福建省高校教师利用文献信息资源情况的调查

从教师对图书馆的评价、获取信息的途径和能力、使用图书馆的目的、阅读倾向与方法等方面进行分析，总结出教师献需求的特点，列举了影响教师献需求的几个因素，指出图书馆应着力培养教师利用图书馆的意识，强化检索技能。     

中学体育教师课堂教学行为的理论构建

采用内隐和文献的方法研究中学体育教师的课堂教学行为,探索新时期体育课堂教学的行为标准,为体育教师职业培训、体育教学评价提供参考,并促进体育教师的职业发展.研究结果如下:1)中学体育教师的教育教学能力、教学组织管理能力、处理突发事件的能力、教学评价的能力在体育教学中起重要作用.2)提高中学体育教师的职业素质,加强技能培训的力度,尤其是教育技能的培训.3)校本课程的开发,需要加强有关课程知识和课程理论方面的学习.4)体育教师的课堂教学行为与教师的认识、素质、能力、学生观等密切相关.5)本研究将体育教师的课堂教学行为从三个方面界定:(A)体育教师的教授行为;(B)课堂组织管理行为;(C)体育课堂教学评价.     

阅读与人生

文章阐述了阅读在人生发展中的重耀作用，认为人们可以通过各种有效阅读获取更多的人生智慧，从而使人生得到更好的发展。参考文献4。     

Joint trajectories of behavioral,affective, and cognitive engagement in elementary school

The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth mixture modeling, they identified 5 distinct trajectories of student engagement. Although a large majority of children presented a stable and high level of engagement on the three dimensions over time, more than one third of them showed a lower or changing level of engagement as the years progressed. These students were more likely to be boys and to be perceived by teachers as being less engaged. They also present more learning or behavioral problems and share less positive relationships with teachers. The results support the need to consider group-based differences when designing and adapting prevention and intervention strategies to favor student engagement.     

Development of students’ text-picture integration and reading competence across grades 5–7 in a three-tier secondary school system: A longitudinal study

375 students from 24 randomly selected classes of a three-tier secondary school system were tested in a longitudinal study for their text-picture integration and pure reading competence as well as verbal and spatial intelligence at grades 5–7. Data were analyzed according to the integrated model of text and picture comprehension using hierarchical linear modeling techniques. Results indicate that text-picture integration comprises higher spatial cognitive demands than pure reading. School tiers differed in terms of competency levels, but also in terms of growth rates of text-picture integration competence. Differences between lower tiers and higher tiers for text-picture integration competence became smaller from grade to grade, whereas developmental trajectories of reading competence ran parallel to each other. The study reveals that the skills for the conjoint processing of text and pictures develop in a way that might help especially poorer students in lower school tiers to catch up with their mates in higher tiers as compared to the competence of pure reading. Text-picture integration seems to provide gradually better opportunities for less capable learners to compensate for previous lags in their learning.     

The modality effect on reading literacy: perspectives from students’ online reading habits,cognitive and metacognitive strategies,and web navigation skills across regions

This study tested the effects of the modality of reading formats (electronic vs. print), online reading habits (engagement in different online reading activities), use of cognitive strategies, metacognitive knowledge, and navigation skills on printed and electronic reading literacy across regions. Participants were 31,784 fifteen-year-old students (50.78% female) from 19 countries and economies in the 2009 Programme for International Student Assessment database. Results showed that students exhibited better reading literacy in the print environment. Moreover, information-seeking activities, control strategies, knowledge of metacognitive strategies, and navigation skills positively predicted reading literacy in both print and electronic formats for all regions, whereas social reading activities negatively predicted reading literacy in print and were most harmful for the Asian region in both formats. Memorization strategies were negatively associated with reading literacy in both formats for Australasian, Western and Eastern EU, and South American regions, but not for the Asian region. Online reading habits, regardless of types, had no impact on reading literacy in both formats for the South American region. The study findings provided suggestions for literacy instruction in the e-learning era across different regions.     

Spillover effects in environmental behaviors,across time and context: a review and research agenda

When implementing environmental education and interventions to promote one pro-environmental behavior, it is seldom asked if and how non-target pro-environmental behaviors are affected. The spillover effect proposes that engaging in one behavior affects the probability of engagement or disengaging in a second behavior. Therefore, the positive spillover effect predicts that interventions targeting one specific behavioral have the capacity to promote non-targeted and/or future pro-environmental behaviors. However, the negative spillover effect predicts that engaging in a first pro-environmental behavior will prevent or decrease a second pro-environmental behavior. Since the theoretical and empirical basis for positive and negative spillover effects are not sufficiently understood, the present paper (1) suggests a distinction between behavioral, temporal, and contextual spillovers (2) reviews the existing spillover research literature across a variety of environmental domains, (3) presents potential moderators governing the direction of spillover effects, and finally (4) discuss techniques to promote pro-environmental spillovers.     

The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success

This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child’s success from kindergarten to Grade 2. The participants were 1267 children. The children’s pre-skills were assessed at the end of the kindergarten year, and math and reading skills at the end of Grade 1 and Grade 2. Parents provided ratings of their beliefs about their children’s school success and task-avoidant behaviour with regard to homework at the end of Grades 1 and 2. The results showed that children’s math and reading skills predicted children’s task-avoidant behaviour regarding homework as rated by mothers, but not by fathers, when autoregressive effects were taken into account. In addition, task-avoidant behaviour predicted the mothers’ subsequent beliefs about their children’s school success but not vice versa. A reciprocal effect was found between fathers’ beliefs about success and children’s task-avoidance.     

刍议高职院校学生网瘾及对策

截至2009年6月底,中国青少年网民(25岁以下)规模为1.75亿人,由此带来的大学生"网瘾"现象也越来越严重,必须引起高度重视.就高职院校学生沉迷网络的问题,从上网现状、网络特点、网瘾表现、成因等多方面进行分析,有针对性地提出应对高职学院学生网瘾问题的建议对策.     

推动全民阅读——图书馆神圣的使命

阅读既是提高公民文化素质的重要途径之一,也是公民的一项基本权利。遗憾的是,目前社会上公民的阅读意识还不够强,全民阅读的热情还相对较低。图书馆应主动承担起推动全民阅读的责任和义务,使读书成为公众的一种习惯,并充分享受阅读的乐趣。