文学作品导读中的“第二文本”发现     

袁曦临  陈霞 《图书馆建设》2012,(3):70-73

接受美学认为,未经过读者阅读的作品只能是"第一文本",经过读者阅读后的作品才是"第二文本"。阅读使作品的意义得以实现。图书馆导读普遍存在居高临下、忽视读者的倾向。接受阅读理论中关于"第二文本"的观点为图书馆导读的实践指明了方向,即重视读者对作品的阐述及读者阅读经验之间的交流和分享。面对网络环境下阅读载体、阅读方式的改变,图书馆必须调整传统导读的内容与形式,并在此过程中寻找阅读理论和导读方式的创新和发展,从"第一文本"发现转向"第二文本"发现。  相似文献   

Reviews     

Patrick Carmichael 《Curriculum Journal》2013,24(1):117-127

The authors' experiences of observing teaching and learning in schools have led them to become concerned at the dominant paradigm of a ‘pedagogy of poverty' at the expense of a ‘pedagogy of plenty’. Bernstein's theory of power and control of education knowledge is overtly practised in classrooms globally. This is evidenced in the narrowing of the curriculum in response to the ‘No Child Left Behind’ initiative in the USA and the centrally imposed National Strategies and Standards agenda in the UK. Bernstein's theory is still a means of clarifying the relationships between social class, family income and the education process. It introduced the concept of ‘restricted and elaborated codes’, which has been labelled by its critics as a deficit model for the working-class population. The authors contest that expectations for this new meritocracy have failed to materialise and the expectations for equity have been reduced by the prevailing metric. This ‘pedagogy of poverty’ is now practised in the current ‘one size fits all’ model of teaching and learning operating within narrow accountability based on a ‘testocracy’. This case study demonstrates one teacher using guided group work as a potential strategy for a ‘pedagogy of plenty’.  相似文献   

考虑充电策略的自动化码头AGV调度     

陈珲  韩晓龙 《上海海事大学学报》2021,42(2):20-25

针对自动化码头自动导引车(automated guided vehicle, AGV)在作业调度中的充电问题,以最小化所有任务完成时间为目标,建立考虑充电策略的AGV调度模型。对比求解器(Gurobi)与遗传算法的算例求解结果,验证遗传算法的高效性。设计4种充电方式并对其优劣性进行对比,分析AGV数量和续航能力对作业时间和充电利用率的影响。得出结论:按需充电的方式可以有效减少不必要的充电时间,合理的AGV数量配置可以有效提高作业效率和充电利用率。  相似文献   

CT引导下经圆孔射频热凝治疗三叉神经痛（V2支）的回顾分析     

顾晓敏  刘燕  王立鹏 《襄樊职业技术学院学报》2014,(5):29-31

目的 CT引导下经圆孔外口射频热凝治疗三叉神经痛（V2支）可行性及疗效分析。方法收集23例三叉神经痛病例,在局部麻醉下,采用GE BrigtSpeed 16层CT扫描定位,经眶下裂入路圆孔,进行射频热凝治疗三叉神经痛。结果 23例患者,经过CT下定位均能精确进行射频治疗,效果良好者22例;1例为轻微好转,仍需口服止疼药物。结论 CT眶下入路达圆孔外口穿刺路径无大血管及神经,能精确定位穿刺针位置及深度,且在局麻下即可操作,方便安全,易于快速判断疗效。  相似文献   

近年来我国导学案研究的回顾与反思     

李福灼  李淑媛 《教育与教学研究》2013,(2):95-98,114

通过对中国近年来导学案有关文献的梳理,将导学案发展历程分为萌芽期、发展期和深化期。导学案研究取得的成绩是初步构建起了导学案研究的体系,提高了课堂教学质量,促进了教师专业发展;但研究尚不够成熟,研究的人员多数是一线教师,研究的面较窄。导学案研究要想取得突破性进展,应该构筑导学案的理论体系,更加注重研究学生的"学",深入研究导学案的教学设计,开展导学案评价体系的研究,探讨导学案的"共性"与教师"个性"之间的关系,探讨导学案与网络课堂的有机融合。  相似文献   

Approaching Civic Responsibility Using Guided Controversies About Environmental Issues     

《College Teaching》2013,61(2):213-220

Abstract. We implemented a series of three guided controversies to provide experience in environmental problem solving to students in a science course designed for nonmajors. Students wrote essays in response to their experiences in each controversy; we analyzed these essays for five problem-solving criteria. A questionnaire administered at the end of the course supported an increased interest in civic engagement as a result of the integration of the controversies within the course. These teaching strategies and learning outcomes appear to be instrumental in equipping students as citizens with the skills needed to engage in decision making regarding environmental problems.  相似文献   

视觉心理规律引导式摄影构图教学研究     

吴春燕 《湖北成人教育学院学报》2013,19(4):73-76

传统的摄影构图教学大多是分解式的教学,学习者按步骤机械学习往往效果不尽人意。本文从视觉心理学的角度进行引导式教学研究,在"恢复视觉感知平衡的能力"、"参考已有的平衡法则"、"画面不同组成产生不同的情绪感受"、"进一步思考形状、形式、空间、运动和光线等因素在构图中的综合作用"等学习步骤上进行摄影构图教学新方法的探索。  相似文献   

见闻与思考——中德职业教育师资培训个人总结     

张中洲 《珠海城市职业技术学院学报》2005,11(4):103-112

德国职业教育是世界上最为成功的职业教育，学习和研究德国职业教育，借鉴和应用德国职业教育的经验一直是我国职业教育院校的重要工作。本文在介绍德国职业教育现状的基础上，研究了德国职业教育的特色，并结合我国职业教育的现实提出自己的观点。  相似文献   

利用“课前导读表”提高学生预习效率的实践与思考     

王振芳 《福建教育学院学报》2011,12(5):80-82

按照新课程要求,以培养学生自主学习来提高课堂教学的有效性显得特别的重要,主要从课前预习对课堂教学的影响,通过＂课前导读表＂的课前预习来提高学生预习效率的课题研究提出自己的详细实践方案,并在实践过程中提出自己的思考及改进方法。  相似文献   

“Literacy Lift-Off”: an experimental evaluation of a reading recovery programme on literacy skills and reading self-concept     

Edel Higgins  Johanna Fitzgerald  Siobhán Howard 《Educational Psychology in Practice》2015,31(3):247-264

Worldwide, considerable emphasis is currently being placed on the provision of appropriate classroom-based preventative interventions and in-class literacy support, in preference to withdrawal methods of educational support. Many schools in Ireland are currently implementing Literacy Lift-Off in their classrooms. Literacy Lift-Off is an adaption of the well-known Reading Recovery programme. The current study aims to establish whether Literacy Lift-Off improves students’ literacy skills. It further seeks to determine what impact Literacy Lift-Off has on students’ reading self-concept levels. Ninety-two students aged between five years and six years six months (52 boys, 40 girls) attending four Senior Infant classes were recruited for this study. Two class groups were randomly chosen to act as an intervention cohort (n = 47) and two class groups were randomly chosen to act as a wait-list control cohort (n = 45). This experimental study evaluated the Literacy Lift-Off intervention on students’ letter identification, word attack skills, word reading, and reading self-concept beliefs. Intervention students were compared with control students who did not receive the Literacy Lift-Off intervention at pre-test and post-test levels. Results showed that while both groups showed significant change on all dependent variables from pre-intervention to post-intervention, those in the experimental group showed significantly more improvement on word attack skills, word reading and reading self-concept beliefs. This study showed that a whole-class reading recovery programme can be effective in improving literacy skills and reading self-concept.  相似文献