| Summary: | 碩士 === 國立新竹教育大學 === 進修部語文教學碩士班 === 93 === Abstract
Relishing, teaching, and creative writing of Child Poem is a worthwhile subject to be further developed in the language and literature section of nine-year integrated curriculum, while the existing teaching materials have already incorporated quite a few child poem in many versions of teaching materials for every grades. Child poems are often composed by sophisticated languages which employ many rhetoric techniques.
This study covers child poem teaching materials for the nine-year integrated curriculum’s language and linguistic section, and 30th and 31st Taichung City Child Literature’s Child Poem Writing Collection for conduction a compare and contrast analysis on rhetoric techniques. And thus concluding the following results as references and suggestions for the future edition and selection of teaching materials, and the teaching faculties in practice.
This study is chaptered as follows:
I. Introduction: Introducing study motives, objectives, limitation, the subscribed research methods, and the definition for key words.
II. Analysis on child poem teaching materials for Nine-year integrated curriculum’s language and literature section section. Instances were taken, for rhetoric in all versions of teaching materials for child poem in each grade, followed by analysis on categories and frequency in each sort of rhetoric that were deployed in teaching materials in each grade. Ten main rhetoric were identified and charted to demonstrates differences and similarities in teaching materials versions of Han-lin, Nan-yi, Ren-lin, Kang-Hsuan.
III. Analysis on rhetoric techniques found in winning child poems from Taichung City 30th, 31st Child Writing and Literacy Award. Rhetoric in the award-winning child poems were taken as examples that are compared and contrasted to rhetoric categories, and frequency found in each grade from 30th, and 31st Award. Rhetoric categories that were frequently adopted by students at the rate of 20% were listed and charted to explain the difference in between over all, and grade-specific rhetoric adaptation.
IV. Combined analysis on rhetoric found in 30th, 31st Child Poem and Writing Collection. 155 child poems from students’ writing creation were analyzed to detail the rate of recurrence of each rhetoric terms, in detail, and examples.
V. Comparison on teaching materials and creative writing for child poem. Rhetoric items and percentage of adaptive recurrence found in 110 child poems from the teaching materials of Nine-year Integrated Curriculum’s Language and literature section, and 155 child poem creative writing were compared, charted, and described.
VI. Conclusion and Suggestions: Students from Lower, Medium, and Higher grades are indifference in terms of rhetoric item usages which was found concentrated in “metaphor”, “invert”, “resemble”, “antithesis”, and “alignment”. Although rhetoric items are vital for creation of child poem, and there are vivid connection between the child poem teaching materials, and the student adoption of rhetoric items, there is no absolute relationship and consequence between the two.
This study advises the editors of teaching materials to cheery-pick the appropriate child poem teaching materials in accordance to the curriculum standards, and details the sources fully and comprehensively with supplement teaching materials. As for the teaching faculties in practice, in order to boost the optimal teaching result, they are encouraged to take as reference from the identified frequent adopted rhetoric items by students in different grades, and arrange appropriate example-citing, and practice accordingly in the class.
Key words：teaching materials for child poem 、 creative writing for child poem.
、rhetoric
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