| dc.contributor | 外文中心 | - |
| dc.creator (作者) | 蔣宜卿 | zh_TW |
| dc.creator (作者) | Chiang, I-Chin Nonie | en_US |
| dc.date (日期) | 2018-01 | - |
| dc.date.accessioned | 23-Feb-2018 16:18:39 (UTC+8) | - |
| dc.date.available | 23-Feb-2018 16:18:39 (UTC+8) | - |
| dc.date.issued (上傳時間) | 23-Feb-2018 16:18:39 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/115980 | - |
| dc.description.abstract (摘要) | This study aims to understand whether students have the ability to interpret the connotation of deep knowledge based on afterschool autonomous learning activities, habitual domains and principles for deep knowledge, and to use deep knowledge principles to analyze the relationship between the common autonomous learning activities and knowledge as well as students` rating on various types of deep knowledge. There were 71 participants in this study, and data were collected from group discussions and written records. The results showed that the students have the ability to understand the connotation of deep knowledge and propose a variety of autonomous learning methods. This study explored how these autonomous learning methods are closely connected to the deep knowledge of habitual domains based on the methods proposed by the students. The author also gave teaching suggestions in accordance with the participants` rating on the deep knowledge. | en_US |
| dc.format.extent | 119 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | Linguistics and Literature Studies, Vol.6, No.1, pp.27-34 | - |
| dc.subject (關鍵詞) | Autonomous Learning; EFL; Habitual Domains; Principles for Deep Knowledge | en_US |
| dc.title (題名) | Autonomous Learning and Principles for Deep Knowledge | en_US |
| dc.type (資料類型) | article | - |
| dc.identifier.doi (DOI) | 10.13189/lls.2018.060104 | - |
| dc.doi.uri (DOI) | http://dx.doi.org/10.13189/lls.2018.060104 | - |
