“让书香扮靓校园”——北京市朝阳区呼家楼第一小学读书活动概览

开展读书活动,开发读书课程资源,帮助学生从小养成读书习惯,对学生良好品质的形成有着重要作用.我校根据现有条件,结合学习化学校建设,把学生读书活动作为学校自主发展的特色工程,确定"以读书活动为突破,形成语文学科教学特点"的发展思路.     

“亲近数字图书”活动的实践与思考

通过“亲近数字图书”读书活动案例分析,探讨和研究了远程教育读书活动在数字资源利用、学生综合素质培养、学校文化建设、读书模式建立、教学课程改革、读书服务品牌打造等方面发挥的作用。     

党校图书馆如何为领导干部读书活动服务

领导干部读书活动对学习型政党、学习型社会建设起着积极推动作用.党校图书馆作为党校文献信息中心和教学、科研的学术机构,对提高领导干部知识素养起着重要的作用.文中探索了党校图书馆如何为领导干部读书活动服务.     

倡导学校读书风尚

我校根据《"一路书香,伴我成长"——青浦区初级学校中学生读书活动实施方案》的精神,精心组织,通过开展一系列精彩纷呈的师生读书活动,让读书成为师生的一种需求,一种乐趣,更成为一个良好的习惯。近几年,读书活动的有序开展对推进我校文化建设和提升办学水平起到了很大作用。     

“读书月”活动的若干思考

＂读书月＂活动在提高公民的文化素质和建设社会主义核心价值体系方面发挥了重要作用。文章首先从举办＂读书月活动＂的意义,开展途径等方面进行了探讨。其次就建立＂读书月＂持久开展机制、强化＂读书月＂目的及提高＂读书月＂效能等方面提出了自己的若干建议。     

学校图书室如何在“书香校园建设”中发挥作用

为充分发挥校园文化在树立社会主义荣辱观,加强学校思想道德建设．全面推进素质教育中的重要作用．学校图书室应以新颖活泼．形式多样的读书活动营造浓厚的读书学习氛围。     

“振兴中华”职工读书自学活动20周年回顾

“振兴中华”职工读书自学活动是从进行爱国主义教育入手,从倡导学习中国近代史、中国革命史、社会发展史起步的。它的出现、兴起和持久发展,是职工群众投身社会主义建设和改革的自觉要求,是职工群众尤其青年职工积极进取的时代体现。20年的实践证明,读书自学活动是职工群众自我教育的有效形式,是工人阶级知识化的重要而现实的途径,加强了工会作为党联系群众的纽带作用。在提高职工队伍素质方面,读书自学活动有着其它教育形式难以替代的作用。一、读书自学活动的源起上世纪80年代初,正是我们党和国家实现历史性转变,社会主义现代化建设全面…     

论高校图书馆开展读书活动的对策建议——以贵阳学院图书馆为例

通过探讨高校图书馆开展读书活动的意义,总结读书活动的几种开展方式,提出高校图书馆开展读书活动存在的问题及对策,以期为以后的读书活动提供参考,使读书活动发挥更大的作用。     

新时期高校学习型基层党组织建设研究——“读书分享活动”助推高校学习型党组织建设

开展"读书增知识、读书长能力、读书强素质"为主题的读书分享活动就是基层党组织推进学习型党组织建设的一个重要抓手。基层党组织可以通过创办党员书屋、建立党员读书会,发起"读书沙龙""读书心得汇报会""早操三分钟分享""读后感汇编""学生讲坛""好书推荐""党员读书日""党支部读书博客"等"八维一体"的读书分享活动。读书分享活动的实践,启示我们建设学习型党组织,要确立读书之规,确保学习效果;要大兴读书之风,营造学习氛围;要发挥领导示范,引导学习深入;要丰富活动形式,创新学习载体。     

文化校园,从阅读开始

图书馆在校园阅读文化建设中起着十分重要的作用。因此,图书馆应通过开展休闲阅读、快乐阅读、视听阅读、圈子阅读、沙龙阅读、读书征文、"4·23世界读书日"等与读者互动的阅读文化活动,构建文化交流平台,支持和推进校园文化建设。     

Third-grader's think-aloud protocols: Types of reading activities in reading an expository text

In the present study, we examined the reading activities of young readers, while reading an expository text. A total of 24 third-graders was administered a think-aloud task on two occasions. Their protocols were analysed by a coding system that captured two levels of the reading process: the word identification level and the reading comprehension level. Three indices reflecting three different types of reading activities were discerned: reading errors, reproduction, and activities referring to reading strategies. Correlational analyses showed the reading strategy index to be related to reading comprehension as measured by standardized tests. The think-aloud task constitutes a valuable instrument for examining strategic reading among young readers.     

农村学生课外阅读能力培养策略探赜

开展课外阅读活动,对培养农村学生的课外阅读能力和语文素养有重要的作用。农村语文教师可以采取以下策略培养学生的课外阅读能力:创设阅读环境,营造浓厚的阅读氛围;激发阅读兴趣,做学生的阅读榜样;制定阅读规则,培养良好的阅读习惯;开展读书活动,在趣味阅读中激发活力;转变家长观念,形成家校合力。     

Understanding children's reading activities: Reading motivation,skill and child characteristics as predictors

This study examined the extent to which a range of child characteristics (sex, age, socioeconomic status, reading skill and intrinsic and extrinsic reading motivation) predicted engagement (i.e., time spent) in different reading activities (fiction books, factual books, school textbooks, comics, magazines and digital texts). In total, 791 children (aged 8–11 years) participated. There was considerable variation in the factors predicting engagement in different reading activities. Although intrinsic reading motivation was a good predictor of recreational book reading, age was a stronger predictor of engagement with digital texts. Furthermore, specific dimensions of motivation predicted engagement in different reading activities; being motivated to read challenging texts predicted recreational book reading, whereas being motivated to achieve good grades predicted schoolbook reading. On the other hand, social reasons predicted engagement with magazines and comics. Implications for education and the relationship between child characteristics and choice of reading activities are discussed.     

Transforming Developmental Reading Through Information Literacy: Developing A Contextualized Course Curriculum

ABSTRACT

Skill and drill remediation in developmental reading courses do not prepare students for reading tasks in future college-level courses. When a skill and drill model is replaced with a model that utilizes contextualization, students engage in relevant activities with authentic texts to prepare students for college-level activities. The reading department at Chandler-Gilbert Community College (CGCC) eliminated the skill and drill textbook from its courses and teamed with library faculty to create a curriculum integrated with information literacy. Reading and library faculty provided students contextualized project-based activities that integrated reading and information literacy strategies. The development, redesign, and implementation of CGCC’s reading program that eliminated textbooks and contextualized information literacy and reading strategies through project-based activities are described in the present study. This study further addresses gaps in the literature regarding a fully contextualized reading course that can be implemented for no more cost than the cost of a traditional curriculum.     

读经典的书 做有根的人

阅读,为学生成长奠定坚实基础。学校通过优化校园文化环境,营造浓郁读书氛围;开展多样读书活动,培养浓厚阅读兴趣;建立评比激励机制,促进读书活动深入;发挥家校互动作用,共享亲子阅读乐趣,让学生＂有兴趣读、有好书读、有时间读、有能力读＂,引领学生走进书香的世界,做有根的人。     

Parent–child pre–school activities can affect the development of literacy skills

This paper considers the nature of joint (parent–child) pre–school activities in the home, and their potential to contribute to the development of early reading skills. Parents gave details of the nature and frequency of any play–based activities that they routinely completed with their children. Their children were assessed on various aspects of phonological awareness, as well as their receptive vocabulary and short–term memory at four years old. One year later they completed a similar battery that also included measures of reading and spelling ability. Children who engaged in a variety of pre–school, parent–child activities showed the best achievement in reading one year later. The frequency of joint activities was also found to impact on reading attainment, vocabulary, memory and aspects of phonological awareness. The importance of shared storybook reading for later independent reading ability was reiterated by this study.     

Effects of different ways of introducing a reading task on intrinsic motivation and comprehension

This study compared the effects of two brief prereading instructional practices – hands‐on activities and prior knowledge activation – on sixth‐graders' intrinsic motivation for reading a text and reading comprehension. Both hands‐on activities and prior knowledge activation substantially improved reading comprehension relative to a control condition where students just read to answer questions and take a test about the text content. These effects did not depend on preexisting individual differences in basic reading skill, reading motivation or topic knowledge. Hands‐on activities and prior knowledge activation did not differentially affect reading comprehension, however, nor did either of them have any effect on intrinsic motivation to read the text. If used regularly in classrooms, brief prereading practices in the form of hands‐on activities or prior knowledge activation may result in knowledge gains that accumulate to build a solid conceptual basis for further, self‐regulated learning from text.     

朗读在英语教学中的作用与应用策略探讨

英语学习中,学生通过朗读这种方式,能够建立语感,纠正读音,激发学习兴趣,为正确使用英语奠定基础。朗读有利于提升学生的听力水平、口语水平、理解能力及综合素养。文章从创设朗读环境、培养朗读技巧、构建高质量的朗读课堂、创设多样化的朗读活动、采用多样化的课外活动几个方面,对朗读在英语教学中的应用策略进行研究。     

后疫情时期基于学科核心素养的小学语文在线学习活动设计

疫情期间,小学语文在线学习积累了诸多大量优秀成果,如何将这些成果转化为疫情后的信息化教育实践动力,值得思考。阅读以及以阅读为基础的语言实践活动是小学语文核心素养培养的关键路径,小学在线语文学习活动为精读、略读和整本书阅读的课外环节提供了有力支持。本研究以活动理论为依据,根据在线学习活动的构成要素和在线学习活动的设计原则,设计了小学语文精读、略读类在线学习活动和整本书阅读类在线学习活动,并对其实践应用提出了建议。