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|Authors: ||徐美慧;Hsu, Mei-Huei|
|Issue Date: ||2017-10-27 13:42:23 (UTC+8)|
;Chapter 1 Introduction: Describe the research motivation, the research method and the overview of the past literatures.
Chapter 2 Researches on the definition and creative approaches of the Hakka’s character: There are 9 kinds of creative approaches: The method of gain and loss, the separation method, the replacement method, the ideogrammic method and etc. There are more riddles made by the method of gain and loss.
Chapter 3 The discussion of the riddles of the Hakka’s characters: The sentence structure of the riddles can be divided into two category: The same-length and the long-short sentences. The four kinds of rhythming structure: rhythming, non-rhythming, change the rhythm in the middle and same-words rhythming. As for the rhythm, the most rhythm used in the riddles is the “ong” rhythm. In addition, the meanings behind the riddles were researched. Also, I compared the difference between the puzzles of the Hakka, the Minnan and the Mandarin.
Chapter 4 The discussion of the help to the Hakka teaching: I made the use of the Hakka’s characters in my teaching. Five puzzle learning sheet were made to do the pre-test and post-test for evaluating the teaching efficiency. The degree of difficulty was analyzed from the results of the tests. It is beneficial to Hakka’s teachers to choose the Hakka characters for teaching.
Chapter 5 Conclusion: The 21st century is an era of multicultural learning. However, the language loss of the Hakka becomes serious due to the social change. Therefore, we should put much emphasis on investigating interesting Hakka characters. Also, we can make good use of Hakka’s characters in teaching in order to motivate the youngsters. Let the youngsters know the beauty of the mother tongue, and furthermore, conserve even carry forward the beauty of the Hakka language and the traditional culture.
|Appears in Collections:||[客家語文研究所] 博碩士論文|
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