关于电纸书替代纸质书的探讨

对电纸书能否替代纸质书作出阐释,有助于人们科学选择和利用阅读媒体.在探讨电纸书特点的基础上,分析电纸书与纸质书、计算机、手机相比在阅读方面的不足,得出结论:电纸书目前不可能替代纸质书.     

Reading Recovery and Evidence‐based Practice: A response to Reynolds and Wheldall (2007)

Reynolds and Wheldall reviewed research relating to Reading Recovery (RR) and concluded that “RR has provided an excellent model in demonstrating how to plan, promote, and implement an intervention across an educational system and how to design a professional development programme” (2007 Reynolds, M. and Wheldall, K. 2007. Reading Recovery 20 years down the track: Looking forward, looking back. International Journal of Disability, Development and Education, 54: 199–223. [Taylor & Francis Online] [Google Scholar], p. 218). They balanced this praise with concerns about the research base for RR, its effectiveness for the lowest‐performing first‐grade students, long‐term change in literacy achievement for RR students and RR’s cost‐effectiveness. This response aims to address these concerns by discussing four central issues of evidence‐based practice from their review: evidence of effectiveness; sustained gains; programme evaluation data from a response to intervention perspective; and cost‐effectiveness versus cost‐benefit.     

Assessing Children’s Social Functioning and Reading Proficiency: A Systematic Review of the Quality of Educational Assessment Instruments Used in Norwegian Elementary Schools

Social functioning and reading proficiency are critical for success in school and society. Therefore, identifying children with such problems is important. This study had 2 parts: first, a random sample of 234 elementary schools was surveyed about which instruments they use to assess reading proficiency and social functioning. Second, a systematic review of the quality of these instruments was conducted using international standards for examining the quality of assessment instruments. The survey showed that schools more often assessed and had more instruments available for reading than for social functioning. The systematic review of the assessment instruments used revealed that the psychometric qualities of many was weak or undocumented, while the dimensions of test material quality were generally good. The findings demonstrate a need for a more thorough examination of the psychometric properties of assessment instruments to be used in school.     

论功能语法在语篇分析中的应用

功能语法是系统功能语法中的一个重要组成部分,主要由表示功能意义的人际功能、经验功能和语篇功能组成。功能语法的英语阅读方法与传统的英语阅读方法不同,只有对语篇进行功能性分析,读者才能更准确地把握作者所要表达的中心思想,理解语篇的特定语境。     

布迪厄场域理论下大学生数字阅读推广的实证研究

将布迪厄场域理论引入到数字阅读推广研究中,阐释布迪厄社会实践理论与数字阅读的契合。采用实证研究,通过SPSS24.0对浙江省高校大学生数字阅读的现状进行相关性和因子分析,提出培育一种基于家庭共同体的阅读文化;关注大学生数字阅读惯习,精选推广内容;创新数字阅读社交场域属性,提高阅读兴趣;加大图书馆各项经费投入,夯实文化资本的数字阅读推广策略,为高校数字阅读推广提供建议。     

大学生数字阅读指导探析

随着信息和网络技术的快速发展及各种终端产品的日益普及,数字阅读已经成为当下大学生获取资讯和信息的一种重要而日常的阅读方式。但数字阅读也有着很多缺陷,影响着大学生的阅读体验、阅读行为甚至阅读态度。图书馆学科馆员应该强化时大学生数字阅读的引导与指导,使他们在数字阅读的同时也兼顾传统的纸本阅读,从而健康成长。     

数字时代教育新使命:炼就数字阅读素养——国际数字阅读素养冲浪式测评研究

国际数字阅读素养进展研究——一项基于计算机的在线阅读测评首次出现在PIRLS2016之中,为数字阅读素养的测评提供了新的思考框架。其试题呈现以下特点:情境创设巧妙生动,追求模拟真实;指示用语亲切友好,提升测试情感体验;答案来源丰富多样,着力跨界提取;界面设计合理美观,暗含深层交互。其测试重点主要为信息定位能力、源评价能力、多文本处理能力、非连续性文本阅读能力、意义建构能力、自我监控能力以及问题生成能力。通过研究获得的启示为:指向契合数字阅读需求的阅读能力;设计以问题生成为导向的阅读任务;模拟真实情境以彰显数字阅读特点;引导学生在测评中发展阅读与研究能力;营造激发个人独特感受的测试氛围。     

“关联时代”的数字化阅读

关联主义理论在技术发展、信息爆炸的社会背景下应运而生,被定位为"数字时代的学习理论"。其核心思想和主要观点适用于指导数字情境下的阅读行为。文章在简要梳理该理论的基础上,用关联的视角再探数字化阅读,并从知识观、学习观、能力观、工具观、资源观的角度提出优化数字化阅读的策略,以期用科学的、符合时代背景的理论指导数字化阅读发展。     

Meta‐Analytic Methodology and Inferences About the Efficacy of Formative Assessment

In a recent article published in EM:IP, Kingston and Nash report on the results of a meta‐analysis on the efficacy of formative assessment. They conclude that the average effect of formative assessment on student achievement is about .20 SD units. This would seem to dispel the myth that effects between .40 and .70 can be attributed to formative assessment. They also find that there is considerable variability in effect sizes across studies, and that only the content area in which the treatment is situated explains a significant proportion of study variability. However, there are issues in the meta‐analytic methodology employed by the authors that make their findings somewhat equivocal. This commentary focuses on four methodological concerns about the Kingston and Nash meta‐analysis: (1) the approach taken to select studies for inclusion, (2) the application of study inclusion criteria, (3) the extent to which the effect sizes being combined are biased, and (4) the relationship between effect size magnitude and characteristics of outcome measures. After examining these issues in the context of the Kingston and Nash review, it appears that considerable uncertainty remains about the effect that formative assessment practices have on student achievement.     

数字化时代的阅读路径探求

数字技术的发展和网络阅读的兴起,使国民传统阅读率明显下降。国民阅读遭遇危机。在建设创新型国家和学习型社会的新形势下,传统阅读和数字阅读应该并行不悖,相砺相长,相得益彰,并据此选择应对阅读危机的有效对策。     

专业英语泛读课探讨

为了使泛读课充分发挥其对英语专业学生的重要作用,本文建议：首先,周课时改为三节一次课;其次,一次三课时的内容包括文体分析、整体内容理解、疑难词句解析以及一周课外阅读回顾。如此,可促使学生在一种外力的推动下形成一种良性循环：增大阅读量→加强成就感→提高阅读兴趣→扩大阅读范围。     

阅读文本研究述评

文章综述了20世纪以来西方研究者关于阅读文本研究的发展脉络。行为主义者将阅读研究限制在可观察和可测量的行为方面,认知科学将阅读文本研究的关注点转向附设问题、叙述文和说明文的文本结构等关于文本的本质的研究以及与文本结构有关的文本图式的研究,社会建构主义关注的是社会情境以及个体深入社会情境对于文本理解所起的作用,近年来研究者在关于阅读兴趣的研究中,关注文本的组织特征对于促进学生投入阅读的影响,展开了对文本组织特征的研究。