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阅读应该是贯穿每一个人一生的活动。而理工科学生由于专业方向的限制，似乎忽略了自己应该拥有的阅读生活。所以，理工科学生更应该明确阅读对个人成长的重要性，学校也应该为理工科的学生创造更有效的阅读条件。 相似文献
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由于社会科技的飞速发展,网络计算机、手机通讯的普及,现在的大学生都喜欢通过网络玩游戏,看电子书,听广播等,阅读如青春、玄幻、武侠之类的电子书籍,文本阅读在现在的大学生心中渐渐印象模糊,特别是理工科的学生。理工科学生接触书本阅读的机会着实是少之又少。但是,文本阅读不仅仅是与社会接触的有力渠道,也能在教育方面实现素质教育的目的,是课下教育学生的最有效途径之一,因此高校要加强对理工科学生阅读的引导教育。 相似文献
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大学英语第二课堂作为课堂教学的补充和延伸,极大地提高了学生的自主学习和创新实践能力。通过在大学英语第二课堂加强阅读实践,理工科院校可在提升校园人文素养的同时,提高学生的综合素质。本文拟通过分析理工科院校第二课堂的阅读现状,指出加强大学英语第二课堂阅读的意义,并阐述其具体实现的策略。 相似文献
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高校理工科专业学生的语文能力参差不齐,现有的相关课程不能适用理工科专业学生的特点,大力倡导自主阅读是克服现有课程缺陷,有效提高他们语文能力的重要途径. 相似文献
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本研究通过实验考察了合作学习对176名理工科大二学生英语阅读成绩的影响。合作学习培训过程包括合作学习策略讲解、分组、适应性学习和正式学习。研究发现：实验班和控制班在实验后的阅读成绩差异不明显,此合作学习策略培训模式对提高理工科学生的英语阅读成绩效果不显著。该研究结论丰富了合作学习理论,为英语阅读教学提供一定的启示。 相似文献
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有效地阅读科技文献资料是理工科学生及专家去了解世界最新科技发现,掌握海量最新科技信息的必要条件。本文从科技英语阅读的准备、词汇、阅读过程等全方位地分析了科技英语阅读的策略。 相似文献
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“大学英语教学大纲(理工科本科用)”指出:“理工科大学英语教学的目的是,培养学生具有较强的阅读能力、一定的听和译的能力,以及初步的写和说的能力……”。也就是说,培养学生具有较强的阅读能力是大学英语教学的主要目的,对其要求也最高。最近许多杂志上都发表过文章,探讨如何提高学生阅读能力的问题。文章普遍强调了精读、泛读、速读的关系,尤其强调了泛读和速 相似文献
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作为EFL(English as a foreign language study),一个第二外语为英语的学习者来说,阅读乃是听、说、读、写四种技能中最为重要的一种能力.阅读理解几乎在各种考试中都占有很大比重.所以阅读技巧及阅读能力的培养就显得非常重要.然而对于很多EFL来讲,有效高效的阅读好像是遥不可及,但良好的阅读习惯对于阅读能力的提高起着至关重要的作用.养成良好的阅读习惯需要进行必要的阅读训练,在这一过程中,有几点禁忌需注意.本文就阅读训练时应该注意的几点禁忌展开论述. 相似文献
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《校园英语(教研版)》2015,(3):34-35
Speaking and listening are important to them who wants to improve their ability in English.It is the same to reading.The paper focuses on the skills of improving reading ability.An efficient reader determines beforehand why he is reading a particular selection and he decides which strategies and skills he will use to achieve his goal.There are two basic skills: language skills and reading skills. 相似文献
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《Scientific Studies of Reading》2013,17(1):69-94
Comparisons of reading measures from a sample of 361 children aged 7.5 to 9.5, including many with reading difficulties, showed high correlations between word reading and nonword reading, and between each of these abilities and reading comprehension. These results, together with other findings from these children, showed that skill in word identification was almost inseparable from the phonologically analytic decoding process that is tapped by nonword reading, and, correspondingly, differences in reading comprehension were closely associated with differences in decoding skill. The findings support the conclusion that bottom-up skills largely drive the reading process in this age group. Only a small number of children departed from the norm in showing better reading comprehension than would be expected from their decoding skills, and those with the opposite discrepancy accounted for even fewer. 相似文献
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张小洪 《重庆职业技术学院学报》2010,19(3):111-113
阅读是英语学习过程中最重要的环节之一,阅读教学也有各种方法及其主导理论。图式理论是心理学家用来解释心理过程的一种理论,在该理论指导下的L2图式阅读教学凸显学生与文本的互动过程,强化学生的主动地位,顺应以能力和技能为核心的教学趋势。文章简述了图式理论,随后论述了常被忽视的阅前活动。文章指出只有坚定信念,不断探索和总结才能提高图式阅读教学效果。 相似文献
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Developing Reading Partnerships Between Parents and Children: A Reflection on the Reading Together Program 总被引：1，自引：0，他引：1
Early reading exposure is important in setting a foundation for students to acquire the basic literacy skills that set them
up for school and life success. More importantly, parent involvement at an early age is a critical component of reading skills
development. This report presents an overview of the Reading Together Program that introduced families of young children ages
6–36 months in a community-based setting to the necessary skills, techniques, and resources to enhance their knowledge of
how to effectively develop a reading partnership with their children. Additionally, this free reading program that was sponsored
by a faculty development grant invited parents to play an active role in their children’s reading journey. Results indicated
that parents understood and appreciated the value of early reading habits, and would continue to nurture the reading relationship
with their children. This article also presents responses of the initial and final reading perception surveys as well as implications
for future research and practice. 相似文献
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We examined the bidirectional relations between home literacy environment, reading interest, and children’s emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (Mage = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negatively predicted the RCA in Grade 3. Parent-rated reading interest was bidirectionally related to reading skills, whereas child-rated reading interest was only predicted by earlier reading skills, but not vice versa. These findings suggest that parents are sensitive to their children’s reading performance and modify their involvement accordingly. 相似文献
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Katherine S. Binder Elizabeth Tighe Yue Jiang Katharine Kaftanski Cynthia Qi Scott P. Ardoin 《Reading and writing》2013,26(5):665-680
The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills. 相似文献
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This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4–5 has positive and significant effects on reading skills and cognitive skills (including numeracy skills) of these children at least up to age 10 or 11. The effects on skills more closely related to reading and language are larger than those on skills such as numeracy skills. However, all findings in relation to reading and other cognitive skills are persistent and robust to a wide range of sensitivity analyses. Although reading to children is also correlated with children's non-cognitive skills, after accounting for the endogeneity of reading to children, no causal effect remains. 相似文献
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王克嘉 《牡丹江教育学院学报》2009,(3):124-125
阅读理解的特殊心理过程决定了大学英语阅读教学具有精泛结合、词汇教学与阅读教学并重以及注重培养阅读技巧等特点.根据这一特点,大学英语阅读教学应采用科学导课、默读教学和分段处理等方式开展教学活动. 相似文献
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林琳华 《宁波教育学院学报》2013,(2):121-125
对于学习二语的学生来说,阅读被认为是听说读写四种技能中较为重要的技能。本文旨在调查高中英语批判性阅读现状,着重研究在高一英语阅读课堂上是否实施批判性阅读教学及学生在阅读过程中是否使用批判性阅读策略。 相似文献