我国高校图书馆开展阅读疗法服务研究

本文通过文献归纳总结了阅读疗法的概念、发展、机理,论述了我国高校图书馆开展阅读疗法的必要性和可行性,考察了国内高校图书馆开展阅读疗法实证研究的相关内容,分析了研究中的不足并提出了建议。     

基于知识图谱的阅读疗法现状与特征分析

利用知识图谱分析软件CITESPACE对CNKI数据库期刊论文分析后发现:在这20多年的发展历程中,中国阅读疗法研究经历了起源、成长、活跃三个阶段,出现了6家核心研究团队,形成了阅读疗法思想理论和历史研究、阅读疗法与大学生心理健康研究、阅读疗法书目研究,阅读疗法研究综述,高校图书馆阅读疗法研究,灾害、疾病后的心理护理与心理干预研究,公共图书馆阅读疗法研究等7大知识群落。     

关于提升我国阅读疗法研究水平的思考

所谓阅读疗法就是通过阅读图书达到治疗心理疾病。目前我国的阅读疗法研究与先进国家相比存在着较大差距。提升我国阅读疗法研究水平对于缓解心理紧张、保障心理健康、保持社会和谐稳定具有重要意义。为此,阅读疗法应回归到社会学的主流研究领域,全社会应该重视大学生的心理健康问题,阅读疗法的推广应该得到全社会的关注。     

试论出版界在“阅读疗法”理论研究与实践中的缺位——兼论我国“疗愈类”图书的出版现状

通过对“阅读疗法”研究现况、论文统计以及疗愈类图书的出版现状的分析,可以发现我国出版界在“阅读疗法”理论研究与实践中的缺位.希望能引发出版界对于“阅读疗法”的重视,化被动为主动,关注“阅读疗法”的理论与应用,加强从出版视角对阅读疗法的研究,积极投身疗愈类读物的出版实践.     

高校图书馆如何开展阅读疗法

大学生心理健康问题频出,大学生心理健康教育开始备受重视。在高校开展阅读疗法非常必要,通过建立阅读疗法工作室、成立阅读疗法研究小组等方式在高校图书馆实施阅读疗法,能够帮助大学生拜托心理疾病,促进其身心的健康成长。     

基于大学生心理问题的阅读疗法研究初探

本文分析了大学生心理健康状况,指出高校图书馆开展阅读疗法的必要性,提出开展阅读疗法应采取的措施,包括建立阅读疗法阅览室、构建阅读疗法书目体系、成立阅读疗法工作小组等。     

国内近10年阅读疗法的应用探索

自北京大学研究生王波,作为阅读疗法的领军人物,开始在国内研究以来,泰山医学院宫梅玲、内蒙古科技大学图书馆的卢胜利与中国科学院心理研究所的雎密太等研究学者就逐渐将研究展开。阅读疗法也一直作为结合图书馆学、医学和心理学等多学科的跨学科领域吸引着越来越多的学者。本文研究国内阅读疗法自2006年至2016年近十年的研究现状,分析研究特点总结研究规律,并对阅读疗法需要更加解决的问题和发展的未来进行畅想。     

阅读疗法的心理作用机制及应用

阅读疗法是指使用阅读材料来帮助解决个人问题或辅助精神病学治疗的一种方法。阅读疗法的心理作用机制包括认同、净化和领悟,认知——行为理论等。研究表明,阅读疗法对儿童教育、抑郁症患者的治疗等方面的效果比较显著。在我国,阅读疗法的应用尚不普及,有待得到进一步发展。     

高校图书馆阅读疗法实践基地的运作模式探究

本文针对日渐增多的大学生心理问题,阐述了高校图书馆开展“阅读疗法”的重要意义,对高校图书馆创建阅读疗法研究基地意义和运作模式进行了探讨,力求探索出一条大学生心理健康教育的新路子,对丰富阅读疗法研究理论具有重要的实践意义和理论意义。     

浅析高校图书馆开展阅读疗法的形式及意义

通过分析高校开展阅读疗法的需求、形式及意义,阐述阅读疗法在培养大学生自助助人能力、构建和谐校园文化、发挥图书馆主动性等方面的积极影响,呼吁高校积极开展阅读疗法研究.     

近十五年我国文章标记效应研究综述

人们的阅读活动逐步转向网络,但对于文章标记效应的研究大多停留在纸笔状态,其研究结果是否适用于网络环境,这对于网络阅读的研究具有十分重要的意义。本文对文章标记的概念、分类与文章标记效应的实证研究进行梳理,总结所取得的成绩与存在的不足,并对今后的研究提出建议,以期促进我国文章标记效应研究。     

Systematic reading training in the family: Development,implementation, and initial evaluation of the Berlin Parent–Child Reading Program

Drawing on knowledge about the development of reading comprehension, and empirical insights into the effects of training on students' learning strategies and reading-related metacognition, we developed a parent–child reading program for implementation in the home environment. The results of this first quasi-experimental evaluation study indicate that it is generally possible to implement a program of this kind within the family setting, but that participation is low and selective based on family background and children's achievement level. Nevertheless, participation in the program was found to have substantial effects on the development of vocabulary and on reading-related metacognition, indicating that family-based reading programs have considerable potential. The issues of selective participation and the lack of a program effect on text comprehension are discussed, and prospects for future research on systematic reading training in the family context are considered.     

LITERACY AND ELDERS: WHAT WE KNOW AND WHAT WE NEED TO KNOW

Little research has been done on the literacy needs and interests of elders. Consequently, many programs of literacy training for elders are based upon inadequate and inaccurate information. The authors review recent literature about literacy and the aged and offer some suggestions for future investigations. They maintain that there is a need for empirical research into the perceptions of reading and writing held by the elderly themselves. Specifically, this research should: (1) assess the reading/writing needs and interests of the elderly; and (2) examine what effect societal expectations of the elderly have on their reading/writing behavior and interests.     

Children's Metacognition About Reading: issues in Definition,Measurement, and Instruction

Metacognition has become a popular term in theories of cognitive development and reading. What children know about the goals, tasks, and strategies of reading can influence how well they plan and monitor their own reading. Despite the appeal of metacognition and the emphasis on executive management of reading, there have been relatively few empirical studies that measure or promote children's metacognition about reading. This article briefly reviews some key studies of children's knowledge about reading and identifies some difficulties in defining and measuring metacognition. An Index of Reading Awareness (IRA) is offered as an informal assessment of metacognition derived from both theory and empirical data that can be used to measure children's understanding of reading comprehension processes. Data are presented illustrating that the instrument is sensitive to developmental and instructional differences in children's metacognition about reading. It is argued that the usefulness of the term metacognition depends on the development of both formal and informal tests of children's knowledge about reading and effective instruction that promotes metacognition.     

高考语文现代文阅读命题研究述评

命题文本选择、命题点选取以及试题呈现,是高考语文现代文阅读命题的三个核心环节。本文从这三个方面对我国高考语文现代文阅读命题研究的有关文献进行梳理,认为我国高考语文现代文阅读命题存在研究严重缺失,以"试题分析"代替"命题研究",研究呈经验化、散点化等特点。     

Reading as Experience: Literature,Response and Imagination

This article uses the findings from an empirical study on Hong Kong students’ reading practices as collected through face-to-face interviews on major university campuses in Hong Kong to argue for the importance of affective and imaginative engagement with literary texts if students are to develop an interest in reading. Until now, few empirical studies have been conducted to investigate the actual interaction between the text and student readers, especially in situations that go beyond the usual classroom contexts. This student-centred narrative inquiry, which is grounded in literary and language research, demonstrates that while the notion of relevance, in terms of students’ socio-cultural background and their own life experiences, has long been considered as a key factor in the choice of texts used in a literature classroom, it is important to recognize the creativity that is embedded in students’ reading processes.     

A Decade of Reading Research in Europe, 1959-1969: A Review

Abstract

In Many European countries empirical research within the field of reading is still of rather modest proportions, partly because of a limited availability of acceptable measuring instruments. The number of empirical reading research studies has, however, grown at a considerable rate during the past 10 years, especially in western and northern parts of Europe. This is a selective summary and review of such studies.     

Book clubs: an ethnographic study of an innovative reading practice in Spain

The most innovative reading practices currently rely on the paradigm of dialogic reading. Book clubs, literary gatherings and study circles are emerging in different social spaces to promote reading and literary discussion amongst adults, and libraries, bookshops, cultural centres, etc. are increasingly developing strategies in this direction. Despite the vast development of reading clubs throughout Spain, empirical research on this phenomenon is still at the embryonic stage. This paper queries the ability of this practice to encourage the pleasure of reading, as well as civic and literary education. The results, obtained from an ethnographic study of nine book club meetings and six key informant interviews, show that the discussions contribute to: (1) developing a taste for reading, literature and reading habits; (2) fostering debate about values and learning about personal experiences related to the stories covered in the various readings; and (3) learning academic skills that go beyond the scope of an informal literary analysis. The main conclusion of our study is that book club meetings generate a very favourable context for literary analysis, as they foster reading innovation and the cultivation of literature, as well as promoting values education and adult learning from a dialogic perspective.     

国内外泛读教学研究成果述评

本文总结、概况了国内外英语教学界以及国内汉语教学界对泛读教学的研究成果,其中包括泛读教学的理论与实践研究,而实践研究又包括泛读的课程设置研究、泛读教材及课外读物的编写研究、泛读课程的实施与监控研究等方面。在此基础上,本文指出了国内外现有研究的不足之处,并对今后更好地开展泛读教学研究提出了5点建议。