公共图书馆依托微信平台进行古籍阅读推广调查研究     

刘捷  王智芹 《图书馆工作与研究》2021,(3):56-62

本文以我国具有代表性的131家公共图书馆为样本,围绕图书馆以微信平台为依托进行古籍阅读推广工作的开展情况,分析当前公共图书馆通过微信平台进行古籍阅读推广的时间节点、采取的方式、遇到的困难等问题,并针对调查研究的结果,提出相应的古籍阅读推广改善策略,以期推动公共图书馆进一步利用微信平台等新媒体进行古籍资源的阅读推广工作。  相似文献   

短视频社会化阅读推广效果分析——以抖音短视频为例     

徐彤阳  李婷 《图书馆》2021,(2):74-81

短视频行业的发展为阅读推广带来了新的发展模式。文章以抖音短视频为例,从相关性和重要性两个角度分别对评论信息进行定性和定量分析,发现阅读推广效果在短视频社会化主体中存在着主题性差异以及短时间的关注高峰期。阅读环境、需求效应在促进用户认知和行为改变过程中作用显著。文章提出从短视频社会化主体阅读推广的阅读环境、用户间互动交流的机会、关注用户反馈和情感阅读体验等方面进行改善,以期有效提升阅读推广成效。  相似文献   

图书馆核心价值浅论     

丛全滋  王学军 《图书馆》2021,(4):7-13

核心价值研究是图书馆服务转型过程中绕不开的热点问题。文化权利,知识自由,开放、平等、包容、隐私等主流观点更多倾向价值观念而非价值本身,难以达成行业共识。文章从价值哲学视角分析图书馆价值及其主要价值关系:馆员、读者与文献信息三者之间的推广关系与阅读关系共同构成图书馆阅读推广体系。文献信息资源、读者资源和馆员队伍共同构成图书馆核心竞争力。阅读推广从“满足阅读”到“推进阅读”、从“被动服务”到“主动服务”,发挥图书馆在全民阅读中的主体地位与引领作用,成为图书馆核心价值。  相似文献   

未成年人不同阅读介质的眼动行为比较     

赖文华  王佑镁  李伟 《现代远程教育研究》2014,(5):95-103

随着数字化阅读的迅猛增长,传统纸质媒体与数字化媒体已经成为学习者获取学习资源的两种重要介质。电子课本作为数字化阅读与学习范式变革在基础教育领域中应用的产物,其应用效果受到人们的期待。电子课本如何促进学习？它对人的影响与纸质课本有何不同？基于梅耶多媒体学习理论,以电子课本和纸质课本两种阅读介质为例,对未成年人阅读过程中的眼动行为进行比较实验,结果表明：未成年人阅读纸质课本和电子课本的注意力分配有差异;电子课本阅读促进了更积极的交互,其测验成绩显著高于纸质课本,正文的观察时间和注视次数与测验成绩显著相关,但同时也增加了外在认知负荷。因此,设计人员在设计电子课本时应该兼顾学习者注意的广度和深度,实现各种多媒体学习内容的优势互补;家长和教师应该了解数字化阅读特点,适当引导未成年人的电子课本使用。  相似文献   

Development of German reading comprehension in two-way immersive primary schools     

《Learning and Instruction》2022

Two-way immersion (TWI) is a variant of the increasingly popular bilingual instruction. Most TWI research lacks longitudinal data or the consideration of background variables to control for possible selection effects. This article examines the development of German reading comprehension of TWI students (N = 984) from fourth to sixth grade compared to conventionally taught students (N = 992). The latent growth curve models showed that immersion students reached the same level of German reading comprehension over the three measurement points, even if background variables like first language, socioeconomic background, and cognitive ability were included. Despite reduced instruction in German, TWI students showed the same reading comprehension level as students in regular instruction while having the advantage of learning an additional language. Although the level of reading comprehension differed between language groups (L1 German speakers, L1 partner language speakers, simultaneous bilinguals), the learning trajectories of reading comprehension were similar.  相似文献   

On the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks     

《Learning and Instruction》2022

Few studies have explored how general skills in both reading and writing influence performance on integrated, source-based writing. The goal of the present study was to consider the relative contributions of reading and writing ability on multiple-document integrative reading and writing tasks. Students in the U.S. (n = 94) completed two tasks in which they read text sets about a socioscientific issue, generated constructed responses while reading, and then composed integrated essays. They also completed individual difference measures (general knowledge, reading skill, reading strategy use) and wrote independent essays to assess their writing ability. Mixed effect models revealed that general knowledge and reading skills contributed to integrated essay performance, but that once general writing ability was entered into the model, it became the strongest predictor of integrated writing scores. These results suggest the need for deeper consideration of the role of writing skills in integrated reading and writing tasks.  相似文献   

Teacher feedback,disciplinary climate,student self-concept,and reading achievement:A multilevel moderated mediation model     

《Learning and Instruction》2022

Research has confirmed the importance of teacher feedback on student learning. The mechanism of how they are related, however, is not clear enough. In this study, we explored this relation with 60,501 fifteen-year-old students from collectivistic and individualistic cultures in PISA 2018. Importantly, we examined the possible mediating role of reading self-concept and the moderating role of disciplinary climate at both student level and school level in multi-level structural equation models (MSEM). Results demonstrated that the association between teacher feedback and reading achievement was significantly mediated via reading self-concept at student level across cultures, and this indirect effect was significant irrespective of the disciplinary climate level. Moreover, results showed that a positive disciplinary climate would facilitate the building of students’ reading self-concept which subsequently would enhance their reading achievement at school level. This study has important theoretical, practical, cross-cultural, and methodological implications for teacher feedback research and student learning.  相似文献   

Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension     

《Learning and Instruction》2022

Reading is a key competence for knowledge acquisition and learning processes. One important source of reading motivation is interest. Even though students' text-based interest often differs by gender, it remains unclear which text factors underlie these differences and whether text-based interest relates to reading comprehension among boys and girls. In a sample of 514 elementary students (47.2% girls), this study examined whether text topic, protagonists' gender, and text difficulty affect boys' and girls' text-based interest and whether interest and reading comprehension are intertwined. Based on a repeated within-subject design using fourteen narrative texts, the results indicated that boys' interest was higher in texts with male-attributed topics, male protagonists, and in more difficult texts. In contrast, girls’ interest was only affected by text difficulty. Text-based interest and reading comprehension were significantly related, albeit stronger for boys than for girls. The findings are discussed regarding future implications for research and educational practice.  相似文献   

英语经典美文诵读课程的教学研究     

李百温 《山东教育学院学报》2014,(2):33-37

当今,部分英语专业学生在英语听说读写等基本技能上与英语文化素养上都存在不足,而解决这一问题最好的办法就是英语经典美文诵读.通过诵读经典,感受英语语言文字的典范和精华,体悟西方民族的精神和品格,开拓文化视野,提高人文素养,培养健全人格.  相似文献   

红色文献资源数字化建设实践探索--以梅园新村纪念馆周恩来图书馆数字化建设为例     

孙烈涛 《新世纪图书馆》2021,(4):48-52

红色文献馆藏资源的数字化、网络化与智能化管理,不仅是保护红色文献典藏的需要,也是大数据时代提升红色文献利用率与传播力的需求。本文以周恩来图书馆馆藏红色文献资源信息化建设为例,阐述了红色文献资源保护的价值与紧迫性,论述了红色文献资源数字化、网络化、数据库建设及教育传播功能的开发与利用等方面的实践工作。  相似文献