal design of single-subject research was used in this study. And three junior high school students with Learning Disabilities were chosen as participants of this study. The independent variables was Table games involved in writing, whereas the dependent variables was the immediate and maintaining effects of Writing and Writing motivation, including the total number of words, total number of sentences, Writing Expression Rating Scale and sub-item score, and feedback questionnaire. The researcher first collected the data during the baseline, treatment, and maintenance periods, then analyzing them by using visual analysis, the amount of effect and interviews.. The conclusions of this study are as the following: 1.Table games involved in writing has immediate and maintaining effects on the writing performance of junior high school students with Learning Disabilities. (1)Table games involved in writing has immediate and maintaining effects on the total number of words of junior high school students with Learning Disabilities. (2)Table games involved in writing has immediate and maintaining effects on the total number of sentences of junior high school students with Learning Disabilities. (3)Table games involved in writing has immediate and maintaining effects on the Writing Expression Rating Scale and sub-item score of junior high school students with Learning Disabilities. 2.Table games involved in writing can improve the motivation of students with learning disabilities in the junior high school. Base on these findings, the researcher proposed recommendations relevant to two areas:teaching practice and future research respectively.

碩士
大同大學
工業設計學系(所)
93
In many computer input devices, pen-based input is the trend and the more convenient way of input, it is an input method that does not need learning, the text input is intuitive in this input method. The major difference between stylus of Tablet PC and other handwriting pen is that it has an additional button, however, does this difference affect the handwriting performance is the issue to be investigated in this study, and the main purpose of this study is to shorten the handwriting conversion time through the investigation and design of stylus button and to enhance the handwriting performance. First, experiment on the rotating characteristic of the Tablet PC screen, the results show that both vertical and horizontal placement of screen will not affect the handwriting performance; the user experience will not affect the handwriting performance either. Then 20 tested persons will list all the composing factors of the stylus button of the Tablet PC and sort these factors according to their effects on the pressing performance, these subjective evaluations will then be analyzed and tested by Friedman, we find that button location and size are the two most important factors that affect the users on button pressing. Use further the gender, stylus grasping posture, stylus grasping quadrant and pressing finger as the independent variables, use handwriting time, editing time, handwriting and editing conversion time, error rate, pressing surface area and pressing center are the dependent variables. Paper handwriting and Tablet PC handwriting input will be compared, besides, t test and ANOVA analysis will be used to obtain the most important factors affecting the gender. According to the data obtained form male, female and miscellaneous pressing location and size, we design 3 different buttons for verifications. The results show that when stylus is used together with these three sets of improved buttons can all show better handwriting performance when they are used together with original buttons. Among these buttons, the stylus button that takes into account the male pressing area is the button shape that is most suitable for button pressing, it not only effectively reduce the button pressing time, but also reduce the time difference of button transfer, the handwriting performance can thus be greatly enhanced. The final stylus button dimension in this study is: the lower edge of the button is about 38.54 mm to the stylus tip, its length is 13.8 mm, width 7.8 mm, the button center deviates has more close to the index finger by 0.2 mm, the button shape is non-rectangular, it approaches oval shape, the result can provide better button pressing operation and enhance handwriting performance, it can also be used as a reference for the future design of the stylus of Tablet PC.

碩士
大同大學
工業設計學系(所)
96
In the past, text and graphic input are mainly depended on keyboard and mouse. Recently, due to improvement of touch screen technology, various pen-based input devices and related electronic products are developed accordingly. Users can enter data by a stylus without memorizing large amount of symbols, positions or word decoding methods in advance. Firstly, performances obtained from various pen-based input devices were studied. Besides the traditional pencil-and-paper input method, the results showed that the performance obtained form tablet PC is the best. Literatures have shown that the size of stylus has significant influence on its input effectiveness. The cross-section of stylus used with PDA has significant influence on its effectiveness as well but the discussion of the cross-section of stylus used with tablet PC is hardly found. Thus, the main purpose of this research is to study the various cross-sections of stylus used with tablet PC and its performance on text and graphic input. Thus 6 styluses with different cross-sections and a pencil were chosen to conduct the experiments. Their performances were evaluated and compared in terms of the total writing time, error rates, total drawing time and drawing stability. Also, the level of holding comfort will be rated. 20 subjects were recruited to conduct the experiment. The collected data were analyzed by one way ANOVA with blocking design or Friedman test based on their normality. The results showed different cross-sections of stylus do not significantly affect the error rates, and total drawing time. However, no matter in the part of pencil and paper or in the part of stylus used with tablet PC, cross-section with round shape has the best performance in total writing time and the one with oval shape has the best drawing stability. In regard to the level of holding comfort, the best is the one with hexagon shape. It is expected that the findings of this research would be good references in designing pen-based input devices to enhance their input performance. Keywords: Cross-section, Pen-based input, Stylus, Tablet PC

碩士
國立高雄師範大學
體育學系
107
This action research aims to investigate the effects of the TGFU with the reading and writing board on the learning performance and affection of the sixth graders in the elementary school table tennis classes (8 classes in 4 weeks), and furthermore, to understand the perspectives and the encounters of the participants.The method used in this study is the TGFU approach with the aid of the reading and the writing board.The participants include a PE teacher and 27 elementary school sixth graders (15 boys and 12 girls) in Kaohsiung City.The learning results are statistically analyzed in terms of quantity in the paired sample t-test, and compared before and after the performance of the game. In terms of qualitative data, teachers' diary for instruction, interview, reading and writing boards are used.After the approach is used. the study found that:(1) The learning performance of the whole class, boys and girls is significantly different.(2) Students in the study show positive attitude towards the contents of the class and insist the helpfulness of the approach.(3)The problems encountered by the teacher in the process of teaching present themselves in the following four aspects: curriculum design, teaching situation, teaching time,and performance.The potential resolutions proposed by the researcher to these teaching problems are: enriching professional knowledge, creating the best learning envioronment, practicing teaching before formal classes, and making heterogeneous grouping flexibility adjustment. According to the research results, the following conclusions were obtained:(1)The TGFU can improve the learning outcomes of elementary school students and can be implemented in the physical education curriculum.(2)Students believe that reading and writing boards can be helpful to the TGFU affectionate learning of table tennis.(3)Teachers' implementation of the reading and writing board into TGFU can enhance the physical education professional and teaching practice ability.

Thesis entitled Modernization of initial reading and writing in the 1st grade primary school using the methods RWCT and the interactive whiteboard in the theoretical section summarizes current concepts of teaching reading and writing, as well as defining new procedures, their use and benefit in teaching reading and writing. The practical part examines the applied methods and compares achievements of students attending the first class of primary school. Followed by a questionnaire survey of information, knowledge and experience with these methods for educators of 1st grade primary school.

The aim of this diploma thesis is mapping options of the use of the interactive whiteboard in the introductory part of Literature lesson called the evocation, based on formulated findings of needs and interests of the prepubescent reader summarized in the theoretical part. The practical part consists in comparison of teaching with and without the use of the interactive whiteboard, while the lesson plans are conceived in E-U-R model. The undertaken research shows that work with the interactive whiteboard in Literary lessons increase pupils'motivation to predict, makes modelling of reading literacy methods easier, improve vizualization of problematic places in the text and offers unconventional effective way of sharing pupils'ideas and artefacts. The benefit of this work is finding effective ways of the use of the interactive whiteboard in Literature lessons especially in the evocation part of lesson.

The thesis deals with the School of Zlatá Koruna and its visual didactical application of basic education. First part is orientated on a pedagogical efficiency in the use of instruments and didactical pictures in the structure of teaching. The main part contains the digitizing of pictures from Zlatá Koruna with the encryption of hidden details. The conclusion of the thesis is engaged in the possible utilization of artafacts from Zlatá Koruna in current education.