对实现精读课效能最大化的一点思考

精读课历来都是高校外语教学中的重头戏,而且它也确实为提高学生的英语水平发挥了不可磨灭的作用.但多年的实践证明,传统的精读课教学模式已远远不能适应时代的要求.对精读课进行深入的改革,尽可能地充分发挥精读课的最大效能,增强学生的交际能力已是势在必行.     

对大学生英语快速阅读的探讨

英语阅读是获取各种信息的重要途径,而英语快速阅读可以高速度高效率地获取有用的信息.对于大学生来说,训练快速阅读的能力,实现在单位时间里从书刊中获取更多有用的信息,必然成为信息时代的要求.     

小学识字与写字教学改革“认写分开”的再认识

“认写分开”的识字写字实践中,引以为据的传统蒙学教育、认知心理学规律并不十分可靠;“认写分开”在一定程度上也不是解决学生尽早阅读的唯一有效办法,而在实践中忽视汉字字义的办法亦不可取。“识字”和“写字”在要求上尽管可以不同,不过教者仍须引导学生通过理解字义和书写来巩固对字形的识记。     

Consumer use of mobile banking (M-Banking) in Saudi Arabia: Towards an integrated model

Mobile banking is one of the most promising technologies that has emerged in recent years and could prove to have considerable value to both banks and customers. Thus, this study recognises the need to test the main factors that could predict the use of mobile banking as well as how using such a system could contribute to both customer satisfaction and customer loyalty. The conceptual model of this study combines two models (i.e. UTAUT2 and the D&M IS Success Model). A questionnaire survey was conducted to collect the required data from convenience sampling of Saudi bank customers. The main factors – performance expectancy, price value, facilitating conditions, hedonic motivation, habit, system quality and service quality – were found to have a significant impact on actual use behaviour. This study was cross-sectional, therefore future studies should implement longitudinal studies in order to re-collect the findings. Further, this study adopted convenience sampling of Saudi M-Banking users. This may adversely impact the issue of generalisability to the whole population. The gap in the M-Banking literature in Saudi Arabia would be bridged by proposing a comprehensive conceptual model that scrupulously clarifies the use of M-Banking from the perspective of Saudi users. Furthermore, this study would consider the adoption of numeric data in order to inferentially analyse them using SEM. This in turn would assist in generalising the findings to the whole Saudi population.     

技术创新影响产业结构的空间传导路径分析

在理论分析技术创新影响产业结构优化升级路径的基础上,构建技术创新评价指标,引入三种不同类型空间权重,选取2000-2015年我国30个省级面板数据进行空间杜宾模型实证检验,结果表明：技术创新不仅促进了本地产业结构,还有助于邻近地区合理化发展,但对邻近地区高级化的抑制作用和促进作用并存;省域间技术创新和产业结构具有显著空间相关性,产业结构高级化存在正向溢出效应而产业结构合理化却有着负向溢出效应;技术创新能够通过一条直接路径和空间效应形成的三条间接路径作用于本地及其他地区产业结构;技术创新对产业结构的作用方向和强度存在较大区域差异。据此,加强技术创新提升产业结构结构的“先富带后富”,是可以通过政策引导实现的。     

基于扎根理论的付费数字阅读用户需求的分层特征及其驱动力

[目的/意义] 数字阅读是当前国民阅读的主要途径,付费数字阅读也成为新的消费增长点,但用户满意度仍然不高。文章尝试从用户需求层面进行探究,以期为数字阅读的持续健康发展提供指导,并对数字图书馆建设给予启发。[方法/过程] 通过收集大量相关产品的网络评论和与用户的深度访谈得到研究数据,进而运用扎根理论探究数字阅读产品的付费影响因素并构建出相对应的用户需求模型。[结果/结论] 研究发现,付费数字阅读用户需求分为功能需求和信息需求两个类别,且用户需求层次结构具有不断成长的演化趋势,这种趋势使得用户需求不断膨胀,从基本型需求发展到期望型需求,再拓展到兴奋型需求。     

Benchmarking oral reading fluency in the early grades in Nguni languages

To prevent children from falling behind in the developmental sequence of reading, a shared vision of what reading success looks like is required. This paper provides the first benchmarks for early grade oral reading fluency that are necessary (albeit not sufficient) to read for meaning in three Nguni languages – isiZulu, isiXhosa and Siswati - belonging to the Southern Bantu family of African languages. In contrast with previous benchmarking methodologies, our approach is informed by a non-parametric analysis of longitudinal early grade reading assessment (EGRA) data, guided by reading development theory. The EGRA-type data used for this analysis is the largest compilation of data on early grade fluency in these languages, with comparative assessments for nearly 14,200 children. Analysing empirical regularities and reading trajectories, we identify a lower fluency threshold of 20 correct words per minute (cwpm) and an upper fluency benchmark of 35 cwpm for the early grades. These benchmarks contribute to guiding curriculum policy, provide specificity to improve tracking of literacy progress and address gaps in the literature on reading in African languages.     

小学生《“阅读·探究·体验”手册》开发研究--以《绿山墙的安妮》手册开发为例

该文认为,《"阅读·探究·体验"手册》是学生阅读的助手,设计时考虑到整体构建章节与整本书阅读相结合。同时,明确主线,整本书阅读的探究要围绕主线展开,在构建手册时,明确整本书阅读探究的核心要点。在开发《"阅读·探究·体验"手册》时,充分考虑到语文学科的核心素养,通过编制手册,提升学生的语文核心素养。     

Affordances of using Multiple Videoed Events to construct a rich understanding of adult–child book readings

This paper explores the affordances of using video-based research to capture a multiplicity of events, along with multimodal representations when producing data related to adult–child book readings. In doing this we answer two questions: (1) why more than one event is needed when seeking a comprehensive collection of information for the purpose of analysis; and (2) why one mode of data production alone (e.g. audio recordings or note taking) is insufficient to record practice or interviews when richness is of priority. This research used three videoed events to produce data. These included videoing: (1) caregiver–child interactions during four shared book reading sessions, (2) interviews with caregivers immediately following each of the reading sessions and (3) video-stimulated discussions with caregivers within two months of the final shared book reading. In this paper, I contribute to discussions that highlight the affordances of using video-based research as a means of capturing the multimodal elements of an experience, which can contribute to the analysis and interpretation of data. I expand on this, however, to suggest that when coupled with a multiplicity of events, video-based research can be a means of pursuing richness via a method that has been criticized for its narrow subjectivity.