目前日期文章:200706 (8)

瀏覽方式: 標題列表 簡短摘要

昨天(6/23)是畢業典禮,宣告我的碩士生涯到此結束,論文還沒呈交,對於畢業卻有點期待。



只是不得不說,除了系女籃的學妹們有找我去拍照(大感動),其他好像都沒有什麼動靜,國文所要念到碩三才能畢業,學校大概是忘了,今年沒有拿到畢典通知,也沒有拿到參加畢典的登記表,意思就是說,反正畢典會場裡沒有我們的位子啦。打了一年的校隊也沒有通知我畢拍時間,我這個臉皮薄的人當然不可能自己說要去。最後呢,還是沒去畢業典禮,自己班上的同學也沒有一個說要去參加。我挾著身有要事的合理說詞離開了學校,校門口有好多賣花的攤子,在我眼中顯得異常突兀。



從小學四年級開始,我代表同年級的同學參加畢典,六年級時早已對制式的禮儀感到厭煩。國三時候以第一名成績代表全體畢業生上台領取畢業證書,身旁其他的受獎同學被閃光燈和花束禮品淹沒,我的家人一個都沒來,在台上,只覺得自己被會場裡所有人同時忽略,默默上台又默默下台,只是手裡多了一個紙筒。



大學畢典遇到SARS,學校在警戒區內,為了安全起見,典禮取消,獨自到系辦領取畢業證書和獎牌。



碩班畢典,完全被學校忽略,妹妹跟我說我們可以互相替彼此的碩士帽撥穗,我說得了吧,你開開心心參加自己的畢典就好。



畢業耶,除了在花女那難捨又感動的回憶,似乎從來沒有過很正式很正式的畢業感覺。時間到了,拍拍屁股就離開,最是乾脆。












hannahegg 發表在 痞客邦 PIXNET 留言(4) 人氣()

難得想要波個什麼文章

網誌就給他怪怪的

說實在話無名該檢討

擁有龐大的資源與使用者

卻不懂得好好管理



什麼時候才有穩定不當的無名呢?












hannahegg 發表在 痞客邦 PIXNET 留言(3) 人氣()

馬自援及其《等音》考 



摘 要 



  馬自援,字槃什,明末清初雲南人,其著《等音》,為一綜合南北音系之韻圖,書中另有闡述音學理論之部分,承上啟下,為其後之等韻圖撰作者提供不少論述之依據。馬自援盛年逢禍,傳記不見於正史如《清史》、方志如《雲南通志》、以及雲南各縣志之中,因此近人論及馬自援時,多以概論性資料介紹之,對其《等音》背景資料所隱含疑點,亦多採取忽視態度,筆者欲於前人之說法上,酌以提舉新見文獻與個人意見,冀能為馬自援及其《等音》研究,提供背景論述所需之參考。本文主要分為二大部分,首先從馬自援之生卒年切入,將各家對其生卒年之推測加以比較,提出個人看法,進而探討其人之籍貫鄉里、《等音》之成書時間,以及馬自援之形貌事蹟等相關問題。其次乃就《等音》之版本問題立論,整理各版本先後與改作程度,兼論清人對該書之正反兩方評價。總言之,《等音》這本混雜南北音,糅和等韻舊書與實際語音,又糝以個人正音思想的韻學著作,歷來自有支持與反對者,雙方立場不同,論點不一,推崇也好,貶仰也罷,本文期能在前人之基礎上,對於馬自援其人其書之未解問題,作一整理與分析,闢予後世讀閱之人另一個認識《等音》之管道。 



關鍵詞:馬自援、《等音》、清代韻圖、《等音聲位合彙》 

-- 



Background Research on Ma Zi-yuan and “Deng-in” 



Tseng, Jo-han 



Abstract 



  Ma Zi-yuan was born in Yun-nan, China, former years in Chin dynasty. He had a traditional linguistic book called “Deng-in”(《等音》). The book focuses on phonology and gathers southern and northern Chinese tones. Moreover, it concludes many related phonology books before it, and provides inspiration to later authors. However, Ma Zi-yuan did not live long, because his family was punished by the emperor for their betraying. His life was not in history books such as “Chin-shi”(《清史》) and “Yun-nan-tong-zhi”(《雲南通志》). People have ignored him for a long time. In this essay, Ma Zi-yuan’s background will be written, his book will be evaluated, and some other questions about his death date will be discussed. Finally, the opinions of people who adhere and appose to him will be but together and be compared. In short, the aim to this article is to provide information for knowing Ma Zi-yuan and his book “Deng-in.” 



Keywords:Ma Zi-yuan(馬自援)、“Deng-in”(《等音》)、a phonologic book of Chin dynasty、“Deng-in-sheng-wei-he-hui”(《等音聲位合彙》)














-----

hannahegg 發表在 痞客邦 PIXNET 留言(0) 人氣()

目前兼課的學校下學年度又要聘兼課、代課老師,很顯然的我被問了意願。起初還有些樂意,因為和這裡的學生們相處愉快,學姊對我也頗多照顧。



但是聽說,雖然同一個職務,卻不再單純,固定兼課之外,不定時的代課還說得過去,下學期竟然有附帶條件,其一是接手一個社團,其二是要加入健康促進團隊擔任籌畫執行的工作。



所謂的兼課或代課老師,不過是個以時計酬的工作,沒有額外加給,一個月上滿鐘點頂多兩萬多,同樣時數的正式老師卻是四萬起跳,既然沒有同等待遇,為何有如此多的限制?



當然,除了腦筋有點問題,沒有人會接這份工作,因此上面的附帶條件是「暗中」決定的,也就是當兼課老師獲得聘用後,才會知道責任之重。



某個開過課發會(還是什麼校內會議的吧?)的同事告訴我的,而我非常相信這項聽來的內幕,聽說,這間學校對老師不夠好。



我是個很好用的兼課老師,可以包辦所有剩下的健體課程,也可頂替各年級臨時請假的國文教師,教學組長跟我洽談四堂監考,到了學校才發現莫名的膨脹成滿堂,擔任國語文競賽評審老師,沒有人告訴我到底有多少津貼,我從來沒拿過薪水條明細,因為薪水總是自動變成同一筆,讓我怎麼也算不清楚。



同樣的事情,在我三年前的實習生涯中並不曾發生,當時覺得習以為常的待遇,現在覺得是天堂。



因為有天堂的存在,所以我選擇離開現在的世界。












hannahegg 發表在 痞客邦 PIXNET 留言(1) 人氣()


This is a protected article. Please input the password:

Hint: ann



















-----

hannahegg 發表在 痞客邦 PIXNET 留言(0) 人氣()

回來了,許多事因旅行而延宕

有些焦躁,又無法任意為之

不穩定的氣候其實是我的情緒

在家裡陰晴不定

不過有些人像是氣象播報員

包容我的脾氣於一方小小的框子和幾句短短的話語

也許更像是如來佛收伏孫悟空

使我能夠慢慢地

慢慢地(即使是極為緩慢地)

繼續我的修行














-----

hannahegg 發表在 痞客邦 PIXNET 留言(0) 人氣()

【中小學卓越師資培育國際學術研討會】 E-1-2

〈臺北縣市國民中學實習輔導教師與實習指導教師參與在職進修動機之研究〉

--

只是講講用的稿子,所以文法就別太計較了~~

--



Topic: Learning Motivation with Teacher’s In-service Education in Junior High Schools in Taipei County and Taipei City

Intro.



Hello, everybody. We are very glad to be here for a presentation. The topic of this report is about “Learning Motivation with Junior-High-School-Teachers’ In-service Education in Taipei City and Taipei County.”



(Next slide)---------------------------------------------------------

Abstract

Adult-returning education becomes a trend in Taiwan; however, although there are lots of researches of learning motivations and effects, which focus on the attending teachers. Moreover, the needs of studying of on-the-job teachers (the attending) are different from their task in school. In consequence, this report is to take a sight from adult-returning education to find out the causes that affect attending-teachers in Taipei County. The samples include 182 of teachers in 16 junior-high-schools, and 174 samples are valid. Others which we do not mention will be discussed later in another report.

This set of reports is to check the difference between common teacher and attending teachers’ study motions and to draw some directions for those attending teachers to improve professional levels. But in this part we show to you just focus on the attending teachers. Finally, we want to provide some references or suggestions to authorities.



(Next slide)---------------------------------------------------------

Background

1. In-service education or on-the-job education is very important to teaching improvement. Every teacher has his or her own individual reasons for learning. According to former studies of teachers’ motivations, the main cause of successfully pushing teachers to study further is their willing, or motivation.



(Next slide)---------------------------------------------------------

研究動機

There are already many studies talking about the in-service education, but the attending is just one part of on-the-job teachers. We cannot find a report paying attention to this small range, and that’s why we want to check out the motions in the attending teachers.



(Next slide)---------------------------------------------------------

研究目的

This survey-research is to

1. Understand the situation of the attending teachers’ learning motivation.

2. Find out the causes.

3. Take some suggestions.



(Next slide)---------------------------------------------------------

Terms

A student teacher must have two attending teachers. One is the University or college faculty, who need to have more than one year high school teaching experience. The other one is a high school teacher who needs to have more than three year teaching experience.



(Next 2 slides)---------------------------------------------------------

研究方法—questionnaire, survey-research

various



1. gender

2. seniority (how many years)

3. duty

4. educational background

5. school location



1. interesting

2. promotion

3. social contact

4. for escaping or exciting

5. expectation



(Next slide)---------------------------------------------------------

研究發現

1. In the attending teachers’ learning motivation, “interesting” gats the highest score.

2. They want to do in-service education at working time with the same subject colleagues the most. The second willing time is on the weekends.



(Next slide)---------------------------------------------------------

3. The main reason that stop the attending from more education is overloaded duty.

4. The attending often joins what they think helpful to their teaching abilities.

5. The motivation is affected by the attending teachers’ gender, seniority, and school duties.



(Next slide)---------------------------------------------------------

Suggestions

1. The in-service education has to cohere with teachers’ needs.

2. Releasing teachers’ loading when pushing them to get more education.



(Next slide)---------------------------------------------------------

3. Integrating learning contents, methods, environment, and time when planning the in-service education.

4. Do wider and deeper investigations to confirm the distinctions of the causes of learning motions.



(The end)---------------------------------------------------------














-----

hannahegg 發表在 痞客邦 PIXNET 留言(0) 人氣()

又要去台北

這次是英文發表的研討會

我是發表人之一(其實是被陷害的)

果然論文之外的事情

永遠是沒完沒了的呀

!!!

讓我畢業吧,拜託!!!














-----

hannahegg 發表在 痞客邦 PIXNET 留言(0) 人氣()