高校图书馆电子阅览室管理与读者服务

高校图书馆电子阅览室是大学生学习的有效辅助设施。加强电子阅览室的管理,优化学生的学习环境,提高服务质量,使电子阅览室得到有效的利用。作者就自己所在电子阅览室的工作经验,对电子阅览室的管理和读者服务方面的一些问题进行探讨,并提出了加强和完善管理、服务的一些建议。     

中等职业学校电子阅览室管理浅谈

计算机技术在我国当前社会上的应用越来越普遍,为人们的生活、工作、学习等方面带来了许多便利。在中等职业学校(以下简称"中职校")电子阅览室中,利用计算机技术可以为学生提供形式多样的信息服务。电子阅览室是学生学习、娱乐、信息交流的重要场所,而电子阅览室管理工作直接关系到学校的教学发展。在这个高速发展的网络时代,中职校电子阅览室做好管理工作有着重大意义。本文分析了中职校电子阅览室管理中存在的问题,探讨了一些解决的措施。     

新建本科高校电子阅览室的建设与管理

本文作者结合宿迁学院电子阅览室建设与管理的实际,指出新建高校在电子阅览室组建上应本着设置合理“有所为、有所不为”和可持续发展的原则．在制度建立、网络资源信息和随书光盘三个方面着手加强电子阅览室的管理,使电子阅览室成为学生学习的第二课堂。     

电子阅览室与自主学习

本文对开放教育学生特点、自主学习理论、电子阅览室对自主学习所具备的支持服务功能等进行了探讨，目的是为了进一步发挥电子阅览室的作用．为远程教育学生的自主学习提供支持服务。     

提高高等职业院校电子阅览室和用率探究

本文针对高等职业院校电子阅览室,通过正确引导学生利用电子阅览室、采取多种形式的阅览导航工作和建立健全严格的管理制度等方面,提高高等职业院校电子阅览室的利用率.     

提高高等职业院校电子阅览室利用率探究

本文针对高等职业院校电子阅览室，通过正确引导学生利用电子阅览室、采取多种形式的阅览导航工作和建立健全严格的管理制度等方面，提高高等职业院校电子阅览室的利用率。     

浅谈高校图书馆电子阅览室的功能与服务

随着网络技术的发展、计算机的普及,各高校图书馆为了更好地满足读者索取数字资源的需求,而提供了网络信息及电子文献资源检索、阅览服务的场所—一电子阅览室。为了帮助学生建立对电子阅览室功能的正确认识,真正发挥电子阅览室在学生信息服务与建设现代化图书馆方面的作用做以下介绍。     

浅论如何体现大学电子文献阅览室的特色

大学电子文献阅览室，应该为教学科研服务，学习、研究的气氛应该大力倡导，娱乐只是它的辅助功能。从软件配置、人员的业务素质等方面阐述了如何增加电子文献阅览室的学习、研究氛围。以及电子文献阅览室如何管理。     

浅谈电子阅览室对远程教育学生自主学习的支持和服务

电子阅览室为远程教育学生的独立探索提供了必要的学习资源环境和条件,已成为现代远程教育的支持体系.电子阅览室的管理人员不但要注重自身思想素质和业务技能的提高,还需要了解和熟悉远程教育,才能为远程教育学生自主学习提供优质的服务.     

浅析高校图书馆电子阅览室的教育职能

现代图书馆具有教育职能，电子阅览室作为高校图书馆的重要部门，其教育职能更加突出。具体体现在拓宽学生知识面，培养学生学习能力，掌握现代信息技术和营造良好学习氛围等四个方面。     

中学地理“1+1”有效课堂教学的探索——以“创新课堂有效模式,提升师生生命质量”为视角

在新课程改革背景下,通过"走别人的路,让自己来说吧"的实践,形成了独具特色的中学地理"1+1"有效课堂教学模式。该模式的基本思想是知学情、重创造、共发展,从而提升师生生命质量。基本特色是:先学后教,以学定教;以案导学,小组合作;课堂前移,作业前置;突出学生的主体地位。采用导学案导学、小组合作助学、展示质疑促学、点拨延伸拓学、检测评价验学等有效措施,把对知识掌握的关注转变为对学生成长发展的关注,把促进学生的发展落到实处,让新课程的理念在课堂教学中落地生根。     

Academic outcomes for students with learning disabilities in consultation and resource programs

In this study, pretest and posttest achievement test data were collected for 67 children with learning disabilities assigned to one of four conditions: one period of resource room instruction per day; two periods of resource room instruction per day; consultative services combined with in-class instruction; and consultative services to classroom teachers. Analysis of pretest achievement measures indicated that students assigned to two periods of resource room per day differed significantly from the other groups and results from this group were analyzed separately. Students in the remaining three conditions made gains in standing relative to same-age peers from pretest to posttest. Students receiving a combination of consultation and direct services showed small, but significantly greater overall gains in achievement than did students placed in the resource room.     

An observation study of reading instruction provided to elementary students with learning disabilities in the resource room

This study documents the amount and quality of reading instruction provided to second‐ through fifth‐grade students with learning disabilities provided resource‐room services. Reading instruction provided by 10 special education resource‐room teachers was observed. Findings reveal that teachers and students were on task during instructional time that included phonological awareness, word study, comprehension, reading fluency, and vocabulary instruction of average to high average quality. Although class size was small overall, whole‐group instructional delivery was most common. Students made statistically significant gains in oral reading fluency but did not increase their standard scores on measures of comprehension or word reading. © 2010 Wiley Periodicals, Inc.     

A competency-based guided-learning algorithm applied on adaptively guiding e-learning

This paper presents a new algorithm called competency-based guided-learning algorithm (CBGLA), which can be applied on adaptively guiding e-learning. Computational process analysis and mathematical derivation of competency-based learning (CBL) were used to develop the CBGLA. The proposed algorithm could generate an effective adaptively guiding learning path in order that it would guide the learners to study adaptively without requiring teacher involvement. In order to verify the effectiveness for the CBGLA, a system is implemented. Using statistical methods, the data of which are collected from the students' learning activities on the system, we have verified the efficiency of the CBGLA by the comparison of the pre-test and post-test scores of students. While the learning materials possess fixed scope and could be classified into several categories, students could even learn more effective under the guidance of CBGLA system than a teacher. Analyzing the questionnaire, it also has been shown that learners were very satisfied with the design of the system user interface and the guided-learning mechanism.     

技工院校《机械制图》课程教学资源库建设研究

技工院校《机械制图》课程教学资源库是中职院校推进教学改革、促进教师专业发展的需要,资源库以“能学、辅教”为功能定位,服务教师、学生及社会学习者,有利于教师备课、课堂集中教学、学生个性化学习和远距离教学。通过建立教学系统、学习系统,以期实现以学习者为中心的开放性教学平台。     

A coaching partnership: resource teachers and classroom teachers teaching collaboratively in regular classrooms

The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices. Classroom teachers and resource teachers completed questionnaires about the partnerships and their impact. Results indicated that both groups of teachers found the partnerships to be valuable. The partnerships were supported by coaching principles, as well as relationship, attitudes, understanding of students, and time spent together. Benefits of the model included increased support for students; increased learning for students; learning of different approaches, for classroom teachers and resource teachers; shared responsibility for students, between classroom and resource teachers; feeling more valued, for resource teachers; and seeing a model of collaboration, for students, teachers and the community.     

农村特殊儿童随班就读支持系统的调查研究

目的:了解农村地区特殊儿童随班就读的政府支持、社区支持、家庭支持、学校支持以及随班就读学生自我支持等5大支持系统的现状及存在的问题,探讨解决问题的对策。方法:使用自编的问卷对某县教师、普通学生及其家长、随班就读学生及其家长等5种人群进行测试。结果:家庭与学校支持系统比较完善,政府经费支持力度较好,社区支持力度不够,随班就读学生自我预期不佳。结论:政府支持需要加大宣传力度,学校支持系统中的资源教室和资源教师提升的空间较大,社区支持需加强。     

关于新升本科院校院系资料室建设的思考

随着新升本科院校教育科研水平的不断提高和发展,院系资料室作为学校最基层的教辅单元,能更贴切更方便地服务于师生,它的优势是图书馆无法替代的。院系资料室建设应从环境开发,资料收集、管理和利用等方面入手,充分发挥其应有的功能。     

论迎评期间院校图书馆电子阅览室服务工作

在网络信息时代,读者的信息需求呈多元化发展,这就要求迎评期间院校图书馆电子阅览室在服务的模式、服务的工作理念、手段的创新等方面适应新形势的变化而采取相应的对策。因此,迎评期间院校图书馆电子阅览室应根据网络时代的特点,拓展服务范围,深化服务层次,增强服务意识,提高服务质量。