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Literary device的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列特價商品、必買資訊和推薦清單
Literary device的問題，我們搜遍了碩博士論文和台灣出版的書籍，推薦張婉麗寫的 Women and Relationships in Contemporary Irish Women’s Short Stories 和Woolf, Virginia的 A Room of One’’s Own: The Feminist Classic都 可以從中找到所需的評價。
另外網站What is a literary device and how are they used? - Quora也說明：A literary device has to do with the sound, repetition, meaning, and description of words or phrases. Used wisely, these devices can really enhance your work ...
這兩本書分別來自秀威資訊 和所出版 。
國立陽明交通大學 英語教學研究所 林律君所指導 劉慧玲的 運用同儕協助學習策略發展台灣國小五年級學生之英語閱讀能力之研究 （2021），提出Literary device關鍵因素是什麼，來自於同儕學習策略、社會文化理論、閱讀正確性、閱讀順暢性、閱讀理解力。
而第二篇論文國立中正大學 教育領導與管理發展國際碩士學位學程 陳姚真所指導 阮天寶的 A Study on the Perceptions of Implementation of M-learning in Classrooms: Perspectives from High School Teachers and Students in Southern Vietnam （2021），提出因為有 的重點而找出了 Literary device的解答。
最後網站8th Grade Literary Devices and Figurative Language Lesson ...則補充：Literary devices and figurative language are tools that an author uses to draw in the reader. They help the reader to get a better understanding of what's ...
Women and Relationships in Contemporary Irish Women’s Short Stories
為了解決Literary device 的問題，作者張婉麗 這樣論述：
This book examines archetypal motifs related to aspects of human relationships in contemporary Irish women's short stories from the late 1960s to the present. These relationships examined embrace not only relationships between men and women, as married couples and lovers, but also women to wome
n relationships as mothers, daughters, sisters or lovers. This book has uncovered certain recurrent motifs which may be construed as archetypal and are employed as a narrative device to express a certain level of feminist awareness by Irish female writers in their stories against the backdrop of Ir
ish feminism emerged in the late 1960s. This feminist aspect of Irish women's stories appears to address the paradoxes of patriarchal ideology underlying male domination in male/female courtship and marriages, the conflict between patriarchally loyal mothers and rebellious daughters, powerless,
but rival, female siblings and peers competing for limited resources and male attention under the Father's law. Motifs of resistance and subversion serve in these stories as metaphors unveiling female protests against an ideology which defines and confines women in the Irish patriarchal context.
This book demonstrates a process of transition during which Irish female writers progress from the depiction of women who struggle and fight against unfairness and distortion within an ‘androcentric’ culture to a new direction in which such writers describe a situation where women recognise the in
ternalisation of the ‘false consciousness’ of patriarchy and, out of this recognition, may be eventually able to develop further their sense of self and individuality. The archetypal motifs in Irish women's stories also illustrate a kind of continuity of an ancient female archetype of female rebell
ious powers which in female literary imagination never ceases to resurface in the face of patriarchal suppression.
Literary device進入發燒排行的影片
Hi. sundial and survive a day at the seashore wilderness this is our latest video. In this video we created a clay solar clock and lived in the wilderness. We use survival skills to catch shrimps, fish, oysters, Horseshoe crabs. We caught two Horseshoe crabs and released them to the ocean. A sundial is a device that tells the time of day when there is sunlight by the position of the Sun in the sky. In the narrowest sense of the word, it consists of a flat plate (the dial) and a gnomon, which casts a shadow onto the dial. As the Sun appears to move across the sky, the shades align with the different hour-lines, which are marked on the dial to indicate the time of day. Gnomon, mà có một điểm giới thiệu hoặc nodus có thể được dùng. The gnomon casts a broad shadow; shades of style show the time. The gnomon may be a rod, wire, or elaborately decorated metal casting. The style must be parallel to the axis of the Earth's rotation for the sundial to be accurate throughout the year. The style of angle from horizontal is equal to the sundial of geographical latitude.
In a broader sense, sundial is any device that uses the Sun's altitude or azimuth (hoặc cả hai) để hiển thị thời gian. In addition to their time-telling function, sundials are valued as decorative objects, literary metaphors, and objects of mathematical study.
We will continue to make the next video on primitive technology and wild survival skills. Subscribe to the channel to keep track of the latest videos. Thank you.
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運用同儕協助學習策略發展台灣國小五年級學生之英語閱讀能力之研究
為了解決Literary device 的問題，作者劉慧玲 這樣論述：
眾人普遍認同閱讀教學法能有效防止兒童閱讀困難。其中一種閱讀教學法是同儕輔助學習策略(Peer-assisted learning strategies,PALS)，其廣泛運用於各領域以增進學生閱讀技巧。因此本研究目的在比較同儕輔助學習策略與傳統閱讀教學應用在台灣五年級學生英語閱讀正確性、流暢性及理解力之效用。本實驗採用準實驗設計，招募兩個班級，共49人。兩個班隨意分配為實驗組及對照組。實驗組學生兩兩一組學習；對照組學生接受教師主導之傳統閱讀教學。兩組學生接受每週兩次共17週之實驗。本實驗兼採取量化及質化研究法，蒐集前後測驗量化資料，並透過教室觀察、實地筆記及與四位PALS組學生半結構式訪談蒐
集質性資料。本實驗結果顯示兩種閱讀教學法對於增進學生閱讀正確性同樣有效，然而PALS閱讀教學並未優於傳統閱讀教學。相似於閱讀正確性實驗結果，PALS閱讀教學在閱讀順暢性並未優於傳統閱讀教學。至於閱讀理解性方面，兩種閱讀教學法的後測平均分數略劣於前測，然而，只有PALS組達到統計性顯著。此預料之外及驚人的結果有以下可能原因，詳述如下。首先，可能是這些五年級初級英語閱讀者在閱讀及理解長篇文章上遭遇困難及學生間顯著英語能力差異。其次，閱讀及理解長篇文章更需要密集練習以發展技巧，特別是以英語為外語者。第三，有可能是本實驗測驗工具無法測量出PALS組學生在早期閱讀發展階段微小的進步。另一個可能因素是此特
定的教學法與測驗教材之差異，導致學生並未具備適當的閱讀技巧。最後，本實驗並未實施複述活動(retelling)於”夥伴閱讀與複述”(Partner Reading with Retell)活動中，因為本實驗著重於訓練學生改正單字識別錯誤，而忽略檢查學生的短文閱讀理解。雖然，此實驗結果與之前的PALS實驗結果不同。但是，質化資料顯示PALS幫助學生獲得更高的閱讀學習興趣及透過同儕輔助教學強化學生自身學習。基於本實驗發現PALS可被視為增進學生合作行為及改變學生對於閱讀學習態度的一種實用的學習工具。建議未來實施閱讀的老師能增進實驗的密集度及降低測驗難度以符合學生閱讀發展。關鍵字: 同儕學習策略、閱
讀正確性、閱讀順暢性、閱讀理解力
A Room of One’’s Own: The Feminist Classic
為了解決Literary device 的問題，作者Woolf, Virginia 這樣論述：
Tom Butler-Bowden was working as a political adviser in Australia when, at 25, he read Stephen Covey’s The 7 Habits of Highly Effective People. Captivated by it and other books in the personal development field, he left his career and went on to write critical introductions to self-development and p
rosperity classics through the best-selling Capstone Classics series published by Wiley. He then went on to write bestselling 50 Self-Help Classics, the first guide to the personal development literature and a winner of the Benjamin Franklin Award.Virginia Woolf (1882-1941) was an English writer, mo
st widely recognised as the author of Mrs Dalloway (1925) and To the Lighthouse (1927), in which she used the narrative device stream of consciousness to give depth to her characters. She was also a prolific writer of essays, diaries, letters and biographies; and through her powerful feminist writin
g, she came to be regarded as one of the most important female authors in literary history as a feminist and modernist.
A Study on the Perceptions of Implementation of M-learning in Classrooms: Perspectives from High School Teachers and Students in Southern Vietnam
為了解決Literary device 的問題，作者阮天寶 這樣論述：
The prevalence of mobile phones in every corner of the modern world is clearly discernible. Taking advantage of this phenomenon, a plethora of educational mobile applications has been developed to enhance learning performance of students. However, in varied classroom contexts, the implementation of
mobile learning needs to be conscientiously considered due to practical obstacles. Although various studies on mobile learning have mushroomed in recent years, few focuses on the context of high schools. Moreover, in November 2020, Vietnamese government amended their educational law to lucidly indi
cate that Vietnamese high school students are allowed to use mobile phones in classroom under the agreement of the teachers for the purpose of studying. Therefore, in an attempt to address the research gap in the timely moment, the current study aimed to investigate how Vietnamese high school teache
rs and students perceive the opportunities, challenges, strategies and their suggestions for the deployment of m-learning in classroom. In this qualitative study, five teachers and six students were invited for semi-structured interviews. The data was, then, analyzed using an analytic tool developed
from the FRAME model (Koole, 2009). The results reveal that subjective and objective factors have benefitted m-learning while external considerations, human aspects, inadequate facility and health related concerns were the hurdles to the feasibility of the application of m-learning in the classroom
setting. Besides, using educational apps or websites is the dominant for learning and teaching strategy. Suggestions highlighted the responsibilities of authorities, professors and the autonomy of students. It is hoped that the findings of the present study will contribute to the literature of the
field and assist different stakeholders in implementing mobile learning in classroom contexts.