多读书,好读书,读好书——谈中小学生课外阅读

中小学生的阅读兴趣、阅读习惯、阅读方法掌握、阅读量的积累等的实际状况与语文课程标准的要求相距甚远。语文课程标准重视阅读,注重扩大阅读量,倡导课外阅读,为了贯彻这一理念,语文教材对学生的课外阅读要给予必要的支撑和引导,如重视教材选文,引导读整本的书,强化课外阅读观念。课外阅读应更多地指向获得型阅读,尽量与课堂教学配合,由课内迁移到课外,与课堂教学进行对比,让学生积累有用的素材,并有意识地运用。教师还要注重课外阅读的设计和指导。     

The Effect of Group‐level Influences on Pupils' Progress in Reading

This article investigates the existence or otherwise of group‐level effects on progress in reading. ‘Administrative’ data, i.e. data already produced by a local education authority (LEA) for its own purposes, was combined to give two primary‐age cohorts, each of the order of 2500 pupils, in one medium‐sized LEA in the south‐east of England. After allowing for pupil and global school‐level effects, a wide variety of possible aggregated group‐level effects (AGLEs) was investigated. Different functions of pupil score were investigated. Mean score and pupil turnover, especially the latter, were the most important AGLEs on attainment, and these had greater effects for older pupils.     

Learning to Read and Learning to Teach Reading

The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created.     

如何让学生想读、乐读、会读

阐述了让学生想读、乐读、会读的具体方法。     

培养推理判断技能提高阅读理解能力

理解能力是英语阅读能力的核心,是学生阅读能力的重要标志,而推理判断技能作为英语阅读的重要技能之一,直接影响到人们的阅读能力的强与弱,如何培养外语学习者的这种技能和如何提高理解能力是英语阅读课所面临的一个重要课题。     

阅读心理机制的介入与阅读教学的优化

我们所处的时代，是知识经济的时代，这个时代以高科技为先导，以知识为资本，以信息的快速传递为特征。根据阅读学专家的研究，新世纪的人们将面临三个挑战：无限的书籍对有限的阅读时间的挑战；呈几何级数膨胀的时代信息对读者原有接受能力的挑战；大量知识对读者理解能力的挑战。在“知识爆炸”的形势下，人若想做知识的主人，就必须改变自己登知识之山，涉知识之海的途径，提高“登”和“涉”的能力。在这个时代需求面前，我们语文教师有责任帮助学生调整阅读心理，摸索阅读规律，以培养学生高效阅读的能力。《中国大百科全书》对“阅读…     

聋校小学生课外阅读现状及指导策略

课外阅读是语文教学的重要组成部分,是当今语文教育界的最热门话题,它对聋生语言和思维的发展起着重要作用。但聋校教材的内容又不能满足我们听障孩子的沟通交流的需要。因此在切实完成课本知识教学的基础上,应扩大听障学生的阅读量,加强对听障学生的阅读指导,激发听障学生的阅读兴趣,为培养听障学生阅读能力和表达能力奠定基础。笔者通过观察,描述了聋生在课外阅读过程中存在的不良现象,做出了原因分析,并根据自己的教学实践经验给出了有效的指导策略。     

Does Every Child Know They Matter? Pupils' Views of One Alternative to Exclusion

Schools are now urged to make every child matter. In this paper we present the case of the Coalfields Alternatives to Exclusion (CATE) strategy in which pupils at risk of permanent exclusion are offered the opportunity to start afresh in a new school. Without the stigma of exclusion, pupils are able to develop new relationships with peers and teachers and enhance self-esteem. We argue that this system of managed moves, despite some difficulties and challenges, offers an insight into the ways in which feelings of mattering can be translated into new behaviours and intentions. This we suggest provides pupils with a positive opportunity to resume their education and to be genuinely included in the life of their new school.     

小学生诵读经典的意义及方法

诵读经典对于促进小学生心智健康、弘扬传统文化都有重要意义。科学的态度、恰当的选材、有效的激励是小学生诵读经典的正确方法。     

树立和落实科学发展观的思考

发展是当今时代的主题，也是解决中国一切问题的关键。科学发展观的提出，既是对我们党三代领导核心关于发展思想的坚持和继承，更是面向世界、面向未来，积极应对时代挑战的理论创新。树立和落实科学发展观的核心是坚持以人为本，关键是体制机制创新。     

课程文化语境中的精读与略读

文章借用新课标的三个维度,从课程文化语境中阐释精读与略读。指出单向的概念分辨、定义识记以及过程方法论述的不足,厘清精读、略读和鉴赏与理解、质疑与讨论之间的关系,为阅读教学导入求真、求精、求新的思路,提供富有价值的资源。     

关于当前大学生喜欢阅读哪类课外书的调查研究

无论大学生喜欢阅读的课外书还是大学生不喜欢阅读的课外书,均呈现出高度多样化的状态。尽管从总体上看喜欢文学类书籍的人数远多于不喜欢文学类书籍的人数,并且,喜欢文学类书籍的比例也高于喜欢非文学类书籍的比例;但是,除层次较高的大学中文专业学生外,其他大学生喜欢经典高雅文学的比例低于喜欢流行通俗文学的比例,也低于喜欢非文学类书籍的比例,并且,层次越低、专业离得越远,其比例就越低。之所以有许多大学生不喜欢经典高雅文学,主要是因为这部分文学枯燥难懂。有意思的是,在各个种类书籍中,只有最抽象难懂的哲学超过了经典高雅文学的“枯燥难懂”比例,也只有科普读物接近于经典高雅文学的“枯燥难懂”比例。大学里的课外阅读教育工作还存在着一些必须尽快解决好的问题。     

自主式阅读:阅读教学的反璞归真

自主式阅读的基本理念是学生凭需要,兴趣,主动,独立地阅读,而非被动,被迫地阅读,自主式阅读不但可以使人享受读书乐趣,还能使人的语读写能力。人素养真正发展起来。倡导自主式阅读并非不要学课本。它要求通过教学改革增强课内阅读的自主性。     

小学生书写水平与考试粗心现象的相关分析

考试粗心现象是指在对相应的知识和技能构成掌握的前提下,学生在考试中出现遗漏与错误的心理现象;小学生考试粗心现象的发生存在学科差异与年龄差异,与学生的书写水平的阳性得分呈中等程度正相关;小学生考试粗心现象的形成与后天学习过程中养成的不良学习习惯有关,学习习惯不良引起的考试过程中心理能量的不合理分配,进而抑制了考试过程中的阅读感知与思维加工,造成疏忽与遗漏.书写规范训练可能有助于克服考试粗心现象.     

荀子生年及游齐时间汇考

荀子的生年及游齐时间,至今众说纷纭,莫衷一是。产生分歧的原因,在于对荀子游齐时间的看法各异。通过进行综合比较诸家说法,逐一剖析各自由来,根据《荀子》原书和史实,断定荀子游齐时间为齐襄王六年,并推断其生年约在齐威王三十年。     

博大精深宜常读--《唐之享教育文丛撷英集》读后感

《唐之享教育文丛撷英集》其内涵博大精深,读后启发不少,可以归纳为5个“心”字,即：忠心、精心、热心、苦心、诚心。