初探研究(pilotstudy)之分享
论文撰写
资产证券化及其会计问题初探张东明Pilot Study of Asset Securitization and Its Accounting ProblemsZhang, Dong ming摘要（选题动机与研究动态简要描述）资产证券化融资方式是……。
近年来，国内外学者围绕这一主题的研究成果甚丰……但与……有一定差距，特别是从会计角度分析更有许多问题值得研究。
（中心思想的概括性描述）本文集中阐述了资产证券化的相关概念及内涵，围绕资产证券化实施可能引起的会计问题做了相应的分析……，剖析了……，讨论了……，就……提出了个人的看法，并预测了……。
（研究方法与研究内容简要描述）本文系运用规范研究方法进行的专题研究。
全文分X个部分：首先（第一部分），是讨论了资产证券化的内涵、运作原理以及……其次（第二部分），是从会计核算角度对其业务拓展及投资效益进行了分析……最后，是对资产证券化……做了展望与分析。
（作者文中创新观点的简要归纳）本文主要创新体现在………关键词：资产证券化；会计核算；效益目录引论 (1)一、资产证券化的基本原理 (1)（一）资产证券化内涵与分类 (1)（二）资产证券化的交易特点 (X)（三）资产证券化的运作方式 (X)（四）………………二、资产证券化所涉及的会计问题分析 (X)（一）………………结语 (X)主要参考文献 (X)引论资产证券化是近三十年来国际金融领域最为重要的金融创新之一。
它最早出现在20世纪70年代的美国。
1977年，美国投资银行家莱维斯•S. 瑞尼尔（Lewis S. Rabieri）首次使用了“资产证券化（Asset Securitization）”一词……。
国内学者也已经开展了一些这方面的研究，其中有代表性的成果有……。
笔者认为现有研究中，迫切需要解决的问题是……，但相应成果并不多见。
本文试就资产证券化及其所引起的会计问题与考评方法作初步分析和探讨。
一、资产证券化的基本原理（一）资产证券化的内涵与分类1.资产证券化的内涵有关资产证券化的内涵问题，国内研究中引用最多的是格顿（Gardener）的定义和所谓的一级证券化、二级证券化的分类，以及融资证券化和资产证券化的分类，但学者们的分类并不一致，比较有影响的是何小锋的分类方法①。
pre-post study
预先研究预先研究是指在进行某项活动或实施某项计划前，对相关问题进行系统、深入的研究和考察，以便做出明智的决策和规划。
预先研究可以帮助我们更好地了解问题的本质、找到解决问题的最佳路径、规避可能出现的风险和错误，进而有效地提高工作效率和决策质量。
在各种学术研究、商业活动、社会管理和政策制定中，预先研究都占据着重要的地位。
1. 预先研究的重要性预先研究的重要性体现在以下几个方面：（1）节约时间和资源：通过预先研究，可以更好地了解问题和情况，找到最有效的解决方案，避免盲目尝试和无效投入，从而节约时间和资源。
（2）提高工作效率和决策质量：通过对相关问题的深入研究和分析，可以更好地把握问题的本质和发展规律，做出更为明智的决策和规划，提高工作效率和决策质量。
（3）规避风险和错误：预先研究可以帮助我们更好地了解问题可能出现的各种情况和风险，规避可能发生的错误和损失。
2. 预先研究的内容和方法预先研究的内容和方法主要包括以下几个方面：（1）问题定义和分析：明确待解决的问题或任务，并对问题背景、原因和影响进行系统分析，找出问题的本质和关键症结。
（2）相关指标和数据收集：收集与问题相关的各种指标和数据，包括历史数据、统计数据、案例分析等，以便对问题进行量化和分析。
（3）实证研究和调查：通过实地调查、问卷调查、访谈等方法，获取各种真实的信息和反馈，以便更好地了解问题和情况。
（4）文献综述和案例分析：对领域内相关文献和案例进行综述和分析，找出解决问题的最佳实践和经验教训。
（5）模型构建和预测分析：基于上述数据和信息，构建相应的模型和方法，对问题进行预测和分析，找出最佳的解决方案。
3. 预先研究的实践应用预先研究的实践应用广泛存在于各个领域和行业中：（1）学术研究和课题申报：在开展一项学术研究或申请科研课题前，需要进行相关领域和问题的预先研究和分析，以便确定研究方向和内容。
（2）商业活动和市场调研：在开展一项商业活动或产品推广前，需要进行市场调研和竞争分析，以便确定营销策略和目标群体。
2014,王小亭,10超声观测不同部位下腔静脉内径形变指数的研究初探 (2)
超声观测不同部位下腔静脉内径形变指数的研究初探
作者：张青， 刘大为， 王小亭， 张宏民， 何怀武， 柴文昭， 晁彦公， 中国重症超声研究组(CCUSG)
作者单位：张青,刘大为,王小亭,张宏民,何怀武,柴文昭,中国重症超声研究组(CCUSG)(100730,中国医学科学院北京协和医学院北京协和医院重症医学科)， 晁彦公(清华大学第一附属医院ICU/急诊科)
刊名：
中华内科杂志
英文刊名：Chinese Journal of Internal Medicine
年，卷(期)：2015,54(6)
引用本文格式：张青.刘大为.王小亭.张宏民.何怀武.柴文昭.晁彦公.中国重症超声研究组(CCUSG)超声观测不同部位下腔静脉内径形变指数的研究初探[期刊论文]-中华内科杂志 2015(6)。
新课标下中学生参与教师评价初探
新课标下中学生参与教师评价初探课标下中学生参与教师评价初探提要：教师评价向来是学校的一项重要工作，上级评价、同行评价和自我评价都是学校常用的评价教师的重要方式。
近年来，有人提出，长期以来学生评价一直由教师评价为主、其他评价为辅的方法来调配,那么作为学校中的一员，学生也可以参与教师的评价，至少他们可以对教师的教学进行评价。
不过，这种观点随后就引发了诸多争议，其争议的核心在于：学生是否可以像教师的上级、同行以及教师本人一样，参与到教师评价中来呢？本文旨在对其进行初步探究。
关键词：评价方法探索学生参与教师评价一、资格的争议在学生是否具有评价教师的资格这一点上，应该从两方面进行思考：学生参与教师评价的益处在如下几个方面：第一，学生与教师接触的时间多，他们有许多机会来了解教师；而且学生在教学过程中处于主体地位，他们对教师的教学情况更是了如指掌；第二，与教育行政人员、教师同行和教师自己相比，学生所提供的信息更加全面，更加准确，也更加真实；更能反映真正的主体——学生的知识领会、掌握，技能拓展情况；第三，学生的评价作为一种反馈为教师后续的工作提供了一个新的起点，这也使评价成为“教学相长”的契机；使教师能给自己的教学工作准确定位，对教学效果准确反思；第四，学生参与评价可以增进学生对教师工作的了解，也有助于改善师生关系。
与此同时，作为一种新的人际关系，教师与学生之间还存在服务与被服务的关系，学生作为被服务者，有权利对服务者进行评价，因而任何一项教师评价，都离不开学生的参与。
当然，学生参与教师评价还有许多不完善的地方：第一，学生的参与最直接地受到学生年龄和知识水平的影响，特别是中学生的年龄、知识水平都处于基础、启蒙阶段，对于评价缺乏驾驭能力，很可能被主观片面性蒙蔽，最终可能导致评价失去其有效性；第二，在许多情况下，教师文化与学生文化是相对立，甚至是敌对的，学生可能会出于敌对心理来对待评价，使评价失去了真实性、可信性；学生更倾向于给予那些好好先生式的教师以很高的评价；而对于那些教学要求严格的教师评价偏低，从而导致对教师的以教学为主的评价被扭曲成一种师生人际关系评价；第三，评价会受到学生兴趣的影响，学生对某学科感兴趣，就容易给予该学科的教师较高的评价；第四，学生在评价过程中有一些心理上的障碍，导致评价失去其客观性和准确性，学生主要有两种顾虑：一是害怕评价会造成师生之间的冲突；二是害怕评价会影响教师对自己的看法，以至影响自己的学业成绩；第五，学生往往不能设身处地为教师着想，他们只会留意一些表面信息，而无法作出深层的评价。
先行性与可行性研究在医学研究领域中的价值与应用简介
中国循证医学杂志2021年5月第21卷第5期•617 .•方法学•先行性与可行性研究在医学研究领域中的价值与应用简介黎国威1#，吴大嵘2#,张颖'张静怡4,李子一、商洪才51. 广东省第二人民医院临床流行病与方法学中心（广州510317)2. 广东省中医院，广东省中医药科学院，广州中医药大学第二附属医院（广州510120)3. 北京中医药大学中医学院临床流行病与医学统计学教研室（北京100029)4. 兰州大学公共卫生学院（兰州730000)5. 北京中医药大学中医内科学，教育部和北京市重点实验室（北京100700)【摘要】在医学研究领域，先行性与可行性研究是为降低正式试验的不确定性、提高正式试验的总体质量及成功率而实施的先行性探索性试验；先行性与可行性研究是为了回答“未来的正式试验能否实行、是否应该实行（如果应该实行，如何实行）”这样的问题。
H I期临床试验耗时耗力、需大量的资源投人，所以在实施正式试验前往往需要开展先行性探索性的小规模试验、以确保正式试验的可行性与顺利开展。
目前先行性与可行性研究越来越受到关注，然而在国内此类研究才刚引起重视。
本文就先行性与可行性研究的相关概念、对正式试验的价值、实例分析与研究现状作简单介绍。
【关键词】先行性与可行性研究；随机对照试验；1D期临床试验Introduction to pilot and feasibility studies in medical researchLI Guowei1,WU Darong2,ZHANG Ying3,ZHANG Jingyi4,LI Ziyi1, SHANG Hongcai51. Center fo r Clinical Epidemiology and Methodology (CCEM), Guangdong Second Provincial General Hospital, Guangzhou 510317,P.R.China2. Guangdong Provincial Hospital o f Chinese Medicine, Guangdong Provincial Academy o f Chinese Medical Sciences &2nd AffiliatedHospital o f G uangzhou University o f C hinese Medicine, Guangzhou 510120, P.R.China3. Department o f C linical Epidemiology and Biostatistics, Beijing University o f C hinese Medicine, Beijing 100029, P.R.China4. School o f P ublic Health, Lanzhou University, Lanzhou 730000, P.R.China5. Key Laboratory of C hinese Internal Medicine of M inistry o f E ducation, Beijing University o f Chinese Medicine, Beijing 100700, P.R.China Correspondingauthor:LIGuowei,Email:************.cn【Abstract 】In medical research, pilot and feasibility studies are conducted to reduce the uncertainty of fliture maintrial and enhance its overall quality and probability of successful completion. The objective of a pilot and feasibility studyis to answer whether the main trial can be performed, should be performed, and if so, how. Due to the tremendous resources, time, and funding required for a phase IE clinical trial, conducting a pilot and feasibility study is generally apivotal step. While pilot and feasibility studies are gaining increasing attention in clinical research, efforts are largelyrequired to promote the dissemination in China. Therefore, in this article, we briefly introduce the concepts of a pilot and feasibility study, its importance to the main trial, and current practice. Examples are also provided to help illustrate the introduction.【Key words 】Pilot and feasibility study; Randomized controlled trial; Phase III clinical trial在医学研究领域，高质量的m期临床试验提供D O I：10.7507/1672-2531.202011065基金项目：国家重点研发计划项目（编号：2019Y F C1709800、2019Y F C1709802 )通信作者：黎国威，Email: *************.cn#共同第一作者的证据通常可作为金标准来衡量干预的有效性与安全性。
什么是试点研究What is a Pilot Study 大学专业技巧
什么是试点研究？What is a Pilot StudyA helpful Guide for youIn this article, I will be talking about Pilot Study. Yes, you read it right. Pilot study plays a crucial role. It is a mini pre-study which is conducted before a full-scale research project. It helps you out to answer various questions regarding a big scale project.I will be talking about following points in this article:What is a Pilot Study?Pilot Study in Clinical researchWhat is the purpose of a Pilot Study?Misuses of a Pilot StudySo, let’s get started with our article.What is a Pilot Study?A pilot study is a mini-scale, pre-study which aims to find out that whether important components of a main-study will be beneficial or not. It is basically an RCT, i.e., randomized controlled tria l. RCT’s need a lot of money and time to be carried out.Therefore, it is important that the researchers have confidence in the initial steps that they will take while managing this kind of study. It is done to avoid wastage of resources and money.Example: Pilot study or you can say, RCT (randomized controlled trial) is used in the attempt to foresee an accurate sample size for a full-size project. It is also used to improve upon different aspects of the study design.The work of the pilot study is also to answer a simple question, i.e., “Can the full-size study be managed in the way which has been planned or should some of the component(s) be altered?” Another important point which you should keep in mind is that the reporting of a pilot study must be of high quality. It allows the readers to understand the implications and results correctly.Pilot Study in Quantitative research and Qualitative Research- Clinical FieldA pilot study can be conducted in both qualitative and quantitative studies. The focus goes on quantitative pilot studies, specifically on those which are done before full-scale phase III trials. There are phases of the trials. I know it sounds a bit tough to understand, but don’t worry as I will explain these to you.Phase I trials include non-randomized studies which are designed to define the pharmacokinetics of a drug. It defines that how a drug is metabolized and distributed in the body.A perfect amount of dose is figured out which can be tolerated by the body with lesser toxicity.Phase II trials give preliminary evidence of the clinical strength of a drug. This trial may or may not be randomized. Here comes, Phase III trials which are randomized studies. In this phase, more than two or more drugs or intervention strategies are compared to monitor the safety and strength.Phase IV trials are done after marketing or registration of a drug. These are not randomized. These are survey-based studies which are documented experiences after the usage of the drugs. It includes any side effects of the drug, interactions of the drug with other drugs, etc.How Pilot Study helps in clinical practices?As we now know that a pilot study provides crucial practical data but, it also provides anexcellent opportunity for study teams to establish good clinical practices to grow the reproducibility and rigor of their research.It includes development of informed consent procedures and development of documentation, regulatory reporting procedures, data collection tools and monitoring procedures.The aim of a pilot study is not to test the hypothesis. So, it is not compulsory to give power analyses for the suggested sample size of the pilot study. Instead of this, the recommended pilot study sample size should be taken according to feasible considerations. It includes budgetary constraints, participant flow and the number of participants required to reasonably calculate feasibility goals.What is the purpose of a Pilot Study?Pilot studies are conducted to calculate the practicability of some vital part(s) of the full-scale study. Basically, these can be broken down into four main aspects. Below are those four aspects.Process- Here the practicability of key steps in the full-scale study is monitored. For example retention levels, recruitment rate, and eligibility criteria.Management- the problems are looked upon regarding data management and also with the team included in the study. For example: were there any issues while collecting the data required for future analysis; is the collected data highly changeable and whether the datacollected from various institutions can be evaluated together.Resources- It includes monitoring the issues with resources and time, that may arise during the main study. For example: how much time will the main study take to get completed; will the use of some equipment be practical or whether the form(s) of assessment chosen for the main study is good enough.Scientific- It deals with the monitoring of treatment safety; estimation of treatment effect, its variety and determination of dose levels, its response.Let me conclude this section with some points which will cover all the above mentioned four aspects.Reasons to conduct a Pilot StudyMonitoring the practicality of a full-scale survey/study.Testing and developing the effectiveness of research instruments.Checking whether the technique and the sampling frame are effective.Designing a research decorum.Monitoring whether the research decorum is workable and realistic.Monitoring the success of suggested recruitment approaches.Finding out logistical issues using the suggested methods.Calculating variability in outcomes to help finding out the sample size.Collecting initial data.Deciding what resources (staff, finance) are required for a planned study.Monitoring the proposed data analysis techniques to expose potential issues.Preparing a research plan and research questions.Guiding a researcher in various elements of the whole research process.Assuring funding bodies that the research team is knowledgeable and competent.Assuring funding bodies that the main large-scale study is practical and thus is worth funding.Misuses of a Pilot StudyWell, Pilot studies are very helpful, no doubt but, then there are some drawbacks. There are few misuses of pilot studies as well. Rather than focusing on practicality and acceptance, many times, pilot studies focus on unsuitable results like deciding “Initial efficacy.”Following are the common misuses of pilot studies:Attempting to monitor tolerability/safety of a treatment.Aspiring to provide an initial test of the research hypothesis.Evaluating effect sizes for power calculations of the bigger scale study.Below are some questions which usually comes on to one’s mind after reading above points.Why can’t we use a pilot study to monitor tolerability and safety?When it comes down to investigators, they often prefer to examine “initial safety” of involvement in a pilot study. But, due to small sample sizes, generally involved in a pilot work, they can’t give useful information related to safety, except in few extreme cases.In most of the involvements suggested by investigators, suspected safety concerns are rare and minimal, and thus, they are unlikely to be picked up in a small pilot study. If there are no safety concerns demonstrated in a pilot study, then the investigators can’t say that the involvement is safe.Why can’t a pilot study provide an “initial test” of the research hypothesis?We see specific goals for practical pilot studies which propose to estimate “initial test” o f involvement B for condition Y.Well, there are two basic reasons why a pilot study can’t be used for this purpose.When a pilot study is conducted, there is lesser knowledge about the methods which should be applied to the intervention within the patient population. So, there is no surety whether the intervention works as you don’t know if it has been applied correctly.Due to the small size of the samples used in a pilot study, they are not efficient to answer the questions related to efficacy. Thus, any evaluated effect size is uninterpretable.ConclusionSo, guys, I hope that now the concept of a Pilot study is clear to you. Pilot studies play a crucial role in health research, but it is also possible that they might be misused, misrepresented ormistreated. One needs to be very careful when it comes to a Pilot study.。
a preliminary study与a pilot study
a preliminary study与a pilot study什么是“a preliminary study”和“a pilot study”的含义与区别，以及它们在研究设计和数据收集中的作用。
引言：在科学研究中，进行一项全面的研究需要耗费大量的资源和时间。
为了在研究过程中节省资源和时间，并更好地确定研究方法和可行性，研究人员通常会选择进行“a preliminary study”（初步研究）或“a pilot study”（试验性研究）。
本文将详细解释这两个概念的含义和区别，并阐述它们在研究设计和数据收集中的作用。
正文：１．什么是“a preliminary study”？Preliminary study，又被称为“feasibility study”（可行性研究），是指在进行一项全面的研究之前，进行的一项小规模研究。
它的主要目的是帮助研究人员更好地了解研究主题的背景和相关要素，确定研究方法的可行性和有效性，并获取初步的数据结果。
通过进行“a preliminary study”，研究人员可以在正式的研究中减少错误，并最大限度地提高研究设计的质量和可靠性。
进行“a preliminary study”的典型情况包括：（1）确定研究问题和研究目标：通过初步调查和文献综述，研究人员可以更好地了解研究主题，并确定研究问题和目标。
（2）测试和改进研究方法：在进行正式研究之前，研究人员可以通过“a preliminary study”来测试和改进研究方法，以确保研究工具和程序的有效性和可靠性。
（3）获取初步数据和分析：研究人员可以利用“a preliminary study”来收集初步的数据，并进行初步分析。
这有助于他们了解研究可能遇到的问题和挑战，并进行相应的调整和改进。
２．什么是“a pilot study”？Pilot study，又称为“feasibility study”（可行性研究）、“mock study”（模拟研究）或“dry run”（试运行），是指在正式进行一项研究之前进行的一项小规模试验研究。
英语Tough结构可习得性问题初探
Guangzhou, China Modern Foreign Languages (Quarterly) Vol.24 No.2 April 2001: 159-169A Tentative Study of the Learnability Problem on the Learning ofEnglish Tough Constructions by Chinese EFL LearnersCHEN Ji-dongThe present study tackles a learnability problem concerning the learning of English tough constructions, such as John is hard to fool, by Chinese EFL learners. Syntactically, tough construction crucially involves a tough predicate, and indicates an underlying subject-patient/theme relationship between the matrix subject and the infinitival verb. Empirical studies of L1 acquisition reveal that L1 learners even at the age of eight still tend to misinterpret tough constructions as the subject-raising structure. Previous L2 research discovers that EFL learners' interpretation of tough construction develops from subject-agent mapping interpretation to the correct subject-patient/theme mapping interpretation, and that the knowledge of EFL learners' L1 deeply affects their acquisition of tough construction. Concerning Chinese EFL learners, Yip (1995) notified a learnability problem of overpassivization and overgeneralization of subject raising to tough construction by Chinese Hong Kong EFL learners.Linguistic analysis of English tough constructions and relevant Chinese structures show that Chinese allows both subject raising and object raising with easy type of tough adjectives, which is argued to be a more general phenomena of Chinese topicalization and topic raising. For other types of tough adjectives, Chinese generally lacks exact counterparts but only has analogous sentential infinitival subject structures.To investigate the knowledge of Chinese EFL learners about tough constructions, an empirical study was conducted. The results reveal that the learnability problem of overpassivization and overgeneralization of subject raising structure remains even for the subjects of the upper level. Among tough constructions, the subjects have significantly better acceptance towards the tough constructions with similar Chinese counterparts. These findings suggest that the special difficulty can be traced to the cross-linguistic influence and the universal preference to subject raising than object raising. Animacy of the matrix subject of tough constructions significantly affects subject's judgment of the grammaticality of tough construction. This shows that an interaction of syntax and semantics may shed light on the resolution of the learnability problem.Keywords: Tough construction, Foreign language learning, Overgeneralization, LearnabilityCorrespondence: CHEN Ji-dongForeign Language Department,Jinan University, Guangzhou,P.R.China，510632< jdcheng@>现代外语（季刊）第24卷2001年第2期（总第92期）：159-169 中国・广州英语Tough结构可习得性问题初探陈继东本文通过调查中国英语学习者的中介语（Inter-language）中Tough结构的知识情况，探讨了中国英语学习者出现过度概括（overgeneralization）的原因。
多变量分析名词解释
1.variable變項：依不同數值或類別出現或變動的一種屬性，如性別（類別變動代表不同的性別）年齡、收入（依數值的變動代表不同的年齡與收入）。
2.independent variable自變項：指研究者能加以系統化操弄或安排變項，此種變項常是研究者懷疑造成某種事件或現象的「因」。
3.dependent variable依變項：指隨著自變項之改變發生改變，而無法加以操弄的變項，也是研究者所要觀察或蒐集之受試者的行為數據。
4.intervening variable中介變項：指介於自變項和依變項之間一切對依變項會產生作用的內在心理歷程而言，例如受訪者的意願、態度、動機與興趣等。
tent variable(潛在變項)：6.measurement scale測量尺度：nominal variable, ordinal variable, internal variable andratio variable。
7.nominal variable名義變項：指利用名稱或數值來分辨人、事、物之類別的變項。
8.ordinal variable次序變項：指可利用數值或名稱來加以排序或賦予等第的變項。
9.internal variable等距變項：指可以賦予名稱（類別）並加以排序，且可以計算出其間差異之大小量的變項。
10.ratio variable等比變項：指可以賦予名稱、排序，並計算出差異大小量，還可找出某比率（倍數）等於某比率的變項。
11.variance變異數：一組數值離均差平方和之平均數。
12.control group控制組：指不接受實驗處理的受試者。
13.experimental group實驗組：指接受實驗處理的受試者。
14.randomization隨機化：指受試者被選中的機率是均等的。
15.matching比對配合：要設法使某兩組在實驗之前相同或相等的方法。
16.systematic bias系統性偏差：研究工具無法依目的正確的測量。
陌生环境中基于熟悉策略的英语移动学习研究
本研究立足于熟悉的真实环境有利于外语学习这一背景，通过设计熟悉策略来帮助学生熟悉陌生的学习环境，进而促进其英语学习。
本研究收集整理了其他研究者提出的帮助学习者熟悉陌生环境的方法，将其按照一定的逻辑组织起来，并加以扩充。
初步开发的熟悉策略共有51条，以进入陌生环境为界，将其划分为三类，即“进入陌生环境之前”、“在陌生环境中时”以及“离开陌生环境之后”。
该策略由两位计算机辅助语言学习领域的专家和两位经验丰富的英语教师进行了验证。
不同的环境和不同的学习者对熟悉策略的要求不同，因此研究者提出了尽可能多的策略，为学习者提供丰富的选择。
此外，为辅助英语移动学习活动，研究团队还开发了一个在线学习平台来帮助参与者完成陌生环境中的学习任务，为学习者提供学习资源、发布学习任务、展示创作内容。
通过预研究（一个实验），熟悉策略的有效性被初步证实。
两组学生在陌生环境下执行相同的英语学习任务。
使用熟悉策略的学习者表现出了更高的英语写作水平。
之后，研究者招募了8位七年级的英语教师组建焦点小组，讨论熟悉策略的有效性，及其在七年级阶段得可行性。
焦点小组共收集到约4个小时的音频。
对访谈内容进行编码，得到以下研究结果。
一是焦点小组能够提高七年级学生对陌生环境的熟悉度；二是熟悉策略适合七年级学生的特点，但仍需要克服以下三个问题：信息检索能力差异较大、未成年人的安全问题以及激发学习兴趣的需要。
为解决以上三个问题，焦点小组提出，熟悉策略的使用者应该在实际操作中强调教师参与和小组合作。
根据以上结果，研究者在原熟悉策略的基础上进行调整，提出了适合七年级学生的新熟悉策略。
基于以上研究结果，本研究提出了几点建议。
一是学生需要使用熟悉策略了解陌生的学习环境；二是学生需要根据需要灵活选择适用场景的策略；三是教师需要积极参与并成立小组，帮助学生完成信息检索、排除安全隐患，设计有趣的学习活动。
关键词：真实环境，陌生环境，熟悉策略，移动学习，英语Based on the background that the familiar authentic environment is conducive to foreign language (FL) learning, this study designed familiarization strategies to help students get familiar with the unfamiliar learning environment, to help English as a foreign language (EFL) learners improve their English learning performance.In this study, the ways proposed by other researchers to help learners get familiar with unfamiliar environments are collected and organized logically, and then expanded. There is a total of 51 familiarization strategies, which are divided into three categories: "before entering the unfamiliar environment", "during in the unfamiliar environment", and "after leaving the unfamiliar environment". The familiarization strategies were validated by two experts in the area of computer assisted language learning (CALL) and two experienced English teachers. Different environments and learners have different requirements for the familiarization strategies. Therefore, this study put forward as many strategies as possible to provide learners with rich choices. To support mobile English learning activities in unfamiliar environments, the research team developed an online learning platform to help participants complete learning tasks in unfamiliar environments, provide learners learning resources, publish learning tasks, and display what they created during tasks.Through a pilot study (an experiment), effectiveness of the familiarization strategies was preliminarily verified. Both groups of students performed the same English learning tasks in unfamiliar environments. Learners who used familiarization strategies showed higher levels of English writing. The researchers then recruited eight seventh-grade English teachers to form focus groups to discuss the effectiveness of familiarization strategies and their feasibility at the seventh-grade level. The focus group collected about four hours of audio as research data. The following results were obtained by encoding the interview content of focus group. First, focus groups can improve students' familiarity with unfamiliar environments. Second, the familiarization strategies are suitable for the characteristics of seventh grade students. But the following three problems still need to be overcome: the large difference in information retrieval ability, the safety of minors and the need to stimulate learning interest. To address these three issues, focus groups suggested that teachers and students of seventh grade should emphasize teacher participation and group cooperation in practice.According to the results, this study adjusted the original familiarization strategies and put forward new one which is suitable for students of seventh grade.Based on the above, this study puts forward several suggestions. First, students need to use familiarization strategies to understand unfamiliar learning environment in advance; Second, students need to flexibly choose applicable strategies according to their needs; Third, teachers should actively participate in and set up groups to help students complete information retrieval, eliminate security risks and design interesting learning activities.Key words: authentic environment, unfamiliar environment, familiarization strategies, mobile learning, EFLContents摘要 (I)Abstract ................................................................................................................................ I I ChapterI Introduction (1)1.1Background (1)1.2Definition of Key Concepts (3)1.2.1Authentic Learning Environment (3)1.2.2Familiar Environment and Unfamiliar Environment (4)1.2.3Familiarization Strategies (4)1.3The Aim of the Study (5)1.4Significance of the Study (6)1.4.1Theoretical Significance of the Study (6)1.4.2Practical Significance of the Study (6)1.5Research Method (7)1.5.1Pilot Study (An Experiment) (7)1.5.2Focus Group (7)ChapterII Literature Review (9)2.1Study of MALL in K-12 Stage (9)2.2MALL in Authentic Environment (9)2.3MALL in Familiar and Unfamiliar Environments (11)2.4Familiarization Strategies (14)ChapterIII Methods (17)3.1Research Material (17)3.1.1Familiarization Strategies (17)3.1.2Online Learning Platform (23)3.2Pilot Study: To Verify Effectiveness of Familiarization Strategies (26)3.2.1Procedure (27)3.2.2Data Collection and Data Analysis (28)3.3Focus Group (29)3.3.1Outlines of Focus Group (29)3.3.2Set up Focus Groups (31)3.3.3Data Collection (33)ChapterIV Results (34)4.1Effectiveness of Familiarization Strategies for Seventh Grade Students (34)4.2Applicability of Familiarization Strategies to Seventh Grade Students (35)4.3Familiarization Strategies for Seventh Grade Students (39)ChapterV Discussion (42)5.1The Development and Usage of Familiarization Strategies (42)5.2The Effectiveness of Familiarization Strategies (43)5.3Using Familiarization Strategies in Grade Seven Middle School Level (45)ChapterVI Conclusion (46)6.1Conclusion and Contribution of this Study (46)6.2Limitation of this Study (47)6.3Future Study (47)Reference (48)Appendix (55)Appendix A Familiarization Strategies (55)Appendix B Pre-test Materials (65)Appendix C Post-test Materials (66)Appendix D Results of Pre-test and Post-test in Pilot Study (67)Appendix E Rating Criteria of Tasks (68)Appendix F Results of Writing Quality in Tasks (69)Appendix G Frequency of Using Familiarization Strategies (72)Appendix H Outline of Focus Group (76)Appendix I Familiarization Strategies for Students of Seventh Grade (77)Academic Papers and Research Results Published During the Study (87)Acknowledgement (88)ChapterI Introduction1.1BackgroundEnglish is considered one of the most influential languages in the world (Chen, 2018), while in China, English as a foreign language (EFL) is a compulsory course for K-12 students. Some believe that being proficient in English can bring material prosperity by ensuring more education, international business, science, and technology (Li & Pan, 2009). Traditional English teaching always takes place in a fixed classroom, where teacher gives a lecture and the students sitting around to listen and take notes (Zhonggen, 2018; O’Malley & McCraw, 1999). In this relatively passive classroom context, the topics used in English teaching are often considered uninteresting because they are formatted out of authentic environment. It has a negative impact on both students' level of interest and academic performance (Cheng, Hwang, Wu, Shadiev, & Xie, 2010). As a result, a concern facing the traditional EFL learning is the discrepancy between students’ daily activities and literacy practices in classroom (Lee, 2019). Because the fixed learning environment cannot satisfy the correlation between environment and learning content, thus EFL learning in classrooms is commonly decontextualized and disconnected from real-life scenarios (Hwang, Chen, Shadiev, Huang, & Chen, 2014).Language is used in interaction and communication and should also be practiced in related contexts. Therefore, a specific related context should be emphasized (Lave & Wenger, 1991). Situational learning avoids providing learners with isolated or fragmented knowledge (Huang, Yang, Chiang, & Su, 2016). Because students who learn EFL in a situational learning environment can not only increase opportunities for more interaction and communication with others, but also connect their knowledge with the actual environment to form a more complete learning experience (Hwang & Chen, 2013). Extramural English (Chen, 2018; Sauro, 2017; Sauro & Sundmark, 2016) in an authentic environment (Huang, Shadiev, Sun, Hwang, & Liu, 2017; Hwang, Shih, Ma, Shadiev, & Chen, 2016; Ibáñez, Rueda, Galán, Maroto, Morillo, & Kloos, 2011; Lai & Gu, 2011) was found that significantly contributed to effective learning. An authentic learning environment provides a context that reflects the way knowledge and skills will be used in real life (Gulikers, Bastiaens, & Martens, 2005; Whittlesea, 1993). It emphasizes meaningful learning in contexts thatinvolve real-world problems (Reynolds, 2013; Shadiev, Hwang, & Huang, 2017).However, when choosing the learning environment which related to the learning content, it is found that some environments are familiar to learners, while others are unfamiliar. Because the number of environments that learners are familiar with is limited, so the learning materials provided by these learning environments are also limited, and it is impossible to meet all learning needs. At this point, the learner may choose to go to a place that is unfamiliar to him but related to the learning content, which full of learning materials. For example, while learning vocabulary about animals, teachers take students to zoos (Chang, Warden, Liang & Chou, 2018). When learning about history, teachers take students to museums (Wang, Liu & Hwang, 2017). In order to immerse themselves in the social circle of native speakers, many foreign language (FL) learners even go aboard to learn the target language. For example, Comas-Quin, Mardomingo and Valentine (2009) required students to complete a one week residential in Spain (a foreign country for students) with the aim of improving their speaking and listening skills. It's good to immerse oneself in an authentic environment that is related to the learning content, but it is found that a familiar learning environment is better for language learning than an unfamiliar environment (Hwang & Chen, 2013; Hwang et al, 2014; Shadiev, Hwang, Huang, & Liu, 2018a; Cheng et al.,2010). Because foreign language (FL) is already unfamiliar to learners, it is not good if the learning environment is also unfamiliar to them. Just as sheep are unwilling to accept new food in an unfamiliar environment (Burritt & Provenza, 1997). It's better to be exposed to new things in a familiar environment. A familiar environment could create advantages in comprehension and application of new knowledge (Shadiev et al., 2017; Shadiev, Hwang, Huang & Liu, 2016), in which learners could make use of available resources flexibly without much burden. Because when leaners enter familiar environments, background knowledge will guide their behavior and help predict what is to be expected (Shadiev et al., 2017) without information-processing load related to contextual knowledge. In such an environment, students are more inclined to learn, because they can apply new knowledge to solve problems, which are often encountered in their daily life (Golonka, Bowles, Frank, Richardson, & Freynik, 2014).Based on the above descriptions, it is found that when choosing a learning environment, two factors should be considered, that is, the relevance of the learning environment and learning content, and the familiarity of the learner with the learning environment. At its best, the chosen learning environment is both related to the content and familiar to the learner. At worst, students are put into an unfamiliar environment that irrelevant to what they are learning. In traditional English class, teachers usually show learning content unrelated to theenvironment in a classroom that is very familiar to students, such as discussing how to give directions to foreigners in the classroom. Now, let's think about what would happen if we satisfied the “related” factor preferentially and then solved the problem of students' unfamiliarity with the environment. Therefore, this study is inclined to explore strategies that can improve learners' familiarity with unfamiliar environments to reduce or even avoid the negative impact of unfamiliar environments on students' EFL learning, so as to provide some practical suggestions for English teachers.1.2Definition of Key ConceptsThis study is mainly concerned with four key concepts of authentic learning environment, familiar environment, unfamiliar environment, and familiarization strategies. Therefore, this section gives definition of these four concepts.1.2.1Authentic Learning EnvironmentAuthentic learning is a pedagogical approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in the context which involve real-world problems and projects that are relevant to the learner (Donovan, Bransford, & Pellegrino, 1999). It focuses on connecting what students learn in school to real-world problems, problems, and applications. Because of the practicality or authenticity, students are more likely to be interested and motivated to what they are learning.The authentic learning environment is the real-life physical context that that facilitates student’s artifact creation (Wong, 2013). It provides a context that reflects the way knowledge and skills will be used in real life (Gulikers et al., 2005; Whittlesea, 1993). It emphasizes meaningful learning in contexts that involve real-world problems (Reynolds, 2013; Shadiev et al., 2017) which provides the following critical characteristics. First, it provides authentic contexts that reflect the way the knowledge will be used in real life. Second, it provides authentic activities that have real-world relevance, ideally ones which present complex activities to be completed over a sustained period. Third, it creates an opportunity for sharing learning experiences and accessing the experiences of learners regardless of their level of expertise. Finally, it promotes reflection and enables authentic learning assessment within the activities (Herrington & Oliver, 2000; Newmann & Wehlage, 1993; Nilson 2010; Wong, 2013).In this study, the processes, and products of the EFL artifact creation in an out-of-school settings, authentic environment supported by mobile technology are focused. Rather thanlearning out of authentic environment, all these learning experiences are considered as forms of personal or social meaning formation (Wong, 2013).1.2.2Familiar Environment and Unfamiliar EnvironmentMerriarn-Webster Dictionary defined familiar (2016) as frequently seen or experienced, easily recognized while unfamiliar (2016) was defined as not well-known or strange. Environment (2016) was defined as the circumstances, objects, or conditions by which one is surrounded. In this study, familiar environment is authentic circumstances, objects, or conditions by which one is surrounded that one frequently seen or experienced while unfamiliar environment is authentic environment that one not well-known or strange. It should be noted that in this study, both familiar and unfamiliar environments refer to real-life physical environments rather than fictional environments. According to Shadiev et al. (2015), the familiar authentic environment refers to the environment associated with learners' background and previous experience in which situation is predictable. Wong (2013) regards school and home as two familiar environments for students because they have frequent access to. Other authentic environments that are difficult for them to access in daily lives, such as shopping malls or other places they have visited during family outings, are considered unfamiliar because students usually do not go there often or stay there for a long time.In this study, students' familiarity with the authentic environment was realized through self-assessment. We recommend that students rank their familiarity with the environment on a scale of 10. They use 0 for the level that most unfamiliar with the authentic environment, and 10 for the level that most familiar.1.2.3Familiarization StrategiesIn this paper, the familiarization strategies refer to some strategies proposed by the author. In the papers involving familiar learning environment and unfamiliar learning environment, many scholars have mentioned the tips to help students get familiar with the environment (Baskaya, Wilson, & Özcan, 2004; Chang, Tseng, & Tseng, 2011; Chu, 2014;). The author sorted out and improved these scattered strategies according to certain logic to form a set of strategies specially designed to improve students' familiarity with the unfamiliar environment. The author's expectation is that by using these strategies, students can improve their familiarity with unfamiliar environments and reduce the negative impact of unfamiliar environments on their FL learning.The author first proposes these strategies that may improve students' familiarity with unfamiliar environments, and then have discussions with the research team and professional English teachers to make further modifications. Later, these strategies will be verified in a pilot study and discussed in a focus group to show their effectiveness. In addition, there is a guess that some strategies may be generic for all kinds of environments, while others need to work in specific environments.1.3The Aim of the StudyAccording to the research, there are many advantages to learning a FL in the familiar environment (Chang, Chang, & Shih, 2016; Cheng et al., 2010; Hwang & Chen, 2013; Lai & Gu, 2011; Shadiev et al., 2018a; Skehan, 1998), but there are also disadvantages. For example, the number of familiar environments to learners is limited, and these environments may not provide all the materials for learning FL. Similarly, unfamiliar environments do not have only negative effects on FL learners. There are unlimited materials and possibilities for language learning in unfamiliar environments. At present, however, few studies focus on English learning in unfamiliar environments and how to eliminate the negative effects of unfamiliar environments on foreign language learners. If there are ways to improve learners' familiarity with unfamiliar environments, then, learners can finally enjoy the dual benefits of familiar and unfamiliar environments. Therefore, the most important aim of this study is to develop familiarization strategies to help students get familiar with unfamiliar environments and ultimately help EFL learners improve their English learning performance. However, the current recruitment of K-12 school students for intensive off-campus learning activities have practical obstacles. Therefore, this study intends to conduct a pilot study to verify the effectiveness of the familiarization strategies, and then organize English teachers in K-12 schools to form focus groups to improve the strategies, so, as to ensure the feasibility of the familiarization strategies in K-12 schools. To this end, this study aims to accomplish the following four specific objectives.Firstly, develop familiarization strategies. The study will propose as many strategies as possible and organize them logically to provide learners with a variety of choices.Secondly, the effectiveness of familiarization strategies was preliminarily verified through the pilot study (an experiment). In the pilot study, whether using familiarization strategies was taken as the research variable to investigate whether there was a significant difference in English performance of the participants with or without familiarizationstrategies intervention.Thirdly, to discuss whether the familiarization strategies are applicable to K-12 school students and to collect suggestions for improving familiarization strategies. To achieve these, the study will recruit English teachers of seventh grade in middle school to form focus group.Fourthly, adjust the familiarization strategies according to the recommendations of focus groups to make it more suitable for the characteristics of the seventh-grade students.1.4Significance of the StudyThis study has great significance both in the theoretical and practical aspect of EFL learning and teaching. Therefore, this section discusses it from the theoretical and practical perspectives.1.4.1Theoretical Significance of the StudyAlthough some studies have explored the impact that learners' familiarity with the authentic environment may have on learners (Cheng et al., 2010; Shadiev et al., 2017; Wong, 2013), few studies focus on EFL learning in an unfamiliar environment and figure out how it affects students’ learning performance.Researches on students' familiarity with the learning environment mostly focuses on the influence of the familiar environment on students (Shadiev et al., 2017). It is found that familiar authentic environment could create advantages related to comprehension and application of new knowledge (Shadiev et al, 2017). However, when students come into an unfamiliar environment, these advantages disappear. They need to make some efforts to familiarize themselves with the environment instead of focusing on language acquisition firstly.From the theoretical perspective, based on the authentic learning theory that language acquisition is related to context, this study extends the exploration of Mobile assisted language learning(MALL) to unfamiliar authentic environments, creatively proposes strategies to improve students' familiarity with the environment, thus expanding the research scope of current EFL acquisition.1.4.2Practical Significance of the StudyBecause of the benefits of familiar environments, researchers suggested that FL learning should better take place in a familiar authentic environment (Cheng et al., 2010; Hwang & Chen, 2013; Hwang et al, 2014; Shadiev et al., 2018a). However, students arefamiliar with a limited number of environments in which there may be no much material related to the FL learning content. Therefore, students cannot always learn EFL in a familiar authentic environment. Sometimes, they need to go to unfamiliar authentic environment to find enough learning materials in the environment. Although teachers or parents sometimes take students to study in zoos or museums, little attention has been paid to how to avoid the impact of unfamiliar environments such as "zoos" and "museums" on learning.Compared with familiar environments, there are some problems and deficiencies of FL learning in unfamiliar environments. From the perspective of practice, this study tries to design a series of strategies to help students get familiar with the real environment and reduce the negative impact of unfamiliar environment on students' foreign language acquisition. On this basis, it further clarifies the questions to be paid attention to when students of seventh grade use familiarization strategies.1.5Research Method1.5.1Pilot Study (An Experiment)The pilot study takes the form of an experiment. Whether or not using the familiarization strategies is taken as the research variable. According to their will, participants chose an unfamiliar environment related to the learning content to complete the task published by the online learning platform.1.5.2Focus GroupIn the past few years, some books have appeared on the use and benefits of focus groups (Krueger, 1988; Morgan, 1988).It is generally used by social science researchers to obtain qualitative data (Madriz, 2000) through engaging a small number of people in an informal group discussion on a specific topic or set of issues (O'hEocha, Wang, & Conboy, 2012; Parent, Gallupe, Salisbury, & Handelman, 2000; Wilkinson, 2004). In contrast to individual interviews, the interactivity and synchronization of focus group discussions allow participants to discuss, agree or disagree with each other's ideas of view and elaborate on the points they have already mentioned (Nili, Tate, & Johnstone, 2017). Therefore, this method not only helps people obtain deeper shared meaning to improve the credibility of research results (Kitzinger, 1994; Stahl, Tremblay, & LeRouge, 2011), but also enables researchers to observe rich group interaction data and conversations on research topics in a short period of time (Greenbaum, 1998).This study is to obtain the opinions and suggestions of seventh grade English teachers on the issue of "whether the familiarization strategies are suitable for students of grade seven middle school level". Due to the features of intuitive, easy to operate, low cost and strong interactivity of the focus group, the researcher believe that a rich set of data can be obtained at a lower cost.ChapterII Literature ReviewChapter II summarizes the related literature on authentic learning, familiar and unfamiliar environments, familiarization strategies and mobile learning in middle school level. Then, the research hypotheses of this study are put forward.2.1Study of MALL in K-12 StageMobile technology plays an important role in our daily life (Liu & Chen, 2015). Many researchers are committed to using mobile technology to overcome the limitations of traditional FL classroom (Ahn & Lee, 2016) and realize seamless learning (Liu, 2009) and authentic learning (Hsu, 2017; Tai, 2012, Wong, 2013).The potential of FL learning supported by mobile technology is huge (Shadiev et al., 2016). Kukulska-hulme and Shield (2008) pointed out that language learning enabled by mobile technology possibly makes new ways of FL learning. Learners can use mobile devices to record learning, communicate, collaborate, and combine online and offline learning, classroom and after-school learning, collaborative learning, and individual learning. Shadiev, Hwang and Huang reviewed the literature on mobile language learning in authentic environment from 2007 to 2016 (Shadiev et al., 2017). The most common mobile technologies found were smartphones, mobile phones and personal digital assistants. The most common target language was English. From the perspective of learning, the most common participants are college students and primary school students. The author has reviewed 10 journals published on SSCI from 2014 to 2019 (Shadiev & Yang, 2020). And counted the techniques used in the field over the past five years. The study found that most of these technologies were mobile technology or technologies that allowed to run on mobile devices. In addition, and the most common participants were also students of college or primary school. Students of junior and senior high school were less to appear in the related study. That is possibly because of the greater academic pressure in junior and senior high school and the less time available for free scheduling. Nevertheless, there is still a need for junior and senior high school students to use mobile technology to assist their FL learning.2.2MALL in Authentic EnvironmentResearchers who support the socio-cultural perspectives of language learningemphasize the need to situate FL learners in authentic environments where take place social interaction easily so that language learning and language use could occur simultaneously (Swain & Lapkin, 2000; Wong, King, Chai & Liu, 2016). Because in authentic environments, students learn from real materials and realistic environment, so they can solve real problems they meet in daily life (Hwang, Nguyen, & Pham, 2019). The theory of authentic learning suggests that learning is context-related (Lave & Wenger, 1991). Context and learning should not be separated (Herrington & Herrington, 2008). Because students could use contextual cues in authentic learning environment to define the meaning of new words and sentences, thus, they could learn more effectively (Huang, Huang, Huang, & Lin, 2012). However, classroom learning lacks a rich realistic environment that separates language learning from language use, which is abstract and disconnected from real-life contexts. Therefore, many studies support the idea of extending language learning in the classroom to authentic environments outside of school (Alioon & Delialioğlu, 2019; Kiernan & Aizawa, 2004).According to the research, when students study in topic-related authentic environment rather than a traditional classroom, they benefit from activities that promote their interest and motivation in the subject of study (Chu, 2014). Students learn more easily when the learning content related to their real-life environment (Rusman, Ternier, & Specht, 2018). Besides, Wong and Looi (2010) presented two novel case studies of MALL that emphasize learner-produced content. In learning English prepositions and Chinese idioms, respectively, the primary school students used the personal mobile devices provided to them to take photos in real-life contexts to construct sentences with the newly acquired prepositions or idioms. This work shows the potential of transforming language learning into an authentic seamless learning experience. According to the research of Lan and Lin (2016), the Chinese as a second language (CSL) learners in the authentic group made significantly fewer errors when executing language tasks than did those in the traditional classroom group. Furthermore, they did not depend on their first language to communicate with the people they visited in the real world and they had more peer cooperation with the support provided by the mobile seamless learning platform (MOSE) compared with those in the classroom group. Wong et al. (2016) conducted a corpus-based analysis of 1043 social media items to determine the patterns of the students’ vocabulary usage. The results show that the quality of artifacts was higher in informal (versus formal) contexts, and in ‘other locations’ (versus classroom). Students were also more inclined to use less frequent。
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與嘉諾撒小學協作計劃 探究式專題研習的協作教學模式
香港大學教育學院 朱啟華博士
透過常識科老師、圖書館老師、中文科老師及資訊 科技科老師的合作，在小學進行之探究式學習研究
研究四科老師們於四年級學生進行探究式學習 時之角色及合作
研究員旨在提倡四科〈常識科、圖書館老師、 中文科及資訊科技科〉老師之緊密合作關係， 從以為學生的學習提供最大程度的幫助
朱啟華博士 周志堅校長 謝錫金博士
學生於八方面的發展 -1
1)閱讀興趣 (例：看更多書籍/文章) 2)寫作能力 (例：生字)
學生於八方面的發展 -2
3)搜尋資料的能力 (例：更容易找到有關書籍/文章)
4)電腦應用技術 (例：簡報、中文輸入法)
學生於八方面的發展 -3
5)對研究題目的認識 6)與同學溝通的技巧
家長協助
家長：「只會於孩子主動要求的情況下才 給予 幫助，例如：當小朋友找不到某些 資料時，家長會教他們於網上搜尋，例如 搜尋雅虎或一些由老師推薦的網頁。」
家長及學生認為學生於七項能力方面均 有進步
搜尋資料的能力
家長： 3.7/5 學生： 3.6/5 (“5” 表示 “最大進步”)
搜尋資料的能力
閱讀興趣
學生：「於假期及閒暇時，我們會相約於做 完功課後，一同到圖書館借書閱讀。」
學生：「 其實我以前真的不享受閱讀，但自 從開始做這個專題研習後，我就覺得那些書 很有趣，因為它們與我們正在研究的題目有 關，所以我想繼續看下去。」
問題：
你覺得閱讀興趣與閱讀能力兩者有沒有關 係呢？
閱讀及寫作能力
做專題研習的樂趣
一位父親為了與兒子一同探究有關研究 主題，與兒子一同到山上找甲蟲。回家 後，兒子十分開心，更與父親一同摺甲 蟲及繪畫甲蟲。
做專題研習的樂趣
一位父親為了與兒子一同探究有關研究 主題，與兒子一同到山上找甲蟲。回家 後，兒子十分開心，更與父親一同摺甲 蟲及繪畫甲蟲。
做專題研習的樂趣
學生：3.5/5，”5” 代表”有最大進步”
學生：「為了做專題研習而看的書有很多 新生字，我們在作文時學到如何運用這些 生字，而我們也不需要依賴父母幫我們查 看功課。」
問題：
你覺得閱讀能力與寫作能力兩者有沒有關 係呢？
閱讀及寫作能力
學生：「隨著時間過去，週記變得一次比 一次易寫，而我也可以用愈來愈少的時間 把它完成。初時我要用一個小時才寫好幾 句句子，但自從老師教曉我們寫週記的方 法後，我現在能夠在一個小時內完成整篇 週記。」
「（最後），我們會將資料分類，並於選 擇前小心閱讀搜尋結果，及刪除重覆的資 料。」
家長協助
家長(2.4/5, ”5”表示”很多”)及學生(2.7/5) 均表示家長只給予了學生最低限度的協助
家長協助
家長(2.4/5, ”5”表示”很多”)及學生(2.7/5) 均表示家長只給予了學生最低限度的協助
＜都市日報＞
Green Apple：氣候極速反常港人怎麼辦？＜蘋果日報＞
全世界禁煙不可以全世界都錯了嗎 ？＜明報＞
向二手煙Say No 世界不吸煙日
＜香港經濟日報＞
地鐵空氣比汽車尾氣更有害 ＜新民晚報＞
車內污染不能掉以輕心 ＜江南都市報＞
亞洲空氣污染導致每年60萬人早亡 ＜科技日報＞
空氣污染增加 兒童哮喘患者入院人數 ＜都市日報＞
學生：「有時我不喜歡上電腦課，而且我 覺得找資料的過程十分麻煩，因為要輸入 關鍵字和列印搜尋結果。但現在有『慧科 搜尋』，我可以輕鬆簡單地查到做專題研 習時需要的資料。」
學生於「慧科搜尋」找到的資料:
Dirty air linked to high rate of asthma among children
保護林木我們這一代的義務 <星島日報＞
學生對「慧科搜尋 」(Wisenews) 的看法：
學生：3.5/5, “5” 表示 “幫助最大” 學生覺得搜索「慧科搜尋 」(Wisenews)
對他們進行「探究式學習」有幫助
學生：3.9/5, “5” 表示 “十分容易” 學生普遍覺得「慧科搜尋 」(Wisenews)
學生於八方面的發展 -4
7)匯報技巧 (例：說話能力) 8)研究技巧 (例：問問題的能力)
做專題研習的樂趣
整體上學生反映他們享受做專題研習 (3.8/5, ”5” 表示”十分享受”)
做專題研習的樂趣
一位父親為了與兒子一同探究有關研究 主題，與兒子一同到山上找甲蟲。回家 後，兒子十分開心，更與父親一同摺甲 蟲及繪畫甲蟲。
家長協助
家長(2.4/5, ”5”表示”很多”)及學生(2.7/5) 均表示家長只給予了學生最低限度的協助
家長協助
家長(2.4/5, ”5”表示”很多”)及學生(2.7/5) 均表示家長只給予了學生最低限度的協助
家長協助
家長(2.4/5, ”5”表示”很多”)及學生(2.7/5) 均表示家長只給予了學生最低限度的協助
家長：3.1/5，學生：3.5/5
( ”5” 代表”閱讀興趣大大提高” )
閱讀興趣
學生對閱讀的興趣有所提高
家長：3.1/5，學生：3.5/5
( ”5” 代表”閱讀興趣大大提高” )
閱讀興趣
學生對閱讀的興趣有所提高
家長：3.1/5，學生：3.5/5
( ”5” 代表”閱讀興趣大大提高” )
一位父親為了與兒子一同探究有關研究 主題，與兒子一同到山上找甲蟲。回家 後，兒子十分開心，更與父親一同摺甲 蟲及繪畫甲蟲。
一位母親表示兒子十分熱衷於製作簡報， 有一次他甚至弄簡報至早上五時。
困難程度
整體上學生覺得是次專題研習的難度恰當 (3.3/5, ”5”代表”十分容易”).
困難但不 知道應該如何分析或評估它們。有時更會 找到一些重覆、沒用的資料。」
容易使用
閱讀興趣
學生對閱讀的興趣有所提高
閱讀興趣
學生對閱讀的興趣有所提高
家長：3.1/5，學生：3.5/5
( ”5” 代表”閱讀興趣大大提高” )
閱讀興趣
學生對閱讀的興趣有所提高
家長：3.1/5，學生：3.5/5
( ”5” 代表”閱讀興趣大大提高” )
閱讀興趣
學生對閱讀的興趣有所提高