Relevant bibliographies by topics / Xue xi sheng huo

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  1. Journal articles
  2. Dissertations / Theses
  3. Books

Academic literature on the topic 'Xue xi sheng huo'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Xue xi sheng huo"

1

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

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Traditional Chinese medicine (TCM) divides fracture treatment into three stages. Many TCM herbs and formulas have been used to treat fractures for thousands of years. However, research regarding the Chinese herbal products (CHPs) that should be used at different periods of treatment is still lacking. This study aims to identify the CHPs that should be used at different periods of treatment as well as confirm the TCM theory of fracture periods medicine. We used prescriptions of TCM outpatients with fracture diagnoses analyzed using the Chang Gung Research Database (CGRD) from 2000 to 2015. According to the number of days between the date of the fracture and the clinic visit date, all patients were assigned to one of three groups. Patients with a date gap of 0-13 days were assigned to the early period group; those with a date gap of 14-82 days were assigned to the middle period group; and those with a date gap of 83-182 days were assigned to the late period group. We observed the average number of herbal formulas prescribed by the TCM doctor at each visit was 2.78, and the average number of single herbs prescribed was 6.47. The top three prescriptions in the early fracture period were Zheng-gu-zi-jin-dang, Shu-jing-huo-xue-tang, and Wu-ling-san. In the middle fracture period, the top three formulas were Zheng-gu-zi-jin-dang, Shu-jing-huo-xue-tang, and Zhi-bai-di-huang-wan. In the late fracture period, the top three formulas were Shu-jing-huo-xue-tang, Gui-lu-er-xian-jiao, and Du-huo-ji-sheng-tang. The main single herbs used in the early fracture period were Yan-hu-suo, Gu-sui-bu, and Dan-shen. From the middle to the late period, the most prescribed single herbs were Xu-duan, Gu-sui-bu, and Yan-hu-suo. We concluded that the results showed that the CGRD utilization pattern roughly meets the TCM theory at different fracture periods.
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Jhang, Jing-Siang, Hanoch Livneh, Shu-Yi Yang, et al. "Decreased risk of colorectal cancer among patients with type 2 diabetes receiving Chinese herbal medicine: a population-based cohort study." BMJ Open Diabetes Research & Care 8, no. 1 (2020): e000732. http://dx.doi.org/10.1136/bmjdrc-2019-000732.

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ObjectivesPatients with type 2 diabetes have a higher risk of colorectal cancer (CRC), but whether Chinese herbal medicines (CHMs) can reduce this risk is unknown. This study investigated the effect that CHMs have on CRC risk in patients with type 2 diabetes.Research design and methodsThis cohort study used the Taiwanese National Health Insurance Research Database to identify 54 744 patients, newly diagnosed with type 2 diabetes, aged 20–70 years, who were receiving treatment between 1998 and 2007. From this sample, we randomly selected 14 940 CHMs users and 14 940 non-CHMs users, using propensity scores matching. All were followed through 2012 to record CRC incidence. Cox proportional hazards regression was used to compute the hazard ratio (HR) of CRC by CHMs use.ResultsDuring follow-up, 235 CHMs users and 375 non-CHMs users developed CRC, incidence rates of 1.73% and 2.47% per 1000 person-years, respectively. CHM users had a significantly reduced risk of CRC compared with non-CHM users (adjusted HR=0.71; 95% CI 0.60 to 0.84). The greatest effect was in those receiving CHMs for more than 1 year. Huang-Qin, Xue-Fu-Zhu-Yu-Tang, Shu-Jing-Huo-Xue-Tang, Liu-Wei-Di-Huang-Wan, Ji-Sheng-Shen-Qi-Wan, Gan-Lu-Yin, Shao-Yao-Gan-Cao-Tang and Ban-Xia-Xie-Xin-Tang were significantly associated with lower risk of CRC.ConclusionIntegrating CHMs into the clinical management of patients with type 2 diabetes may be beneficial in reducing the risk of CRC.
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Li, Shang‐Jen. "Guihan Luo. Jin dai xi fang shi Hua sheng wu shi [History of Western Botanical and Zoological Studies in China]. (Zhongguo jin xian dai ke xue ji shu shi yan jiu cong shu.). 434 pp., illus., tables, bibl., index. Jinan: Shandong jiao yu chu ban she [Shandong Education Press], 2005. ¥46 (paper)." Isis 99, no. 2 (2008): 380–81. http://dx.doi.org/10.1086/591325.

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Dissertations / Theses on the topic "Xue xi sheng huo"

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Wong, Yuk-fai. "Conversation analysis for primary student in counseling interview Xiao xue sheng zai jie shou fu dao zi shang shi de tan hua fen xi /." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B31962038.

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Chou, Kam-ngan. "The learning of Chinese lexicon by providing primary one pupils with essential learning experiences Kuo kuo xiao yi xue sheng de xue xi jing li yi ti sheng zhong wen ci hui liang /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37642935.

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Ip, Cheung-ming. "Cong zhong xue hui kao yue du neng li ping gu shi juan kan Xianggang gao zhong sheng yue du ce lüe de ying yong he fen xi." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554196.

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Lau, Tan-king. "A preliminary analysis of the use of vocabulary in Chinese writings by Hong Kong primary 3 students Qian xi Xianggang xiao san xue sheng Zhong wen xie zuo de ci hui yun yong /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42926051.

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Lau, Wai-hung. "The establishment of an electronic portfolio for Chinese language favours the development of students' language ability Wei Zhongguo yu wen ke jian dian zi hua xue xi li cheng dang an you zhu xue sheng yu wen neng li fa zhan /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039973.

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

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近年來，香港有不少國際學校和直資學校開辦國際文憑課程（IB，International Baccalaureate），很多非華語學生選擇學習中文作為第二語言。然而，當中很多學生在使用詞彙上產生偏誤，而在二零零八年，香港教育局發布了《中國語文課程補充指引（非華語學生）》諮詢文件中，指出漢字的字形、聲調、語彙都是中文第二語言學習者的難點（香港課程發展議會，2008），這些難點均涉及語素。以往曾有不少研究，探討語素意識與詞彙知識習得的關係，因此，研究者期望以中文第二語言學習者作為研究對象，探討漢語語素意識與詞彙能力的關係。 本研究為量性研究，以語素意識與詞彙能力測驗和單元評估試卷來蒐集數據，並採用相關度測量研究方法分析數據，從而探討國際文憑課程中學項目學生在詞彙上的偏誤類型以及漢語語素意識與詞彙能力的關係，並提出建議以提升中文第二語言學習者的詞彙能力。本研究目的有三：（一）探究香港國際文憑課程中學項目學生在詞彙上的偏誤類型；（二）探究香港國際文憑課程中學項目學生的漢語語素意識與詞彙能力的關係；（三）歸納研究結果，並就教學和後續研究上提出具體建議，作為對外漢語教學之參考。 研究結果顯示，中文第二語言學習者的詞彙偏誤類型以「語音」為主，發展同音語素意識對於減少詞彙偏誤相當重要，此外亦需要加強發展部件規則的意識以及組字規則的概念，幫助他們掌握字形，對於減少詞彙偏誤亦有相當重要的作用。在漢語語素意識與詞彙能力的關係方面，中文第二語言學習者的語素意識對於詞彙能力有預測作用，同音語素意識對詞彙能力的預測作用大於同形語素意識的作用；而心理詞彙的語素意識、心理詞彙的數量及用詞能力三者有互相影響的關係，但仍需要進一步的研究。 International Baccalaureate (IB) Curriculum is adopted by more and more international schools and direct-subsidy schools in Hong Kong. At the same time, more and more non-Chinese speaking (NCS) students choose to study Chinese Language as a second language in IB curriculum. However, the vocabulary learning is one of the difficulties when they learn Chinese. The Education Bureau has published ‘Consultation Paper on Developing a “Supplementary Guide to the Chinese Language Curriculum for Non-Chinese Speaking Students” ’ and points out those NCS students encounter difficulties in learning Chinese graphemes, tones, vocabulary, etc. These difficulties are related to morpheme. Many researchers have conducted to study on relationship between morphological awareness and lexical knowledge. This dissertation aims to study on the relationship between morphological awareness and lexical ability of IB Middle Year Programme (MYP) students in Hong Kong. This is a quantitative research. Data collection includes two tests of the morphological awareness and lexical ability paper-pencil tests and one summative unit test of Chinese Language subject in a school. IB MYP students of two classes participated in this study and their morphological awareness and lexical ability were tested and analyzed by the statistical analysis software. The objectives of the study are: (1) Analysis on the types of lexicon errors of IB MYP students in Hong Kong; (2) Analysis on the relationship between morphological awareness and lexical ability of IB MYP students in Hong Kong; (3) Suggestions on developing of morphological awareness in learning Chinese Language as a second language. The results find that most of the lexicon errors were related to the tones and radical components of Chinese character, it is suggested to develop the homophone awareness and the orthographic awareness of Chinese character to reduce the lexicon errors. The morphological awareness of students has influence on student’s lexical ability. The homophone awareness has a closer relationship with lexical ability. The morphological awareness of the mental lexicon has an influence on the amount of mental lexicon and the ability of using lexicon. It is suggested to develop the morphological awareness of students in teaching Chinese as a second language to further study the relationship between the development of morphological awareness and mental lexicon in the future.
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Education
Master
Master of Education
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Chan, Lai-ying Joyce, and 陳麗英. "The relationship between creativity and Chinese oral proficiency of senior secondary students in Hong Kong = Gao zhong xue sheng chuang yi neng li yu Zhong wen shuo hua neng li de guan xi yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/202302.

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In the Reform Proposals for the Education in Hong Kong published in 2000, it was clearly stated that the priotity of education in the 21st century should be ―to enable our students to enjoy learning, enhance their effectiveness in communication and develop their creativity and sense of commitment‖. This paper aims to respond to two of the aspects — the enhancement of effectiveness in communication and the development of students’ creativity. For years, schools have focused on promoting students’ creavity in reading and writing, but not in speaking. In fact, among the various language skills, ‘speaking’ is the skill students have to demonstrate the most in their daily interaction. Compared to reading and writing, the ability to express one‘s views verbally in a creative manner can give rise to more direct interaction, acting as a genuine reflection of a student’s wisdom, knowledge, capability and potential. It is also a lifelong skill that students can apply when they join the workforce in the future. It is therefore meaningful to place emphasis on cultivating students’ creativity in speaking. This research aims to explore the correlation between the Chinese oral proficiency and creative ability of senior secondary students in Hong Kong based on existing theories on the development of creativity and speaking. Target participants, recruited from two aided secondary schools of different abilities, receive training on speaking and creative thinking, and analysis is done adopting both the quantitative and qualitative approaches. Students of each school are first randomly divided into two groups — the experimental group and control group. Students of both groups are required to take a pre-test and a post-test, as well as complete a set of questionnaire in each session. Results obtained are compared and contrasted to gauge the changes in their oral proficiency and creative ability. In between the tests, the experiemental group receives seven experimental design lectures on News and Report, one of the elective modules of the NSS curriculum in Chinese Language Education, while the control group receives lectures on News and Report which reference on the samples from Education Bureau only, no experimental design lectures will be delivered. In the end, the three teachers involved in the study were interviewed, during which the teachers offered their observations on the change in the students’ learning behaviour and attitude. Based on the data collected from the administration of tests, questionnaires and interviews, the following conclusions are made: first, there is a correlation between oral proficiency and creative ability; second, students’ attitude and values have a direct impact on the effectiveness of the module; third, the Speaking and Creativity Assessment rubric used in the study proved to be successful in assessing the said abilities, enhancing learning effectiveness. Through the analysis of data collected, this research contributed to Chinese Language Education to some extent, especially in the teaching of oral proficiency and creativity. It opened up a new set of criteria for the assessment of creative speaking ability from different perspectives to ensure objectivity of results, offered diversified course materials that can effectively raise the standard of students’ speaking and critical thinking ability. 香港在2000 年教育制度改革建議中明確指出教育首要目標是培養學生成為「樂於學習、善於溝通、勇於承擔、敢於創新」的新一代，其中，本研究特別回應「善於溝通」和「敢於創新」這兩個重點。過往，學校及教師多注重學生閱讀能力及寫作能力創意的培養，而忽略說話能力的創意訓練。其實，在各種語文能力中，「說話」是學生日常生活最主要的表達能力。口語表達比閱讀及寫作語言起著更直接的交流及溝通作用，是一個人智慧、知識、能力、素質的綜合體現，是學生立足社會、終生受用的語文能力。因此語文教學以創意思維培養學生的說話能力是有實在意義的。 為探索本港高中學生口語表達和創意能力的相互關係，本研究以創造力(Creativity) 和說話能力訓練的理論為依據，對上述課題展開試驗及分析工作。本計劃以香港兩所不同程度的津貼中學學生的說話能力為研究對象， 施行融合創意和說話能力訓練的實驗教學模式。本研究採用量化和質化方式為主要研究的方法。首先， 每所學校的研究對象隨機分為實驗組 (Experimental Group) 和控制組 (Control Group)。兩組對象分別安排前測和後測來量度實驗前後的數據變化。在前測及後測之間， 實驗組將會進行結合了創意思維訓練元素的中國語文選修單元「新聞與報道」共七節課的教學，從而探究這次實驗課能否提高學生創意說話能力學習的成效。而控制組卻不會在實驗教學施行期間安排進行任何實驗教學，有關的課堂教學，只按照原本學校的「新聞與報道」課程進行。在公平的原則下，所有控制組的學生會在暑假補回教授有關的實驗課程知識。本研究同時在兩班實驗組學生發出前後兩次的問卷調查，以檢視受試者的說話能力及創意能力的變化。最後，訪問兩所受試學校參與研究的三位老師，以深入瞭解學生整體的學習行為和態度情意的改變。 透過分析實驗教學資料、問卷調查數據和訪談結果，本研究主要有以下幾方面的總結：第一，確立說話能力和創意能力的相互關係。第二，學生的學習態度和品德情意直接影響課程的學習成效。第三，本研究所採用的「說話及創意能力評量表」能客觀評估學生的說話及創意能力，促進學習效能。經各種測試及結果分析，本研究對中國語文教育作出了一些貢獻，尤其是在融合說話與創意能力方面，以提高學生說話和思考水平；開發創意說話能力的評核標準，包含多角度的評審考量為評核精神，以客觀的等級描述為評量依據；提供多元化的創意說話課程設計，有助提升學生的創意說話能力表現等多方面的意義。
published_or_final_version
Education
Doctoral
Doctor of Education
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Southerland, Abigail C. "Zhong Guo Da Xue Sheng Dui Mei Guo Da Xue Sheng Han Yu Fa Yin De Jie Du Fen Xi - Liu Ge Ge An De Yan Jiu." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420561951.

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Guan, Qiyun. "Cong xian xiang xue jiao du tan tao da xue xue sheng ling xiu xiao yuan ke wai huo dong jing li de yi yi = The out-of-class experiences of university student leaders : a phenomenological approach /." click here to view the abstract and table of contents, 2002. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b17563380a.pdf.

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Chen, Yongshen. "Zhang zhe xi gu guan jie yan dui sheng huo zhi su de ying xiang ji xiang guan Zhong yi zhi liao yan jiu /." click here to view the abstract and table of contents, 2006. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b20009355a.pdf.

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Books on the topic "Xue xi sheng huo"

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Ai, Xue xi, sheng huo. Yeh qiang chu ban she, 1985.

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ping, Lin he. Da xue xue xi yu sheng huo. Fu jian ren min chu ban she, 2013.

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ding, Xiao xing. Da xue sheng xue xi sheng huo zhi nan. Hua zhong ke ji ta xue chu ban she, 2012.

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Li xiang, xue xi, sheng huo. Ren min jiao yu chu ban she, 1986.

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Ya, Sun. Xue xi sheng huo chang gui. Sun Ya Publications, 1997.

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Wan, Jian, ed. Ai, sheng huo yü xue xi. 2nd ed. Cai tuan fa ren Hong Jianquan jiao yü wen hua ji jin hui fu she Shu ping shu mu chu ban she, 1990.

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Xue xi yu sheng huo: Da xue xiao yuan xing dong zhi nan. Hang kong gong ye chu ban she, 2013.

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Ceng, Guangzhi. Qi si hui sheng: Xiang si wang xue xi sheng huo. Sa hao chu ban she, 2012.

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Lixin, Peng, ed. Ri chang sheng huo de jing shen bing li xue. Guo ji wen hua chu ban gong si, 2000.

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si, Li, and Mai ge lao. Sheng huo ce lue lian xi ce. Zhong guo she hui ke xue chu ban she, 2002.

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