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研究生:黃正忠
研究生(外文):Edward Cheng-Chung Huang
論文名稱:依兒童道德發展重述伊索寓言
論文名稱(外文):Retelling Aesop\'s Fables for Moral Development in Children
指導教授:霍弘毅
指導教授(外文):Thomas Wall
口試委員:林勤敏葉采青
口試委員(外文):Chin-min LinTsai-ching Yeh
口試日期:2015-09-15
學位類別:碩士
校院名稱:國立臺北科技大學
系所名稱:應用英文系碩士班
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2015
畢業學年度:104
語文別:英文
中文關鍵詞:兒童英文為外國語言道德發展寓言重述
外文關鍵詞:childrenEFLmoral developmentsfablesretelling
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教授英語為外國語(EFL)的教師如何在教導英語的同時也能協助學生培養道德觀是本論文的主題。在西方世界裡,伊索的寓言被用來指引大眾和學生成為有道德的人也約有兩千五百年的歷史。重述伊索寓言在歷史上被視為是一種傳統,但如何依據現代兒童道德的發展原理為二十一世紀的兒童重述伊索寓言仍是一個需要被進一步討論的議題。
因此近代研究的兒童道德發展原理(心理分析論、社會學習論、皮亞傑的道德發展論及柯爾伯格的道德發展階段)將被介紹及解釋,如何用文學來幫助兒童道德發展的建議也將會被提出,伊索寓言的特色也將被整理歸納出來,且撰寫故事所需要的基本知識也會補充在此論文內,來幫助EFL教師能有效率且有效能地為學童重述伊索寓言。
最後,應用上述所提供的資訊所撰寫的一系列新的「獅子與老鼠」將成為EFL教師參考的範例,來證明EFL教師也能很容易地將品格教育納入在英語教學的課程綱要裡。主張EFL教師不僅有能力能教授英語還能對學童的品格教育有所貢獻乃是撰寫本論文的主要意義。
How English as a Foreign Language (EFL) teachers help their students develop morality while carrying on language teaching is the topic in this thesis. In the western world, Aesop’s fables have been utilized as means to guide the public and learners to be moral beings for around two thousand and five hundred years, and retelling the fables is the tradition which can been seen from the history of Aesop’s Fables, but how to rewrite the fables according to the modern theories of moral developments for children in the twenty-first century is the issue which needs to be further discussed.
Thus, the modern theories of moral developments—the psychoanalytic theory, the social learning theory, Piaget’s moral development, and Kohlberg’s stages of moral understanding—will be introduced and explained; the literary supports for moral developments will be suggested; the characteristics of Aesop’s Fables will be addressed; and the basic knowledge for writing stories will be supplied to assist EFL teachers in retelling the fables effectively and efficiently.
At last, the series of new “The Lion and the Mouse” versions retold with the application of the aforementioned information will be exhibited as the exempla for EFL teachers’ reference and inspiration to prove how readily EFL teachers can include part of Character Education in their curricula of teaching foreign language. Promoting the idea that EFL instructors do have the capacity for teaching not only the language but also Character Education to their students is the main purpose to write this thesis.
CHINESE ABSTRACT i
ENGLISH ABSTRACT ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS iv
Chapter 1 INTRODUCTION 1
1.1 Motivation 1
1.2 Literature Review 3
1.2.1 Introduction of Aesop’s Fables 3
1.2.2 The First English Printer William Caxton 5
1.2.3 The Retelling Fables 7
1.2.4 Instruction and Amusement 9
1.2.5 Tolstoy’s Fables 11
1.2.6 The Fables and Their Illustrations 12
1.2.7 James Thurber’s Modern Fables 14
1.2.8 Picture Books 15
1.3 Inspirations and Ideas 17
1.4 Methodology 18
Chapter 2 MORAL DEVELOPMENTS 20
2.1 Psychoanalytic Theory 20
2.2 Social Learning Theory 22
2.3 Piaget’s Theory of Moral Development 24
2.4 Kohlberg’s Stages of Moral Understanding 28
Chapter 3 SUPPORTS FROM LITERTURE 33
3.1 Inferring the Feelings and Intentions of Others 34
3.2 Seeing from the Viewpoints of Others 37
3.3 Providing Models of Prosocial Behavior 38
3.4 Judging the Appropriateness of Particular Behaviors 40
3.5 Learning about and Valuing Differences among People 41
3.6 Exploring Moral Problems and Ethical Questions 44
Chapter 4 PSYCHOLOGY AND LITERATURE 47
Chapter 5 AESOP’S FABLES 49
5.1 History of Aesopica for Children 49
5.2 Aesopic Characteristics and Morals 54
5.3 Conclusions 55
Chapter 6 “THE LION AND THE MOUSE” 57
6.1 Creative Writing 57
6.2 Rémi the Lion and Minnie Mouse 59
6.3 Scar 61
6.4 Seven Little Lions 62
Chapter 7 CONCLUSIONS AND SUGGESTIONS 65
WORKS CITED 67
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