政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/99609
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113311/144292 (79%)
造訪人次 : 50927367      線上人數 : 908
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/99609


    題名: 華語繪本研究與教學-以華語成人學習者為例
    Research in Picture Books for Adults in Learning Chinese as a Second Language
    作者: 石伊婷
    Shih, Yi Ting
    貢獻者: 陳麗宇
    Chen, Li Yu
    石伊婷
    Shih, Yi Ting
    關鍵詞: 繪本教學
    華語教學
    6T教學法
    教學設計
    Picture book
    Teaching Chinese as a second language
    Six’s T Approach
    Instructional design
    日期: 2016
    上傳時間: 2016-08-03 10:12:16 (UTC+8)
    摘要: 學習語言主要目的為「溝通」及「運用」，如何使學習者習得更貼近母語者的應答習慣是教學者所關心的。研究顯示「圖像」不但可以幫助學習者在閱讀的過程中理解內容，進而延伸思考、融會貫通，更可以激發自我語言表達能力。然而台灣目前使用繪本於教學主要的對象為華裔青年或新移民配偶及其子女為主。因此，本文主要探討如何運用華語繪本於海外成人華語課程。本研究透過大量的文獻回顧探討中英教學中的繪本教學發展、教學理論與教學法、第二語言學習教材與挑選繪本評量標準，以此建立本文之理論架構，同時依據此架構規劃教學設計並執行。除此之外，也根據第二語言教學理論及挑選繪本之標準，建立一套運用於華語課程的繪本選取與評定原則。研究結果顯示繪本運用於成人華語課堂中不僅可以使得課程更加多元化，更可以透過不同的教學素材來延伸教學活動。研究者亦由6T教學法中讓學習者根據6T各項目進行回饋。回饋結果除了在任務及思緒的部分仍需要修正之外，整體來說，學生對於繪本運用於語言課堂有非常正面的看法。然而受到繪本文本詞彙之限制，較多的繪本是適合中級程度以上的學生使用。本研究一共分析了26本繪本，共得出26個主題，主題則以友情、成長、夢想、創意居多。最後參考了許多學術論述之後，制訂了繪本選取評定標準，評定表共分成教學、心理及藝術三個層面來說明，最後共得出50項標準供學界參考。研究者亦於文末提出了未來使用繪本於教學之研究建議。
    The main purpose of learning the language is to communicate and to use it. Therefore, language teacher concern more on how assisting the learners to use the language according to the native speaker’s habits. Research shows that ‘Picture’ can help to improve learner’s ability to understand the content while reading, which can trigger further critical thinking and ultimately mastering the ability to develop their own learning process. However, the use of picture books for teaching Chinese especially in Taiwan nowadays are limited only to the class of overseas Chinese learners, foreign spouses and their children. Hence, the main purpose of this research will be discussing on how to apply the picture book in adult Chinese language course abroad. The method of this research is based on a great amount of literature review on both teaching Chinese and English language using picture books, teaching method theory and pedagogy, second language acquisition material evaluation and criteria on selecting picture book. Afterthen through this framework, the author has planned and implemented the lesson on using picture book in language course. Besides, this research also intend to create an evaluation framework on how to select picture book in Chinese as a second language course. The result has shown using picture book in the adult Chinese language course can create more diverse classroom activates by applying different teaching materials in the class. The author has also conducted an after-class survey to understand learner’s learning condition. Overall, picture book as a class material receives a very positive feedback. Under the vocabulary restriction from the picture book, a lot of picture book is more suitable for intermediate level students only. Apart from above mentioned, this research also analyzed in total 26 picture books, and received 26 themes. The themes include friendship, growth, dream and creativity. Also this research has drawn up the framework of selecting the picture book for Chinese language learning class. This framework achieved in total 47 entries with three aspects, teaching, psychology and artistry. At the end of the research, there’s also suggestion for the further studies.
    參考文獻: 中文參考文獻：
    專書
    何三本(1995)，幼兒故事書，五南圖書出版股份有限公司，台北。
    江麗莉(2006)。繪我童年閱讀起飛：幼稚園繪本教學資源手冊。臺北：教育部
    束定芳、莊象智(1996)，現代外語教學-理論實踐和方法，上海外國語教育出版社，上海。
    郭生玉(1996)。心理與教育研究法。台北：精華書局。
    崔永華(2008)，對外漢語教學設計導論，北京語言大學出版社，北京。
    鄭明進（1987），認識兒童讀物插畫：圖畫書的認識。台北：中華民國兒童文學學會。頁64-69。
    蘇振明(1994)，兒童美術鑑賞的理論與實務，中華色研出版社，台北。

    期刊論文
    石伊婷、陳浩然、李維潔、楊惠媚(2015)，探討《新版實用視聽華語》與「華測八千詞」選用詞語之異同，臺灣華語教學研究，總第10期，頁73-94。
    余謂深、王薔(1992)，從國際英語外語教學協會第25屆大會看英語教學與研究的新趨勢，外語界，第1期。
    吳勇毅(1993)，對通用型教材的一點意見，華東師範大學學報，第四期。
    吳勇毅、林敏(2006)，對外漢語教材評估：學習者的視角，漢語研究與應用，6，頁218-234。
    周雪林(1996)，淺談外語教材評估標準，外語界，第2期。
    陳品(2013)，心裡空間理論與兒童華語文繪本教學，國立臺北教育大學語文集刊，第24期，頁91-125。
    陳姮良(2014)，應用無縫與翻轉學習模式在中文教學的融合與統整應用。Journal of Technology and Chinese Language Teaching，第五期，卷1，頁75-82。
    鄭又慎(2013)，西雅圖實習經驗分享： 兒童繪本的教案設計與實證，世界華語文教育學會-華文世界，第111期，頁120-124。
    劉潤清、吳一安、俞涓(1990)，高校英語本科教育抽樣調查報告，外語教學與研究，第3期。
    趙金銘(1998)，論對外漢語教材評估，外語教學與研究，第3期。
    錢 瑗(1995)，介紹一份教材評估一覽表，外語界，第1期。

    會議論文
    邱凡芸、邱泊寰、孫劍秋(2011)，觸控式面板觸動繪本融入初級華語習得教學之研究：以量詞教學為例，第七屆全球華文網路教育研討會，台北市公務人力發展中心福華國際文教會館。
    何婉麗（2009年6月）。環境保護課程在華語教學中的設計運用。周世箴（主持人），論文及教學應用發表會。第六屆全球華文網路教育研討會，公務人力發展中心福華國際文教會館。
    陳品(2006)，密集式海外兒童華語教材編寫與教學設計-以多元智能為核心的兒童華語文繪本教學。2006年臺灣華語文教學研討會論文集，頁503-520，台北。
    陳懷萱、林家盈(2013)，專業華語的教學策略―以「台灣超好玩」為例。第12屆台灣華語文教學年會暨國際學術研討會。文藻外語學院，高雄。
    雷雅安(2012)，電子繪本融入華裔學習者華語文讀寫教學設計─以文化局繪本花園《不會寫字的獅子》為本。國立臺灣大學華語教學碩士學位學程第一屆《臺大華語文教學研究》會議論文，台北。
    趙金銘(1997)，對外漢語教學的文化取向。香港多語多文化研討會論文，香港大學。
    賴毓珊、趙玉雯(2010)，少兒華語繪本教學探討：以華裔青年遊學團為例。2010年海外僑教與華文教育國際研討會，臺北市立國立台灣師範大學。
    學位論文
    宋佳瑾(2012)，以繪本圖文為策略之學習者中心導向的華語文混成式課程設計，文藻外語大學文教創意產業學院應用華語文系暨華語文教學所，高雄。
    周睿婷(2011)，六至十歲兒童之可預測圖畫書華語教學設計研究，國立台灣師範大學國際與社會科學學院華語文教學系，台北。
    吳庭葳(2014)，繪本引導寫作教學提升新移民子女寫作能力之行動研究，國立屏東大學人文社會學院華語文教學碩士學位學程，屏東。
    周芷綺(2010)，成人繪本閱讀行為之研究，台灣國立師範大學教育學院圖書資訊學研究所，台北。
    孫嘉林(2013)，中文繪本融入短期遊學團華語教學之行動研究，文藻外語大學文教創意產業學院應用華語文系暨華語文教學所，高雄。
    洪萱芸、李明錦、莊愛家(2012)，互動式電子繪本之「童話大亂鬥」，中國文化大學新聞暨傳播學院資訊傳播學系畢業製作，台北。
    許文儀(2015)，故事繪本融入華語教學之行動研究，中國文化大學推廣教育部華語文教學碩士學位學程，台北。
    倉島姿壽賀(2009)，以內容本位教學法設計之發展型中國茶藝華語課程，國立台灣師範大學國際與社會科學學院華語文教學系，台北。
    曾莉君 (2013)，繪本運用在新移民華語文教學之行動研究，國立屏東大學人文社會學院華語文教學碩士學位學程，屏東。
    雷雅安(2014)，電子繪本融入線上華語口語教學之行動研究，國立高雄師範大學文學院華語文教學研究所，高雄。
    鄭惠雅(2010)，華語教學融入新移民女性親職教育課程之行動研究，國立高雄師範大學文學院華語文教學研究所，高雄。
    潘雅玲(2009)，以繪本編輯與實施外籍配偶識字教材之經驗研究，國立東華大學教育研究所，花蓮。
    鄭又慎(2014)，多元智能教學活動設計融入兒童電子繪本於華語文教學之研究，文藻外語大學文教創意產業學院應用華語文系暨華語文教學所，高雄：。
    羅得榮(2007)，初級華語節慶教學行動研究-以中秋節為例，中原大學人文與教育學院應用華語文學系，桃園。
    蘭美幸(2006)，外籍配偶的親子共讀在親職教育上之應用-以繪本為例，國立台東大學人文學院兒童文學研究所，台東。

    網路資源
    王金國、孫台鼎(2005)，以繪本為材，實施品格教育，靜宜大學師資培育中心，嘉義，2015年10月26日，取自：http://www1.pu.edu.tw/~ckwang/d%202005_01.pdf.
    邵正宏(2015，10月25日)。認識圖文書的美麗新世界。宇宙光雜誌。取自： http://openepaper.nat.gov.tw/epaper/org_new/30/30_07_09.htm
    陳家翔（2004）。迎接公共圖書館的新時代。2015年5月30日，取自： http://www.ntl.gov.tw//Publish_List.asp?CatID=598
    《雙語詞彙、學術名稱暨辭書資訊網》（2012），〔國家教育研究院〕，2015年10月15日，取自：http://terms.naer.edu.tw/　

    英文參考文獻：
    Abrahamson, R. F. (1981). An update on wordless picture books with an annotated bibliography. The reading teacher. Vol. 34(4), 417-421.
    Adamson, H.D. (1993). Academic Competence. Theory and Classroom Practice: Preparing ESL students for Content Courses. New York: Longman.
    ALSC Association for Library Service to Children, Newbery Medal. (22nd June 2015) Retrieved from: http://www.ala.org/alsc/awardsgrants/bookmedia/newberymedal/newberymedal
    Albright, L. (2002). Bringing the ice maiden to life: engaging adolescents in learning through picture book read- alouds in content areas. Journal of Adolescent & Adult Literacy. Feb 2002 (45:5), P.418-428.
    Appelt, J.E. (1985). Not Just For Little Kids: The Picture Book In ESL Classes. TESL Canada Journal/Revue Tesl Du Canada. Vol.2, No.2, March 1985.
    Billman, L. W. (2002). Aren’t these books for little kids? Picture books can bring the events and people of history to life for middle school students. Educational Leadership. Vol. 60 (3): 48-51.
    Bishop, R., & Hickman, J. (1992). Four or fourteen or forty: Picture books are for everyone. In S. Benedict and L. Carlisle (Eds.), Beyond words: Picture books for older readers and writers, (pp.1-10). Portsmouth, NH: Heinemann.
    Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based second language instruction. New York: Newbury House.
    Brown, H. D. (2007). Principles of language learning and Teaching. New York, NY:
    Pearson Education.
    Byrd, P. (2001). Textbooks: Evulation for selection and analysis for implementation. In
    M.Celce-Murcia (ed.), Teaching English as a second or foreign language. (3rd edn).
    Boston, MA: Heinle&Heinle, 415-427.
    Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom. New York: Ashton Scholastic.
    Carr. K., Buchanan, D., Wentz, J.,Weiss, M. & Brant, K.(2001). Not just for the primary grades: A bibliography of picture books for secondary content teachers. Journal of Adolescent and Adult Literacy. Vol. 45 (2), 146-153.
    Cho, B., & Kim, J. (1999). The improvement of children’s creativity through Korean picture books. Childhood Education. Vol. 75(6), 337-341.
    Cleaver, S. (2015). 3 ways to teach close reading with picture books. We Are Teachers. Retrieved at http://www.weareteachers.com/blogs/post/2015/04/15/3-ways-to-teach-close-reading-with-picture-books
    Cook, G. (2000). Language Play, Language Learning. Oxford University Press.
    Costello, B. & Kolodziej, N. J. (2006). A Middle School Teacher’s Guide for
    Selecting Picture Books. Middle School Journey, September. 27-33.
    Crum, S. (2006) Using picture books to teach literary techniques. Retrieved by: http://shutta.com/littechniqueswithPBs.pdf
    Dallacqua, A. K. (2012). Exploring Literary Devices in Graphic Novels. Language Arts.Vol. 89 (6), 365-378. National Council of Teachers of English.
    Décuré, N. (2002). Reviews on “Teaching Culture: Perspective in Practice. Patrick R.
    Moran. Boston: Heinle & Heinle/Thomson Learning, 2001.” The Electronic Journal for English as a Second Language. Vol. 6, No. 1, June 2002. Retrieved from: http://www.tesl-ej.org/wordpress/issues/volume6/ej21/ej21r7/ (2016/4/21).
    Degler, L.S. (1979). Putting words into wordless books. The reading teacher. Vol. 32(4), 399-402
    Dema, O. & Moeller, A.J. (2012). Teaching culture in the 21st century language Classroom. Department of Teaching, Learning and Teacher Education. Retrieved from:http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1176&context=teachlearnfacpub.
    Early, M. (1991). Using wordless picture books to promote second language learning. ELT Journal. Volume 45(3), July 1991. Oxford University Press.
    Elder, L. & Paul, R. (1994) Critical thinking: Why we must transform our teaching. Journal of Developmental Education. Vol.18 (1), 34-35.
    Floor, J. & Lapp, D. (1998). Broadening conceptualization of literacy: The visual and communicative arts. The Reading Teacher. Vol. 5l (4), 342-344.
    Galda, L., Cullihan,B., & Sipe,L. (2010). Literature and the child. Belmont, CA: Wadsworth.
    Ghiso, M.P., & McGuire, C.E. (2007). I talk them through it: Teacher mediation of picture books with sparse verbal text during whole-class read alouds. Reading research and instruction. Vol. 46(4), 341-361.
    Lohfink, G.(2012). Promoting Self-Questioning through picture books illustration. The Reading Teacher. 66(4), 296-299.
    Hawkins, M. (2006). Reviews on “Teaching Culture: Perspective in Practice, by Patrick R. Moran. Boston: Heinle & Heinle/Thomson Learning, 2001.” TESOL Quarterly. Vol.40, No. 4, December 2006. TESOL International Association.
    Hestnes, H.(2015, October 25th.) Picture books in the ESL classroom. Retrieved from: http://www.fremmedspraksenteret.no/nor/fremmedspraksenteret/larings---ressurser/leseveiledning-i-engelsk/text-types/picture-books-in-the-esl-classroom&PHPSESSID=33ah9tvhb0kmekfgvbeibmsut2
    Harvey, S.& A. Goudvis, (2002). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.
    Hassett, D.D., & Curwood, J.S. (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. The Reading Teacher. 63(4), 270-282
    Hibbing, A.N., & Rankin-Erickson, J.L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The Reading Teacher, 56(8), 758-769.
    Huck, C., (1976), Children’s Literature in the Elementary School, 3d ed., New York: Holt, Rinehart and Winston, P.4.
    Jalongo, M (2004). Young children and picture books (2nd ed.). Washington, DC: National Association for the Education of Young Children.
    John Amos Comenius. (1998). Encyclopedia of World Biography, 2nd ed. 17 Vols. Gale Research, Reproduced in Biography Resource Center.
    Kiefer,B. (1995).The potential of picture books: From visual literacy to aesthetic understanding. Englewood Cliffs, NJ: Merrill.
    Lado, A. (2012). Teaching beginner Ells using picture books: tellability. CA: Corwin, A Sage Company.
    Lamme, L., Krogh, S., Yachmetz, K. (1992). Literature-Based Moral Education: Children`s Books and Activities for Teaching V, Phoneix, Oryx Press.
    Leal, D.J. (1991). Children’s responses to three types of text during peer group discussions. Unplublished doctoral dissertation, the University of Kentucky, Lexington. U.K.
    Linse, C.(2007). Predictable books in the children’s EFL Classroom. ELT Jounral Volume 61/1 January 2007. Oxford University Press.
    Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction.(3rd ed.). Atlanta, GA: CEP Press.
    Maiorana, V.P. (1992). Critical thinking across the curriculum: Building the analytical classroom. Retrieved from: http://files.eric.ed.gov/fulltext/ED347511.pdf.
    Marchessault, J. & Larwin, K. (2013) Structured Read-Aloud in middle school: The Potential Impact on reading achievement. Contemporary Issue In Education Research – Second Quarter 2013. Vol.6. No.2. 241-246.
    Minichiello V., Aroni R., Timewell E. & Alexander L. (1995) In-depth Interviewing, Second Edition. SouthMelbourne: Longman.
    Mitchell, D. (2003). Children’s Literature: An Invitation to the World. Boston: Allyn
    & Bacon.
    Mohan,B.A.(1986).Language and content Reading. MA: Addison-Wesley.
    Mohan,B.A.(1991).LEP students and the integration of language and content: Knowledge structures and tasks. In a Stein,(Ed.),National Research Symposium on LEP Students` Issues. Washington D.C.:U.S. Department of Education Office of Bilingual Education Research and Evaluation.
    Moore, Z. (2006). Technology and teaching culture: What Spanish teachers do.
    Foreign Language Annals. 39(4), 579-594.
    Moran, P.(1996). A Framework for learning/teaching culture and foreign languages,
    Unpublished paper, School for international training, Brattleboro, VT.
    Moran, P (2001). Teaching Culture: Perspective in Practice. Heinle & Heinle, a
    Division of Thomson learning, Inc. Thomson Learning.
    Nolde, M.,(2008). The changing face of children’s picture books: An analysis of Caldecott and children’s choice award winners in the digital age. International Journal of the Book. 6(3), 35-42.
    Nodelman, P., & Reimer, M. (2003). The pleasure of children’s literature (3rd ed.). Boston, MA: Allyn & Bacon.
    Oz, H. & Efecioglu, E. (2013). A Study of the Effectiveness of Graphic Novels in TEFL. In proceeding of: Gazi University The First International ELT Conference 2013 - Reflecting On Classroom Practices, At Ankara, Volume: 1. Retrieved from: https://www.researchgate.net/publication/258840846_A_Study_of_the_Effectiveness_of_Graphic_Novels_in_TEFL
    Paradis. J., Kirova, A., & Dachyshyn, D. (2010). Working with young children who are learning English as a new language. Alberta Canada: Alberta Education. Early Learning Branch.
    Pressley, G.M. (1976). Mental imagery helps eight-year-olds remember what they read. Journal of Educational Psychology, no.68:355-59.
    Putnam. R., & Borko. H.(2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, Vol.29, No.1, pp4-15.
    Richardson, J. (2000). Read it aloud. Netwark. DE: International Reading Association.
    Richards, J. (2001). Curriculum Development in Language Teaching. Cambridge
    University Press. New York. P. 262-264.
    Rigg, P. (1977). Reading ESL, in Fanselow, J. and R. Crymes (eds.) On TESOL ’76. (pp.203-210), Washington, DC: Teachers of English to Speakers of Other Language.
    Rowntree, D. (1997). Making materials-based learning work. Kogan Page. London P.
    91-92.
    Schoch, K. (2014, April 13th ). Re: Using picture book with English language learner. Retrieved from: http://ellpicturebooks.pbworks.com/w/page/40448696/Using%20Picture%20Books%20with%20English%20Language%20Learners
    Schoch, K (2014, April 13th ) Re: Picture Books Across the Curriculum. Retrieved from:http://teachingreadingandla.pbworks.com/f/Picture+Books+Across+the+Curriculum+2011+revised.pdf
    Seelye, H. N. (1993). Teaching culture: Strategies for intercultural communication
    (3rd ed.). Lincolnwood, IL: National Textbook Company.
    Shirkhani, S. & Fahim, M. (2011). Enhancing critical thinking in foreign language learners. 1st International Conference on Foreign Language Teaching and Applied Linguistics. Sarajevo. May 5-7. Retrieved from: https://www.academia.edu/1775447/Enhancing_critical_thinking_in_foreign_language_learners_through_ongoing_assessment
    Siegel, M. (2006). Rereading the signs: Multimodal transformations in field of literacy education. Language Arts. 84(1), 65-77.
    Smallwood, B.A. (1992). Children`s Literature for Adult ESL Literacy. Retrieved from: http://www.ericdigests.org/1993/adult.htm.
    Smallwood, B.A. (1998). Using Multicultural Children`s Literature in Adult ESL Classes. Center for Adult English language Acquisition. Retrieved from: http://www.cal.org/caela/esl_resources/digests/childlit.html
    Snow, M.A., Met, M., & Genesee. F. (1989). A concept framework for the integration of language and content in second/ foreign language instruction. TESOL Quarterly, 23, 201-217.
    Snow, M.A. (1993). Discipline-based approaches to language study: Implications from ESL/EFL. In F. Ryan & M. Krueger (Eds.), Language and content: Discipline and content based approaches to language study (pp.37-56). Lexington, MA: D.C. Heath.
    Snow, M.A.(2001). Content-based and immersion models for second and foreign language teaching. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed.) (pp. 303–318). Boston, MA: Heinle & Heinle
    Stoller, F. (1997). Project Work: A Means to Promote Language Content. English Teaching Forum. 35(4), 29-37.
    Stoller, F. & Grabe, W. (1997). A Six-T’s Approach to Content-Based Instruction. In M. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content.(pp. 78-94). New York: Longman.
    Strasheim, L. (1981). Establishing a professional agenda for integrating culture into
    the K-12 foreign languages. The Modern Language Journal. 65(1),67-69.
    Tang,G.M.(1992).Teaching content and English to speakers of other languages in multicultural classrooms. TESOL Journal 2(2),8-12.
    Templer, B. (2009). Graphic Novels in the ESL Classroom. Humanising Language Teaching, 11(3), Pilgrims. Retrieved from: http://www.hltmag.co.uk/jun09/mart03.htm
    Tiedt, I.M. (2000). Teaching With Picture Books in the Middle School, International Reading Association, Newark, Delaware.
    Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge
    University Press. Cambridge. 7-22.
    Tomlinson, B. (2003).Developing Materials for Language Teaching. Continuum. New
    York. 20-22.
    Univeristy of Central Florida, The Florida Academic Repository, (FLARE). Using Crossover Picture Books with Adolescent Learners. (2005). Retrieved from: https://education.ucf.edu/mirc/docs/pp/FLaRE%20Professional%20Paper%20-%20Using%20Crossover%20Picture%20Books.pdf
    Vacca, J.& J. Vacca, (2002). Content area reading: Literacy and learning across the curriculum. Boston: Allyn and Bacon.
    Williams M. (1997) Social Surveys: Design to Analysis. In: T. May (Ed.) Social Research Issues, Methods and Process. Buckingham: Open University Press.
    描述: 碩士
    國立政治大學
    華語文教學碩士學位學程
    102161020
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0102161020
    資料類型: thesis
    顯示於類別:[華語文教學博／碩士學位學程] 學位論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    102001.pdf1077KbAdobe PDF2726檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋