回首頁


漢字研究成果資料集 (資料檢視)

主題類別 出處類別/媒體類別 作者 作者拼音 譯者 標題 並列標題 外文名稱 出版單位 卷/期/版次 頁次/頁數 出版日期 內容語文 關鍵字 中文摘要 英文摘要 引述 相關性 相關附圖 類似/相關文章 參考文獻 進階閱讀 服務方式 推薦度 啟用|暫時停用|終止使用 暫停原因 授權者 授權日期 徵集者 資料來源 備註 發表記錄 學校名 系所名 指導教授 論文出版年 畢業學年度
5.華語文教學 7.科技多媒體應用 9.語料學 1.博碩論 熊襄瑜 Hsiung Hsiang-Yu - 直覺對應式漢字聯想圖像與筆順書寫練習 對以中文為第二語言者漢字辨識及書寫成效的影響 - The Influence of Associative Pictures and the Practice of Stroke Order and Hand Writing on the Recognition and Writing of Characters of Chinese Foreign Language Students 國立臺灣師範大學/教育心理與輔導學系 - 64 2013 中文 直覺對應式漢字聯想圖像、筆順學習、書寫練習、漢字學習 本研究以陳學志等人於2012年,依據漢語組字規則資料庫建立的三階段漢字字本位教學模式中,第一階段基礎字為研究材料,主要目的在探討直覺對應式漢字聯想圖像及筆順書寫學習二個教學策略對以中文為第二語言學習者的漢字辨識及書寫成效之影響。分為二個研究,研究一以30名未曾學習過中文之英文母語者及30名台灣大學生為研究對象,針對直覺對應式漢字聯想圖像進行評定;研究二為2(筆順學習與否)x2(書寫練習與否)的二因數混合實驗設計,以葡萄牙或西班牙文為母語且精通英語的中文初學者共91人為研究對象,探討筆順學習與書寫練習對漢字學習效果之影響。研究一顯示,直覺對應式漢字聯想圖與字義的聯結度之五點量表評定分數達到三分以上,顯示圖像與字義之間的聯結度達平均分數以上;研究二發現,學習者在書寫練習策略下的辨識與書寫學習效果顯著優於無書寫練習策略;而筆順學習與否對於漢字辨識的學習並無效果。綜合研究一與研究二的結果,顯見目前圖像本身具以聯結字義的功能,可於漢字教學時加入以輔助教學。另外,利用書寫作為記憶編碼的方式,有助於學習者的漢字辨識學習效果,驗證了多重編碼的學習理論,並且也突顯書寫在漢字學習中的重要性。 Based on the Chen’s (2012) Chinese character associative pictures, the purpose of this study was to investigate the effect of teaching strategies of Chinese character associative pictures, handwriting and stroke order learning on CSL learners. There were two parts in this study. First part takes 30 English native speakers who had never learned Chinese before and 30 undergraduate students in Taiwan as sample, and evaluated Chinese character associative pictures. Second part takes 91 Portuguese or Spanish native speakers who also know English very well as sample to investigate the impact of Chinese stroke learning and handwriting on effect of Chinese character learning. First part showed that the point of association Chinese character association picture and the meaning of the characters is over 3 in 5 point scale. Second part showed that the effect of character recognition and handwriting learning on handwriting practice strategy for learner is significant better than that with no handwriting practice. Accordingly, picture itself can link character-form and meaning together. Through stroke learning and writing practice, beginners can further understand orthography. This study demonstrated that the effect of learning Chinese character recognition can be improved through handwriting as the way of memory coding. This study also verified the Dual-coding theory, and highlighted the importance of writing in Chinese character learning. - - - - - - - - - - - - - - - - 國立臺灣師範大學 教育心理與輔導學系 陳學志 2013 101
5.華語文教學 9.語料學 1.博碩論 謝佩珊 Pei-Shan Hsieh - 創意漢字學習教材、圖文聯想類別、圖文聯想性對以中文為第二語言者漢字學習成效之影響 - - 國立臺灣師範大學/創造力發展碩士班 - 56 2013 中文 創意漢字圖文聯想教材、以中文為第二語學習者、漢字學習 本研究即旨在檢驗採用創意漢字圖文聯想教材,對於CSL學習者之漢字學習效果,同時探究創意圖文聯想教材當中,採用直接聯想及間接聯想不同方式編製教材對學習成效之影響,以及教材之圖文聯想性與學習效果的關連。研究參與者為25名研究者於臺北市招募的母語非中文之外籍自願者(14男11女),其識字程度皆經過實驗前的識字作業控制。本研究採用35個熊襄瑜等人編製的圖像聯想漢字做為學習材料,所有學習材料均以簡報方式在電腦上呈現。測量工具為研究者採用實驗目標字編製的字形-字義辨識作業,針對研究參與者進行實驗前測、實驗結束之立即後測與一週的延宕後測。研究設計首先以單因數重複量數方法檢視三種漢字學習教材情境(拼音翻譯、圖文聯想、自行聯想)對學習效果的影響;其次為2x2之二因數混合設計,受試者內因數為漢字學習方法(拼音翻譯、圖文聯想),受試者間因數為漢字圖像的直接聯想、間接聯想編製策略;最後將創意圖文聯想漢字之聯想性與學習成效進行雙變數相關。研究結果為: 一、創意漢字圖文聯想教材對於CSL學習者漢字學習之立即效果並未優於其他教材,然而在延宕效果方面則優於拼音翻譯及學習者自行聯想。二、創意漢字圖文聯想教材的編製方式(直接聯想、間接聯想),與教材的學習成效無交互作用,亦即對於教材的學習成效並不產生影響。 二、創意漢字圖文聯想教材的編製方式(直接聯想、間接聯想),與教材的學習成效無交互作用,亦即對於教材的學習成效並不產生影響。 三、創意漢字圖文聯想教材的聯想性當中,圖像性、圖像-字形聯想性與學習成效均無關連,圖像-字義聯想性則與立即學習效果、延宕學習效果皆有正向相關,亦即教材的圖像-字義聯想性越佳,學習效果也越好。 The present research is aimed at the learning result of CSLs by the material of intuition corresponding formula for Chinese character association pictures, types and approaches of Character-Graphic association. Participants were 25 non-Chinese native speakers in Taipei city, 14 males and 11 females. Their ability of Chinese was identified by Chinese character recognition task before experiment. The material is 35 Chinese characters of intuition corresponding formula for Chinese character association pictures (Hsiung, 2012). The tool is Chinese character graphemics-semantics recognition task developed by researcher. Pre-test, immediate post-test and delay post-test (after a week) were conducted. The effect of three Chinese characters materials (traditional strategy, Character-Graphic associated strategy and self-associated strategy) is verified by one-way ANOVA, repeated measures. The experiment is 2x2 two-way mixed design, within-subjects factor is the material of Chinese learning (traditional strategy and Character-Graphic associated strategy), between-subjects factor is the types of Character-Graphic association. The relationship between the approaches of Character-Graphic association and the learning result is described by correlation analysis. The research results are: 1. By the result of immediate post-test, the effect of material by Character-Graphic associated strategy is not better. However, by the result of delay post-test, it is significantly better than the materials developed by traditional approach and self-associated strategy. 2. There is no interaction between the types of Character-Graphic association and result of learning. The result of learning is not different either by direct association or by indirect association. 3. Regarding to the approaches of Character-Graphic association, there is no significant relationship between graphic features, graphic-graphemics, and learning result. While positive relationship is found between graphic-semantics, result of immediate post-test and delay post-test. In a word, the stronger the graphic-semantics association, the better the learning effect. Suggestion for development of creative Chinese learning material is provided according to the results. - - - - - - - - - - - - - - - - 國立臺灣師範大學 創造力發展碩士班 陳學志,邱發忠 2013 101
5.華語文教學 7.科技多媒體應用 1.博碩論 黃亦敏 Huang Yi-min - 對外漢字教學的傳統與科技:「硬筆手寫」與「電腦識打」對漢字習得之探究 - Writing Chinese or Typing Chinese? Advantages and Disadvantages of Computer Assisted Instruction for Teaching Chinese Characters to Foreign Students in Comparison With Traditional Approaches 國立政治大學/華語文教學碩士學位學程 - 178 2012 中文 手寫、打字、硬筆、電腦、對外漢字教學、華語教學 手寫漢字向來被認為是教學的一大難點,隨著電腦科技的長足進步,與現代人書寫習慣的改變,以「電腦識打」取代「硬筆手寫」的方式來教授漢字、學習漢字的呼聲不斷升高。「硬筆手寫」的教與學已經行之有年,不但存於第二語言的教學中,也存在第一語言的教學之中;「電腦識打」則是近年來興起的教、學方式,尤其在對外漢字教學領域開始備受重視。 以上二種學習策略對於學生的認知心理、學習效能,以及應用實踐如何,是本文欲探討的主題。本研究以文獻探討與內容分析兩種方式來探討此二種學習策略之利弊。 經探討,得知硬筆手寫的難度確實較高,但對字感的建立與細節的辨識卻有較好的效果,若欲永續維持漢字能力,硬筆手寫仍舊不可忽視。電腦識打可以給予學習者大量接觸漢字的機會,增加識字練習,也可以延伸、拓展學習的可能性,除此之外,使用電腦輸入中文已為現代生活中一項重要能力,因此,電腦識打的教學亦有其必要。 根據本研究,硬筆手寫與電腦識打此二學習策略,並非相斥相拒的兩種學習策略,為求最好的教、學品質,應視實際教學情況與需求,綜合交錯使用。 People have regarded writing Chinese Characters with hands as a difficulty for a long time. Some suggested that computer might be the good solution to solve this problem. The rapid development of Chinese typing has already changed the way people write. Therefore many teachers and students started to consider that it might be a better way to type with computers than to write with our own hands while we are learning Chinese characters. However, writing with stiff pen is still a main teaching approach both in teaching native and second language. Therefore, we’d like to know which approach is better for learning Chinese characters. The present study wants to do find out the advantages and disadvantages of these two learning strategies by literature review and content analysis. To conclude this research, to write with hands is truly harder than to type with computers. However, writing with hands could help learners building better Chinese character perception, and help learners having better consciousness of the details of every single character. Moreover, if the learners want to maintain the literacy ability of Chinese, writing would be a better learning strategy to choose. While writing with hands has such advantages, learners still can get some benefit from typing with computers. Learners could contact with amount of Chinese characters or information by using computers or their digital products. It gives learners more practices and learning opportunities. Learners could easily extend their learning by using worldwide internet. In addition, typing ability is a necessary ability in modern life. Therefore learners should not ignore to know how to use computer to type Chinese characters. According to this research, both typing or handwriting has its own advantages and disadvantages. In order to have a better learning effect, teachers should not refuse to use one of them. At the different situations and different levels, teachers could use different approaches. - - - - - - - - - - - - - - - - 國立政治大學 華語文教學碩士學位學程 謝林德 - 101
5.華語文教學 9.語料學 1.博碩論 洪沛緹 Hung Pei-Ti - 非漢字背景初級華語學習者混成式教學之漢字讀寫研究 - A study of Blended Learning on Character Reading and Writing by the Learners of Non-Chinese-Character Backgrounds 中國文化大學/華語文教學碩士學位學程 - 180 2013 中文 混成式學習、漢字認讀、漢字識寫、臉書、主題課程 本研究旨在探討華語教師如何掌握傳統漢字教學的理論、工具與方法以增進學習者傳統漢字認讀、識寫的效率,進而提昇其讀寫能力。本研究採取教學實驗法,共有兩次教學實驗。先導實驗的研究對象為8名來自歐美已在臺灣學過三到六個月的華語學習者,正式實驗則為6名來自墨西哥、南非、印尼、越南等國且在臺學過9個月以上的華語學習者。正式實驗的研究範圍為全球華文網的主題課程中兩大主題單元中的211個漢字,實驗中途並有一次一單元的書法教學。先導研究授課時間為13週共26學時,正式實驗授課時間為12週共30學時。本研究採用混成式教學,以傳統面授教學結合課前課後臉書的互動分享功能。先導研究的學習內容包括學習單及課後練習,實驗工具包括前測、後測、課後訪談與臉書互動。正式實驗除了使用先導研究工具外並加上每週前後測、段考、上課錄音及錄影等。研究結果顯示百分之九十以上的學習者都認為:(一)學習者漢字的認讀、識寫能力都有所提昇;(二)大部分的學習者都能在臉書上用漢字和朋友溝通交際,實際運用漢字讀寫於真實生活中;(三)學習者覺得此種混成式教學法,讓學習漢字變得有趣又有效;(四)實驗完畢後,希望定期繼續在臉書上分享有關漢字的知識。先導研究及正式研究結束後,學習者的確繼續主動利用漢字在臉書上發表自己的生活經驗或遊歷和大家分享。本研究結束後至今,學習者仍繼續主動利用漢字在社群網站臉書(Facebook)上分享他們的各種生活經驗,達到使用漢字溝通交際的效能。 One of the biggest challenges for beginning learners of Chinese as a Second Language is traditional Chinese characters. Finding efficient methods to teach characters to beginners is therefore an important research topic in the field of TCSL. This study focuses on integrating blended e-learning to the character curriculum for learners who study characters after having achieved an intermediate level of oral proficiency. We conducted a quasi-experimental study with eight learners who came from Europe and the United States. They have studied three months Chinese in Taiwan. After the pilot study, we recruited six learners who came from Mexico, South Africa, Indonesia, and Vietnam to conduct our study . And they have studied nine months Chinese in Taiwan. A total of 30 lecture hours over a 12 week period were given to learners covering 211 traditional Chinese characters. The learners of this study came from results show that blended learning: (1) It increases learners’ character recognition and writing ability. (2)Most of them can communicate with others on Facebook in Chinese. (3)Let learners feel interesting in Chinese characters. (4) The learners hope to continue sharing characters knowledge and information on Facebook after we have done our course. The results from weekly test and in-depth interviews indicated that learners found this type of learning let them feel that characters were not as difficult as they first imagined. - - - - - - - - - - - - - - - - 中國文化大學 華語文教學碩士學位學程 張於忻、孫紀真 2013 101
5.華語文教學 9.語料學 1.博碩論 莫為中 Mo, Wei-Chung - 非漢字背景初級學習者漢字學習策略及學習成效研究 - Learning Strategies and Achievements for Chinese Characters of Beginning Learners of Non-Chinese Backgrounds 中國文化大學/華語文教學碩士學位學程 - 210 2013 中文 非漢字背景、初級學習者、漢字教學、漢字學習策略、漢字學習成效、漢字偏誤 本研究以語文分流的方式,進行為期十五週,共二十五學時的初級漢字課程。使用改寫成繁體版的《漢語語言文字啟蒙》教材,引導非漢字背景初級學習者掌握漢字筆畫、筆順、部件、空間結構、部首與字理等概念。運用觀察、訪談、問卷以及測驗等方式蒐集數據,以質性的方式探究九名成年初學者的漢字學習策略與學習成效,分析漢字偏誤,歸納其學習策略與學習成效之間的關係,並瞭解學習者對漢字課程的滿意度評估。研究結果顯示教師有系統地教導初學者掌握漢字規律,培養漢字字感,的確有助提升漢字學習成效;但初學者在啟蒙過程中,漢字偏誤是無法避免的。偏誤主要以形似誤認或形似替代居多。初學者常用的漢字學習策略是字形、筆畫與記憶等三類。有效學習者除了此三類常用策略之外,還注重歸納策略。成績優秀與有效學習者傾向使用多元化策略學習漢字,並都注重筆畫策略。研究結果也發現,推測未教形聲字字音與字義的能力,可能與學習者的成績相關,而這種推理的能力是字義大於字音。基於研究結果,本研究對初級漢字教學的主要建議是引導初學者掌握漢字規律,培養漢字字感,並能運用意符與聲符學習漢字,以提升學習成效,增進自學能力。教師亦應注重形似字與同音字對比,以降低漢字偏誤;並且調查漢字學習策略使用狀況,及時引導初學者多元化使用各種策略學習漢字。 The purpose of this study is to explore the learning strategies and achievements for Chinese characters of beginning learners of Non-Chinese background, analyze the character errors, and examine the relationship between the learning strategies and achievements. The subjects were nine adult beginners, and the research data were collected through class observation, interviews, questionnaires and tests during a total of 25 lecture hours over a 15 weeks period. The results of the study show that learning Chinese characters according to the stroke order, component, structure, radical, and the history of the character can enhance the effectiveness of learning. However, the beginner is liable to make errors. The most common error is to use a similar character instead of the correct one. As for the strategy, the beginners frequently use form, stroke and memory strategies, and the outstanding and effective learners tend to use a variety of strategies to learn Chinese characters. Moreover, outstanding learners possess a good ability to make an educated-guess for the meaning and pronunciation of unknown form-sound characters, and beginners find it easier to guess the meaning than the pronunciation. The results of the study also offer some suggestions for Chinese characters teaching. - - - - - - - - - - - - - - - - 中國文化大學 華語文教學碩士學位學程 孫紀真 2013 101
5.華語文教學 9.語料學 1.博碩論 金昭蓮 so yeon kim - 華、韓語同形漢字詞之比較及教學建議:以「台灣華語八千詞」及《韓國漢字語辭典》分析為例 - Semantic and pragmatic features of Chinese and Korean homographic words with didactic suggestions for teaching Chinese to Korean students-a comparative analysis of basic Chinese and Sino-Korean vocabulary 國立政治大學/華語文教學碩士學位學程 - 128 2011 中文 韓語漢字詞、同形同義、同形異義、華語詞彙教學 依據1957年韓文學會的《韓國語大辭典》 的分類,在韓國語詞彙中漢字詞占總詞彙的53%,與之相比,非漢字詞彙占47%。由此可見,由於韓國屬於漢字文化圈,所以韓國人在學習華語的時候,與非漢字文化圈的人相比,存在著許多優勢。不過實際上韓國學生在學習華語時經常遇到很多困難,而且有時候並不能精確地使用詞彙。我們發現韓語中部分的漢字詞與相對應的華語詞彙存在著同形同義和同形異義的現象,雖然同形同義詞只是在語法上有些微的差異,但這些差異會成為韓國學習者學習華語的困擾。不僅在學習華語時會產生誤解和誤用,甚而會影響華語交際。由於韓國學習者的漢字基礎常常會誤導他們,所以他們在學習與運用華語時,已有的韓語漢字基礎會對學習產生負遷移。 在第二語言學習中甘瑞瑗(2002) 指出,詞彙習得和詞彙教學是很重要的一環。對韓國學生來說,掌握華韓語之間漢字詞的關連性是能否有效運用華語的關鍵之一。因此,筆者認為,比較和分析「台灣華語8000詞」和與之相應的韓語漢字詞,具有學習上的幫助。 本文旨在以「台灣華語8000詞」 為中心,對照《韓國漢字語辭典》找出兩者之間的同形漢字詞,並把這些同形漢字詞分為同形同義詞、同形部分異義詞與同形完全異義詞三類,具體地分析台灣華語詞和韓語漢字詞的異同。接著以個案研究的方式,探討韓語漢字詞在韓國學生學習華語詞彙時是否帶來正遷移的現象;並以問卷調查的方式來檢驗韓國學生已認識的韓語漢字詞,是否也對華語詞彙學習造成負遷移的影響。 最後,根據個案調查及問卷研究結果,分別對華韓同形同義詞、同形部分異義詞與同形完全異義詞等三類,提出華語詞彙教學建議。 In a first approach, compared with the homographic vocabulary of the Chinese language, Chinese loan words in the Korean language can be classified into three main categories according to their semantic congruency: 1. homosemantic words: homographic words in both languages share principally the same lexical meaning (同形同義詞); 2. semantic congruent words: homographic words in both languages share a congruent basic meaning but lexical meaning differs in certain properties (同形部分異義詞); 3. semantic incongruent words: homographic words in both languages principally do not share a common lexical meaning (同形完全異義詞). The reason may be due to historical meaning changes in both languages. Semantic differences in basically semantic congruent words and semantic incongruency of homographic words both handicap correct vocabulary acquisition of the Chinese language by Korean learners and complicate their correct comprehension and correct usage of the Chinese language. The relevance of correct vocabulary acquisition was already pointed out by the research of Gan Ruiyuan (甘瑞瑗,2002). The present study wants to do a fresh approach in the study of the basic homographic vocabulary of Chinese and Korean languages in its significance for Chinese language teaching to Korean students. To do this, it compares the semantic features of the Chinese basic vocabulary listed in the Taiwanese dictionary 8000 Words in Chinese with their Korean homographics listed in the Dictionary of the Sino-Korean language and classifies the results according to the three categories of semantic congruency mentioned above. Semantic incongruent features are discussed regarding their difficulty both in acquisition and in the correct usage for Korean learners of the Chinese language. In addition, a short learner’s enquiry wants to give further insights into phenomena of language interference which appear in the usage of Chinese homographic vocabulary by Korean students. Finally, the study wants to give some practical suggestions for teaching Chinese homographic vocabulary to Korean students. - - - - - - - - - - - - - - - - 國立政治大學 華語文教學碩士學位學程 謝林德 2012 100
9.語料學 11.漢字傳播 1.博碩論 黃奕學 Yi-Xue Huang - 客語與韓國漢字詞同形詞彙之古漢語成分比較研究 —以「客語能力認證考試」特有詞彙與相對應之韓國漢字詞為例 - A Comparative Study of Classical Chinese in Hakka and Sino-Korean Characters 國立臺灣師範大學/國際漢學研究所 - 129 2011 中文 客語詞彙、韓國漢字詞、古漢語、詞彙比較 韓國漢字詞與方言比較多數為語音分析,學者們多認為客語與韓國漢字詞的發音相當接近,然而在少數詞彙比較研究中,卻得出客語詞彙與韓國漢字詞相似度低的結果,此音義不同調的現象,引發本文對詞彙研究的興趣,在前人的詞彙研究中,學者們雖肯定客語詞彙與韓國漢字詞與古代漢語有著深厚淵源,卻未進一步討論,也許以此切入,可以得出不同的結果,是以本文從古漢語層面討論客語詞彙與韓國漢字詞的關係,並從詞彙比較差異中,分析造成差異的可能原因。在「客語能力認證考試」客語特有詞彙及其對應之韓國漢字詞的範圍中,以韓國漢字詞與客語詞彙進行對比後,發現兩者多數承於古代漢語,由於客語及韓國漢字詞形成時,承自相近時期的古漢語來源,所以兩者有許多同形同義詞彙,但又因詞彙發展環境不同,而產生同形異義詞。 Most researches of comparison between Korean hanja and Chinese dialect focus on pronunciation. And according to those researches, the pronunciation of Korean hanja and Hakka is very close. However, in some character compareson , they analyzed that the character between Korean hanja and Hakka is not that close. Therefore, for explaining this situation,we take the ancient chinese character as a clue to see the homophyly between them. We expect to see the connection and the comparison between them in this research. To conclud of this research, Korean hanja and Hakka characters are similar because they got the same ancient chinese chacasource. - - - - - - - - - - - - - - - - 國立臺灣師範大學 國際和學研究所 王恩美、何石鬆 2011 100
5.華語文教學 8.漢字構形 9.語料學 1.博碩論 劉王碧玉 Pi-yu Liu Wang - 從部件結構到漢字結構之漢字教學成效之行動研究---以新移民親子華語補救教學班為例 - In an action research for Chinese character learning, the result from Chinese radical structure to Chinese character structure differs ---Take the Chinese remedial instruction class for the new parent-child immigrants as the example 國立屏東教育大學/華語文教學碩士學位學程 - 239 2012 中文 漢字結構、部件結構、新移民教育、補救教學 研究者在明陽中學進行補救教學及外籍配偶華語教學專班實習的時候,發現漢字的識讀和習寫,無論是對本國籍或外籍的成年人,在學習華語時都是迫切需要的,同時也是對學生和教師的一大挑戰。引發研究者對於漢字教學產生極大的興趣,於是想要研究在多種的教學法及多樣的教材中,若以「部件教學」為主的教材,從部件結構到漢字結構之漢字教學成效,是否會較適於國語補救教學及新移民對華語的學習。因此研究者進行本研究之目的在於:第一、探究以部件教學法為主的中文識字教材的教學效果。第二、探討部件結構為主的漢字教學法之教學成效。第三、根據研究結果提出建議,做為日後華語教學上相關研究之參考。研究對象以感恩國小的外籍配偶十對親子為主,實驗方法採用行動研究進行教學上的反思及修正。從研究討論過程得出四點結論:第一、親子共學是培養親子感情的最佳媒介。第二、國小國語教科書適於做為補校華語文的教材,但不適用於短期華語學習專班或補救教學。第三、教學者應對文字學有基本的瞭解。第四、部件識字教學法適用於短期大量識字的漢字教學法及補救教學。而本研究屬行動研究,所關注的對像是特定的新移民及其子女,針對學習漢字的成效此特定的問題來解決,所以不宜做廣泛的推論。 When the researcher carried on the remedial teaching at the Ming Yang High School and practiced at the special class of Chinese teaching for foreign-spouses , the researcher founded it an urgent need to be literate while studying Chinese regardless the adult learners are Taiwanese or foreigners, simultaneously it was also a big challenge to the students and teachers themselves. The Chinese character teaching therefore has interested the researcher enormously. By conducting “Chinese Radicals Teaching” teaching material primarily, the researcher tried to explore that in many kinds of teaching methods and in diverse teaching materials, if Chinese character teaching, from cellular construction to Chinese character structure, is suitable for the national language remedial teaching and the Chinese study of new immigrants. The purposes conducted in this study are: 1.Explore Chinese Radicals Teaching materials based Chinese teaching effect of literacy. 2.Chinese Radicals of the structure-based pedagogy of teaching and learning of Chinese characters. 3.Based on the findings to make recommendations as reference to future research on Chinese language teaching . The objects of the study primarily are the ten pairs of parent-children from the foreign spouse family at the Gan En Elementary School. The action research is the experimental technique used to carry on the teaching introspection and revisions. Draws four conclusions from the research discussion process. 1.Studying together is the best medium to enhance the parent-child emotional attachment. 2.The Chinese textbook for the elementary school is a proper materail for Chinese learning at the night school , but not a good one for the short-term Chinese study class or the remedial teaching. 3.The teachers who deal with the philology should have the basic understanding with it. 4.The Chinese Radicals teaching method is suitable for both the Chinese character teaching method and the remedial teaching in achieving the goal of being literate massively in a short-term The study is taken through the action research, mainly focusing on the Chinese character learning problems for the specific new immigrants and their children , therefore the result is not recommended for further widespread deduction. - - - - - - - - - - - - - - - - 國立屏東教育大學 華語文教學碩士學位學程 舒緒緯 2012 100
4.藝術創作 5.華語文教學 9.語料學 11.漢字傳播 1.博碩論 張瀞文 Chang, Ching Wen - 書法教學對非漢字背景華語文學習者漢字習寫影響之研究 - Effects of Implementing Chinese Calligraphy Curriculum for CSL Learners of Non-Chinese-Character Background 中國文化大學/華語文教學研究所 - 197 2012 中文 書法教學、非漢字背景、漢字筆畫、漢字筆順、漢字字形結構 本研究採用質性研究方式,對非漢字背景學生進行以字形書寫為主幹之書法教學。旨在根據行動研究法的精神與內涵,探討以字形為主的書法教學在對外華語文漢字教學中可行的課程規劃和非漢字背景學生在書寫漢字、習寫書法時漢字筆畫、筆順及結構的特徵。為避免研究者的過度主觀詮釋,除了採用檔分析法、觀察法、訪談法以及問卷調查法進行資料的蒐集,同時採用Patton M.Q.(1990)所提出的三角檢定法進行資料分析,具體呈現課程的實施歷程、課程實施的成效,最後提出結論與建議。 本研究之結果如下:首先呈現研究階段性結果,其中包含:1. 教學歷程觀察日誌;2. 學生訪談紀錄;3. 教學後的檢討與省思。再分項由:1.前後測(含單節上課之硬筆前後測);2.學生作品;3.學生學習心得中整理敘寫非漢字背景學生在書寫漢字、習寫書法時漢字筆畫、筆順及結構的特徵及課程實施的成效。 依據本研究的目的與問題,提出結論與建議如下:1.非漢字背景學生書寫漢字筆畫筆形未能掌控;2.非漢字背景學生書寫漢字筆順不固定;3.非漢字背景學生漢字字形結構不固定;4.論文最後從華語文教師、教學策略、教材三面向提出對華語文課程中實施書法教學的建議,以及對未來相關研究的建議。 This study aims at exploring the effects of implementing Chinese calligraphy curriculum for CSL learners of non-Chinese-character background. The research data consist of classroom observations, learners interviews, learners’ writing samples including calligraphy and characters written with regular pens, and researcher instructor’s field notes. The pre-test indicates that, before the implementing of calligraphy curriculum, the learners of non-Chinese-character background were unstable and inconsistent in forming the strokes and the structures of Chinese characters. Furthermore, they did not have the concept and the principles of Chinese characters stroke order. The major findings of this 11-hour action research show that all the 5 learners of non-Chinese-character background have improved both in forming the strokes and the structures, and the principles of stroke order. The study also suggests based on the research data, several effective ways for the planning and the strategies of implementing calligraphy curriculum into character learning for non-Chinese-character background learners. - - - - - - - - - - - - - - - - 中國文化大 華語文教學研究所 陳亮光 2012 100
3.設計 1.博碩論 楊允言 Yang, Yun-Yen - 以實用主義的角度探討漢字造形創作及其意義-以視覺設計創作「漢字相對論」為例 - The Meanings of Chinese Characters form in Pragmatic Point of View-An Example ofWorks: The Theory of Chinese Character Relativity 東方設計學院/文化創意設計研究所 - 173 2011 中文 視覺傳達設計、漢字、實用主義、記號學 本文旨在以「實用主義」(Pragmatism)的視域來探討視覺設計創作者藉由作品傳達意義給讀者時所產生的共通美學據點或感知上的落差。為達上述目的,本文以2010年由高雄市文化局主辦,主題為「漢字相對論」中視覺設計作品做為研究核心。本文以皮爾士(Charles S. Peirce, 1839-1914)的「記號學」(Semiology)、「文獻探討」與「訪談法」為主要研究方法。首先,本文透由皮爾士的「記號學方法」分析「漢字相對論」作品中的記號與意義的部分。接著,以文獻探討方法尋求「漢字相對論」作品中漢字原始字義的部分。最後,以「訪談法」訪談讀者,針對「漢字相對論」作品的感知做一解析與歸納。最後,再藉由上述結果與作品原創作者所賦予作品的構思與義涵做一比對與分析,進一步探求作者與讀者間共通美學據點或感知的落差。本文將「漢字相對論」36幅作品分為「取其字形」、「取意造境」、「變其字形」、「拆解字形」及「其他」五個類別做探討。研究結果如下:一、「取其字形」類,主要以「漢字」做為傳達媒介,其中「造形」及「色彩」具輔助漢字傳達的作用,經由書法家書寫賦予漢字在書寫中所產生的感覺與思維,相對降低漢字傳達機能。但書體的造形及所產生的感覺,亦左右讀者的判斷。二、在「取義造境」類,由於漢字視覺設計作品主要傳達訊息的媒介在於「漢字」。而此類作品以「造形」及「色彩」營造字義的形象。因此,傳達機能較低,在訪談過程中必需說明所指漢字及設計理念,讀者才能逐漸理解,認為具有創意。三、「變其字形」類,相較「取其字形」類更具傳達機能,視覺設計師將所見的書法字,經由轉換或變形後,可以更貼近當代讀者所認知的「漢字」,亦可使漢字更具趣味。四、「拆解字形」類,其特殊之處在於,創作者經由拆解、分割及重組的方式將漢字的結構、筆畫或局部保留在畫面中,使作品具有特殊性,也因此失去漢字的傳達機能。相對而言,此類具有其他類別所沒有的特殊性,操作得宜,亦可使讀者認為具有創意。另外,本文亦比較所設定三款讀者的差異,結果如下:一、「一般大眾」者,有別於其他讀者之處在於,在於對於「設計」、「藝術」及「創意」並無太強烈的概念,此類讀者會以日常的生活經驗判讀作品。二、「設計科系學員」者,有別於其他讀者之處在於具備基本對「設計」、「藝術」或「創意」的認知,也因此容易順應創作者的理念思考。三、「設計專業」者,此款讀者有別於其他讀者之處在於具備設計專業知識及專業態度,所以此類讀者會比其他讀者以更嚴苛的眼光判讀作品,除了以自身的生活經驗判讀,亦會以專業知是審視作品。最後,根據以上結果的知,其中「一般大眾」者是較能接受作品創意者;「設計科系學員」者最容易順應作者理念思考者;「設計專業」者,最難接受作者之想法,是讀者中,眼光最為嚴格者。 This article Subject with Pragmatism of sight to the creators of visual design and convey meaning through objects arising from the reader base on aesthetic perception gap. To achieve the above purpose, this paper organized from the Cultural Affairs Bureau in Kaohsiung City which of "Character Theory of Relativity" in the visual design works in 2010 as a research core. In this paper that use "semiology" , "literature review" and "interview" of Charles Saunders Perice as the main research methods. First, the paper through the Peirce's "method of semiology" analysis "Character Theory of Relativity" works in the sign and significance of the part. Then, used the literature of methods for " Character Theory of Relativity" in Chinese works of part of the original meaning of words. Finally, used the method of "interview" with the reader, for the " Character theory of relativity" with the perception of that done a resolution and induction. Finally with the results and work by the designer who given the idea and meaning of works to analysis, made a comparison between designers and readers to further explore the common aesthetic presence or perceived gap. This paper will classification "Character Theory of Relativity" 36 works divided into "take the characters shape" , "take the meaning of made feeling" , "change characters shape", "Dismantling the font" and "others" category made of five. The results are as follows: First, "take the characters shape" category, mainly in the "character" as a communication medium, in which "shape" and "color" to convey the role of a supporting character, given by the calligrapher to write Chinese characters in writing arising from the feeling and thinking, and relatively cheap Chinese characters to convey function. But the produced by the written brush shape and feeling also affect the reader's judge. Second, in the "take the meaning of made feeling" category, because the main character works of visual design media to convey the message that "character". And such works as "shape" and "color" to create the image of the meaning of words. Therefore, the communication function is low, the necessary instructions in the interview process and design concepts within the meaning of Chinese characters, the reader could understand that meaning step by step. Third, the "change characters shape" category, compared to "take the characters shape" category like more communication functions, visual designers use the calligraphy of through conversion or deformation which could be closer to contemporary readers perceived "character", also make characters more interesting. Fourth, the "Dismantling the font" category ,the special point is the creator through dismantling, fragmentation and reorganization of the way keep that structure of Chinese characters, stroke or partially in the screen, so that work is unique, and thus lose the character of communication function. In contrast, other categories does not have such a special Characteristics like that, operating properly and make the reader think which be creative. In addition, the paper also compares the difference between the series of three readers, the results are as follows: First, the "general public" who is different from other readers is not that the "design", "art" and "Creative" too strong concepts, such readers will interpret works of daily life experiences. Second, the "design department students" who is that different from other readers have a basic right understanding of "Design", "art" or "creative", therefore easy to adapt to the artist's concept of thinking. Third, the " professional of design " who is different from other readers of this section the reader who with the design expertise and professional attitude, so these readers will be more stringent than the others to interpret the visual works, in addition to their own life experiences interpretation, them also examined the work in a professional known to do. Finally, according to the above results to know where the "general public" who are creative are more likely to accept work; "design department students" were most likely to conform to the concept of thinking by the designer; " professional of design " were the most difficult to accept the designer's ideas which belong to the most stringent readers of all. - - - - - - - - - - - - - - - - 東方設計學院 文化創意設計研究所 吳彥霖、吳淑明 2011 99
頁, 共516頁, 結果共5,160筆
回資料集