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Partner Poems & Word Ladders for Building Foundational Literacy Skills: Grades 1-3

為了解決Write homework的問題，作者Rasinski, Timothy V.,Harrison, David L.,Fresch, Mary Jo 這樣論述：

Dr. Timothy V. Rasinski is a professor of education in the Department of Teaching, Leadership, and Curriculum Studies. Dr. Rasinski teaches graduate and undergraduate courses in literacy education. His major interests include working with children who find reading difficult, phonics and reading flue

ncy instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. A past editor of The Reading Teacher, the most widely read journal in reading education in the world, Dr. Rasinski is currently an editor for the J

ournal of Literacy Research. Rasinski has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association.I was four when I memorized and recited on stage the Gettysburg Address, six when I began writing poems, eight a

nd nine when I lived on a farm. What an author writes comes from the experiences of a lifetime. The Missouri boy who filled his room with snake skins, insects, turtle shells, fossils, and books grew up to be a public speaker, a scientist, and an author of stories and poems, often about nature. I lik

ed school so school shows up in my books, too, particularly the humorous ones such as Somebody Catch My Homework. My education and background in science prepared me to research and write my own series of Earth science books called Earthworks.Making up poems in first grade set me on a path that event

ually led to Bernice Cullinan at New York University with whom I wrote a Teaching Strategies book called Easy Poetry Lessons That Dazzle And Delight. This book is meant for those who want to teach poetry in elementary school but need help getting started. I wrote a follow-up book with third grade te

acher Kathy Holderith of Littleton, Colorado about using poetry as a teaching tool. That one is called Using the Power of Poetry to Teach Language Arts, Social Studies, Math, and More.I believe that writing, like reading, should begin as a fun activity. That＂s why I wrote Writing Stories to help stu

dents improve their writing skills. In it I offer students twenty-five ＂secrets＂ to help them write better fiction. Acting as their personal guide, I share my own discoveries about creating ideas, getting started, making time to write, and all the tricks of putting the elements of a story together.

Children＂s authors have a unique opportunity to share what we＂ve learned about writing with teachers and students. In Writing Stories, I show students the value of revising and rewriting and dedicate one entire chapter to the art of ending a story well.After more than sixty published books of poetry

, fiction, and nonfiction, I have lots of stories to tell kids about where my ideas come from and how they turn into books. Some of my poems have been set to music so during school presentations I＂ve been known to break into song. When I＂m not traveling to conferences or schools, I write seven hours

a day six days a week.My four best sellers together have sold more than four million copies. My books have won the Christopher Medal, Kids＂ Choice picks, Bank Street Book of the Year selection, Kentucky Blue Grass nomination, Best Book for Young Adults nomination, and Michigan Reading Association R

eaders＂ Choice list. One of my poems -- ＂My Book＂ -- is sandblasted into the sidewalk in Phoenix at the Central Library＂s Children＂s Garden. It was selected because it catches the excitement of reading. I＂m proud of that. Not many can claim to published in concrete.David Harrison currently lives in

Springfield, Missouri.Fresch previously taught third grade and adult literacy. She also taught children’s literature and literacy courses in teacher education programs in Ohio, Nebraska, and Melbourne, Australia.Mary Jo received her Ph.D. from The Ohio State University where she is currently an Asso

ciate Professor in Teacher Education in the School of Teaching and Learning.

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俄羅斯初級學生之線上漢字教學與實施

為了解決Write homework的問題，作者白明安 這樣論述：

2019、2020本兩年成爲俄羅斯綫上教學很重要的出發點。儘管在俄羅斯的華語教學2010年開始已經成爲很流行的方向，但到了2019很多老師和學生遇到了新的綫上教學的挑戰。本研究試著以綫上方式融入華語教學出發，透過網路一對多遠距同步華語漢字教學，首先探討在一班俄羅斯初級學生環境中，老師用哪些方法和技巧才讓綫上漢字教學又有效又有趣、學生最常遇到的難點和由於點有哪些，並老師怎麽會幫學生剋服它。本研究主要研究對象為兩班俄羅斯國小學生，華語為第二語言學習的零起點級學習者，並采用綫上平臺Zoom和研究者根據在俄羅斯出版的“初級華語”課本編寫的課程進行原句一對多教學。課程教學為三個月，一共24堂課，每周兩

個小時。接著通過行動研究法，應用俄羅斯華語老師的問卷、課程前和后學生的問卷和老師的課程記錄反思，研究者根據搜集的五位學者的經驗與感受、老師教學反思，深入瞭解本教學行動。所有的問卷調查、學習者回饋、教學省思等記錄都用來分析本研究教學漢字的情況。本研究結果顯示以綫上教學爲主傳統的教學方法（例：字帖）不給學生對學習過程滿意、也讓他們很無聊，他們沒有辦法寫這麽多漢字，并不能記住它們；接下來通過三個月的課程，發現了學生很容易認得出來漢字，但不完全會寫。綫上工具（例：wordwall, learning apps, fortune wheel）讓學生輕鬆地上課、完成作業和測試，不過他們的認出來漢字的能力比

寫漢字的能力好多。本研究能協助綫上對外華語文老師瞭解籍由網路遠距第二語言零起點級學習者的需求，並提供教學設計參考。

Partner Poems & Word Ladders for Building Foundational Literacy Skills: Grades K-2

為了解決Write homework的問題，作者Rasinski, Timothy V.,Harrison, David L.,Fresch, Mary Jo 這樣論述：

Fresch previously taught third grade and adult literacy. She also taught children’s literature and literacy courses in teacher education programs in Ohio, Nebraska, and Melbourne, Australia.Mary Jo received her Ph.D. from The Ohio State University where she is currently an Associate Professor in Tea

cher Education in the School of Teaching and Learning.Dr. Timothy V. Rasinski is a professor of education in the Department of Teaching, Leadership, and Curriculum Studies. Dr. Rasinski teaches graduate and undergraduate courses in literacy education. His major interests include working with childre

n who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. A past editor of The Reading Teacher, the most widely read journal in reading education in th

e world, Dr. Rasinski is currently an editor for the Journal of Literacy Research. Rasinski has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association.I was four when I memorized and recited on stage the Getty

sburg Address, six when I began writing poems, eight and nine when I lived on a farm. What an author writes comes from the experiences of a lifetime. The Missouri boy who filled his room with snake skins, insects, turtle shells, fossils, and books grew up to be a public speaker, a scientist, and an

author of stories and poems, often about nature. I liked school so school shows up in my books, too, particularly the humorous ones such as Somebody Catch My Homework. My education and background in science prepared me to research and write my own series of Earth science books called Earthworks.Maki

ng up poems in first grade set me on a path that eventually led to Bernice Cullinan at New York University with whom I wrote a Teaching Strategies book called Easy Poetry Lessons That Dazzle And Delight. This book is meant for those who want to teach poetry in elementary school but need help getting

started. I wrote a follow-up book with third grade teacher Kathy Holderith of Littleton, Colorado about using poetry as a teaching tool. That one is called Using the Power of Poetry to Teach Language Arts, Social Studies, Math, and More.I believe that writing, like reading, should begin as a fun ac

tivity. That＂s why I wrote Writing Stories to help students improve their writing skills. In it I offer students twenty-five ＂secrets＂ to help them write better fiction. Acting as their personal guide, I share my own discoveries about creating ideas, getting started, making time to write, and all th

e tricks of putting the elements of a story together. Children＂s authors have a unique opportunity to share what we＂ve learned about writing with teachers and students. In Writing Stories, I show students the value of revising and rewriting and dedicate one entire chapter to the art of ending a stor

y well.After more than sixty published books of poetry, fiction, and nonfiction, I have lots of stories to tell kids about where my ideas come from and how they turn into books. Some of my poems have been set to music so during school presentations I＂ve been known to break into song. When I＂m not tr

aveling to conferences or schools, I write seven hours a day six days a week.My four best sellers together have sold more than four million copies. My books have won the Christopher Medal, Kids＂ Choice picks, Bank Street Book of the Year selection, Kentucky Blue Grass nomination, Best Book for Young

Adults nomination, and Michigan Reading Association Readers＂ Choice list. One of my poems -- ＂My Book＂ -- is sandblasted into the sidewalk in Phoenix at the Central Library＂s Children＂s Garden. It was selected because it catches the excitement of reading. I＂m proud of that. Not many can claim to pu

blished in concrete.David Harrison currently lives in Springfield, Missouri.

黃金花的悲歡離合-自閉症家庭女性照顧者婚姻經營困境初探

為了解決Write homework的問題，作者彭如璟 這樣論述：

摘要本論文研究自閉症家庭女性照顧者婚姻經營的困境初探，採質性敘事研究，瞭解 3 位自閉症家庭女性照顧者從戀愛進入婚姻的主觀經驗與過程及面對的困難。研究發現自閉症家庭的溝通負荷較一般家庭沉重，長期未解衝突導致夫妻雙方身心俱損，成為自閉症家庭女性照顧者婚姻上的共同挑戰，以及自閉症家庭的婚姻韌力有待探討。研究結果顯示：一、自閉症者家庭女性照顧者的婚姻困難，來自於社會文化上的桎梏。二、溝通負荷在自閉症家庭裏，較一般家庭沉重，溝通對自閉症家庭是重要且特殊的議題三、自閉症者家庭女性照顧者婚姻經營樣態：(一)自閉症家庭女性照顧者面對夫妻衝突中找磨合方法，為婚姻努力。(二)社會文化桎梏對自閉症家庭女性照顧者

形成的焦慮，讓她們只看見孩子，看不到先生的需求，同時也沒看見自己。(三)伴侶因認知固著傾向，易造就多年懸而未決的夫妻衝突，在夫妻衝突中取經，經過長期相處才能找到與伴侶互動的訣竅及方法，同時累積夫妻間的負向情緒及身心磨損。(四)「 離」歌升起，來自面對經久多年，懸而未決的夫妻衝突所帶來的疲累感，後續會考量現實狀況，忍住「離」意。最後，提出對未來研究方向之建議為加入自閉症傾向伴侶的觀點、有待新血加入研究自閉症家庭裏的婚姻議題。