3～4岁民汉幼儿早期阅读活动的现状调查——以乌鲁木齐市沙依巴克区为例

文章通过对乌鲁木齐市沙依巴克区三所不同性质的幼儿园3~4岁民汉幼儿早期阅读活动现状的调查和分析,目的是如何激发孩子阅读的兴趣,养成良好的阅读习惯,提高阅读能力。     

新疆双语幼儿园小班民、汉幼儿交往中的问题与对策

新疆作为少数民族聚居地区,教育上自2006年开始全面实施少数民族学前双语教育,这里的双语主要指民族母语和汉语两种语言。如何让民汉幼儿更好地交往,是双语幼儿园中一个重要话题。本文通过实例分析新疆双语幼儿园中小班民、汉幼儿交往中存在的问题,从幼儿园环境创设、游戏及家园合作等方面促进民、汉幼儿的交往。     

少数民族幼儿园民汉双语教学实施问题探讨

少数民族幼儿园民汉双语教学对少数民族幼儿的习惯养成、智力开发以及接受进一步的学校教育,促进身心发展和民汉正常交往,均具有重要的基础意义,同时也是民族教育的奠基工程和目前发展少数民族地区教育亟待研究的迫切问题.当前少数民族幼儿园民汉双语教学实施主要存在以下问题:教师对双语教学目标的认识存在偏差;教学内容的选取具有片面性;教师双语水平和教学能力有待提升;班额较大,民汉双语教学的组织形式单一;教师对教学活动的反思不足.改进少数民族幼儿国民汉双语教学实施应:确立科学的少数民族幼儿园民汉双语教学目标;选择正确的实施途径,合理选取并开发双语教学内容;建立一支具备良好师德、专业知识与能力的双语师资队伍;缩小班额,采用灵活多变的教学组织形式;建立评价与激励机制,鼓励教师进行教学反思.     

城乡亲子阅读对幼儿语言发展影响的比较研究——以张掖市甘州区为例

该研究旨在探讨亲子阅读对幼儿语言发展的影响。在该研究中,采用观察法、谈话法和问卷法,对张掖市甘州区6所城乡幼儿园30名中班幼儿及他们的父母进行调查,发现城乡亲子阅读的儿童起始岁龄、亲子阅读频率、亲子阅读法、亲子阅读图书量及亲子对图书喜好的匹配性等方面存在明显差异;城乡父母讲故事的自我效能感都较高;城市幼儿比农村幼儿的语言发展水平较高。以此推断,通过亲子阅读来促进幼儿语言的发展,亲子阅读的儿童起始岁龄应早,亲子阅读频率应高,亲子阅读图书应多而丰富,亲子对图书喜好的匹配性程度应高,父母应更多地使用想象补缺法、互动共享法等亲子阅读法,但父母较高的讲故事自我效能感对幼儿语言发展的促进作用不明显。     

3～6岁回、汉族儿童心理理论发展的比较研究

采用经典＂错误信念＂任务,以181名回族幼儿、174名汉族幼儿为被试,探讨了不同文化背景下回、汉儿童心理理论发展的异同。研究发现：回、汉幼儿心理理论发展不存在显著性差异。回、汉幼儿的心理理论均随着年龄的增长而提高,总体上呈同步发展趋势,但回族幼儿心理理论发展速度要低于汉族幼儿;散居幼儿心理理论的发展速度低于在园幼儿;回族散居女童的心理理论发展速度缓慢。大力发展民族地区幼儿教育,重视民族女童教育是促进幼儿心理理论能力发展的重要途径。     

怡人家乡景浓浓民族情——新疆伊梨哈萨克自治州苗苗幼儿园

新疆伊犁哈萨克自治州苗苗幼儿园是一所民汉幼儿混合编班的公办幼儿园,创建于1989年,是新疆维吾尔自治区优秀双语示范幼儿园.幼儿园占地面积3333平方米,目前有幼儿506名,其中少数民族幼儿(维、哈、锡、蒙、俄、回、柯尔克孜等民族)占40％.根据本园的幼儿构成特点,苗苗幼儿园充分发挥环境育人功能,巧妙地通过在走道、回廊、楼梯等空间设计的“维吾尔族庭院长廊”“喀赞其民俗一条街”“祖国与家乡四季景观园”等形式,对幼儿进行民族优秀传统文化熏陶,培养幼儿热爱祖国、热爱家乡的美好情感.     

关于少数民族地区幼儿英语教育的思考

近年来各地幼儿英语教学发展迅速,甚至连一些少数民族地区幼儿园也相继开设了英语课程。该文试图通过对少数民族地区幼儿双语现状分析,从语言习得的角度讨论少数民族地区在幼儿教育中可能存在的一些问题,引出在民-汉双语环境下开展幼儿英语教育的深层思考。     

关于少数民族地区幼儿英语教育的思考

近年来各地幼儿英语教学发展迅速,甚至连一些少数民族地区幼儿园也相继开设了英语课程.该文试图通过对少数民族地区幼儿双语现状分析,从语言习得的角度讨论少数民族地区在幼儿教育中可能存在的一些问题,引出在民-汉双语环境下开展幼儿英语教育的深层思考.     

论新疆幼儿园双语教育

“从小抓起,培养民汉兼通的双语人”这是我区双语教育事业的一个美好愿景。本文主要针对新疆少数民族幼儿园幼儿双语教育的目标、第二语言教育的模式、实施双语教育应注意的问题等方面进行探讨,以便更好地理解和实施幼儿双语教育。     

幼儿早期阅读习惯的培养方法

阅读是幼儿学习、认识周围世界的主渠道。通过阅读,不仅能丰富知识,促进幼儿智力发展,还能使幼儿获得情感、社会性等全面发展。培养幼儿的早期阅读习惯,不仅能启迪幼儿的智慧和思维,还能提高幼儿的阅读兴趣和认知能力,为幼儿终身阅读奠定坚实的基础。文章主要采用学情调查法和实验教学研究法,分析了幼儿早期阅读习惯的培养意义,并从五个方面重点论述了幼儿早期阅读习惯的培养策略,旨在为广大幼教工作者提供有力参考。     

高校古代诗歌教学中的主动阅读

高校古代诗歌教学中,要让学生动口、动脑、动手,使其通过主动阅读,提高诗词鉴赏能力,增强人文素养。教师应重点帮助学生解决好读什么、怎么读的问题,引导学生拓展阅读视野,掌握阅读方法,培养其研究型阅读、创造性阅读的能力。具体而言,可以从背景阅读、文本细读、比较阅读、拓展阅读、合理"误读"等几个方面对学生善加引导。     

Teachers as readers: a study of the reading habits of future teachers / El docente como lector: estudio de los hábitos lectores de futuros docentes

Abstract

Previous studies about reading achievement and habits of young people in Spain have systematically ignored the reading profile of Spanish teachers as an explanatory variable. However, teachers’ reading habits might help us to better understand their attitude towards reading and, therefore, their approach to the education of new readers in their classrooms. In this work, the reading habits of future teachers in three public universities have been explored by means of a survey. The results show that these subjects are not closely involved with reading, do not read regularly, do not read a wide variety of reading texts and do not place great value on books, although they do tend to overrate their reading practices. Furthermore, they scarcely visit libraries and mainly read for instrumental reasons, not to enjoy reading for its own sake. The way in which the reading profile of the teachers could affect their students’ education regarding reading is considered and promoting better attitudes and habits towards reading is proposed as a pre-service teacher education goal.     

试析高职语文阅读中的个性化教学

语文阅读本身具有个性化特点。在高职教学中,教师实现其个性化教学的途径是让学生注意重点语句的个性化细读,并在教授过程中设置具有个性化的问题,通过文本与生活的融合开拓学生的认识视角,同时给予符合学生差异性的评价。语文阅读个性化教学的意义在于使学生能够从文本中思考、感悟并内化,从而将其在生活中学以致用。     

进入专业学习前后的中国现当代文学作品阅读——关于高职院校语文教育专业学生文学阅读的调查分析

语文教育专业学生在基础教育阶段的名著阅读量远未达到国家要求,进入中文专业学习前的阅读储备非常欠缺;而进入专业学习后,学生阅读活动听从课程学习和教师教学进度的指挥。在课程学习结束后,学生的阅读则明显具有凭兴趣和偶发的特征。     

Exploring teachers' knowledge of children's literature

In the context of the current debate about teaching reading, research to ascertain primary teachers' personal and professional reading practices was undertaken. The study explored teachers' reading habits and preferences, investigated their knowledge of children's literature, and documented their reported use of such texts and involvement with library services. Questionnaire responses were gathered from 1200 teachers. The data were analysed and connections made between the teachers' own reading habits and preferences, their knowledge of children's literature, their accessing practices and pedagogic use of literature in school. This paper reports on part of the dataset and focuses on teachers' knowledge of children's literature; it reveals that primary professionals lean on a narrow repertoire of authors, poets and picture fiction creators. It also discusses teachers' personal reading preferences and considers divergences and connections between these as well as the implications of the teachers' limited repertoires on the reading development of young learners.     

五年制高职英语泛读课教学探讨

分析了高职英语泛读教学的主要目的,是通过大量阅读掌握阅读技巧,提高阅读能力。在教学中根据学生实际水平适当选材,讲练结合,培养学生的阅读欲望,激发学生阅读兴趣,克服阅读的不良习惯和非语言性障碍,有目的地帮助学生扩大词汇量,逐步培养语篇阅读能力。     

Old habits die hard: literacy practices of pre-service teachers

Reading methodology in pre-service teacher training may not be effective because of the literacy beliefs and practices of the trainees. This paper examines the reading practices of a group of pre-service teachers (n=29) in Singapore. Their personal approach to reading revealed that the majority split reading into two domains: leisure reading and academic reading. Trainees use multiple strategies in reading but these are confined to their leisure reading; for academic reading, they adopt a different set of strategies that are geared to remembering rather than comprehension or evaluation. These representations of reading and the associated strategies are developed and reinforced during their schooling. Due to the lack of congruence between the training and trainees' own representations, trainees fall back on remembered routines during their teaching.     

关于高职语文教育专业学生文学阅读的调查分析——以汕头职业技术学院语文教育专业学生为例

对汕头职业技术学院语文教育专业学生调查发现：学生在基础教育阶段的名著阅读量远未达到国家要求,进入中文专业学习前的阅读储备非常欠缺;进入专业学习后,学生阅读活动听从课程学习和教师教学进度的指挥;在课程学习结束后,学生的阅读则明显具有凭兴趣阅读的特征。     

Sex,School, and Society

Accurate teacher judgment of students' reading ability is critical for identification of students in need of intervention. Little research is available that examines the accuracy of teachers' judgments in identifying students at risk for early reading difficulty as students begin school. Findings of this study indicate that teachers are fairly accurate in their judgments, but the fact that reading ability provides the foundation for academic success suggests the need for a high degree of accuracy in their judgments of students' reading ability.