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|Other Titles:||A Study of Evaluation of Affection in Learning Chinese of Junior High Students|
Department od Education, NTNU
The study was to evaluate the following items concerning the affection in learning Chinese of the junior high students：1. students' learning attitudes toward Chinese, 2. students' affective response to the contents of textbooks, 3. students' affective outcomes of learning Chinese composition, oral language training, outside readings, and calligraphy. Methods used in the study were document analysis and sample survey. Based on D. R. Krathwohl's theory, the author had developed three survey instruments：rank order of courses of study, bipolar adjective check list, and scalogram analysis. The subjects were the 7th, 8th, and 9th graders selected from a public junior high school in Taipei City. They were grouped in three ways：309 students in a random group and nearly equal in both sex, 1,134 students divided into high and low achievement in Chinese, 898 students into high and low intelligence group. The main findings of this study were as follows：1. Concerning students' learning attitudes toward Chinese：（1）As grades promoting grade was, the less important the boys considered Chinese.（2）Achievement in Chinese was correlated with intelligence in all grades. （3）Chinese was perceived by students as useful, easy, and time─consuming course, but less important than Mathematics, English. 2. Concerning students' affective responses to the contents of textbooks：（1）The lessons perceived to be humorous rather than serious were did by 7th graders, about equally in humorous and serious were perceived by 8th graders, serious rather than humorous were did by 9th graders. All the graders perceived the argumentative writings to be serious.（2）The high achievement group and high intelligence group perceived Chinese“favorable”. Girls perceptions were similar to the high groups.（3）Both humorous and serious lessons were perceived to be “favorable” by some students；however, more humorous were“more favorable”. Concerning students' affective outcomes in oral language training：（1）There was no signi
|Appears in Collections:||教育研究所集刊|
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