大学德语阅读课教学思路探讨

根据卡雷尔提出的阅读理解的双向心理过程,针对大学阶段的德语阅读课教学,提出了为提高学生阅读能力的四个方面的教学设计:语体训练、推测训练、快速阅读训练、联想训练.     

英语阅读习惯与阅读能力的培养

阐述了英语阅读习惯和阅读能力培养的重要性,介绍如何养成良好阅读习惯、提高阅读能力的有效方法和技巧。为奠定扎实的语言基础,获取广博的知识具有指导作用。     

The experimental study group: A new undergraduate program at MIT

This paper is an account of the first two years in the life of the Experimental Study Group (ESG), a full-time program of supervised independent study for some 60 self-selected undergraduates of the Massachusetts Institute of Technology, together with some suggestions for those who are working in or planning similar programs in otherwise traditional schools.

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Résumé Cette communication présente un compte rendu sur les deux années d'existence du Experimental Study Group (ESG), programme à plein temps d'études indépendantes et surveillées s'adressant à quelque 60 étudiants volontaires du Massachusetts Institute of Technology. Elle offre un certain nombre de suggestions à ceux qui participent ou qui envisagent de participer à des programmes similaires au sein des écoles autrement traditionnelles.

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I would like to thank all the members of the ESG who commented on earlier drafts of this essay. In particular, I would like to thank George Valley, Edna Torgerson, Peter Elbow, Robert Berman, and the editors ofInterchange for their encouragement, support, and criticism.     

民族地方高校大学生良好阅读习惯和阅读能力培养策略探讨

针对民族地方高校大学生阅读行为特征,从发挥图书馆阅读教育作用,努力搭建大学生阅读教育平台;争取将阅读培养纳入教学管理,为阅读教育持续发展提供保障;搭建网络阅读平台,实现优质阅读资源的共知共享;创新民族原典阅读空间,满足大学生阅读对民族文化的特质需求等四个方面对民族地方高校大学生良好阅读习惯和阅读能力培养进行探讨。     

Linguistic Diversity and the Development of Reading Skills: A Longitudinal Study

The purpose of this study was to examine whether the same component processes are involved in reading acquisition for children with varying levels of proficiency in English in kindergarten and the first grade. The performance of 858 children was examined on tasks assessing basic literacy skills, phonological processing, verbal memory, and syntactic awareness. There were 727 children who were native English speakers (NS children) and 131 children who spoke English as a second language (ESL children). Although ESL children performed more poorly than NS children on most measures of phonological and linguistic processing in kindergarten and first grade, the acquisition of basic literacy skills for children from both language groups developed in a similar manner. Furthermore, alphabetic knowledge and phonological processing were important contributors to early reading skill for children from both language groups. Therefore, children learning English may acquire literacy skills in English in a similar manner to NS children, although their alphabetic knowledge may precede and facilitate the acquisition of phonological awareness in English.     

Visual Skills and Chinese Reading Acquisition: A Meta-analysis of Correlation Evidence

This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent samples, with a total of 5,395 participants. The meta-analysis revealed that visual skills as a global construct had a medium correlation effect size (r?=?0.32) associated with Chinese reading acquisition. The various visual processing skills differed in their relation to Chinese reading acquisition in different stages. Visual perception, speed of processing visual information, and pure visual memory had low-to-moderate correlations with Chinese reading acquisition in the lower grades (i.e., below second grade), whereas these relations did not retain their magnitude for children in the higher grades (i.e., second through sixth grades). By contrast, visual–verbal association skill was found to account for 34 and 41 % of the variance in children’s Chinese reading acquisition in both lower and higher grade levels, respectively. Greater attention to this construct can significantly benefit reading research and instructional practice. No regional differences between studies in Mainland China and Hong Kong were found in the meta-analysis.     

浅谈英语阅读理解技巧

阅读能力是英语综合技能的一个重要方面,它标志着一个人的英语水平。在阅读中掌握一定的阅读技巧能提高阅读速度和理解程度。在阅读中我们要注意文章的主题段、主题句和关键词等。     

英国开放大学对学习者关键技能的培养

英国开放大学在远程教育中,除了知识能力,还强调学习者关键技能的培养。通过对英国开放大学关于七项关键技能的内涵、培养途径以及评价标准的介绍,认为从学习者长远发展的角度来看,我国的远程教育也同样需要关注关键技能的培养,这既是远程教育的需要,也是终身教育的需要。     

Open A Chapter on Summer Reading

"Summer afternoon-summer afternoon; to me those have always been the two most beautiful words in the English language."     

英语阅读的方法与技巧

阅读在英语学习中具有举足轻重的地位。培养阅读能力,首先要分析阅读的概念、心理过程和障碍;其次,归纳概括阅读方法与技巧:控制发音动作、猜词悟义、利用结构信息和关键词、注意理解句子或段落、养成集中注意力阅读的习惯。     

The Reading Habits of Superior College Students

A structured team approach in learning introductory COBOL programming was empirically assessed with a sample of 215 undergraduate business administration majors. For each assigned program, students in the experimental group read and critiqued team members’ program listings. COBOL proficiency was measured by a final examination testing knowledge of language rules, ability to read a program, and the ability to write a program. Analysis of multiple covariance was used to statistically adjust test scores for age and conditional reasoning scores. For the program writing variable, a significant difference favoring the experimental group was found. The language rules variable showed no significant difference, while the reading variable did not satisfy the required assumptions of the proposed statistical model. However, the experimental group showed higher mean scores for both of these variables. The findings provide empirical support for incorporating team activities into the programming learning process to more effectively develop student proficiency in writing COBOL programs.     

培养高中生英语阅读习惯的一点体会

兴趣是人们力求认识某种事物或爱好某种活动的意向活动,它是学习动机中最现实、最活跃的成分,是学生对学习对象进行探索、自觉参与并积极投入其中的内在动力。学生只有对英语产生了浓厚的兴趣,才会积极主动地投入到英语学习活动之中并乐于学习、勤于探究,逐渐养成良好学习习惯,形成有效的学习策略。     

教师的朗读对EFL学生阅读习惯及阅读自动化的影响

该文采用实证方法研究了教师的意群朗读对EFL学生的影响，说明教师的朗读示范有助于培养学生意群阅读的习惯，促进其阅读自动化。