共查询到20条相似文献，搜索用时 996 毫秒
1.
2.
文章对阅读活动与大学生"关键能力"的培养之间的关系进行详尽阐述,指出阅读活动的重要性与不可代替性,并希望通过此文唤起大学生的阅读兴趣。 相似文献
3.
我国大学生数字化阅读的现状显示,大学生对于数字化阅读有一定了解,并且接触较为频繁,但数字化阅读能力较低.在此基础上,我国应理性看待传统阅读与数字阅读,趋利避害;培养深度阅读,提高微学习效率;提高大学生数字化阅读素养,培养元认知能力;优化数字化阅读内容,规范阅读材料形式;立足未来发展,形成数字化阅读产业链. 相似文献
4.
当代大学生阅读能力的调查分析 总被引：6，自引：0，他引：6
郭琪 《图书馆工作与研究》2009,(5)
本文通过天津中医药大学对不同专业、不同年级的大学生的问卷调查分析,发现当代大学生阅读能力还比较低,表现为缺乏自主阅读力和深度阅读能力,没有培养成良好的阅读习惯,没掌握科学的阅读方法.文章同时提出了高校图书馆理应肩负起提高大学生阅读力的责任,并提出了开设导读课、开展大学生阅读心理导航服务和设立网络阅读宣传平台等解决方法,以期有效提高大学生的阅读能力. 相似文献
5.
培养学生的阅读能力是提高小学语文教学质量的重要标志。根据小学语文教材编排体系，一颗内角的方法带动课外阅读，以阅读方法指导阅读实践等措施，加强学生阅读方法的指导和训练，循序渐进的培养学生的听、说、读、写的能力。 相似文献
6.
提高大学生的阅读能力,是高校图书馆工作和校园文化建设的重要课题,分析了当前大学生阅读状况,提出了设立相关组织、进行常态化的阅读指导、重视馆藏资源建设、延伸阅读服务触角、创新阅读方式、创造良好的阅读环境等策略,强化大学生阅读能力。 相似文献
7.
在当今网络环境下,大学生经典阅读、纸质阅读数量减少,具有"浅阅读"倾向,查阅资料也以网络渠道为主.本文旨在研究大学生如何利用网络为经典阅读服务,避免网络对经典阅读产生的负面影响,提升大学生经典阅读能力.首先,明确文学经典之功用.其次,论述在教学中利用网络培养大学生对文学经典阅读的兴趣.最后,探讨网络环境下,大学生文学经典阅读的方式. 相似文献
8.
阅读已成为信息时代的一种生存方式。学生的阅读能力不仅需要通过阅读教学来培养,而且学生的写作能力也有赖于阅读教学来奠定基础。当前,在新课程背景下应如何实施小学语文阅读指导,本文通过教给学生阅读方法,培养阅读能力,对培养学生阅读习惯应采取的有效策略做了详细阐述。 相似文献
9.
科技和时代的进步与发展改变了大学生的阅读习惯与方式方法。大学生整体阅读能力的下降引起社会各界的关注。图书馆人应当重新确定阅读的指导策略,以提高大学生的阅读能力,推动高校的书香文化建设。 相似文献
10.
基于多校区大学生阅读新特点的阅读指导策略 总被引：1，自引：0，他引：1
科技的发展改变了大学生的阅读习惯与阅读方法。大学生整体阅读能力的下降引起了社会各界的广泛关注。图书馆工作者应当重新确定阅读指导的策略,以提高大学生的阅读能力,推动高校书香文化建设。 相似文献
11.
网络环境下公共图书馆的阅读指导 总被引：4，自引：0，他引：4
文章从阅读指导概念出发，阐述了网络环境下阅读指导的意义和必要性、阅读指导服务的变化和特点。提出了如何开展阅读指导服务工作以及怎样把握阅读指导的效果。 相似文献
12.
13.
为正确理解并执行GB/T7714-2015《信息与文献参考文献著录规则》,对阅读型参考文献与引文参考文献的概念和定义进行分析,提出正确理解阅读型参考文献定义的要点,并通过示例对阅读型参考文献与引文参考文献的特征及其在论著正文中的提示或引用模式做了简要说明. 相似文献
14.
《Communication monographs》2012,79(1):69-74
Eighty English‐Canadian subjects listened to a taped persuasive communication attributed to either an English‐Canadian or a French‐Canadian source and read with either an English‐Canadian or a French‐Canadian dialect. Both the speaker's dialect and the source's ethnicity affected the audience's reaction to the message. French‐Canadian subjects responded more favourably to a communication read with an English‐Canadian dialect than one read with a French‐Canadian dialect and responded more favourably to a communication attributed to an English‐Canadian source than one attributed to a French‐Canadian source. Furthermore, French‐Canadian sources were evaluated less stereotypically when communications attributed to them were read with an English‐Canadian dialect than when read with a French‐Canadian dialect. Methodological and theoretical implications of these results are discussed. 相似文献
15.
David L. Sills 《Publishing Research Quarterly》1996,12(1):76-80
This case history raises questions about the editor's obligations to challenge the author as as artist.
This paper was prepared for and read at the Seventh International Interdiscriplinary Conference of the Society for Textual
Scholarship, 16 April 1993. The author has elected to present the paper here as it was read, with minimal alteration; changes
or departures from the paper that was read have been footnoted. 相似文献
16.
Conclusion No reasonable person could argue against learning to read. The point of this article is that learning to read is not just
a matter of mastering a few simple skills, nor is literacy just a matter of passing a reading test. Learning to read must
involve acquiring the reading habit. Literacy must be viewed as the regular exercise of reading skills through reading books.
The time-honored reasons why children should read books are now bolstered and supplemented by new research evidence that book
reading can make a unique and powerful contribution to children's reading development.
Our society, then, must provide all possible encouragement and opportunity for children to read books. Access to books is
a necessary condition for becoming a good reader. Reading itself is the key to literacy. Helping America's children build
lifelong reading habits must now be regarded as a true national priority.
Education…has produced a vast population able to read but unable to distinguish what is worth reading —George Macaulay Trevelyan, English Social History
Good habits gather by unseen degrees—As brooks make rivers, rivers run to seas. —John Dryden, Ovid, Metamorphoses
Professor Richard C. Anderson is the center's director. Their research assistant 相似文献
17.
Katelyn Angell 《The Journal of Academic Librarianship》2019,45(6):102019
The continued popularity of the common read within the first year curriculum invites critical campus partnerships between the academic library and a wide variety of campus departments. These can include Honors, Student Success, Academic Affairs, and Community Engagement. This paper describes the efforts of one First Year Success Librarian to collaboratively expand campus programming related to the common read. Specifics include planning events related to the book and its themes, creating learning objects for first year students and pedagogical tools for instructors, and holding a position of leadership in the common read committee. Additional examples from existing library and information scholarship and future ideas are shared as well, with the goal of assisting a diversity of campus stakeholders on how to best support common read initiatives. 相似文献
18.
从阅读文化学的视角,叙述莫言从偷读闲书以娱心神起步,不断在中外书林里撷英咀华,终于转型成为一个随心所阅、学以致用的善读者的经历,重点考察其在童年所接受的中国文学作品,以及胶河流域民间传说和乡土文化对其人文底蕴和文学创意所产生的重要影响,进而说明"书籍之善,益人神智"的阅读文化学道理。 相似文献
19.
论文从发扬“国粹”的角度,介绍了章太炎重“语言文字、典章制度、人物事迹”的国学思想,并从白话文、古体文、文学、诗歌、读书治学、历史阅读、经典阅读等角度探讨了章太炎的阅读观,即读书学习,不能拘泥于书本,还要向书本之外去寻求;读书要有自己的想法,自己的心得;既要求是,又要致用;不读史书,就无从爱国;多读经典等. 相似文献
20.