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941.
任务型教学法已逐渐成为我国外语课堂教学的主要模式,它强调以学生为中心,以完成各种任务或活动为目标,发展学生综合运用语言进行交际的能力。文章从任务型教学法的教学理念入手,探讨了任务型教学法在民族班英语精读教学中的应用,将任务型教学模式与传统教学模式在两个民族平行班进行行动实验研究以及对前后测试结果进行对比,结果表明,任务型教学法教学效果优于传统教学法的效果。 相似文献
942.
王芳 《大连教育学院学报》2010,26(4):70-71
依据《全日制义务教育语文课程标准(实验稿)》中规定的阅读教学总目标与各年段目标,阐述了人教版小学语文阅读教学目标细化分解策略。 相似文献
943.
944.
以四川理工学院图书馆实行文献资源虚拟采购以满足学校教学科研的知识需求、全面提高馆藏文献资源质量为例,探讨了基于SOA架构技术下的高校图书馆文献资源建设虚拟采购的原则、采购流程、功能模块以及程序设计方案。 相似文献
945.
图书馆引导阅读探赜 总被引:2,自引:0,他引:2
李艳玲 《图书馆工作与研究》2010,(5)
在大力推进学习型社会建设的今天,图书馆如何应对现代信息环境的挑战,正确引导阅读,责任重大.本文就图书馆引导阅读的必要性和方法作一些研究探讨. 相似文献
946.
杨瑞杰 《北京工业职业技术学院学报》2006,5(1):93-95
课堂阅读教学给学生充分的时间,这是一种理念,一种教育思想.它体现了"以人为本"的教育思想,符合素质教育的培养目标,重视了教材的人文性. 相似文献
947.
This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated
on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and
morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters
and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL
readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north
of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1
components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported
by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence
of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more
than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition
but not for EFL reading comprehension. 相似文献
948.
Miller CJ Miller SR Bloom JS Jones L Lindstrom W Craggs J Garcia-Barrera M Semrud-Clikeman M Gilger JW Hynd GW 《Annals of dyslexia》2006,56(1):83-102
The double-deficit hypothesis of dyslexia posits that reading deficits are more severe in individuals with weaknesses in phonological awareness and rapid naming than in individuals with deficits in only one of these reading composite skills. In this study, the hypothesis was tested in an adult sample as a model of reading achievement. Participants were parents of children referred for evaluation of reading difficulties. Approximately half of all participants reported difficulty learning to read in childhood and a small subset demonstrated ongoing weaknesses in reading. Structural equation modeling results suggest that the double-deficit hypothesis is an accurate model for understanding adult reading achievement. Better reading achievement was associated with better phonological awareness and faster rapid automatized naming in adults. Posthoc analyses indicated that individuals with double deficits had significantly lower reading achievement than individuals with single deficits or no deficits. 相似文献
949.
Lexical-decision studies with experienced English and French readers have shown that visual-word identification is not only
affected by pronunciation inconsistency of a word (i.e., multiple ways to pronounce a spelling body), but also by spelling
inconsistency (i.e., multiple ways to spell a pronunciation rime). The aim of this study was to compare the reading behavior
of young Dutch readers with dyslexia to the behavior of readers without dyslexia. All students participated in a lexical-decision
task in which we presented pronunciation-consistent words and pseudowords. Half of the pronunciation-consistent stimuli were
spelling consistent and the other half were spelling inconsistent. All three reader groups, that is, students with dyslexia,
age-match students, and reading-match students, read spelling-consistent words faster than spelling-inconsistent words. Overall
reading speed of students with dyslexia was similar to that of reading-match students, and was substantially slower than that
of age-match students. The results suggest that reading in students with or without dyslexia is similarly affected by spelling
inconsistency. Subtle qualitative differences emerged, however, with respect to pseudoword identification. The conclusion
was that the findings were best interpreted in terms of a recurrent-feedback model. 相似文献
950.
Olson RK 《Annals of dyslexia》2006,56(2):205-238
This article presents an overview of some methods and results from our continuing studies of genetic and environmental influences
on dyslexia, and on individual differences across the normal range that have been conducted over the past 25 years in the
Colorado Learning Disabilities Research Center (CLDRC) and in related projects. CLDRC investigators compare the similarities
of identical twin pairs who share all their genes and fraternal twins who share half their segregating genes to assess the
balance of genetic, shared family environment, and nonshared environment influences on dyslexia and on individual differences
across the normal range. We have learned that among the children we have studied in Colorado, group deficits in reading (dyslexia)
and individual differences in reading across the normal range are primarily due to genetic influences, and these genetic influences
are often shared with some of the same genetic influences on deficits and individual differences in language and ADHD. We
have also learned from our molecular-genetic linkage studies that there are regions on several chromosomes likely to contain
genes that influence dyslexia. Several specific genes within these regions have been tentatively identified through molecular-genetic
association analyses, but much more research is needed to understand the pathways among specific genes, regions of noncoding
DNA that regulate the activity of those genes, the brain, and dyslexia. I conclude with a discussion of our research on individual
differences in early reading development, on the role of early learning constraints in dyslexia, and on how genetic influences
are expressed through their interaction and correlation with the environment. 相似文献