建立有信息资源特色的高校院、系资料室   总被引：5，自引：0，他引：5  

陈林 《昆明师范高等专科学校学报》2004,26(2):81-84,88

新世纪，随着中国加入WTO和信息网络化的到来，图书馆事业面临着新的机遇与挑战。在新形势下，如何充分发挥高校院、系资料室信息资源的作用，成为人们关注的话题，文章在分析高校院、系资料室今后发展趋势的基础上，讨论资料室自身的特点，提出建立有信息资源特色、以参考咨询服务为主和计算机网络化的资料室。  相似文献   

利用语言实验室优化英语教学效果     

杨建风 《山西广播电视大学学报》2007,12(5):40-41

充分利用各种现代教学设备在语言实验室进行英语教学,可以大大提高学生的英语听说能力、语言综合运用能力和语言交际能力,同时也能培养学生的观察、记忆、想象能力和创新精神,从而优化英语教学效果。  相似文献   

模糊性:中小学阅读教学不可忽视的问题     

周进珍 《黄石理工学院学报(人文社科版)》2006,23(1):11-14,21

由于阅读文本具有模糊美，阅读过程充满模糊性，所以中小学阅读教学中必然存在模糊性，尊重它的存在并适当运用模糊性教学艺术，既有利于还原语文教学的审美功能。有利于完善语文教学效率的评价体系，也有利于培养学生的独特感受力。发展学生的创造思维力。因此，这是中小学阅读教学不可忽视的问题。  相似文献   

CET-4阅读题型变化与大学英语阅读教学策略分析     

王沫 《河北能源职业技术学院学报》2006,6(1):84-86

英语四级考试改革中出现了新的快速阅读题型，本文就这一变化作了仔细的分析，并结合大学英语阅读教学，对快速阅读教学策略进行了分析探讨，提出在大学英语快速阅读教学中运用篇章分析理论，并分析了快速阅读常见误区和在教学中如何加强技巧的训练。  相似文献   

居高声自远 循理意更明——论衔接理论在阅读教学中的运用与实践   总被引：1，自引：0，他引：1  

周静 《郧阳师范高等专科学校学报》2007,27(2):123-126

国内外的语言学研究成果表明，语篇分析虽然只是一门新兴的学科，但它却为外语教学尤其是阅读理解教学开辟了新的思路。语篇分析中的衔接理论，对读者阅读理解能力的提高和交际能力的增强尤为重要。文章简要介绍了衔接理论的产生发展及其分类，并对该理论在英语阅读教学中的指导作用进行了研究和论证，探求在教学实践中将二者相结合的方法，寻求提高学生阅读理解能力的有效途径。最后提出今后研究努力的方向。  相似文献   

图式理论与阅读教学     

于莉 《鸡西大学学报》2006,6(1):10-11

借助图式理论,分析了语言图式、内容图式和形式图式在阅读理解中的作用。为了提高学生的阅读能力,在阅读教学中,教师要注重这三方面的教学。  相似文献   

探讨英语快速阅读的问题与技巧   总被引：4，自引：0，他引：4  

张彩云  刘海奋 《延安教育学院学报》2006,20(1):73-74,77

信息时代的信息爆炸,学生时代的应试之需,提高快速阅读能力,势在必行。掌握必要的阅读技巧,克服不良的主客观因素,将是提高快速阅读能力的关键。  相似文献   

提高中学生英语阅读水平浅探     

蒋永红 《扬州大学学报(高教研究版)》2003,(Z1)

英语阅读水平是英语听、说、写能力形成的基础。目前初中学生阅读缺乏现象严重,如何培养学生英语阅读能力尤为重要。为实践“阅读主导教学模式“这一教学理念,在英语教学中应做到:明确阅读任务和要求,选择阅读材料,扫除阅读中遇到的障碍,指导阅读方式等。  相似文献   

Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups     

Ofra Korat  Pnina Klein  Ora Segal-Drori 《Reading and writing》2007,20(4):361-398

The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction. Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic background and their reading experiences. Implications for researchers and educational practices about the relationships between children’s literacy development, SES, HLE, and parental mediation are discussed.  相似文献   

Parent question use during shared reading time: How does training affect question type and frequency?     

Jamie Zibulsky  Christine Casbar  Tamar Blanchard  Chelsea Morgan 《Psychology in the schools》2019,56(2):206-219

This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development.  相似文献