line at教學的問題，透過圖書和論文來找解法和答案更準確安心。 我們查出實價登入價格、格局平面圖和買賣資訊

Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication

為了解決line at教學的問題，作者 這樣論述：

Students taught with a social justice framework will ideally have a stronger sense of what is just and fair and choose careers and lifestyles that support their communities. Over time, students look at current and historical events-even their own actions-through the lens of social justice, promot

ing better decision-making. Building trust impacts the bottom line for global companies, and multilingual communication is a core pillar for effective growth. It is essential to promote this trust through social justice and educate learners on intercultural and multilingual communication. The Handbo

ok of Research on Fostering Social Justice Through Intercultural and Multilingual Communication explores innovative teaching, learning, and assessment practices that foster social justice and enhance intercultural and multilingual communication in primary, secondary, post-secondary, and higher educa

tion. It demonstrates the value of adopting a social justice lens in education by broadening and strengthening the evidence base of the impact that this can make for students, educators, and society as a whole. Covering topics such as game-based assessment, social adaptation, and plurilingual classr

oom citizenship, this premier reference source is an excellent resource for educators and administrators of both K-12 and higher education, librarians, pre-service teachers, teacher educators, government officials, educational managers, linguists, researchers, and academicians.

line at教學進入發燒排行的影片

中年再婚女性婚姻關係中的自主與親密

為了解決line at教學的問題，作者陳淑雅 這樣論述：

本研究旨在了解中年再婚女性在婚姻關係中，如何展現自主並保有緊密的親密關係，邀請三位中年再婚女性參與研究，並以深度訪談法進行資料蒐集，根據研究結果提供家庭輔導工作者、再婚女性及其伴侶以及未來相關研究者參考。研究結果發現中年再婚女性對再次的婚姻生活，期待能得到另一半的支持與配合，並認為在婚姻關係中劃出清楚界線，並非拒絕溝通，而是讓對方知道如何對待自己，此舉對婚姻有正面的幫助。面對繼親教養的歧異上，表示需藉由不斷的相互對話，了解彼此的想法有助夫妻間的情感增溫。中年再婚女性若能同理或接住另一半的感受，且接納對方和自己的不同，將降低婚姻衝突的頻率，當中年再婚女性能向內覺察自己，也能向外觀照另一半時，夫

妻間的親密關係就能輕鬆自在的發展，也是夫妻關係更親密且自主的關鍵。

前進中文：中級課程1(簡體版)(可下載雲端MP3) Progressive Chinese: Intermediate Course 1

為了解決line at教學的問題，作者 這樣論述：

　　˙The learning goals that center on the thematic units are set in accordance with the language proficiency levels, established by the ACTFL 　　˙To Comply with the pedagogical principle of backward design to establish the teaching/learning goals for the intermediate learner of Chinese 　　˙

Integrates into its thematic contents the ACTFL-defined, three mores of language uses as well the 5C concepts 　　˙Assist the learner to achieve holistic progress and to cultivate specific linguistic abilities of Chinese 　　˙The selecting of keywords/phrases in thetextbooks is greatly in line with vo

cabulary levels defined by the HSK and by the TOCFL. The regional difference in language uses between the two sides of theTaiwan Strait are also meticulously annotated in the textbooks 　　In recent years, the background of learners has become diversified, and the number of self-study students of ele

mentary Chinese is also increasing. On the pedagogical front, however, learning materials, found to be biased towards school life and youth culture, fail to meet the needs and interests of adult learners. In response to the current dilemma, “Progressive Chinese: Intermediate Course” is thus designed

for people from all works of life. 　　“Progressive Chinese: Intermediate Course” is based on the results of action research done by experienced Chinese instructors affiliated in colleges and universities in the United States. This series of textbooks is a set of two volumes, and each volume is comp

osed of four thematic units. The learning goals that center on the thematic units are set in accordance with the language proficiency levels, established by the American Council on the Teaching of Foreign Languages (ACTFL). Specifically, “Progressive Chinese: Intermediate Course” attempts to help th

e Novice-High learner attain the proficiency level of Intermediate Mid (with the first volume), and then to the level of Intermediate High (with the second volume). 　　“Progressive Chinese: Intermediate Course” complies with the pedagogical principle of backward design to establish the teaching/lear

ning goals for the intermediate learner of Chinese. Through various forms of formative and summative assessment, every lesson and every thematic unit constantly provides the learner with chances to re-consolidate their developing Chinese proficiency. As standardized ways of ensuring successful learn

ing, “Progressive Chinese: Intermediate Course” integrates into its thematic contents the ACTFL-defined, three mores of language uses as well the 5C concepts of Communication, Culture, Connection, Comparison, and Community. 　　In addition to the overall progress in Chinese, “Progressive Chinese: Int

ermediate Course”  attempts to cultivate the following specific linguistic abilities of Chinese: 　　1. To ask questions, to answer questions, to deal with simple social transactions, (forthe high potential learner) to narrate, to compare, and to describe. 　　2. To process and to produce Chinese text

s in paragraphs. 　　3. To develop strategies to comprehend audio and textual input: to put up with unfamiliar language units, to skim through materials, to infer information from co-texts. 　　4. To develop and apply language learning strategies to gradually become independent Chinese learners to ach

ieve the purpose of lifelong learning. 　　˙參照ACTFL所定語言能力標準設定學習目標 　　˙依照反向設計的原則為中級學習者制定相應的教學目標 　　˙結合ACTFL的三種交際溝通模式及5C理念設計教材 　　˙幫助學習者獲得全面性的進步與具體的語言能力 　　˙選詞參照了漢語水準考試(HSK)、華語文能力測驗(TOCFL)，並兼顧兩岸差異 　　近年來華語學習者背景趨向多元，中文的自學者人數也日益增長。編者在教學中發現，偏向學校生活和青年文化的主題，常常無法滿足成年學習者的需求和興趣。因此傾力將《前進中文》編寫成一套能同時符合社會職場人士與大學生各自需求，

亦能符合其語言能力和認知程度的教材。 　　本教材由四位於美國教學中文的一線教師共同編著，為其教學後反思所做的行動研究成果，在出版前曾實際運用於教學中，藉此發現問題、獲得學生回饋，並進行調整，方完成最後編寫。本教材共兩冊，每冊四個單元，以主題進行規劃，並依照美國外語教學委員會(ACTFL)所制定的語言能力標準設定學習目標。第一冊目標由初級高提升至中級中；第二冊目標由中級中提升至中級高。 　　《前進中文》按照反向設計的原則，根據ACTFL的中級與高階語言能力目標，制定相應的教學目標，並在目標確定後通過形成性和總結性測試，在每節課與每個單元的學習過程中建立一個完整、有機的測評系統，説明學習者不斷

進步。在逐步提供中級學習者語言技巧發展所需語言任務的同時，《前進中文》課文內容設計也結合ACTFL的三種交際溝通模式，即理解詮釋、人際交流和表達演示，以及ACTFL的5C理念（即Communication溝通、Culture文化、Connection連接、Comparison對比、Community社區）。 　　《前進中文》除了可幫助中級中文學習者獲得全面性的進步之外，亦能培養學習者以下具體的語言能力： 　　1.    ACTFL Oral Proficiency Interview中級語言使用者所需要的問答能力，並可處理簡單的交際任務（對於優秀學習者，高階語言使用者所需要的簡單敘述、比較

、描述等能力亦能同時培養）。 　　2.    理解成段的中文篇章，因此能產出句段形式的中文。 　　3.    建立聽力、閱讀策略，培養對不熟悉語言成分的容忍度、泛聽/讀能力，以及猜測的能力。 　　4.    發展並運用語言學習策略，逐漸成為獨立的中文學習者，以達到終身學習的目的。 　　☉ Six Features of the Textbooks 　　1.    This textbook series is based on results from action research done by experienced Mandarin Chinese instructors af

filiated with U.S. universities and colleges. 　　2.    Eight thematic units run through two volumes of textbooks, covering personal, communitial, societal issues and learning tasks. 　　3.    The design of learning tasks and assessment activities aligns with ACTFL’s proficiency benchmarks, three mode

s of communication, and 5C principles. 　　4.    The selection of grammar and vocabulary aligns with the guidelines by HSK and Chinese Language Proficiency Test, with cross-strait differences clearly marked and listed.   　　5.    This textbook series is designed for people from all walks of life and

college students to meet the various needs and interests of adult learners. 　　6.    Learners will develop intermediate level oral proficiency, while establishing listening and reading strategies, and eventually become independent learners of Mandarin Chinese.   　　本教材六大特點 　　1.    本教材為北美一線中文教師行動研究成果。

　　2.    八大主題單元貫穿兩冊課文，由淺入深涵蓋中、高級話題與語用任務。 　　3.    學習活動目標、評量任務參照ACTFL的語言水準能力等級、三種溝通模式與5C理念。 　　4.    語言點與詞彙選擇參照漢語水準考試、華語文能力測驗的詞彙等級，且並陳兩岸差異。 　　5.    同時符合社會職場人士與大學生各自需求、語言能力和認知程度。 　　6.    發展中級口語能力，培養聽力、閱讀策略，逐步成為獨立的中文學習者。

探討鄉村中高齡慢性病患者資訊科技化健康識能與科技接受度之相關性研究

為了解決line at教學的問題，作者鄒季蓉 這樣論述：

背景：人口快速老化，慢性疾病與身體功能障礙的盛行率急遽上升，就醫及長照需求負擔繼而增加。延緩失能策略多元興起，疾病自我管理為健康促進重要之一環，隨著醫療科技技術與數位周邊的興盛推進，健康資訊科技化運用亦迅速蓬勃發展。然而，年長者及特定族群之資訊科技化健康識能與科技接受度，是發展健康照護數位系統時需考慮的。目的：本研究旨在探討鄉村中高齡慢性病患資訊科技化健康識能及科技接受度之相關性。研究方法：為橫斷式研究設計之描述性相關性研究，採立意取樣進行收案，對象為雲嘉地區45歲以上中高齡者，經醫師診斷為慢性疾病至某區域教學醫院門診就診者。採結構式訪談問卷進行資料蒐集，包含（1）人口學特性結構問卷；（2）

資訊科技健康照護系統接受度問卷；（3）中文版資訊科技化健康識能量表，來探討中高齡慢性病患資訊科技化健康識能與科技接受度（知覺有用性、知覺易用性、使用意圖）的相關因素分析。經研究倫理委員會審核通過後開始收案，收案時間為民國110年3月至6月。資料分析採描述性統計，與變異數分析、皮爾森積差相關與多元迴歸分析進行推論性統計。結果：有效收案樣本數為120人。資料分析發現相較於全國人口，收案的偏鄉長者的教育程度較低；45%未使用資訊科技健康照護系統；資訊科技化健康識能為中低程度，而科技接受度以「知覺有用性」構面得分最高，「知覺易用性」最低。鄉村地區中高齡慢性病患「性別」、「主要照顧者」、「教育程度」、「

生活費」、「視力狀況」、「擁有智慧型產品數」、「智慧型產品連網方式」及「年齡」等變項，分別與資訊科技化健康識能、和科技接受度具顯著相關（p