| dc.description.abstract | This study is divided into six chapters: Chapter 1 ＂Introduction＂, which explains the author′s background and research purpose. It also reviews the previous research results through a literature review, understands the research value of picture books, and the topics discussed in them, and summarizes the author’s own discussion and conclusion .
Chapter 2 ＂The Origin of Hakka Picture Books＂ defines Hakka pictures and traces their development in Taiwan. Learning about writers and the diversity of picture books from Taiwanese Hakka picture books.
Chapter 3 ＂Taiwanese Hakka Picture Book Works and Original Stories and Rewriting＂ classifies Hakka picture books into Hakka and Chinese. It introduces representative Hakka picture book writers in Taiwan, and explores the relationship between picture books and local culture through original stories. And explore the meaning it conveys after the story is rewritten.
Chapter 4 ＂Discussion on the Image Narrative Implications of Hakka Picture Books＂, analyzes 100 Hakka picture books. It discusses the six major aspects from Hakka food, Hakka clothing, Hakka architecture and living, Hakka tea culture, Hakka cultural festivals to Hakka traditional crafts. Through the analysis and comparison of image narratives in single picture book, the comparison of two picture books, or the discussion of multiple picture books. It explores the representation of Hakka spirit and imagery.
Chapter 5 ＂Discussion on the Narrative Implications of Hakka Picture Books＂ will analyze the use of vocabulary in Hakka picture books, gender and occupational stereotypes, the ideology hidden in the images of animal characters, the inheritance function of folk tale rewriting picture books, and the multiple tones of picture books From the traditional point of view of the past to see the modern new thinking.
Chapter 6 ＂Conclusion＂, provides specific viewpoints and discussion based on a comprehensive analysis of research. The findings will provide reference suggestions and future prospects for government units, educators, educational partners, and future researchers. | en_US |