tyy的問題,透過圖書和論文來找解法和答案更準確安心。 我們挖掘出下列價位、菜單、推薦和訂位總整理

tyy的問題,我們搜遍了碩博士論文和台灣出版的書籍,推薦Feuchtwanger, Lion寫的 Simone: A Novel 可以從中找到所需的評價。

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國立臺灣藝術大學 戲劇學系 林尚義所指導 左盛陽的 戲劇習式對特教班自閉症個案學生性別平等教育成效之研究:以新北市某國中學生學習自我保護為例 (2021),提出tyy關鍵因素是什麼,來自於習式戲劇、青少年、性別平等教育、自閉症。

而第二篇論文國立臺灣藝術大學 藝術與人文教學研究所 李霜青所指導 何書亞的 阿美族服飾設計課程內容與教學實踐之行動研究 (2021),提出因為有 多元文化藝術教育、藝術教育、阿美族服飾、服飾設計課程、中低年級的重點而找出了 tyy的解答。

最後網站What does TYY mean? - Definitions.net則補充:Definitions for TYY TYY. Here are all the possible meanings and translations of the word TYY. Did you actually mean tay or ...

接下來讓我們看這些論文和書籍都說些什麼吧:

除了tyy,大家也想知道這些:

Simone: A Novel

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為了解決tyy的問題,作者Feuchtwanger, Lion 這樣論述:

SIMONE SIMON A Novel Tyy LION FEUCHTWANGER Translated by G. A. Hermann New York THE VIKING PRESS 1944 Contents Part One READINESS i. The Refugees 3 ii. The Loading Yard 19 in. Villa Monrepos 30 iv. The Books, 46 v. The Commission 55 Part Two ACTION i. The Incident at the Bridge 77 n. Monsieur le Mar

quis 88 in. Nutmeg in the Cream Gravy 96 iv. The Aviator 103 v. The Action no vi. A Night of Expectation 126 vii. The First Consequences 133 Part Three REALIZATION i. Uncle Prospers Face 145 n. The Bitter Waiting 152 m. The Call of Liberty 161 vi Contents iv. The Great Betrayal 172 v. The Vile Rewar

d 186 vi. The Trapper 199 vii. The Recantation 210 viii. The Imperishable 215 ix. The Grey House 221 I have come to comfort the poor and humble Qe suis venue four la consolation des petites gens. JEANNE DARC PART ONE READINESS I TKe Refugees IMONE had only a few more steps then the narrow path would

make a sudden turn and reveal the highway. With heart beating in her throat, she expectantly took these few steps. Yesterday she had first caught sight of the procession of refugees on the arterial highway. By today it would perhaps have reached the narrow side road. For three weeks there had been

talk of the refugees. In the be ginning there were only the Dutch and Belgians, but now the people from the north of France also fled southward before the advancing enemy more and more came, and for the past week the whole of Burgundy had been flooded. Yesterday, when Si mone had gone to town to do

her daily household shopping, she had hardly been able to pass through the crowds, and today she had even left her bicycle at home. When Simone Planchard, with her lively imagination, had first heard about refugees, she pictured them as hurrying and fright ened people, always hurrying and always fri

ghtened. What she had seen in these, last few days was less complicated but more dreadful it held her fast and kept stirring her up there was no sleep for her at night. As often as she went to the city she had a fear of this pitiful display, but with every day she longed to see it with a sorrowful a

nd turbulent eagerness. Now she reached the bend and could see a stretch of the road. It was a narrow, neglected road, almost always white and lonely, leading nowhere, leading only to the mountain village, Noiret, with its six houses. But today it was as she had feared there were people. The huge st

ream had spattered drops even to this point. Simone stood still and looked round. A tall, lanky fifteen year-old, she had on her modest light green striped dress which 3 4 Simone she always wore for her shopping a large, closed wicker basket was pressed against her body her slender arms and naked le

gs protruded from the dress. Her bony, tanned face framed with dark blond hair was tense her dark, deep-set eyes under a low but broad and well-shaped forehead eagerly absorbed all that moved before her in the dust. It was the familiar sight people and vehicles dragging along hopelessly, carriages f

oolishly piled high with household goods, mattresses on top of automobiles to protect against machine-gunning from low-flying enemy planes, exhausted human beings and animals crawling along without a goal. There stood Simone Planchard at the bend of the road, her narrow, well-formed lips tightly pre

ssed, gazing. She could scarcely be called beautiful, but her intelligent, thoughtful, some what stubborn face with its strong chin and its prominent Bur gundian nose was good to look at. For a full minute, and for another, she stood in the dust and heat of the early afternoon, peering at the fugiti

ves. But then she tore herself away. She had much to do Madame had given her many errands. To be sure, the Villa Monrepos, the home of the Planchard family, was well stocked, but it seemed certain that in another or two or three days it would be impossible to make further purchases...

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戲劇習式對特教班自閉症個案學生性別平等教育成效之研究:以新北市某國中學生學習自我保護為例

為了解決tyy的問題,作者左盛陽 這樣論述:

本研究旨在探究經由戲劇習式介入自閉症學生在性別平等教育方面的知能成效。以「拒絕」、「離開」及「報告/說明」為其在性別平等教育方面知能的表現;研究參與者為一位九年級自閉症男性學生;研究方法採用單一受試研究法並藉由約11週課程,分別比較在基線期、介入期與維持期的階段內表現與階段間表現;資料處理上以目視分析法為本研究的資料處理方式。經研究結果發現:一、戲劇習式作為教學介入方法對於自閉症學生在習得「拒絕」一項能力介入期與維持其均有良好的效果量;二、戲劇習式作為教學介入方法對於自閉症學生在習得「離開」一項能力介入期與維持其均有良好的效果量。三、戲劇習式作為教學介入方法對於自閉症學生在習得「告訴/說明」

的成效有限,故仍需要持續性的進行教學研究介入。

阿美族服飾設計課程內容與教學實踐之行動研究

為了解決tyy的問題,作者何書亞 這樣論述:

臺灣身處多元文化的社會,造就了"一間教室,有各式不同風景"的校園風貌。1997 年,憲法增修多元文化相關條文,推動了原住民民族教育的發展。2014 年,十二年國民基本教育課程綱要更提倡議題融入;其中,原住民服飾文化因具有獨特圖騰及配色,故多應用於教學內容中,但課程多以穿著體驗及族群分辨的內容為主,導致原住民服飾中的圖騰象徵與文化內容仍停留於藝術形式上的知識,無法實質從中了解與認識原住民服飾所蘊含的歷史與精神價值。本研究為行動研究法,主要探究「阿美族服飾設計課程」的「課程設計」、「教學歷程」與「學生之學習歷程」。課程實施共 16 堂課,一堂 40 分鐘,共 22 位國小二、三年級學生,於研究實

施課程中,透過教師的觀察記錄與反思日誌、學生的作品及協同教師的記錄表,執行三方資料的觀察與分析,最後提出課程實施之參考方向及研究結論與建議。本研究的研究結果為:一、學生能夠在課程中,學習對藝術創作的樂觀態度、消除對文化藝術的刻板印象及相互尊重,但對於中低年級學生,文化概念較抽象,尚無法討論關於文化認同、文化自豪感與消除文化偏見的面向,但課程中能促進文化的認識、理解及互動,亦是建立文化認同及文化自豪感和消除文化偏見的第一步。二、學生經過課程學習後,熟悉阿美族藝術元素,能夠將元素融入於設計作品中,運用不同形式的作品進行創作,在過程思考創作媒材與方法的行為,並且解決創作所遇到的問題。三、學生從藝術課

程中認識文化,開啟跨文化及文化深入的對話與討論,在新北市國小的課堂中觀察,學生能從阿美族服飾角度,提出自身對阿美族服飾的看法與觀察,使課堂中具有文化間的對話。桃園市國小的學生均為阿美族,課程中從自身文化的服飾中,觀察到地區不同而有所不同的服飾與配件樣式,教學者進而引導學生了解因地域的不同,而影響著服飾樣式的內容。