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完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 竺靜華 | |
dc.contributor.author | Chung-Jen Lin | en |
dc.contributor.author | 林重仁 | zh_TW |
dc.date.accessioned | 2021-05-12T09:37:22Z | - |
dc.date.available | 2018-08-19 | |
dc.date.available | 2021-05-12T09:37:22Z | - |
dc.date.copyright | 2018-08-19 | |
dc.date.issued | 2018 | |
dc.date.submitted | 2018-08-15 | |
dc.identifier.citation | 一、中文書目:(按作者姓氏筆畫序排列)
(一)專書: 石井裕之,樂伊珍譯,《瞬間贏得信任的冷讀術》,臺北:天下文化出版社,2009。 束定芳、庄智象,《現代漢語教學-理論、實踐與方法》,上海:上海外語教育出版社,1996。 周小兵、張世濤,《中級漢語閱讀教程》,北京:北京大學出版社,1999。 周小兵、張世濤、干紅梅,《漢語閱讀教學理論與方法》,北京:北京大學出版社,2008。 信世昌,《華語文閱讀策略之教程發展與研究》,臺北:師大書苑,2001。 徐霄鷹、張世濤,《階梯漢語-中級閱讀》,北京:華語教學出版社,2004。 陳賢純,《外語閱讀教學與心理學》,北京:北京語言文化大學出版社,1998。 陳賢純,《現代漢語閱讀入門》,北京:現代出版社,1994。 陳賢純,《對外漢語閱讀教學16講》,北京:北京語言大學出版社,2008。 陳宏、吳勇毅,《對外漢語教學課堂教案設計》,北京:華語教學出版社,2003年。 張春興,《教育心理學》,臺北:臺灣東華書局股份有限公司,2007,重修二版。 郭生玉,《心理與教育測驗》,新北市:精華書局,1996。 彭聃齡,《語言心理學》,北京:北京師範大學出版社,1991,頁281-312。 彭志平,《漢語閱讀課教學法》,北京:北京語言大學出版社,2007。 趙金銘,《漢語與對外漢語研究文錄》,北京:外語教學與研究出版社,2005。 劉珣,《對外漢語教育學引論》,北京:北京語言大學出版社,2000。 Henry Gleitman著,洪蘭譯,《心理學》,臺北:遠流出版社,1997。 Pawpaw Poroduction著,許慧貞譯,《瞬間看穿人心的心理學》,臺北:世茂出版社, 2009。 (二)學位論文: 杜雯華,《美籍學生中文閱讀過程的策略研究》,(臺北:國立臺灣師範大學碩士論文,1999)。 陳雅雪,《初級中文閱讀教學之行動研究》,(臺北:國立臺灣師範大學碩士論文,2006)。 (三)期刊論文: 吳曉露,〈閱讀技能訓練-對外漢語泛讀教材的一種模式〉,《語言教學與研究》(1991),頁73-87。 周小兵,〈談留學生的速讀訓練〉《中國對外漢語教學學會第三次學術討論會論文選》(北京:北京語言學院出版社,1990),頁288-294。 胡志偉、顏乃欣,〈閱讀中文的心理歷程〉,《中國語文心理學研究第一年度結案報告》(1993),頁77-124。 倪明亮,〈快速閱讀和高級漢語快速閱讀〉,《世界漢語教學》第二期(1987),頁48-52。 曾文璇,〈華語八千詞詞彙分級研究〉,《華語學刊》第3期(2014),頁27。 劉克云,〈對外漢語中影響閱讀教學的非語言因素分析〉,《現代語文》第2010卷第20期(2010),頁32-33。 二、英文書目: (一)專書: Anderson, R.C., & Pearson, P.D. (1984). A schema-theoretic view of basic processes in reading. In P.D. Pearson (Ed.), Handbook of Reading Research. New York: Longman, pp.255-291. Bartlett, F.C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge: Cambridge University Press. Bernhard,E.B.(1991) Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex Publishing Corp.pp.1-250. Cohen.(1996).Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18(2), pp.253-267. Council of Europe. (2001). Common European Framework of Reference for Languages:Learning, Teaching and assessment. Cambridge: Cambridge University Press. pp.51-52 De Beaugrande R.(1984)Text production. Ablex Publishing Corp.pp.1-418. Gough, Philip B. (1972). One second of reading. In James F. Kavanagh and Ignatius G. Mattingly (eds.), Language by ear and by eye , Cambridge, MA: MIT Press, pp.331-358. Goodman, K. (1982). Language, Literacy and Learning. London: Routledge Kagan Paul. Hayes, Bruce. (1989)The prosodic hierarchy in meter.San DiegoAcademic Press.pp.201-260 Just, M.A.; Carpenter, P.A.(1987).The psychology of reading and language comprehension. Allyn and Bacon.pp.425-452. Raphael, T. E., & Au, K. H. (2001). Super QAR for testwise students: Teacher resource guide, Guide 6. Chicago, IL: McGraw-Hill/Wright. (二)期刊論文: Ann L. Brown and Sandra S. Smiley.(1978)The Development of Strategies for Studying Texts,Child Development, Vol. 49, No. 4 , pp.1076-1088. Barnett, M. A. (1988). Reading through context: How real and perceived strategies use affects L2 comprehension. Modern Language Journal, 72, pp.150-162. Ellen Block(1986). The Comprehension Strategies of Second Language Readers. TESOL Quarterly, 20, pp.463-494. Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, pp.46-58. Hosenfeld, C. (1977). A Preliminary Investigation of the Reading Strategies of Successful and Nonsuccessful Second Language Learners. System, 5, pp.110-123. Jin, Hong Gang & Liang, Hsin-hsin. (2004). A thematic approach to teaching language forms and functions. Journal of Chinese Language Teachers Association, Vol.39:2, pp.85-110. Kenneth S. Gooddman. (1967).Psycholinguistic guessing game. Joural of the Reading Specialist,Vol 6,PP.126-135. Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, pp. 117-175. Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance VI, pp.573-603. Raphael, T. (1982). Improving question-answering performance through instruction. Reading Education Report No.32. University of Illinois at Urbana-Champaign: Center for the Study of Reading. Stanovich, K. E. ,(1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, pp.32-71. 三、網路資源: 臺大國際華語研習所網站,2018年6月21日取自: http://iclp.ntu.edu.tw/tw/about/index.php?index_id=2 教育部電子報728期,取自:http://epaper.edu.tw/windows.aspx?windows_sn=18734。 僑教會,僑教雙週刊(第516期),取自:http://edu.ocac.gov.tw/biweekly/561/pl.hm。 美國大學理事會官網,AP資訊與研究頁,取自: http://apcentral.collegeboard.com/apc/public/score_reports_data/data_research/index.html 。 美國語言領航計畫網站,取自:https://www.thelanguageflagship.org/content/about-us 美國中文領航計畫網站,取自:http://overseaschineseflagship.org/summer-programs.php 華語八千詞表取自國家華語測驗推動工作委員會網站: http://www.sc-top.org.tw/chinese/download.php | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/handle/123456789/1368 | - |
dc.description.abstract | 隨著中國在國際上的政經地位愈趨重要,華語學習亦蔚為風潮。美國政府為因應國際情勢和戰略考量,推行語言領航計畫,在九種語言中,以中文學習最為熱門,領航計畫的中文中心也為數最多。臺大國際華語研習所為美國國家領航計畫認可的暑期項目之一,為領航班學生開設兩個月的培訓課程,學生每日接受三小時綜合課與一小時冷讀課程。
華語冷讀課程為一門閱讀訓練課,以教師上課所發教材,嚴格執行限時閱讀,透過教師提問、師生互動,增進學生閱讀能力與閱讀速度。本研究旨在分析探討華語冷讀課程之內容、教材與教學,藉由閱讀、泛讀與冷讀理論的文獻爬梳過程,瞭解冷讀課程的本質,並採取相關理論觀點,作為操作冷讀課程與選編教材之基礎。 為了改善冷讀課程教學,本文探討2014 ICLP美國領航班華語冷讀課,藉由筆者過去實際教學經驗,分析課程與教材,配合教學理論,希望建構一套實用的華語冷讀課教學流程以及選編適當的冷讀教材,擬訂冷讀課教學模式,最後以教案呈現冷讀課教學,期能為華語冷讀課程教學提供具體實施辦法,開創教與學的新視野。 | zh_TW |
dc.description.abstract | With the increasingly important political and economic status of China, learning Mandarin Chinese has become a trend among people all over the world. The U.S. government has implemented the Language Flagship Program in response to international situations and strategic considerations. Among the nine languages, Mandarin Chinese has been the most popular, and the quantity of Chinese center for the Language Flagship Program is also the most numerous. As one of the summer programs recognized by the Language Flagship Program of the United States, the International Chinese Language Program of National Taiwan University has established a Chinese cold reading curriculum to develop and enhance students' reading ability.
The Mandarin Chinese cold reading curriculum is a reading training course. Through the reading materials issued by teachers, strict time-limited reading is performed in class. Students’ reading ability and reading speed are enhanced through the training, teachers’ questions and teacher-student interaction. The purpose of this research is to analyze and look into the cold reading curriculum, cold reading teaching and teaching materials; via the theories and research of reading, extensive reading and cold reading to gradually understand the essence of the cold reading course. Besides, this dissertation uses relevant theories as the basis of the operation of cold reading curriculum and the selection of cold reading materials. In order to improve the cold reading course, this dissertation discusses cold reading class of 2014 ICLP Language Flagship Program. A more complete Mandarin Chinese cold reading course is constructed by analyzing the course, reading materials, and problems. Moreover, this dissertation reviews actual teaching experience in the past, and combines the principles of teaching theory and selection of teaching materials to make a good teaching process and better Mandarin Chinese cold reading materials. Last but not least, according to the cold reading materials and the cold reading teaching mode, we have made lesson plans to demonstrate the ideal teaching and learning in an effective Mandarin Chinese cold reading classroom. | en |
dc.description.provenance | Made available in DSpace on 2021-05-12T09:37:22Z (GMT). No. of bitstreams: 1 ntu-107-R01146001-1.pdf: 2762979 bytes, checksum: 0b53439114ab5436d4b195f929c10c71 (MD5) Previous issue date: 2018 | en |
dc.description.tableofcontents | 目 錄
中文摘要…………………………………………………………………………………………………………………i 英文摘要………………………………………………………………………………………………………………iii 第一章 緒論………………………………………………………………………………………………………1 第一節 研究背景……………………………………………………………………………………………1 第二節 研究動機……………………………………………………………………………………………3 第三節 研究目的……………………………………………………………………………………………5 第四節 名詞釋義……………………………………………………………………………………………6 第二章 文獻探討………………………………………………………………………………………………9 第一節 閱讀與閱讀教學……………………………………………………………………………9 第二節 泛讀與泛讀教學……………………………………………………………………………28 第三節 冷讀課程…………………………………………………………………………………………30 第三章 2014 ICLP 領航班華語冷讀課程教學…………………………………………39 第一節 2014 ICLP領航班冷讀課程………………………………………………………39 第二節 教學目標與內容………………………………………………………………………………44 第三節 冷讀課教材分析………………………………………………………………………………47 第四節 冷讀課教學策略………………………………………………………………………………58 第五節 冷讀課問題檢討………………………………………………………………………………63 第四章 華語冷讀課程教材選編與教學設計…………………………………………………67 第一節 冷讀課程規劃…………………………………………………………………………………67 第二節 冷讀課教材選編……………………………………………………………………………70 第三節 冷讀課教學設計……………………………………………………………………………74 第四節 冷讀課教學理念……………………………………………………………………………88 第五章 結語………………………………………………………………………………………………………97 參考文獻………………………………………………………………………………………………………………99 附錄一………………………………………………………………………………103 附錄二………………………………………………………………………………104 | |
dc.language.iso | zh-TW | |
dc.title | 華語文冷讀課程與教學研究—
以臺大國際華語研習所2014美國國家中文領航班為例 | zh_TW |
dc.title | A Study on Mandarin Chinese Cold Reading Curriculum and Teaching-Take 2014 American Chinese Language Flagship Program of ICLP for Example | en |
dc.type | Thesis | |
dc.date.schoolyear | 106-2 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 彭妮絲,翁玲玲 | |
dc.subject.keyword | 華語冷讀課程,華語教學,華語閱讀教學,冷讀教材,閱讀訓練, | zh_TW |
dc.subject.keyword | Mandarin Chinese Cold Reading Course,Teaching Chinese as a Second Language,Mandarin Chinese Reading Pedagogy,Cold Reading Materials,Reading Training, | en |
dc.relation.page | 143 | |
dc.identifier.doi | 10.6342/NTU201803310 | |
dc.rights.note | 同意授權(全球公開) | |
dc.date.accepted | 2018-08-15 | |
dc.contributor.author-college | 文學院 | zh_TW |
dc.contributor.author-dept | 華語教學碩士學位學程 | zh_TW |
顯示於系所單位: | 華語教學碩士學位學程 |
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