6 results
Search Results
2. On the Use of Composition To Enhance the Study of Chinese Characters.
- Author
-
Ma, Chao-hua
- Abstract
The ability to write in Chinese often takes longer to develop than the ability to speak among overseas Chinese. Due to the difficulties involved, many foreigners learning Chinese also stay away from writing. A method is presented here that suggests that students should be free to write in a manner based on what they are able to speak. The approach to "learning characters for the sake of learning" and "memorizing every character" should be avoided. Explained in this paper are the principles of curriculum design, what to teach and how to teach, evaluation of teaching results, and places that need special attention. A model lesson plan with "picture-based composition" and "writing a description" are also provided. (WW)
- Published
- 1995
3. Technological and Vocational Teacher Education in Taiwan, R.O.C.
- Author
-
Lee, Lung-Sheng Steven and Hwang, Jenq-Jye
- Abstract
According to Taiwan's Teacher Preparation Law, anyone who has met the following requirements must pass certification examinations and internship to become a qualified vocational school teacher: graduation from a normal university or teacher college or other college or university with a major in a program designed to train vocational school teachers. A transcript evaluation approach is also in use. The preservice teacher preparation curriculum has three principal components: general/liberal coursework, technical/specialty coursework, and pedagogical/professional coursework. To help inservice vocational teachers develop their competencies, educational authorities offer many inservice professional training and development opportunities. In recent years, vocational teachers have been encouraged to make industry visits during summer breaks and take skill tests. Some problems confronting technical/technological and vocational education (TVE) teachers and vocational teacher education have been identified. The problem of an overabundance of qualified teachers in public vocational schools but a shortage in private vocational schools must be solved. More rational accreditation or evaluation of teacher preparation programs should be sought to ensure the high vocational teacher quality. TVE teachers must be required to have work experience in their specialization area to reflect industry and business needs effectively. (A Chinese version is attached.) (Contains six references.) (YLB)
- Published
- 1996
4. Curriculum Standards of Technological and Vocational Education in Taiwan, R.O.C.
- Author
-
Lee, Lung-Sheng Steven and Hwang, Jenq-Jye
- Abstract
In Taiwan, curriculum standards for senior vocational schools and junior colleges are administered and promulgated by the Ministry of Education approximately every 10 years. Curricula for institutes of technology are principally school based. As a result of critiques of the current top-down or administration-based approach system of curriculum standard revision, five technological/technical and vocational education (TVE) curriculum development centers have been established. Senior vocational curriculum standards are under revision to reflect the need to strengthen students' basic academic skills by expanding the provision of basic skills courses; relieve students' study load by lessening the number of required courses; and encourage school-based curriculum development by allowing schools to design a part of their curricula to meet local needs. Current junior college curriculum standards have been in effect since the 1995 school year. The main ways in which relevance of the TVE curriculum and its development can be ensured areas follows: critical exploring or planning processes must be completed before every curriculum standard revision; performance standards should be developed to guide TVE curriculum development; criteria must be set and evaluated conducted to guarantee effective curriculum development; a school-based curriculum should be implemented; and greater involvement of industry and inclusion of work-based learning should be pursued. (A Chinese language version is attached.) (Contains six references.) (YLB)
- Published
- 1996
5. The Application of Contrastive Analysis to Chinese Language Teaching.
- Author
-
Huang, Li-yi
- Abstract
This includes a contrastive study of English and Chinese noun phrases, verbal phrases, and word order and discusses common mistakes made by English speakers learning Chinese. Mistakes often made by English speakers due to differences between the two languages are divided into three categories: the first is mistakes in word order where the English speaker transliterates English word order directly into Chinese (e.g., "Thank you very much" becomes "syeh syeh ni fei chang" whereas the correct Chinese word order is: "fei chang syeh syeh ni"); the second, errors in grammatical structure, showing: (1) influence of English in noun phrases, verbal phrases, conjunctions, and others; (2) the difficulty points in Chinese; (3) complications due to prepositional phrases; (4) adjectives used as predicates; and (5) misuse of adverbs; and the third category is inappropriate use of words in various forms: noun, adjective, verb, auxiliary, adverb and "other," which is a "catch-all" category for problems that are hard to classify. Some general rules for both languages are provided in the conclusion. Contains 17 references. (WW)
- Published
- 1994
6. Perspectives of Chinese American Education in the 21st Century. Proceedings of the Annual International Conference of the Chinese American Research and Development Association (CAERDA) (5th, Houston, Texas, September 20, 1997).
- Author
-
Chinese American Educational Research and Development Association, Rockville, MD.
- Abstract
The papers from this conference are presented in three parts. Part 1 includes the panel sessions. Section 1 of part 1, "Trends, Policies, and Resources in Education," includes the following papers: "Continuing Higher Education and the Asian-American Perspective" (L.L. Hsu); "New Directions for Education: Minister Jin Wu's Initiatives to Rebuild Taiwan's Schools" (C.J. Liu); "City of Houston's Involvement in Education, Charter Schools in Texas, Flashing Yellow Lights, School Zones, Cooperative Programs with School, and Internet Availability" (M. Wong); and "Joint Efforts for Young Leadership Training" (E.L. Yao). Section 2, "Education Reform: Approaches and Implications" includes: "Educational Reform: The Student Perspective" (L.L. Chen); "Emerging Issues and Trends in Post Secondary Education" (D.L. To); and two articles with Chinese titles by A. Huang and L.C. Chiao. Part 2 includes the symposium and focuses on "Health, Social, Psychological, and Physical Development." The papers are: "Value of Physical Activities to the Growth and Development of Children and Youth Preference of Exercise Programs" (J.J. Zhang); "The Dimensions of Health" (J. Yi); "Aspects of Health and Spirituality" (B. Gor); "Psychological Perspectives of the Chinese American Education" (G. Lin); and "Ways of Coping with Stress of Chinese Students at an U.S. University" (F.M. Law and G.J. Guo). Part 3 offers the paper sessions. Section 1 of part 3 discusses "Students, Families, and Social Context" as follows: "Who am I? Chinese, American, or Both?--Coping with the Identity Issue and Becoming a Well-Rounded Person" (T. Hu and H.T. Liu); "What are the Anxious Examinees Thinking about while Taking a Test: An Introduction Using 'Thinking Aloud' Method" (A. Lau); "General Perceptions of School and Home among Asian-American Students and Their Parents" (M.G. Lian and K.F. Poon-McBrayer); "Parental Involvement: A New Challenge to Asian-American Parents" (W. Shen); "The Internal Consistency and Factor Structure of a Translation of Chinese Student Development Task and Lifestyle Inventory" (G.J. Guo and F.M. Law); and "The Preliminary Study of 1997 Taiwan Education Longitudinal Study" (S. Chang). Section 2, "Chinese Language Pedagogy and Ethnic Culture," includes "Classroom Activities for Enhancing Effectiveness in Teaching the Chinese Language" (C. Houng); "From Theory to Practice: An Application of Theme Cycle in Chinese Language Instruction" (L. Chang, J.M. Chang, S.H.L. Lee, and D. W. Lin); "Chinese Bilingual Education in the U.S.: A Case Study" (X. Qi); "A Case Study of Chinese Literacy Development" (M.C. Wang); "SAT II. Chinese Language Test and the Proficiency Oriented Instructional Approach" (T.H. Chao); "The Emergent Need for Forging Cross-Cultural Bonds in Education" (W. Mo); and "The Influence of Traditional Ethnic Culture on Education: The Chinese Experience" (S. Yuan). Section 3, "Teaching Effectiveness and Professional Development," includes "Burnout and Coping among High School Teachers in Taiwan" (C. Hwang, C. Hwang, and R.F. Scherer); "The Integration of Literature into Language Instruction" (L.T. Hsieh); "Empowerment through Participation: Chinese American in the Teaching Force" (J. Feng); "Making Instructional Media with College Students" (T.S. Li); "Teachers' Perception of Professional Development School" (J. Klingner and Z. Zhang); and "Practice and Research on the Continuous Education of Beijing Middle School and Primary School Teachers" (B. Shao). This section also includes a paper in Chinese by W.N. Shu. (SM)
- Published
- 1997
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.