推动书籍形态演变的核心因素探究     

张容容 《南昌教育学院学报》2011,26(3):193-194

本文主要探讨了书籍的形态是如何顺应人们阅读需求的变化而发展的。文章将书的装帧形态概括为卷筒装、折页装、册页装三大类,分析了由一类向另一类形态转变过程中,阅读需求所起的决定性作用,并且以此为思路,展望未来书籍形态的发展方向。  相似文献   

模因论及其在英语阅读教学中的应用研究     

邓大飞 《南宁师范高等专科学校学报》2011,28(1)

阅读是外语学习者获得语言知识、世界知识、学科知识的重要来源。阅读技能的训练对于外语学习者来说,其重要性不亚于母语的阅读训练。随着模因论研究的不断深入,模仿、朗读、背诵等传统教学方法再次引起了普遍关注。模因论是语用学研究的一项新理论,其核心是模因。语言作为一种模因,在外语教学中确能有效地提高学习者英语阅读理解能力,而且对中国外语教学有一定的启发。  相似文献   

泛读教学中话语分析模式的构建     

阳琼 《南宁师范高等专科学校学报》2011,(4):130-132

以话语分析理论为依据,在分析了阅读过程中的话语分析层次的基础上,在英语专业泛读课程教学过程中,从训练阅读技能,建构文章框架,分析情感意图,提高阅读速度这四个方面来进行构建话语分析模式。并通过实证研究检验其有效性。  相似文献   

别样的声音——《人:小说的聚焦》与当前的小说研究     

王瑜 《南宁师范高等专科学校学报》2011,28(1)

从"人"的角度研究文学是历久弥新的话题。黄伟林的《人:小说的聚焦》在关注"人"的同时,有意识地将"人"纳入"现实主义"、"现代主义"和"后现代主义"等思潮中考察,连接起新时期中国不同形态的小说,切入了当前小说研究的核心。在文本细读的基础上,《人:小说的聚焦》挖掘出新时期小说的深层共性,将之升华到理论高度,既有深度又有内容,对当前"浮化"和"泛化"的小说研究是一种反拨,别有意义和价值。  相似文献   

言息结构理论在英语快速阅读中的应用研究     

张小雁 《山西财经大学学报(高等教育版)》2011,(3):67-69

针对大学生在大学英语四级考试（CET-4）快速阅读中遇到的困难,提出了把语篇分析中的信息结构理论运用到大学英语快速阅读教学中的教学方法。实验研究证实,这种教学方法比传统的教学方法更能有效地提高学生的快速阅读能力。  相似文献   

浅议任务型教学法在英语阅读教学中应用     

张小瑞 《吕梁高等专科学校学报》2011,(3)

从传统阅读教学的弊端出发引入任务型教学法,并对任务型教学法进行解释说明,阐述任务型教学法的意义,说明设计任务时应注意的问题,指出教师在任务教学活动中所扮演的重要角色,有助于学生语言能力的全面提高。  相似文献   

Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?     

Beverly Plester  Clare Wood  Victoria Bell 《Literacy》2008,42(3):137-144

This paper reports on two studies which investigated the relationship between children's texting behaviour, their knowledge of text abbreviations and their school attainment in written language skills. In Study One, 11–12‐year‐old children provided information on their texting behaviour. They were also asked to translate a standard English sentence into a text message and vice versa. The children's standardised verbal and non‐verbal reasoning scores were also obtained. Children who used their mobiles to send three or more text messages a day had significantly lower scores than children who sent none. However, the children who, when asked to write a text message, showed greater use of text abbreviations (‘textisms’) tended to have better performance on a measure of verbal reasoning ability, which is highly associated with Key Stage 2 (KS2) and 3 English scores. In Study Two, children's performance on writing measures was examined more specifically. Ten to eleven‐year‐old children were asked to complete another English to text message translation exercise. Spelling proficiency was also assessed, and KS2 Writing scores were obtained. Positive correlations between spelling ability and performance on the translation exercise were found, and group‐based comparisons based on the children's writing scores also showed that good writing attainment was associated with greater use of textisms, although the direction of this association is nor clear. Overall, these findings suggest that children's knowledge of textisms is not associated with poor written language outcomes for children in this age range.  相似文献   

阅读教学要重视广义语境在理解中的作用     

朱跃平 《浙江教育学院学报》2002,(6):10-13

广义语境,诸如作品涉及的时代特点、作生平、民族传统及其他作品等都有助于学生更深层次地理解章内涵。在语阅读教学中要充分重视广义语境的作用。  相似文献   

朗读中重音的确定与表达     

陈萍  杨清富 《甘肃高师学报》2005,10(4):16-18

要准确、鲜明、生动地表达作品的思想内容,使作者写作的目的在朗读的过程中得到显露,需要把握好语法重音、逻辑重音、感情重音.  相似文献   

An examination of student- and across-level mediation mechanisms accounting for gender differences in reading performance: a multilevel analysis of reading engagement     

Soi-kei Mak  Kwok-cheung Cheung  Kaycheng Soh  Pou-seong Sit  Man-kai Ieong 《教育心理学》2017,37(10):1206-1221

Enjoyment of reading, diversity of reading and metacognitive awareness of reading strategies are cognitive and affective variables pertaining to three facets of reading engagement for students to read happily, widely and skilfully. These have been found to be related to effectiveness in reading instruction. They together form a focus for this study to examine the underlying student- and across-level mechanisms to explain gender differences in reading performance of Macao students. Drawing data from Programme for International Student Assessment (PISA) 2009 Study, the mediation effects of gender and the school’s gender composition on reading performance are analysed. Two findings are of both theoretical and pedagogical interests. Firstly, the three facets of reading engagement from the nurture perspective explain substantially the within-school gender gap. Secondly, in coeducation context where students read happily and skilfully, there are gender-specific peer influences across-level onto student reading performance. Implications for gender-inclusive reading instruction programmes are discussed.  相似文献