小学生《“阅读·探究·体验”手册》开发研究--以《绿山墙的安妮》手册开发为例     

屈春玉 《教育教学论坛》2020,(17):96-97

该文认为,《"阅读·探究·体验"手册》是学生阅读的助手,设计时考虑到整体构建章节与整本书阅读相结合。同时,明确主线,整本书阅读的探究要围绕主线展开,在构建手册时,明确整本书阅读探究的核心要点。在开发《"阅读·探究·体验"手册》时,充分考虑到语文学科的核心素养,通过编制手册,提升学生的语文核心素养。  相似文献   

高校图书馆阅读推广活动的绩效评估实证研究——基于吉首大学图书馆调查分析     

刘喜球  王尧 《现代情报》2016,36(7):96-100

针对高校图书馆重阅读推广,轻绩效评估的现象,构建了一套阅读推广活动绩效评估体系。本文以吉首大学图书馆为例,从活动组织、参与者评估、校园影响3个方面对活动全程进行绩效评估,并对评估结果进行分析,提出相应对策。  相似文献   

印刷性文献与网络文献阅读比较   总被引：1，自引：0，他引：1  

李景峰  杜彦峰 《情报科学》2005,23(6):885-890

本文介绍了网络文献的一般含义，从宏观和微观层面对印刷性文献与网络文献的阅读内容、阅读路线和阅读主动性的几个方面进行比较，阐明与印刷性文献相比，网络文献在阅读内容的时效性观念上有所拓展，在阅读的互动性及受众利用信息的方式上都有所转变。  相似文献   

用文献计量的方法研究阅读疗法     

付婉秋 《现代情报》2006,26(1):8-11

阅读疗法是集预防、治疗、发展健康心理于一体的心理治疗方法。本文利用维普科技期刊全文数据库以关键词“阅读疗法”和“图书疗法”为检索入口，借助文献计量学的方法对1989—2004年之间符合检索标准的文献进行统计与分析，借以了解我国在此研究领域的现状以及发展特点。  相似文献   

高校图书馆电子阅览室的服务与管理   总被引：14，自引：1，他引：14  

刘莹 《现代情报》2007,27(7):112-114

文章从高校图书馆出发。具体分析了图书馆提高管理人员的素质、开展优质服务的内容。全面论述电子阅览室的服务模式以及实现电子文献资源有效管理的途径。  相似文献   

建构主义理论教学模式下英语自主性阅读的研究     

徐未芳 《未来与发展》2016,(3)

近年来,随着高考的改革,阅读理解在考试中所占的比例也扩大了,英语阅读教学的质量在一定程度上决定了英语教学的质量。我们需要培养学生阅读学习的的独立性和主动性,创设良好的教学环境和教学活动来激发他们的自主学习和合作学习精神。可见,提高学生的自主性阅读能力是非常重要的。本文使用建构主义理论来指导学生的英语自主阅读的研究。实践证明利用建构主义的课堂教学模式和课外的自主阅读的训练,是可以提高学生的自主阅读的能力的。  相似文献   

合作学习在成人英语阅读教学中的运用   总被引：3，自引：0，他引：3  

国秀玮 《安庆师范学院学报(社会科学版)》2005,24(6):114-116

合作学习是以学生为中心,学习者以小组为形式,为共同的学习目标而进行高度结构化的学习。要充分认识合作学习在成人英语阅读教学中运用的必要性,强化成人英语阅读面授课堂教学,构建基于网络的合作学习。  相似文献   

浅论学生英语阅读能力的培养     

申美玲 《安阳工学院学报》2005,(3):149-151

英语阅读能力的培养是英语教学中一项重要的工作.阅读能力受到多种因素的影响,应采取不同措施培养和提高学生的阅读能力.  相似文献   

Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations     

《Contemporary educational psychology》2017

This study examined the developments in children’s externalizing problems and interest in reading during their first four years of school (Grades 1–4) and investigated whether this development predicted the children’s Grade 6 reading skills and educational aspirations. Data comprised (1) teachers’ ratings of externalizing problems and children’s (N = 642; 43% girls) self-ratings of their interest in reading, collected between Grades 1 and 4, and (2) measures of reading fluency and comprehension, and children’s self-reports of educational aspirations, collected at Grade 6. First, latent growth modeling showed that a higher level of externalizing problems in Grade 1 was associated with a lower concurrent interest in reading. Second, a positive association between the initial level of interest in reading and a linear change in externalizing problems indicated that children with a lower interest in reading in Grade 1 were rated by teachers as exhibiting higher levels of externalizing problems, which nonetheless declined over the course of their first four years of school more than among other children. Third, a higher initial level of externalizing problems with a linear change in these problems across Grades 1–4 was a predictor of lower subsequent educational aspirations and poorer reading comprehension in Grade 6. Analysis of the indirect effects indicated that a higher level of externalizing problems was associated with a lower concurrent interest in reading, which, in turn, was related to poorer future reading fluency and lower educational aspirations. The findings imply that problem behaviors are interlinked with academic skill development and motivation across the first six years of school.  相似文献   

The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards     

Elizabeth L. Jaeger  P. David Pearson 《The Educational forum》2017,81(1):92-107

The Common Core State Standards and Response to Intervention are significant contemporary educational initiatives that have emerged largely in isolation from one another. We argue that an integration of these initiatives is beneficial. We trace the independent development of these two initiatives and offer suggestions for how they might fruitfully transact, fully supporting vulnerable readers in their efforts to master sophisticated standards. Results from a school implementing these initiatives as an integrated whole are discussed.  相似文献