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個人網頁完成!

http://www.timesand.com.tw more

分類:其他

網路商品行銷新利器-互動式3D環拍商品

互動式3D相片環拍器系統,即通過一個專利的自動機器拍照,我們在電腦、手機、平板電腦無需安裝一個軟體,即可讓產品3D展示,並且手動放大 縮小、隨心操作,產品完成視覺需求的變革,滿足人們對事物多樣化的需求,此項技術專利,全球獨有,應用在網路購物上,全球首發,突破傳統網路購物產品模糊 化、不夠清晰化導致品質質地、色彩等良莠不齊的瓶頸。 適用 : 適用於各行業公司行號商品、進出口產品、網拍產品、各類模型商品、單車或機車產品、醫藥器材、美妝集運動器材......等等商品。 ◎委託代拍或購買互動式3D環拍器材 : 接受客戶委託拍攝3D產品(去背+美編另計)或購買3D環拍器材,歡迎來電洽詢!! 3D模擬汽車互動式3D環拍展示圖 : ● BMW E36 https://googledrive.com/host/0B2Wr570Qz4X3WVRwRklyY01fY0E/mind.html ●BMW A Class https://googledrive.com/host/0B2Wr570Qz4X3SDRxbElyN2xjTlk/aclass.html ●Ford 野馬 https://googledrive.com/host/0B2Wr570Qz4X3RnhjdUtfQ3YxSGs/ford.html ●雪蓮酒 https://googledrive.com/host/0B2Wr570Qz4X3SDdLaUF1UlYzMEU/wine.htm ●雪蓮精華液 https://googledrive.com/host/0B2Wr570Qz4X3Y0pSSkh4cmxQUm8/drink.htm ●家具沙發樣品圖 https://googledrive.com/host/0B2Wr570Qz4X3T2VRMlQzU3JVc3M/hc_sofa.htm ●女靴樣品圖 : https://googledrive.com/host/0B2Wr570Qz4X3S2l1X09GRVlNa28/boot.htm ●儀器樣品圖 : https://googledrive.com/host/0B2Wr570Qz4X3eXdSYzdTbTZRaDQ/meiroungyi.htmmore

分類:企劃,廣告文案

2

個人簡歷

公開個人簡歷請參閱 http://reio.net/reiodoc/resume.htm more

分類:其他

沁飲詩歌之魂眸

一、相關書訊   類屬中國詩評論、哲學與原理的《詩歌鑑賞入門》,由萬卷樓出版。作者魏飴援引許多中外詩作加以徵驗所述,並詳熟地以自身領會解釋詩歌鑑賞的要領與難處。作為引領的窺探,奧妙已隱而浮顯,用力注入的心意,行段之間沛然胸前,實踏的履終會留下深印的痕跡。鑑賞方法習讀之餘,那分對詩歌的拘執,的確充溢同般愛渴的人。此一固著非得從鑑賞開始,認識實為交心之初源,此書即刻啟示了一知半解的筆者。知曉,何等快意。 二、內容摘錄 1.詩的含蓄美,在表現形式上總是體現出「以一當十」、「咫尺萬里」的高度藝術概括的特點,正如艾青所說:「是一種飽滿的蘊藏。」P.35 2.…詩歌鑑賞就是以作品所提供的形象語言為根據的感受和體驗,其本質是對生活的一種認識活動。P.100 3.詩人的風格表現在立意上、構思上和語言上等,往往也就是作品「異采」之所在。P.236 三、我的心得   讀過詩嗎……一種文字與生活深切相涉的體裁,凝密綿稠的內藏興味旋蕩,而含蘊的明光往往反映出不凡的情志。人如詩,詩即化一己之念為文句,不張揚底明確而飽滿,字詞準當、隱然不露其來處。可愛亦多情的種子,若曉得植育,花會多芬妍、果實何其令人盼守啊。然而要讀懂並領受詩的美韻,鑑別及欣賞不可或缺的,就屬一顆企望認識的心。這就像饑渴會主動尋覓飲食一樣,求了知實為入門的關切,若無此,其餘皆成空談。那遙對之美,一行刻印一分感受,漫湧而溢的不止詩人勾勒的風景,更為讀者的絲絲情動。在各有其察下又同觀一美,如此異妙,有待品賞的眸多次淺酌,滋美味濃直如夜裡夢,唯有經歷方得知解。   欣賞除愉悅的過程,也注重自發的想像。每個人因生活歷程、天性及育成等不一的交相作用,從而對同首詩生起類中存異的觀照,這也是詩較其他文類有趣的地方。字詞、行段間並不如散文般亦步亦趨,舞動的詩跳得起興,想一眼捉住每個腳踏,實在困難。唯有再識見於或忘之後,才又突然憶起騰躍的律、翻轉的韻。積蓄後奔洩的暢流、沉浸其中的迷醉,什麼品第的詩呈現的便怎番地溢湧。而文詞的意精準、音韻的諧和,以及詩人態度的執持,皆為意境營就與否的所在。   對詩作的理解雖各有所得,但終不離文本的原始形貌。通篇感觸凝聚成一種意境,基於語言又脫解而出,如般奇妙主要因為留空。有空隙才能納受,就像未完成的故事引人追探,沒道清楚卻反而多了填充的自由。創作本就不應被拘限,格式、句法或詞組都應切裂。唯記真誠下產出的豐碩;不勝反敗的求絕激砥,時常,佳作就此運轉;名著也油然萌生。精緻簡練要求著詩,天賦含蓄不需多說,拂掠的情思如何捕捉,讀詩吧。   再談鑑別,詩的優劣只明白的一句,個人的風格及底蘊。若模仿也稱得上創作,無有是處可能還略勝一籌。如非發自己意感動的情,又怎會留有一首首的傳唱。不把認識看作真,希求物欲是外境的障礙,這可由作品中悉知,高下也因此而判。獨具一格的,每每必須歷經一番鍛鑄、錘鍊,所謂真金愈煉愈見其純,人也是,詩更不加贅言。多美好的語言,何不試嚐看看。一起歌那詩之中國,許現代一古典之美吧。 四、討論議題   詩的認識以鑑賞為出發,吟誦時特有的音韻美與意境浮掠的交錯,詩人感發之情便逐一映現。心神領會的景象莫能形容,但又通過文字,表達不在紙上,而胸中詩情之充盈又無能辨解。神妙,詩如此,所用的心情念狀也一般。好似望山眸中並非山,漫游的僅有思,逸脫飛逝的不是風,所見,獨有飄然漾起的雲波。觸動存於隻言片眼,可不被囿限才是任意的悠遊。美之於詩,善攜真仍不夠,還得自然的隨由,完足於焉備具。無可言說、另尋出路,依於文字又超而脫越,記與忘已合一,差別、矛盾同生的景,情發意萌的片刻,詩啊……怎般的穠華鮮麗。 more

分類:文學,歌詞創作

4

為什麼要做手機網站?

1.後PC時代是一個移動連網的時代 , 人們使用網路的方式大幅改變 , 隨時隨地都在上網這件事鄭再發生 , 並持續改變著你我的生活方式 . 2.中國大陸目前網民約6億人 , 使用行動上網的比例超過7成 , 約4.2億人口 , 並且再持續成長 , 市場研究機構IDC預測 , 2013全球興動上網人口將超過10億大關 , 因此提供行動版本的網頁對於使用者來說無疑會大大增加期便利性,也會提昇使用者再度來訪的機率,服務的廣度與深度也才能延伸。 3.各行各業存在已久的"官方網站"使用行動裝置來瀏覽就顯得格格不入, 除了閱讀介面不舒服外,大量的flash技術在行動裝置上幾乎大多都無法開啟,讓顧客無法繼續瀏覽下去,並留下負面評價。more

分類:學術,專業文件

動態影像作品

以下為動態影像作品 請參考:) http://www.youtube.com/user/youzhi1/videos https://vimeo.com/user9926412/videosmore

分類:學術,專業文件

6

停車場經營管理計畫書

壹、營運計畫 一、整體營運構想 (一)營運目標 申請人應簡述公司經營的理念與目標。例:本公司經營的理念係以創造合理利潤、永續經營及提升公共服務水準為目標。 (二)現況調查 1.停車場現況: (註:停車場基本資料摘要。平面停車場亦請注意地上物,如違章建築、老樹或周遭高壓電桿,以供規劃停車位之參考。) (例:本停車場坐落於○○鄉○○路旁,為地上○○層,地下○○層之RC建物,規劃有○○小型車格位及○○格機車格位,…。) 2.周邊交通狀況: (註:就停車場周邊環境、交通及停車需求描述之,以利規劃車輛進出口動線及等候空間) (例:與○○賣場為鄰,附近有公園、學校及百貨商場,假日購物人潮帶動停車需求…。交通尖峰時間於早上○○時及晚上○○時之上下班時間…。) (三)市場分析 (註:描述經營本停車場之優勢及可能遭遇的問題,或與同業競爭之優劣勢) 1.鄰近停車場概況:包括停車率、車位總數、臨停費率及月租費率…等,以利評估投資方案的可行性。 2.本停車場的特色:新闢或舊有停車場之經營條件不同,申請者應細心體察本停車場的特色,以規劃經營時之優勢。 3.經營之優劣條件:分析本停車場與附近停車場競爭時優劣勢。 4.其他… (四)設備投資構想 (註:簡述需投資之設備(如:悠遊卡機、停管設備、監視設備、自動繳費機…等)及規劃配置構想,可搭配停車場規劃配置圖說明) (五)營運管理構想 1.人力的配置:(註:預估現場管理員、清潔人員及維護人員之人數) 2.資金的運用:(註:預估公司需投入的資金及資金籌措、調度與分配方式等) 3.管理的方式:(註:簡述管理停車場之構想) (1) 資訊化管理:http://○○.○○.○○ (2) 顧客至上服務: (3) 標準化作業: (4) 其他… (六)經營管理策略 (註:闡述經營者欲達成營運目標之方法與作為) 1.優惠費率: 2.多元繳費 3.優質服務: 4.環境美化: 5.結合資源:如結合附近商家,給予優惠。 6.宣傳廣告: 7.其他策略: 二、經營團隊與分工 (註:說明整個經營團隊之組織架構【如機電、消防、監視、停管等協力廠商】,並輔組織架圖說明) (一)團隊組織架構: (將公司的組織及專業廠商架以流程圖方式表現,以利瀏覽) (二)成員業務分工: (請將管理停車場成員之學、經歷完整列出) (成員業務分工表-範例) (三)專業協力廠商 (註:說明設備之維護廠商名稱、專業能力及維護經驗等) (專業協力廠商一覽表-範例) 三、收費及優惠措施 (註:除契約規定停車費率上限外,申請人得自提相關優惠方案,以增加停車率) (一)契約規定費率: (註:請視實際狀況予以增刪) 1.臨時停車:汽車每小時 元;機車每小時 元。 2.月租:汽車每月 元,月票上限 元;機車每月 元,月票上限 元。 3.電動汽、機車當日停車免費;充電免費。 4.學校職工: 5.里民優惠: 6.周邊商家: 7.信用卡折扣: 8.身心障礙者: (二)其他優惠方案: (註:由申請人自行研提優惠方案) 1.臨時停車:汽車每小時 元,前 小時每小時 元,以後每小時 元,最高上限 元。機車每小時 元;計次每次 元。最高 元。 2.月租停車: (1) 汽車月租每月 元;季繳:○○元。 (2) 機車月租每月 元;季繳:○○元。 3.合作商家:月租費率 折。 4.憑( )信用卡折扣,免費停車 小時。 5.汽車平日臨停每小時 元,假日每小時 元。 6.其他彈性優惠措施…。 四、提升服務品質構想 (註:說明經營者提升本停車場服務品質之創新構想與具體作為) (一)敦親睦鄰 (例:協助周邊環境改善、解決停車問題或與商家共存共榮之道) (二)節能減碳 (例:改用省電燈具,增設感應式省電裝置或可降低溫室氣體排放之具體措施等) (三)環境美化 (例:進行停場內外綠美化設計,讓停車成為一種享受) (四)空間設計 (例:規劃停車空間,將牆面及柱面如以裝飾、佈置或綠美化處理,使空間生意盎然等,讓出入停車場的民眾倍受尊崇) (五)多元繳費 (例:提供網路、超商、銀行、自動繳款機、信用卡等多元繳費方式,讓民眾繳費更便利) (六)24小時客服及免付費專線 (例:提供全年無休的服務,立即解決車主問題) (七)其他創新措施 五、營運安全計畫: (註:請就本停車場特性(例:學校、地下停車場),規劃相關安全措施) (一)管理人員資格: (有重大犯罪前科者應避免任用) (二)門禁管制措施: (三)夜間安全巡邏: (四)女士專用停車區: (五)校園安全規劃(學校適用): (於學校地下停車場適用) 六、其他:附屬事業(限自動販賣機、洗車業及廣告看板) 貳、資產維護管理計畫 一、既有設備維護計畫 (註:申請人應至現場勘察既有設備,對主要設備之維護保養應提出具體作為) (一)設備維護項目及頻率 (各類設備維護項目一覽表-範例) (二)各類緊急應變計畫 (註:對地震、火災、颱風等不可預測之天然災害或緊急事件,應訂定標準作業程序,以供現場管理員遵循,以避免或減少人民生命財產之損失) 1.颱風應變標準作業: (1) 海上颱風警報發布: 甲.成立應變小組及工作分配。 乙.備妥車主名冊。 丙.進行設備功能檢查:如:排水溝是否通暢、防水閘門、發電機啟閉是否正常、抽水機是否備妥…等。 丁. … (2) 陸上警報發布: 甲.通知車主移車。 乙.… (3) 警報解除: 【颱風警報緊急應變流程圖(範例)】 2.地震應變標準作業: (1) 發生時先關閉火種及電源。 (2) 萬一發生火災,呼叫管理員快速滅火。 (3) 廣播請場內人員注意事項如下: 甲. 落物碰撞,應確認周遭情況後鎮定行動。 乙. 行駛中勿緊急煞車,宜注意前後左右,減低車速,靠邊停妥熄火,並留在車內直到震動停止。 丙. 在辦公室及工作場所,應藏身於辦公桌或堅固家具旁,遠離門窗,以免遭震破的玻璃擊傷。 丁. 疏散時使用樓梯,避免使用電梯。 (4) 管理員震後查核事項: 甲. 查看周圍的人是否受傷。 乙. 檢查水電、瓦斯管線有無損害,若有損害應將所有門窗打開,立即撤離到安全處。 丙. 檢查建築物龜裂情況,若嚴重受創,請盡速離開,避免餘震使建築物傾倒,造成危險。 3.火災應變標準作業:發生火警時,依滅火、報警、逃生順序處理。 (1) 滅火:火源初萌時,立即利用就近之滅火機、消防栓箱之水瞄,從事滅火 予以撲滅,以遏止火災發生或蔓延。但如火有擴大蔓延之傾向,則應迅速撤退至安全之處所。 (2) 報警:發現火災時,應立即報警,如利用大樓內消防栓箱上之手動報警機,或是電話打“119”報警,同時亦可大聲呼喊、喚醒場內民眾知道火災之發生,而逃離現場。 (3) 逃生:逃生時,務必保持鎮定,切勿驚慌,以致張惶失措,而延誤了逃生的時機。 (三)天然災害及緊急事件通報流程 (註:請依不同之事件類別,繪製流程圖或通報表,以供現場管理員應變之參考) 二、設施(備)新增計畫 (註:新增設備計畫包含契約規定應辦事項及申請自提新增設備部分。申請人應列出項目、數量、規格及金額,並預估完成期程。可以列表方式說明) (一)契約規定新增或改善設備 1.停管系統: 2.悠遊卡系統: 3.監視系統: 4.其他… (二)申請人自提新增或改善設備 1.掃地機: 2.自動繳費機: 3.車輛剩餘指示裝置: 4.省電設備: 5.其他… 三、環境維護計畫 (註:請就場內環境之維護,如辦公場所、廁所、車道、停車空間、機械室、牆面、消防設備…等,提出具體之維護計畫) (一)目的 (二)作法 1.機械電機室:每季清理1次。 2.廁所:每日清潔及清毒。 3.… 四、點交返還計畫 (含新增設備契約屆滿時之返還) (一)資產點交計畫 1.排定設備點交接管人力、時程及工具。 2.備妥設備清單、相關操作手冊、技術規範、竣工圖說及各設備廠商連絡名冊。 3.測試主要設備:訂定測試的項目、重點及應會同之專業人員。 (二)資產返還計畫 1.確認契約及經營計畫書約定應返還項目。 2.排定設備點交之接管人力及時程。 3.確認設備清單、相關操作手冊、技術規範、竣工圖說及各設備廠商連絡名冊。 4.訂定主要設備測試的項目、重點及應會同之專業人員。 5.就資產返還發現之缺失,申請人應先擬具改善計畫及時程。 參、財務計畫 一、營運收入及支出預估 (註:申請人應預估本停車場營運後,每年之收支狀況,以試算權利金及超額利潤之依據,可以列表方式說明) (營運收入支出一覽表-範例) 二、財務基本參數與說明 (註:各項收支參數之數據,申請人應提出合理之說明,以供甄審委員驗證合理性) (一)預估營運期間物價上漲率 (二)營業稅:5%。 (三)營利事業所得稅:○%。 (四)營運資金:○% (五)營運收入 (請說明採用各項數據之理由) 1.月租車收入:(預估月租車 輛,月租每月 元) 2.臨停車收入:(預估臨停車 輛,每次臨停 小時) (六)營運支出 (請說明採用各項數據之理由) 1.各項稅什及人事費:如:保險費、稅捐、簽證費、水電費、電話費、網路費、行銷及人事費用…等。 2.設備維護費:(機電設備、閘門系統、消防設備、監視設備、進排風設備、水電設備、照明設備、通風設備及其他必要設施)。 3.設施、設備改善攤提及折舊攤提 4.停管設備維護費: 5.保險費(公共意外責任險及火險): 6.悠遊卡系統新建費用及手續費: 7.營業稅: 8.辦公費: 三、預估財務之效益分析 (註:申請人預估投資本案所帶來之效益。包括利潤、商譽或附加價值) 四、合理利潤之預估 (註:申請人應預估投資本案所帶來之合理利潤) 五、新增及改善設備支出攤提 (註:支出費用之攤提,請說明攤提之方法【如直線法或遞減法】,可以列表方式說明) 六、風險管理與保險計畫 (一)風險管理 1.風險類別 經營停車場可能之風險包括:營運風險、策略風險、財務風險、市場風險及作業風險等。針對上述風險,應明訂風險等級,倘評估風險已超過可接受範圍,即採取風險控制行動。 2.風險控制 (1) 規避風險:修改作業方式或應用技術以避開風險。 (2) 轉移風險:利用保險,轉移風險至第3者,如投保綜合保險、第3人意外責任險等。 (3) 接受風險:符合公司預期之風險等級,且在可控制的範圍時,得以客觀的接受風險。 (4) 降低風險:強化內控機制並研訂各項標準作業程序,以降低風險發生機率 (二)安全監控管理 (註:監控風險,將風險控制在最低的範圍內) (三)保險計畫 (註:請依契約規定之投保公共意外險及火險【附件C1】,載明投保額度、年限、投保險人等,應詳列之) 七、定額權利金與經營權利金之支付額度與計算方式 (註:請填入依財務試算所得之權利金及經營權利金額度,及每營運周年可能之經營權利金) (一)定額權利金 (註:不得低於申請須知規定之額度) (二)經營權利金 (註:預估年收入1.15倍為基準,超過部分由主辦機構與民間機構各分得47.5%及52.5%) 肆、申請人經歷及實績 一、申請人簡介 (註:請簡述公司成立的時間、沿革及宗旨,另公司的組織、規模、資本額及營業項目,亦請一併說明) (一)成立時間及宗旨 (例:本公司成立於 年 月,…) (二)公司組織 (例:公司或有限公司,可以組織圖表示公司組織的部門現況) (三)資本額 (例:新台幣 元整) (四)營業項目 (例:停車場經營業、…) 二、經營管理實績 (註:包括過去或現在所經營之公辦民營及私有停車場,詳列停車場名稱、車位數、履約年限等資料,另有關履約過程所發生之履約爭議、訴訟或獲獎紀錄,均請詳載。) (一)履約中停車場資料 (註:明列履約中停車場基本資料,包括名稱、地點、車位數、履約年限等) (範例) (二)已履約停車場資料 (三)履約優良事蹟簡介 (註:簡述履約獲獎事蹟,如金擘獎或其他有關之榮譽事蹟) (四)履約爭議事件簡介 (註:簡述履約爭訟事件,包括過去或尚在處理中之爭訟事件) 三、最近2年內之公司財務報表 (註:請說明公司近年來之財務概況) 伍、結論: 陸、參考附件: 一、最近2年內之營運、公司財務報表 二、資產負債表 三、年度營利事業所得稅結算申報書(含損益及稅額計算表) 四、其他停車場營業收支表 more

分類:企劃,廣告文案

服務項目

本身為專業設計師,由於過去幾年工作勞累導致目前必須長期在家休養,希望能以接案方式賺取微薄收入並累積作品為日後所用。 服務項目如下: *專業修圖/去背 無論是人物(網拍照、婚紗照、旅遊聚餐等)或靜物(美食、飾品、衣物、藝術品等)需要修補瑕疵、移除路人甲或是調整光線及色差、去除背景皆可幫您處理:$10~30/張 (量多可議) *老照片修復 包含修補裂痕/摺痕/破損、去除污漬、色彩調校、黑白轉彩色(須與您討論上色細節) :$500~2000/張(依難度報價) *平面完稿、產品包裝設計、企業CIS設計 有多年平面設計經驗,過去任職於大型外商設計公司,對於畫面美感呈現以及稿件編排的專業度絕對值得您信賴,使用軟體為Illustrator及inDesign,交件格式為pdf(原檔.ai/indd也會一併附上)。 歡迎email洽詢 DM、海報、型錄、書籍排版、產品外盒、公司logo設計、企業形象規劃 報價。 *中英文打字排版 正確率高(個人視錯字為眼中釘),可接受錄音檔(限中文)、手稿(字跡須清楚)、掃描檔,交件格式為.doc(word), .xls(excel)或.pdf。 $30/1000字 另提供文件及表格重製/重繪服務(有些年代久遠的檔案已經找不到原始檔,需要重新製作的) ***不接受公文或是證書等敏感文件之重製喔!如果我判斷案件內容事涉機要,恕不接件請見諒!***more

分類:其他

8

華松科技股份有限公司

華松科技股份有限公司 員工人數:10人 產業類別:電子相關,其他製造業 資 本 額: 350萬 人事聯絡:馬先生 公司電話:0226754141 公司網址:http://www.101superweb.com/web/123732 公司傳真:0226754641 聯絡地址:新北市樹林區備內街一巷35弄8號 公司簡介 公 司 起 源:成立於2003年 (於2008年3月正式改名為華松科 技) 目前資本額 :參佰伍拾萬元新台幣 廠 房 佔 地:(約) 100坪 環 保 政 策: 防治污染、善用資源、持續改善、藍天綠地、 青山淨水,是我們的責任與目標 因應高科技傳統產業化之發展,由傳統的大量3C產品的表面處 理供應商,逐漸轉型為新崛起的低成本之特殊需求表面處理供 應商(例如:航太、LCD、半導體產業等…)。 產品與服務: •產品服務 ◦半導體產業 ◦LCD產業 ◦LED產業 ◦航太產業 ◦3C產業 福利與制度: ◆獎金福利 1.加班費 2.全勤獎金 3.年節獎金 ◆休假福利 1.週休二日 ◆保險福利 1.勞保 2.健保 ◆餐飲福利 1.員工餐廳 2.午餐費 誠徵 作業員、技術員、工讀生、臨時工 數名 男女不拘、肯吃苦耐勞、有責任、可配合加班、無經驗可 享勞健保、勞退、供午膳、週休 意者親洽:新北市樹林區備內街1巷35弄8號 0226754141 技術員 新北市-樹林 根據生產程序,從事電子設備零件組裝、機器操作、產品 包裝、生產線事務運作等工作 作業員 新北市-樹林區 根據生產程序,從事電子設備零件組裝、機器操作、產品 包裝、生產線事務運作等工作 臨時工 新北市-樹林區 根據生產程序,從事電子設備零件組裝、機器操作、產品 包裝、生產線事務運作等工作 more

分類:其他

The Effects of Story Books on Kindergarten Students’ Reading Comprehension

The Effects of Story Books on Kindergarten Students’ Reading Comprehension Stella Lin 9510812A Submitted to Dr. Hsieh Abstract This study focused on teachers’ experiences of using storybooks on kindergarten children, and the effects of story books on kindergarten students’ reading comprehension. Subjects in this study are fifty kindergarten teachers age from 20 to over 50 and filled in one questionnaire about storybooks. By applying qualitative and quantitative research methods, the major finding demonstrated that storybooks play an important role in comprehension and reading ability of children. Another finding was teachers’ attitude and teaching method has to be put into consideration. Instructional implications stated that children’s ability and motivation have to be put into consideration for future study. Introduction Children can get the information when they are reading. No matter what kind of information it is, including the text books in school, the news on newspapers, the messages from the internet, they have to get the information through reading (Zician, 2008). Reading is an active process of decoding and comprehending, with comprehension being the ultimate goal of competent readers (Allision, Mark & Patricia, 2000). Reading is the most important skill to learn and get the knowledge (Cunnigham & Stanovich, 1997; Spira, Bracken, & Fischel, 2005). Consequently, to understand the knowledge of children reading skill is helpful to understand the development of the reading skill among the children. A lot of information comes from everyone’s daily life. Adults get the information subconsciously through reading. The children have no exception. However, the children often ignore that they can get through reading because the comprehension ability is different from every child. Therefore, in the last decade reading comprehension research has encouraged teachers to give their students opportunities to become more aware of stories and more familiar with the structure (Oja, 1996). The storybook reading is an effect tool in support of children’s language skills (Huseyin, 2008). Therefore, it is obvious to know the importance of the reading skill and the stories. So, teachers should prepare the children for reading. Consequently, this study is going to investigate that whether the story book can promote children’s reading comprehension or not. Key terms: reading comprehension ability, reading skill. Research question: 1. Do story books and story reading class influence the kindergarten students’ reading comprehension? Literature review At this part, according to many researchers’ studies, there are much skill and information in reading and story. Language skills have direct and indirect significant effects on reading acquisition and comprehension. Several studies pointed out that positive effect of the technique on language skills, such as storybooks. Several studies pointed out the relationship between comprehension ability and reading attitude (Mckenna, Kear & Ellsworth, 1995; Sperling & Head, 2002). And these studies showed that the story book reading technique is a really good and effective way to support children’s language development (Chow & Mcbride, 2003; Hargrave & Senechal, 2000). The influence of using storybooks in early childhood learning There are many influence of using storybooks in early childhood learning. Smith (1990) and Kush, Watkins and Brookhart (2005) found that earlier reading attitudes were the strongest predictor of future reading attitudes. It is possible to say that if the children get positive attitudes toward reading in their early years, they would pursue this positive attitude in the future (Huseyin, 2008). The early childhood classroom is a proper place to enhance the language of the young children (Rebecca, Joseph, Liane & April, 2004). There are many research papers indicated the importance of the reading skill, which have to begin at earlier years. A researcher even stated that the numbers of children reading during their preschool years is the best predictor of the child’s later achievement in school (Wells, 1996). Meaningful experience during the early years can provide the chance to increase the abilities and the skills of the language and sustain language growth (Fillmore & Snow, 2000; Genishi, 1988). Some teachers use two methods to achieve this goal are story telling and story reading, which affect children’s reading skill and the comprehension (Rebecca, Joseph, Liane, & April, 2004). Many studies pointed out that changing the quality of the story book reading technique had positive effect on different aspects of children’s language skills development. Language skills have indirect and direct impacts on the acquisition of reading skills in the early years of schooling, and a direct impact on reading comprehension in the later years of schooling (Nation & Snowling, 2004; Olofsson & Niederson, 1999; Spira, Bracken & Fischel, 2005; Storch & Whitehurst, 2001, 2002). Therefore, it is possible to say that the application of storybook reading can have an impact on children’s reading ability. The storybook reading leads to reading growth and, in turn, later success in other academic areas (Bus, Ijzendoorn, & Pellegrini, 1995; Crain-Thoreson & Dale, 1992; Debaryshe, 1993; Senechal, Lefevre, Hudson, & Lawson, 1996; Whitehurst, 1999). More and more researchers pointed out that story reading in school situations has also been shown to increase children’s vocabulary, and comprehension skills (Karweit, 1989). When children have opportunity to make the story on their own through such as the activities of game playing, extraordinary activities, the comprehension of the story is increased (Sims, 1988; Morrow, 1985). However, why the story books are such an important tool to influence the reading skill? According to much information, it is easy to know that children make significant gains in various areas of development through shared storybook experiences (Kaderavek & Justice, 2002; Rubin & Wilson, 1995; Snow, 2001). And it is clear to see that not just the advance in reading and comprehension, but also vocabulary growth, knowledge of handing books, listening ability, and many other skills (Snow, 2001). Young children made gains in story concept, comprehension, vocabulary, and many other areas, after participating in a story time. Therefore, the story books are universal used over the world because of its multifunction. The following are the benefits of using the story books, and the general conclusion that reading story books that children can get by themselves. (1) Vocabulary (2) General linguistic ability (3) Concepts of prints and books (4) Sense of story structure and genre (5) Reading ability (6) Reading comprehension (7) Positive attitudes towards books and reading (Cooter, 1991; Dennis & Walter, 1995; Howe, 2000; Leloup & Stone, 1991; Meyer, Stahl, Linn, & Wardrop, 1994; Rosenhouse, Feitelson, Kita & Goldstein, 1997; Trelease, 1995; Warren & Fitzgerald, 1997). Reading comprehension ability Reading comprehension is meaning that after reading the articles or stories, according to the memories and understanding of the readers, how much application the reader can use to the new situation (Yueting, 2000). And a research paper divides the reading comprehension into two aspects. (1) From the definition of a narrow sense, reading is discrimination to the words. (2) From the definition of a broad sense, reading is a way to get the construction from the words in reader’s daily life. The main purpose is that getting the meaning of the articles or stories (Fonglin, 2000). The comprehension ability is an active process to explain the article and the text due to the previous knowledge of the readers (Dole, Duffy, Roehler & Pearson, 1991). The emphasis at this level is to gain information or to read to learn. And the reading comprehension is a complex procedure which would face the difficulty in the course of understanding (Liyu, 2008). The following are the factors affecting the comprehension ability (1) the teaching materials; (2) the knowledge background and the related level with the materials of the students; (3) the activity strategy to strengthen memory ability and comprehension ability and overcome the failure understanding of the students (Yufen, 2002). Some part of the studies indicates the pre-knowledge; the understanding with the story structure and the reading strategy are also the main factor to effect reading comprehension (Ciulan, 2000; Jingwen, 2004). The importance of the story text structure The stories also have many methods of use to provide a conceptual framework for thinking, which allow children to shape experiences and see picture in their heads (Collins, 1999). Organizational frameworks also offered the basic knowledge necessary to understand story text structure by helping readers to pay attention on the important point in the story structure and offering readers a management for gathering information form the text (Flood & Lapp, 1991; Pearson & Johnson, 1978). Although some students can get the main point from story text structure without any instruction, there are many researcher shows that all students benefit from instruction on text structure (Pearson & Fielding, 1991; Seidenberg, 1989). Story grammars represent the text structure for elements of narrative text (McConaughy, 1982) such as characters, setting, plot, and events, including a main goal or problem. They reflect the story structure children and adults use to understand narrative text (Olson & Gee, 1988). Common factors of studies reporting improvement in reading comprehension with story instruction include (a) a direct instruction approach, (b) sufficient student practice with feedback, and (c) frequent instruction and assessment activities (Epstein, Kauffman, Lloyd, Cook, Cullinan, Forness, Hallahan, Nelson, Polsgrove, Sabornie, Strain, & Walker, 1993). Story retelling The usage of story retells and oral fluency is an effective way to improve the comprehension ability to children, and it is also a common way used as a main tool in reading research, and this study also has no exception (Bauman & Begeron, 1993; Gardill & Jidentra, 1999). Whichever cognitive mechanism underlies the relationship of oral fluency and reading comprehension, the reality is that children who read with greater speed and greater fluency tend to read more skillfully and with greater comprehension than children who read less fluently (Greg, Roland & Stephanie, 2005) Given that oral reading fluency provides an efficient and reliable indicator of reading ability and progress, it is reasonable to question the need for another fluency measure of reading comprehension. (Greg, Roland & Stephanie, 2005). The case for a measure of retell fluency is based on several considerations: (1) teachers' and administrators' concerns with the face validity of oral reading fluency as a measure of comprehension, (2) concern with teaching and practicing misrule. What’s more, There is evidence that regular use of fluency measures may have an indirect effect on student learning (Good et al., 2001), whether by prompting students' attention or by directing teachers' instructional focus to skills that under lie fluency measures of reading comprehension. Assuming an effect, it becomes important that children understand (or, at least, not misunderstand) the lesson that may be embedded in fluency tasks. This concern, that students and teachers may focus too intently on the rate aspect of the fluency equation, thus sacrificing accuracy, or that they may see fluency as an end rather than a means, perhaps to the detriment of comprehension, warrants research. In the interim, a fluency measure that includes a task more readily identifiable as comprehension-oriented may provide some protection against the possibility of learning or practicing misrule (Greg, Roland & Stephanie, 2005). Methodology This study was exploratory research design, which used the questionnaire survey to investigate the teachers who used storybooks to teach students and observe the effect on kindergarten students, and 5 interview questions are used to investigate children’s reading ability, interests, and teachers’ influence on children’s learning. SPSS system was also used to get the results as well. Participant The participants of this study were about 50 kindergarten teachers who had the experience to use storybooks to teach children in class. The kindergartens were located in Kaohsiung and Pingtung. There were 11 male and 39 female teachers, all of them had teaching experience. Instrument Teachers who participated in this study will complete one questionnaire (see Appendix A and B), which includes three parts: the background information, 26 questions (about children’s attitude、effects、preference on using storybooks) and two open-ended questions. Four major parts were consisted twenty-six questions. This instrument was developed from the questionnaire from my3q.com (http://www.my3q.com/) this is 4-point likert scale ranging from 1, strongly agree,2, agree, 3, no comment 4, disagree, 5, strongly disagree. And Appendix C is the section of interview, ten kindergarten teachers who had the experience to use storybooks to teach children in class will answer the five questions. Procedure The study was basically a questionnaire survey through the 50 kindergarten teachers who had the experience on using storybooks to teach children in class. There was no time limit for answering these questions. In this study will have interview with ten kindergarten teachers and record for answering the five questions. Results and Data Analysis At the beginning of the research, basic information collected from the teachers showed their age group ranged from 20 to over 50 years old. About 42 % is 20 to 30 years old, 34% is 30 to 40 years old, and 14% is 40 to 50 years old, there are 5 % are over 50 years old. There are 14% participants graduated from senior high school, 64% graduated from university, 8% are master degree, and 10% are doctor degree, 4% graduated from else. There are 36% participants teaching for 0 to 5 years, 24% are 6 to 10 years, 22% are 11 to 15 years, 6% are 16 to 20 years, and 12% are over 20 years. The first part of survey is the story preference of children. The survey is easy to observe the story preference and factors of children. According to table 1, 88% of teachers agreed in Item 1 (M=2.06. SD=.818) that they agreed most of the children like to read storybooks, but only 12 % of the teachers disagreed in Item 1. 54% of teachers disagreed in Item 2. (M=3.22. SD=.932) half teachers think children like to listen story more than read a story. Because some teachers think that some children have difficulty on recognizing words or vocabularies. Over 90% of teachers agreed in Item 4 (M=1.78. SD=.840), 5 and 7 (M=2.12. SD=.872). Teachers think that children like to have a course about story, and children will be willing to read stories after finishing the story course. In Item 6 (M=2.14. SD=.948), 76% of teacher agreed that children are easy to plunge into stories. So, in Item 5 (M=1.84. SD=584), there are no teacher think that children will lack for emotion after reading a story. Some teachers think that children are easy to immerse in a story, and they will be emotional after a story. Table 1. The story preference of children I:the story preference of children Survey Items Frequencies SA* A N D SD Total Mean Std. Deviation 1. Do most of children like to read storybooks 9 35 0 6 0 50 (P) 2.06 .818 18(%) 70(%) 0(%) 12(%) 0(%) 100.0 (%) 2. Do children like to read storybooks rather than listen to storybooks 1 14 8 27 0 50 (P) 3.22 .932 2(%) 28(%) 16(%) 54(%) 0(%) 100.0 (%) 3. Do children like fairy tale story rather than Aesop's Fables 5 28 11 6 0 50 (P) 2.36 .827 10(%) 56(%) 22(%) 12(%) 0(%) 100.0 (%) 4. Do children like the course about the storybooks 19 27 1 2 1 50 (P) 1.78 .840 38(%) 54(%) 2(%) 4(%) 2(%) 100.0 (%) 5.Do children have emotional wave after reading or listening a story 13 32 5 0 0 50 (P) 1.84 .584 26(%) 64(%) 10(%) 0(%) 0(%) 100.0 (%) 6. Do children immerse into story text when they are reading or listening story 12 26 5 7 0 50 (P) 2.14 .948 24(%) 52(%) 10(%) 14(%) 0(%) 100.0 (%) 7. Are children willing to read storybooks after they learn the course about storybooks 11 26 10 2 1 50 (P) 2.12 .872 22(%) 52(%) 20(%) 4(%) 2(%) 100.0 (%) *Code: Strongly Agree (SA), Agree (A), No comment (N), Disagree (D), Strongly Disagree (SD), People (P) The second part is to investigate the impact of story for childhood. If children read storybooks earlier in their childhood, can their reading ability is higher than others. According to table 2, 96% of teachers agreed in Item 8 (M=1.66. SD=.717) that they agree there have benefits for children’s reading ability if they read storybooks earlier. And just only one teacher disagreed with it. The same of the above, 86% of teachers agreed with that children can understand more article structure in the future if they read storybooks earlier in Item 9. (M=1.96. SD=.781). 80% of teachers agreed in Item 12 (M=2.12. SD=.824) that they agreed children’s reading comprehension ability is related to contact with storybooks before preschool age. In Item 10 and 11, 88% (M=1.94. SD=.740) and 84% (M=1.92. SD=.695) of teachers agreed with children will have higher reading and more knowledge if they contact storybooks earlier. Table 2. The impact of story for childhood II:the impact of story for childhood Survey Items Frequencies SA A N D SD Total Mean Std. Deviation 8. Are there any benefits for children’s reading ability if they read storybooks earlier 21 27 1 0 1 50 (P) 1.66 .717 42(%) 54(%) 2(%) 0(%) 2(%) 100.0 (%) 9. The same of the above, do they understand more article structure in the future 12 31 5 1 1 50 (P) 1.96 .781 24(%) 62(%) 10(%) 2(%) 2(%) 100.0 (%) 10. Do children have higher reading ability if they contact with storybooks earlier 12 32 3 3 0 50 (P) 1.94 .740 24(%) 64(%) 6(%) 6(%) 0(%) 100.0 (%) 11. Can storybooks expand the knowledge in children’s future 13 29 7 1 0 50 (P) 1.92 .695 26(%) 58(%) 14(%) 2(%) 0(%) 100.0 (%) 12. Do children’s reading comprehension ability is related to contact with storybooks before preschool age 9 31 5 5 0 50 (P) 2.12 .824 18(%) 62(%) 10(%) 10(%) 0(%) 100.0 (%) *Code: Strongly Agree (SA), Agree (A), No comment (N), Disagree (D), Strongly Disagree (SD), People (P) The third part of this survey is to investigate the impact of story for reading ability. And this is the major issue for investigation. According to table 3, 90% (M=1.88. SD=.558) and 82% (M=1.96. SD=.699) of teachers in Item 13 and 14 agreed with that storybooks enhance children’s confidence and have positive way in reading comprehension. Only 2% of teachers disagreed in Item 14.And there is a coincidence in Item 15 and 16. 78% of teachers agreed in Item 15 (M=2.18. SD=.919) and 16 (M=2.20. SD=.782). Teachers agreed in that storybooks’ types and material have the effect on children reading comprehension, and it can be a direct relationship for children reading ability of storybooks content. 10% of teachers in Item15 and 16 disagreed in. 48% of teachers in Item 18 (M=2.78. SD=.887) agreed in children can understand the expression of the whole storybooks’ meaning. So 54% of teachers agreed with the lower comprehension ability children misunderstand the content of the story in Item 17. (M=2.60. SD=.990) In Item 19 and 20, 44% (M=2.76. SD=.870) and 58% (M=2.54. SD=.862)of teachers agreed that children can understand the personality of the characters and relationships between characters after they read a story. However, there are still 42% of teachers disagreed with Item 19 and 20. these teachers think that children just know the story, but they can not really understand the truly meaning of the story. In Item 21 (M=2.90. SD=.909), just only 38% of teachers agreed children understand the content of storybooks right away while they are listening. 32% of teacher disagreed that children can understand the story right away. Table 3. The impact of story for reading ability III:the impact of story for reading ability Survey Items Frequencies SA* A N D SD Total Mean Std. Deviation 13. Do storybooks enhance children’s confidence in reading comprehension future 11 34 5 0 0 50 (P) 1.88 .558 22(%) 68(%) 10(%) 0(%) 0(%) 100.0 (%) 14. Do storybooks have positive impact on children’s comprehension ability 12 29 8 1 0 50 (P) 1.96 .699 24(%) 58(%) 16(%) 2(%) 0(%) 100.0 (%) 15. Do storybooks’ types and material have the effect on children reading comprehension 9 30 5 5 1 50 (P) 2.18 .919 18(%) 60(%) 10(%) 10(%) 2(%) 100.0 (%) 16. Are there any direct relationships for children reading ability of storybooks content 6 33 6 5 0 50 (P) 2.20 .782 12(%) 66(%) 12(%) 10(%) 0(%) 100.0 (%) 17. Will the lower comprehension ability children misunderstand the content of the story 5 22 12 10 1 50 (P) 2.60 .990 10(%) 44(%) 24(%) 20(%) 2(%) 100.0 (%) 18. Can most of children understand the expression of the whole storybooks’ meaning 1 23 12 14 0 50 (P) 2.78 .887 2(%) 46(%) 24(%) 28(%) 0(%) 100.0 (%) 19. Can children understand the personality of the characters of storybooks after reading a story 2 20 16 12 0 50 (P) 2.76 .870 4(%) 40(%) 32(%) 24(%) 0(%) 100.0 (%) 20. Can children understand the relationships between characters after they read a story 3 26 12 9 0 50 (P) 2.54 .862 6(%) 52(%) 24(%) 18(%) 0(%) 100.0 (%) 21. Can children understand the content of storybooks right away while they are listening 2 17 15 16 0 50 (P) 2.90 .909 4(%) 34(%) 30(%) 32(%) 0(%) 100.0 (%) *Code: Strongly Agree (SA), Agree (A), No comment (N), Disagree (D), Strongly Disagree (SD), People (P) The fourth part is to investigate the impact of story retelling. Teachers ask children to retell a story after they finished and there are some impacts of it. According to table 4, 84% of teachers agreed in Item 22. (M= 2.08. SD=.804) that teachers agreed with asking children to retell a story is a helpful action. And only 2% disagreed with it. However, in Item 23 (M= 2.62. SD=.945), just only 52% of teachers agreed with it. That’s meaning that 20% of teachers consider that retelling a story is a difficult part for some children. The difficult factors are stress, nervous or some children without interests in reading stories. In Item 24 (M=2.62. SD= 1.028) and 25 (M= 2.54. SD=.994), 58% and 60% of teachers agreed that lower and higher reading ability can be a critical factor to affect retelling ability of children. 24% and 22% of teachers do not consider reading ability into a factor to affect retelling ability. In Item 26 (M= 2.56. SD=.884), 54% of teachers agreed that children would like to retell a story after they read it. Table 4. The impact of story retelling IV:the impact of story retelling Survey Items Frequencies SA A N D SD Total Mean Std. Deviation 22. Is it helpful for children’s reading ability by asking them to retell a shorter story 8 34 6 0 2 50 (P) 2.08 .804 16(%) 68(%) 12(%) 0(%) 4(%) 100.0 (%) 23. Do children can retell a shorter story easily 4 22 14 9 1 50 (P) 2.62 .945 8(%) 44(%) 28(%) 18(%) 2(%) 100.0 (%) 24. Do children who have lower reading ability feel difficult to retell a story 4 25 9 10 2 50 (P) 2.62 1.028 8(%) 50(%) 18(%) 20(%) 4(%) 100.0 (%) 25. Do children who have higher reading ability retell story fluently 5 25 9 10 1 50 (P) 2.54 .994 10(%) 50(%) 18(%) 20(%) 2(%) 100.0 (%) 26. Are children willing to retell a story to their classmates or parents 4 23 14 9 0 50 (P) 2.56 .884 8(%) 46(%) 28(%) 18(%) 0(%) 100.0 (%) *Code: Strongly Agree (SA), Agree (A), No comment (N), Disagree (D), Strongly Disagree (SD), People (P) The final part of the interview questions were designed to investigate children’s reading ability, interests, and teachers’ influence on children’s learning. The first question was to investigate the difficulties when children are reading storybooks. 60%of teachers pointed out that children will face words and pronunciation problem, because they are too young to recognize words. 60% of teachers thought that children can not understand or misunderstand the meaning of story. 50% of teachers pointed out that children will need help from teachers or parents to analyze the story for them. Some teachers thought that the choice of storybooks is also a critical factor. The second question was to investigate advantages and disadvantages of story teaching method. 60% of teachers believed that using story teaching method can make children have more reading interests, motivation, and concentration; it can also improve their reading ability and train their imagination. 20% of teachers thought that if teachers use story teaching method in a wrong way, children will ignore other classes, and lose their interests, only 10% teachers thought that using story teaching method will make children more rely on pictures. The third question was to investigate whether story teaching method can promote the reading interest of children or not. All of the teachers agreed in this question. 70% of teachers believed that stories can keep children’s attention, inspire them to read, and enhance their learning motivation. The fourth question was to investigate the advantages and disadvantages of asking children to retell a story for reading ability. 60% of teachers said that children can learn more words and the knowledge of the story. 60% of teachers pointed out that children can learn how to express themselves, and the memorization. 30% of teachers thought that it is easy to observe children’s expression ability and learning effect from their retelling. However, there were still 70% teachers pointed out that children may feel stressful when they are retelling a story and they may reject to read, so teachers should spend more time to train children to adapt the situation. The final question was to investigate the influence of teachers’ attitude and method to children’s learning. All of teachers agreed that teachers play an important role in children’s world. If teachers’ teaching was lively, it is easy to get children’s motivation and attention. Some of teachers pointed out that teachers should be more patient, because teachers’ attitude can affect children’s learning easily. Discussion and Conclusions This study was to investigate the impacts of storybooks and teachers’ story methods. Children’s reading interests and comprehension ability are also factors considered in this study. First part is to investigate the influence of using storybooks in early childhood learning. There were many teachers pointed out that story reading is a critical factor in childhood and it can be an important element in children’s reading comprehension. Most of teachers believed in that ask children to read stories are a good way to improve children’s ability in the future. It is possible to say that if the children get positive attitudes toward reading in their early years, they would pursue this positive attitude in the future. (Huseyin, 2008) according to this study, the experienced teachers pointed out that reading story can improve children’s (1) Vocabulary, (2) Sense of story structure and genre, (3) Reading ability, (4) Reading comprehension,(5) Positive attitudes towards books and reading, these advantages are also coincide with researcher Cooter in 1991. Secondly, the impact of story for reading ability is also a critical element. The main purpose of reading comprehension is that getting the meaning of the articles or stories (Fonglin, 2000) .Teachers pointed out that story reading has close relation with children’s comprehension and confidence, and they also mentioned that some factors can affect children’s comprehension ability. Such as the teaching materials; the knowledge background and the related level with the materials of the students; the activity strategy to strengthen memory ability and comprehension ability and overcome the failure understanding of the students (Yufen, 2002). Thirdly, the impact of Story retelling for children. Some teachers expressed that ask children to retell a story can make them feel pressure and frustrated. But some teachers think that is an effective way to improve the comprehension ability to children, (Bauman & Begeron, 1993; Gardill & Jidentra, 1999). And it becomes important evidence that children understand the meaning of stories. Finally, the ability of children is a key factor that teachers consider into their teaching method. Some parts of teachers think that lower comprehension ability children also have lower ability to understand a story and also have difficulty on story retelling. On the contrary, the higher comprehension ability children can not have more difficulty on those skills. Implications In this survey, teachers’ experiences were the major part to investigate. And it was easy to find that there are so many factors have to be considered into the investigation. For example, the ability, confidence, and interests of children. Not only for children, teacher’s attitude and the choice of storybooks was a critical part that also has to be considered seriously. Furthermore, the different teaching methods can also lead different results. The different ability children should be concerned into different situation. Children’s interests also can be a critical part to decide the results. Suggestion According to the final data, it was easy to find that there were still many elements should be taken into this study. Children’s ability and reading motivation were important factor to affect the result. If researchers can classify children well, the result will be more accurate, the different ability children should be classified in to the different groups. Children’s motivation should be taken in to investigation. Moreover, teachers’ method and attitude were a critical factor to affect children’s learning. 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Unpublished paper, Department of Curriculum and Instruction, University of Maryland, College Park MD. Snow, C. E. (2001). Knowing what we know: Children, teachers, researchers. Educational Researcher, 30(7), 3–9. Trelease, J. (1995). Reading aloud for reading readiness. Journal of Youth Services in Libraries, 9(Fall), 45-53. Warren, L., & Fitzgerald, J. (1997). Helping parents to read expository literature to their children: Promoting main- idea and detail understanding. Reading Research and Instruction, 36(4), 341-360. Wells, G. (1986). The meaning makers: Children using language and using language to learn. Portsmouth, NH: Heinemann Educational Books Inc. Yuching, L. (2008). Action Research on Using Story Structure to Improve Children's Reading Comprehension. Zician, Wu. (2008). The effects of story structure and comprehension ability on the third graders’ reading comprehension performance. Appendix A Chinese version questionnaire 各位師長您好,本卷為學生學士論文研究問卷,我是高雄義守大學應用外語系的學生, 懇請您幫助我完成這項問卷調查,個人深知您教務繁忙,但若您能撥冗幾分鐘,就可幫助我們增進對此議題的了解,問卷所得資料完全作為教育研究之用,而且絕對保密,請安心作答。希望您能不吝惠填這份問卷,個人都將致上最大謝意 恭祝 教安! 本卷的目的是要了解老師們對於兒童使用故事書的想法。本卷共分為三個部分:第一部分是您的基本資料;第二部分為二十六題問題;第三部份為開放式問題。請你撥冗填以下個人資料及問卷,在適當的選項上予已勾選。每題有五個選項: 非常不同意、不同意、沒意見、同意、非常同意,每題只能圈選一個選項,謝謝合作! A.基本個人資料 1.請問您性別為: a.男 □ b.女 □ 2.請問您年紀為: a.20~30歲 □ b. 30~40歲 □ c.40~50歲 □ d.50歲以上 □ 3.請問你最高學歷為: a.高中 □ b.學士 □ c.碩士 □ d.博士 □ e.其他 □ 4. 請問你從事教學年資為: a.0~5年□ b. 6~10年□ c. 11~15年□ d. 16~20年□ e. 20年以上□ 非常同意 同意 沒意見 不同意 非常不同意 第一部分:兒童對於故事書的喜好 1. 你認為大部分兒童都喜歡閱讀故事書 2. 你認為大部分兒童喜歡閱讀故事勝於聆聽故事 3. 你認為兒童喜歡童話故事勝於伊索寓言 4. 你認為兒童喜歡與故事有相關性的課程 5. 你認為兒童閱讀或聆聽完一則故事能夠引起他們的 情緒波動 6. 你認為兒童閱讀或聆聽故事時會完全投入於故事內容 7. 你認為兒童上完與故事有相關性的課程會想主動閱讀或聆聽故事 第二部份:故事書對於兒童期學習的影響 8. 你認為越早給予兒童閱讀或聆聽故事對於往後閱讀能 力有助 9. 同上一題,你認為對兒童往後了解文章結構有助 10. 你認為越早與故事有接觸的兒童閱讀能力較高 11. 你認為故事書能增廣兒童往後求學路程上的知識 12. 你認為兒童理解之能力與學齡前接觸故事有關 第三部份:故事書對於兒童閱讀理解之影響 13. 你認為故事書會增進兒童在往後閱讀理解的信心 14. 你認為故事書對兒童理解力有正面的影響 15. 你認為故事書的類型題材對兒童理解力有影響 16. 你認為兒童之閱讀能力對於故事書的內容理解有直接 關係 17. 你認為兒童理解能力較低會誤解故事內容想表達之意 18. 你認為大部分兒童都能理解整體故事所要傳達的涵義 19. 你認為兒童閱讀或聆聽完一則故事能夠了解故事人物 的個性特質 20. 你認為兒童閱讀或聆聽完一則故事能夠了解人物彼此 間的關係 21. 你認為大部分兒童聆聽故事的同時都能馬上意會故事 內容 第四部份:故事重述的影響 22. 你認為要求兒童重述一則較短的故事對於兒童理解力 有助 23. 你認為兒童能輕鬆地重述一則較短的故事 24. 你認為閱讀能力較低的兒童對於重述故事會感到吃力 25. 你認為閱讀能力較高的兒童能夠流暢地重述一則故事 26. 你認為大部分兒童願意嘗試重述故事給家長或同儕聽 開放式問題 1. 請問您認為故事書對於兒童閱讀理解方面會有什麼正面影響及負面影響嗎? ____________________________________________________________________________________________________________________________________________ 2. 請問您對於要求兒童重述一篇故事書對兒童閱讀理解方面有哪些影響? ____________________________________________________________________________________________________________________________________________ 問卷到此結束,謝謝您的填答! 祝您有美好的一天 Appendix B The English version questionnaire A. basic information 1. Gender: a. male □ b. female □ 2. Age: a.20~30 □ b. 30~40 □ c.40~50 □ d. over50 □ 3. Educational degree: a. senior high school □ b. college □ c. master □ d. doctor □ e. else □ 4. Teaching experience: a.0~5 years□ b. 6~10 years□ c. 11~15 years□ d. 16~20 years□ e. over20 years□ Strongly agree agree No comment disagree Strongly disagree I:the story preference of children 1. Do most of children like to read storybooks 2. Do children like to read storybooks rather than listen to storybooks 3. Do children like fairy tale story rather than Aesop's Fables 4. Do children like the course about the storybooks 5.Do children have emotional wave after reading or listening a story 6. Do children immerse into story text when they are reading or listening story 7. Are children willing to read storybooks after they learn the course about storybooks II:the impact of story for childhood 8. Are there any benefits for children’s reading ability if they read storybooks earlier 9. The same of the above, do they understand more article structure in the future 10. Do children have higher reading ability if they contact with storybooks earlier 11. Can storybooks expand the knowledge in children’s future 12. Do children’s reading comprehension ability is related to contact with storybooks before preschool age III:the impact of story for reading ability 13. Do storybooks enhance children’s confidence in reading comprehension future 14. Do storybooks have positive impact on children’s comprehension ability 15. Do storybooks’ types and material have the effect on children reading comprehension 16. Are there any direct relationships for children reading ability of storybooks content 17. Will the lower comprehension ability children misunderstand the content of the story 18. Can most of children understand the expression of the whole storybooks’ meaning 19. Can children understand the personality of the characters of storybooks after reading a story 20. Can children understand the relationships between characters after they read a story 21. Can children understand the content of storybooks right away while they are listening IV:the impact of story retelling 22. Is it helpful for children’s reading ability by asking them to retell a shorter story 23. Do children can retell a shorter story easily 24. Do children who have lower reading ability feel difficult to retell a story 25. Do children who have higher reading ability retell story fluently 26. Are children willing to retell a story to their classmates or parents Open questions: 1. Do you think storybooks have positive effects or negative effects on children’s reading comprehension? __________________________________________________________________________________________________________________________________ 2. Do you think that what are the impacts of comprehension ability by asking children to retell a story? __________________________________________________________________________________________________________________________________ Appendix C Five interview questions: 1. Do you think what the difficulties are when children are reading storybooks? 2. Do you think what are the advantages and disadvantages of story teaching method? 3. Can teachers use story teaching method to promote the reading interest of children? Why? 4. Do you think what are the advantages and disadvantages of asking children to retell a story for reading ability? 5. Do teachers’ attitude and method affect children’s learning? Why? Appendix D Participant1: Q1: I think that difficulty children will face are…um..for the younger children, they may not understand the text of the story, so the words are unfamiliar to them.um..then I think if they um..the children in kindergarten may need teachers or adults to help them to understand the story, otherwise, they can not understand what the story is talking about. The next is the words problem. They are too young to know the words. And the choice of storybooks is also important, otherwise, they can not understand the strange story. Q2 Oh, the advantages are, um. Children can immerse in the story. If the storybooks have illustration or pictures, it will be easier for children to immerse in. if the teacher use a vivid and colorful way to teach children, it will be helpful. Moreover, um, some stories have distinction between good guy and evil people; it is helpful to distinguish wrong or right. And the disadvantage, um, if the teacher use the story that children have no interest in, um, it may have no attraction and effect. Q3 I think um, for some parts of children are right, but some are wrong. I think teacher use story method to teach children have to focus on the types of story. Teachers have to choose the storybook according to the age of children. If the teachers use a vivid way or if teacher can make interaction with children, they can get more attraction from children. It can also inspire children to read more stories or reread the story again. Q4 I think um, for some parts of children are useful, but some are not. Um, I think that if children like the story, they may get more words from it and understand the text, but if the children don’t like the story, asking them to retell the story is a kind of stress, even they will reject to read. So, ask them to retell may be effortless and enhance reading ability for some children. But for some is pressure. Q5 Of course yes. If teachers are not vivid in teaching, children may have no interest. But if the teachers teach them in a vivid way, because children have more interest in actions or voice, if the teachers’ attitude are very positive and lively, children will have more learning ability, and have more reading acceptance. Participant2: Q1 Children may misunderstand the meaning which the story would like to express. Because they are too young to understand the real meaning in story such as in Aesop's Fables, the stories are hard to know for kindergarten students. Q2 Um. Advantages are the pictures in storybooks can help children to strengthen their impression. The pictures also help children to make more imagination. The disadvantage is that children more over rely on the picture. So if the books have no pictures and just have words, they may have difficulty to understand. Q3 Yes. Because most of the storybooks have pictures and children will have more interest to join the story class. And the colorful picture can get the children’s attraction and promote their learning interests. Q4 Um, retell the story can strengthen their impression, and teacher can observe the children’s expression ability. And teachers can know the learning effect from children easily. When children are retelling a story, they can think the text of the story again. Um, maybe children can use their idea to express the story part that they forget. And the disadvantage is that for the children who are not good in expression may become a stress for them. Q5 Yes. I think that the method that teacher use have to focus on the age of children. To avoid to making children have far distance. Using the storybook can make teacher join into children’s world. And the teacher must to be very patient. Because not every children can have the ability to absorb the text of story or the meaning of the story. Teachers have to adjust the attitude and method according to the children’s learning speed. Participant3: Q1 Um, children may not understand the context of the story because they are too young. Maybe children read the storybook just because of the pictures. In fact, when they finish reading, they did not get anything back, and just feel the pictures are so beautiful. Maybe some children will need help from adults and they can understand what the stories want to express. Q2 I think that teacher use stories method is a very good way. Because most of children have interest in storybooks. Actually, if children have a class about story, they will feel happy. Because everyday they just learn something they don’t like, such as learn to write words or phonetic notation. And it can also promote their reading interest and comprehension ability. The disadvantage is maybe children will ignore other class which they don’t like. Q3 I think yes. Because compare to the ordinary class and story class, the story class is more vivid and has more funny. Children’s attention will be easier to gather. Because they all want to know what will happen next in the story. For example, when I teach my story class, I will lead them read the story to the marvelous part and then stop. And I will ask them and help them to read one by one. Most of the children will have interest in reading story, so I think the story method can help children promote reading interest absolutely. Q4 Teachers ask children to retell a story. Um, I think it can promote their expression ability ordinary. And relatively, it can also help their logical ability and the choice of words. I think it can also help their memorization, because they can recall and review the text in the story, which is an expansion of memorization. About the disadvantage, I think that for some lower expression ability children, asking them to retell a story is a stress and a challenge, so teacher have to step by step to teach children. Q5 Of course yes. If teacher use an awful facial expression to teach children, who will have stress and also worry that they will have bad performance and get punishment. If teacher can act more positive and kindly, children will plunge in story easily. Participant4: Q1 Um, from my point of view, I think children often face the words problem. They may not know the word, and they also have the pronunciation problem. Um, these problems may lead them misunderstand the meaning and text of the story. Q2 When teachers use story teaching method, children can feel happy, or get the interest from the class. Because story teaching method has more fun than usual classes. Um, I think this is the advantage. And the disadvantage is that, um, maybe teacher can not do the high level teaching, because children may just want to listen a story, they may have no interest on the extension aspect. Q3 Yes. Because the story teaching method is livelier, it can attract the learning motivation and reading interest of children. And learning with interest can improve the efficiency of learning. Q4 Teachers can understand whether children have interest in reading or not, ask children retell a story can also train children’s expression and the frame ability of constructing a story. I think this is a good advantage. And the aspect of disadvantage is, um, the personalities of some children are very shy and introverted, teacher will spend more and more time to train them. Q5 Yes, I think it is. Sorry, I don’t have time to explain. Participant5: Q1 Children may misunderstand the meaning of the story; I think they must need the help from adults, because it can help children to understand the real meaning, the types of story is also an important part. Teachers should not choose the story that children have no consonance. Q2 The advantage is that Children can plunge into story easily. If the storybooks have the appropriate pictures, it can attract the reading interests of children. Q3 This question I think, um, we should see the children’s interests of story as an important part. If the children have no interest in it, teachers use story teaching method will lower the efficiency, so I think if children have interests originally, use any method can promote their ability. Q4 If children like the story, ask them to retell a story can improve their understanding of story. Reversely, if teacher ask children to retell a story which they don’t have interest in, they may feel tired and feel pressures. Q5 Of course yes. If teacher’s teaching is inflexible, I think that children will be passive on learning. Relatively, if teacher use multiple teaching, children will have more interests and the learning efficiency will grow. Participant6: Q1 Some children do not learn the high level word because they are too young. And they also will misunderstand the text of the story. Q2 Um, if teacher use the story teaching method well. Children will understand the story more easily. This is an advantage. And if the teachers use a wrong way to teach, children may have difficulty on absorbing. And I think this is a disadvantage. Q3 Yes. Children can plunge into the situation of story, because children are more innocent than adults, if teachers use story to teach, children will absorb easily. Q4 I think the advantages are, um, children cam improve their courage in front of so many audiences. It is a really good way to train student’s performance. Because they can learn how to express the meaning and feeling by themselves. And the disadvantage is um, if children can not understand the story well, they may make a mistake on retelling, and feel frustrated. Q5 Yes, if the story is really lively, children will like to learn, but if teacher’s teaching is boring, children will lost their interests in it. That’s all. Participant7: Q1 Children can not recognize words, and they have to ask teachers. They will need help from adults. So if they read story without adults, it may frustrate them I think. And they may have difficulty to link the development of stories. Q2 Um, I think the teaching method can improve their reading ability. Children can learn how to read a story from the class; it is a good effect for reading ability in the future and they can enhance the using numbers of words. These are the advantages. Um, if I have to choose a disadvantage, I think that reading can not lead any disadvantage. Um, but maybe some children have no interests on reading originally, and reading may make stress for them. Q3 I think this question have to rely on children’s reading interests. If children have no interests at beginning, teacher use the story method may have no efficiency for them. Q4 I think that children can train their expression ability. And the disadvantage maybe some parts children are easy to feel nervous, if teachers ask them to retell a story, they may feel bothered and frustrated. So some children may need more time to practice and learn. Q5 Of course yes. Teachers play a critical role in children’s learning process. If teachers have bad attitude and method, it will affect children’s learning directly. If teachers’ teachings are too boring, children will lack for interests and patience. This is a directly relationship between children and teachers. Participant8: Q1 I think that children will have pronunciation problem. They are too young to recognize words or vocabularies. Some children can not understand words’ meaning. Something like that, I think. Q2 Teachers use story teaching method can attract children’s attention, and their concentration. Children can learn how to read and how to analyze a story. These are the advantages. The disadvantage is children may put their attention on the story, and ignore the goal which teacher set to achieve children‘s ability. Q3 Yes. Because most of children like to listen stories. If we can get their attention at beginning, and we can raise their interest, I believe. Q4 Um, the advantage of asking children to retell a story, I think is that children can learn the correct pronunciation on the process of retelling a story. Because maybe teachers or parents will correct the mistakes they make. And they can remember the words or vocabularies. And children may just to remember the whole story instead of understanding the true meaning. This is the disadvantage. Q5 Yes. Because children are easy to influence by the mood of teachers. I think teacher’s attitudes are related with children’s learning attitude and efficiency directly. Participant9: Q1 Um, maybe some children are attracted by the colorful cover of the storybooks at beginning, so they have motivation to open storybooks to read. But when they read the books they will find there are so many unfamiliar words which they don’t know. And maybe they just read the pictures instead of the story. Q2 It can attract children’s attention, and improve reading ability and train their motivation and interests on reading. Q3 Of course yes. It is natural for children to listen stories. Teachers can get their attention at first and train children’s reading interests. Q4 If teachers train children to retell a story, maybe it is good for children’s expression for themselves. And teachers can know whether children understand the story truly or not. And teachers also can know whether children have interests on story or not. The disadvantage is that some nervous children may feel stress. Q5 Yes. Because teachers play a close role in children’s world. If teachers are bad in attitude or method, it is easy to affect children’s learning. If teachers are good in teaching attitude and method, children can get more information and positive influence from teachers. Participant10: Q1 Um, some children can understand what happened in the story, however, they can not really understand the situations under the story, and so they will need help from teachers or parents. Q2 Um, if teachers choose the story that all children are familiar with, children will absorb the knowledge soon, but if the story is unfamiliar for some children, they may need more time to understand. So I think we have to consider the materials well into our class. Q3 The answer must be yes. Because children will have attention on the story, most of them will want to know what happened next in the story and if teacher can get their attention at first, it is not difficult to train their interests. Q4 Children can strengthen their memorization, um, and teachers can know that whether the child concentrate on the story or not. In addition, teachers can also know the child just want to get the information of the story which they want to know or they really understand the whole story. Q5 Yes, because children usually get the information from teachers without doubt. Because children are too pure, they just know that they have to listen to teachers. And teacher of course can affect children easily. more

分類:學術,專業文件

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分類:學術,專業文件

讀書心得 <角田光代 第八日的禪>

書名:第八日的蟬 作者:角田光代 / 劉子倩 譯 大意:希和子和有婦之夫秋山相戀,有了身孕,卻在秋山的哄騙下拿掉孩子,可是後來卻發現秋山的妻子產下一名女嬰。原本只是要到秋山家看看女嬰的希和子,卻在看到她純真的笑容後決定擄走她,為她取名為「薰」,自此展開逃亡。希和子把薰當成自己的小孩,甚至更愛更呵護她。為了和薰永遠在一起,她編造故事欺騙所有人,她害怕新聞報紙上出現相關新聞,她不停變化處所只要覺得自己身分快被發現,然而,事情在漸漸順利發展過程中,卻出現了意外的變數。在一次外出賞煙火的活動時,希和子和薰的相片登上了攝影比賽,在地鐵站預備逃亡的時候,她們被抓住了,被迫分開,孩子回到了原來的家庭中,然而那個家卻已出現無數裂痕,父母之間無聲的衝突,家裡靜默的尷尬,導致薰關閉自己的心,逐漸走向和希和子一樣的路,而在遇到一個人後,她的人生開始改變了……。 心得:「以愛之名」這四個字,換來多少幸福和快樂,換來多少災難和悲傷,就像這本書的情節一樣,以愛之名造就家庭破碎、人生分裂,使得原本的完整不再完整,原本的愛出現分歧。因此我們疑惑自己一開始所相信的,「愛」究竟生了什麼病? 我們為了努力讓不完整的生命完整,付出一生,在這個過程中,我們摩拳擦掌,卻得到遍體麟傷,而我們在之中一步一步地找尋所謂愛、所謂幸福及所謂人生,到現在,每個人都還在經驗,還在追尋,還在定義自己要過的人生。在這個人生中,我們能有多痛、受多少傷、又花了多少時間落寞、失望、失去自我,因為痛得深,所以我們學習努力更勇敢、快樂、幸福,於是痛過之後,我們打起精神,繼續找尋快樂,繼續向未來走去。縱使未來是多麼的不確定,即便人生總有幾次會被愛擊敗,我們都要一直懷抱信念地走下去,這就是人生。 more

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【分享】2010上半年就業市場...
【分享】2010上半年就業市場...
【公告】JCase成交金額回報...
【新聞】職場新趨勢:兼差外包-...
【公告】尋人才列表調整...
【說明】優選人才上榜條件...
【說明】文章集使用教學...
【說明】相簿集使用教學...
【公告】關於上傳作品的內容...
【公告】賀!JBlog 開張!...

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