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帝制中國權威統治下的歷史共相
No full text[[abstract]]知識分子扮演重要的角色，如何將中國重新塑型，將政治體系、倫理價值、道德規範、經濟規則……融合成一互通聲氣的組織規範，才有再生的可能，才有風格的再生。[[fileno]]204_JA04_1993_n1_p6
中學歷史教師的課堂表現與教學的關係
No full text[[abstract]]教師在課堂裡的表現對於學生所帶來的影響，作者提出一位歷史老師良好、稱職的表現包括：肢體語言的運用、語言的表達，以及豐富的表情，藉著教學方法的改善，使學生重拾對歷史的興趣。[[fileno]]204_JA04_1993_n2_p
「美國獨立」的備課與教學
No full text[[abstract]]先導引學生回顧發現新大陸及歐洲殖民帝國角逐美洲的背景，本節共分三個主題；一是北美的殖民地，二是獨立運動的爆發，三是制憲與拓疆。[[fileno]]204_JA04_1993_n2_p6
教無止境
No full text[[abstract]]教師能否達成課程的教學目標，使學生既感到上課的樂趣，同時又有很多的收穫，關鍵在於教師本身的學識是否豐富以及課前準備是否充分。[[fileno]]204_JA04_1994_n3_p
Frames of Spatial Reference in Paiwan
Get PDF[[abstract]]A great deal of effort has been made on the spatial reference in Austronesian and Papuan languages. However, only few attempts have so far been made at the spatial language in Formosan languages. Thus, the aim of this paper is to fill the gap of the few research works in Formosan languages. Here we are not concerned with the physical dynamic spatial concept, namely, the spatial Motion events. In this paper we will focus on the frames of spatial reference in Paiwan based on the following question: How does Paiwan use various spatial frames of reference to describe their surrounding environment?[[fileno]]204_JA07_2005_v1_p161[[department]]語言學研究
The Comparative Construction and the Wh-Movement
Get PDF[[abstract]]Studies of the syntax of the comparative construction generally focuses on three aspects (cf. Bresnan 1973, 1975, Chomsky 1977, Napoli 1983, Pinkham 1985, and many others): (A) the syntactic category of the comparative adjectives, (B) the syntactic role of than, which ‘links’ the main clause and the comparative clause, and (C) the operations involved in the formation of the comparative clauses. In this work I compare the English comparative construction with the Chinese one in these three aspects. Furthermore, I conclude that the comparative construction can be reduced to the Wh-movement in Chinese as well as in English.[[fileno]]204_JA07_2005_v1_p187[[department]]語言學研究