安徽省61县市现代治理水平测评研究

以"善治"理论基本内涵为指导,构建安徽区域现代治理能力评价指标体系,采取有事先提示的专家调研法为各指标设定权重,利用改进的功效系数处理法和聚类分析法定量测评安徽61个县市治理能力现代化水平及其影响因素。发现:(1)安徽省县市的现代治理能力与其自身经济发展水平之间存在较为明显的差异。(2)安徽区域现代治理水平整体上与地区经济规模相关性不显著,但与人均GDP、固定资产投资水平及经济增长速度正相关。本文研究从提升区域治理现代化水平视角,为中国中西部地区继续加大投资,推进收入分配改革,采取稳增长、促改革、惠民生的相关措施提供了实证上的支持。     

建构主义教学观在商务英语阅读教学的实践

传统的商务英语阅读教学不能很好的将语言教学和提高学生商务信息处理能力相融合。为改变这种现状,本文从建构主义理论的视角出发,阐述了建构主义模式在商务英语阅读教学中的实践,进而探讨如何在商务英语阅读教学中增进学生的积极性和主动参与意识,从而提高学生自主学习的能力。     

让阅读成为聋生的基本素质之一

阅读对聋童来说,是他们在几年学校教育中发展的主要任务。而现实中由于部分教师在认识上存在偏颇,导致阅读这一重要的语文实践活动在聋校语文教学中大面积丢失。语文研究如何让聋生在九年聋校语文教学中习得阅读方法,具有独立的阅读能力,为他们走上社会后能通过阅读独立获取信息、了解社会打下扎实的基础。     

Equity in opportunity-to-learn and achievement in reading: A secondary analysis of PISA 2009 data

Using data from PISA 2009, the present study investigates firstly how equally students are exposed to opportunities to improve their reading skills (OTL) depending on the school they are enrolled in, and secondly the links between OTL in reading and achievement at the school level. A multidimensional within-item IRT is used to model the OTL. The intraclass correlation of both OTL dimensions issued from the IRT analysis – reading fiction and reading non-continuous tasks – is high, especially in differentiated education systems, showing an unequal exposure to OTL in reading according to the school. Robust correlations between the two OTL dimensions and reading achievement are observed at the school level. In addition, the results of a multilevel regression analysis show that a substantial proportion of the between-school variance in reading can be explained by OTL and by the school social intake. The proportion of between-school variance explained jointly by OTL and social intake is higher in differentiated education systems than in comprehensive ones.     

大学生图书馆借阅分析研究--以三明学院为例

利用聚类分析法和主成分分析法对图书馆繁杂的借阅数据及流通数据进行分析,揭示大学生图书馆借阅三个主要特点：功利性借阅明显,专业型阅读目的显著,消遣性的阅读倾向突出。并根据这些特点为图书馆提出相关的建议。     

Cohesion Theory and Its Implications for English Reading Teaching

According to College English Curriculum Requirements (2007), reading is the main training aim of our college English teaching. And for the college graduates, reading is the main way through which they ...     

The roots of reading for pleasure: Recollections of reading and current habits

Children's early literacy experiences are critical, yet it remains unclear whether memories of early reading instruction continue to be associated with reading habits into adulthood. We examined the association between recollections of reading experiences and present-day reading habits in an adult population. University students responded in writing to three open-ended prompts asking about their memories of reading during early childhood, elementary school and high school. They also completed two questionnaires inquiring about reading enjoyment and frequency in elementary school and high school. For the concurrent measures of reading, participants described their current reading habits in an open-ended prompt and completed an author recognition test. Results showed positive links between favourable memories of reading during elementary and high school years and present-day reading habits. Conversely, unfavourable memories during high school were associated with unenthusiastic present-day reading habits. We found that reading instruction in school forms long-lasting memories, and these memories are linked in meaningful ways with print exposure during adulthood.     

A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school

Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold their effects on the reading competence of elementary school students on the basis of such theoretical and empirical models. Accordingly, the present study was designed as a quasi-experimental study of a 20-lesson peer-assisted and strategy-based multicomponent intervention for whole-class instruction in elementary school. Linear mixed models and latent growth models were used to analyze the longitudinal data (pre-, post- and follow-up test) on the reading competencies (reading fluency, vocabulary knowledge, reading strategy competence, reading comprehension) and intrinsic reading motivation of students in the intervention (N = 187) and control group (N = 177). The results showed an interaction between the groups and the change in reading comprehension, indicating a significantly increased score in the intervention group at the posttest (d = 0.15) but not at the follow-up test (d = 0.12). The results of the latent growth model point to the importance of designing interventions that explicitly integrate reading strategies, reading fluency and vocabulary knowledge and also foster intrinsic reading motivation. In addition, reading fluency was revealed to be the strongest predictor of reading comprehension and the change in fluency over time was closely linked to reading comprehension development.     

阅读经典 感悟人生——第四届南图阅读节主题系列活动综述

第四届南图阅读节《三国演义》主题系列活动,专家围绕“战争与人性”这一主题对《三国演义》进行多角度、有重点的解读,开展了综合研讨会和学术讲座,并展开了多平台联动,多种传播手段并举的方式,与广大读者互动,以极具特色的亮点活动吸引社会大众注意力,有效地激发了广大读者的阅读兴趣,提升了读者阅读水平,对读者的人生拓展,起到了积极正面的影响,是南图在新形势下,为促进全民阅读、改善文化生态而做出的一份努力.     

我国阅读推广主题研究综述

近年来,我国掀起了阅读推广的研究热潮,涌现出了大量的研究文献。论文对现有文献按研究主题进行梳理和评述,以期对后续研究提供借鉴。