新时代公共图书馆服务与建设创新的重点和难点     

程焕文  刘佳亲 《图书情报知识》2020,(1):9-14,31

[目的/意义]新时代背景下,研究公共图书馆的根本任务、发展方向和重点难点等问题,对于推进图书馆事业变革,提升图书馆社会影响力具有重要意义。《公共图书馆法》将服务全民阅读定为公共图书馆的重要任务,指明新时代公共图书馆服务与建设创新的发展方向。[研究设计/方法]结合近两年多家机构发布的统计数据以及多个典型案例横向对比。[结论/发现]分析发现公共图书馆持证率、覆盖率和阅读率的现状和存在的问题。[创新/价值]认为提升持证率、覆盖率和阅读率是公共图书馆创新的重点和难点,更是公共图书馆提升社会影响力的关键。  相似文献   

基于5W1H分析的公共图书馆大字本图书阅读推广服务探究     

叶静 《河北科技图苑》2020,33(2):68-71

大字本图书是低视力人群重要的信息来源和学习资源,公共图书馆作为大字本图书主要的馆藏地,肩负着大字本图书阅读推广服务的重要职责。通过5W1H分析法,提出公共图书馆大字本图书阅读推广服务对策,包括服务时间、地点的选择、服务团队的建设以及服务方法等,以期对公共图书馆开展大字本图书阅读推广服务有所帮助。  相似文献   

市场竞争中的两种对策模型     

余建年  赵显 《科学学研究》1997,15(4):44-49

随着经济生活中的各种冲突竞争日益增多，如何分析这些错综复杂现象，对策论作为一种数学工具对此提供了分析框架。本文结合案例，介绍了两种基本模型：二人零和对策和二人非零和对策，并对这些模型的结构、模型解及其实际背景进行了讨论，指出：（１）与零和对策相比，非零和对策更接近于现实的经济生活；（２）对策论对经济竞争冲突结果的求出，从根本上说是一种概率预示；（３）对策论可以激发人们以一种新的方法思考理解经济生活中的竞争冲突现象。  相似文献   

图式理论及其对高中英语阅读教学的启示     

刘安平 《保山师专学报》2008,27(1):48-50

图式和图式理论是近20年来阅读理论研究的热点,运用图式理论指导高中英语阅读教学实践,使学生在阅读理解过程中积极参与思考,掌握阅读技巧,是提高学生阅读理解水平的有效途径。  相似文献   

语篇理解策略在英语阅读教学中的应用     

祝丹 《黑龙江教育学院学报》2007,26(10):139-141

阅读在英语学习中占有重要地位,但语篇教学则长期被英语学习者、教学者忽视。语篇理解是英语阅读的重点和目标,应根据学习者具体情况提出相应的语篇理解策略,并运用于英语阅读教学与实践中。  相似文献   

高校图书馆读者文献信息需求分析     

沙娜 《青海师专学报》2001,21(2):108-109

针对高校图书馆读者文献信息的需求进行了分析 ,并阐述了不同层次和不同阶段读者的阅读规律  相似文献   

Language Impairment in Less Skilled Comprehenders: The On-Line Processing of Anaphoric Pronouns in a Listening Situation   总被引：1，自引：0，他引：1  

Hakima Megherbi  Marie-France Ehrlich 《Reading and writing》2005,18(7-9):715-753

The purpose of this experiment, conducted with second-grade children (mean age: 7;8), was to examine the hypothesis that less skilled comprehenders in a reading situation suffer an impairment in spoken language comprehension and, more specifically, in the on-line processing of anaphoric pronouns. Skilled and less skilled comprehenders performed a cross-modal naming task investigating the effects of pronoun gender and pragmatic inference from the verb on the integration of two successive sentences. Results revealed different patterns of effects in the two groups. The skilled comprehenders integrated on-line sentences by relying on pronoun gender and verb meaning. Pronoun gender appeared to exert a dominant influence relative to verb bias. In the less skilled comprehenders, on-line integration was not systematic, being dependent on the meaning of the verb and the proximity of the referent. Complementary analyses revealed similar patterns of effects among less skilled comprehenders, whether they were good decoders or poor decoders. These results show that less skilled comprehenders are developmentally delayed compared with their skilled peers, and extend the language impairment hypothesis to cover discourse-level processes.  相似文献   

Identifying sex differences in reading disability     

Jim Stevenson 《Reading and writing》1992,4(4):307-326

The issue of sex differences in reading disability has been of recent interest in relation to sex ratios in families with reading disabled children and to possible sex biases in referred populations. Data from a study of 570 twins are used to develop alternative definitions of reading disability that vary in the manner to which sex effects are taken into account. These definitions include discrepancies between reading quotients and IQ, the use of the regression of reading onto IQ and chronological age/reading age differences. In each case the reading and spelling disability was defined either separately for the sexes or based upon the data for the sexes combined and with and without an IQ>90 exclusion criterion. The consequences of using the alternative definitions for prevalence, sex ratio and heritability are examined. The results demonstrate that the characteristics of reading disabled children vary with the way disability is defined. The excess of males seems to be a robust finding. Definitions that take into account differences in mean score for males and females reduce but do not eradicate the sex ratio. From the genetic analysis, there is no support for the suggestion that the genetic effect on reading is greater for females than males. It is concluded that the use of regression based procedures for identifying reading disability is desirable but that at present there is insufficient evidence to justify the adoption of separate regression procedures for the two sexes.  相似文献   

The role of question type and reading ability in reading comprehension     

Naomi F. Tal  Linda S. Siegel  Michael Maraun 《Reading and writing》1994,6(4):387-402

Performance on a standardized reading comprehension test reflects the number of correct answers readers select from a list of alternate choices, but fails to provide information about how readers cope with the various cognitive demands of the task. The aim of this study was to determine whether three groups of readers: normally achieving (NA), poor comprehenders (CD), with no decoding disability, and reading disabled (RD), poor comprehenders with poor decoding skills, differed in their ability to cope with reading comprehension task demands. Three task variables reflected in the question-answer relations that appear on standardized reading comprehension tests were identified.Passage Independent (PI) question can be answered with reasonable accuracy based on the reader's prior knowledge of the passage content.Inference (INFER) questions required the reader to generate an inference at the local or global test level.Locating (LOCAT) questions require the reader to match the correct answer choice to a detail explicitly stated in the text either verbatim or in paraphrase form. The relations among reader characteristics, cognitive task factors and reading comprehension test scores were analyzed using a structural relations equation with LISREL. It was found that the three reading groups differed with respect to the underlying relationship between their performance on specific question-answer types and their standardized reading comprehension score. For the NA group, a high score on PI was likely to be accompanied by a low score on INFER, whereas in the CD and RD groups, PI and INFER are positively related. The finding of a negative relationship between background knowledge and inference task factors for normally achieving readers suggests that even normal readers may have comprehension difficulties that go undetected on the basis of a standardized scores. This study indicates that current comprehension assessments may not be adequate for assessing specific reading difficulties and that more precise diagnostic tools are needed.  相似文献   

基于PDA设计的电力数据采集器   总被引：1，自引：0，他引：1  

吕春盛  吕国雄 《广东技术师范学院学报》2003,(4):35-37

本文提出一个运行在WindowsCE操作系统的PDA上实现电力数据采集器的基本解决方案，并描述了各部分的设计和实现方法．在收集大量资料的基础上，作者根据自己的产品开发经验和工程的实际要求，提出了许多关键的实现方法．选用现有PDA产品设计成手持式抄表机是一个很好的方案．  相似文献