共查询到20条相似文献，搜索用时 156 毫秒
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翟西方 《学生之友(小学版)》2013,(13):32-32
走进教室，你会发现墙壁也会说话：读书名言、名人读书故事、我最喜欢的一本书、我的读书感悟等随处可见。教室最引人注目的就是后面西北角那个简易的书柜，经过同学们的精心设计，“畅游书海”四个大字格外醒目。就在书柜旁边的墙角上，是同学们精心设置的“好书推荐”栏目。 相似文献
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本从三个方面探讨了报纸媒体“读书”类专刊的价值取向：其一，报纸媒体“读书”类专刊是沟通书与读的有效桥梁，形成了“浅阅读本”的“本”价值追求；其二，报纸媒体“读书”类专刊的价值定位在于思想性与新闻性并重；其三，报纸媒体“读书”类专刊的价值崇尚是提高自身化品位，争取“化吸引力”。 相似文献
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为了促进学生的健康发展，润泽童年，积淀人生，我校构建了一体两翼的书香校园体系：“一体”指实施“课前延伸、课上感悟、课后拓展”，即“两头在外”的大语文课堂教学模式；“两翼”指“读书环境”和“读书活动”。让全校师生及家长都能直面经典，与圣贤为友，与名人对话，与经典同行，与好书为伴，积淀深厚的文化底蕴，提升师生及家长的文化品位和人文素养，实现同步成长、同步发展。 相似文献
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袁远辉 《成都教育学院学报》2014,28(11):90-93
大力推进学生的课外阅读是语文新课改的亮点之一,但学生的课外阅读往往被理解为对经典名著的阅读,对新出版的优秀书籍方面的课外阅读往往被漠视、无视,导致当代文化竟然成了当代中学生的盲区的奇怪现象。为此,笔者把新书的推荐阅读作为动态的课程进行研究和实践:先引导学生了解和新书有关的信息,再精心选择用于新书推荐的文本材料,利用现代新信息技术,创设浓烈的新书阅读的氛围,以此充分激发学生阅读新书的兴趣;同时,教师应全程指导学生阅读新书,时刻关注学生的新书阅读动态,随时做好激励、指导工作,让学生的新书阅读始终在有趣而又得法中顺利进行。 相似文献
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国内高校对大学生的古籍阅读普遍缺乏具有针对性的指导,很多大学生的自发阅读盲目无序,以致入宝山而空手回,从而打击他们的阅读积极性。高校教育工作者应该在方法上予以指导：第一,要了解古籍的概貌,构建自己的知识地图,对古代文化成果有全面的把握;第二,要分清轻重,取重弃轻,了解各种古籍的性质,分清枝干源流,并注意选择版本,做到去芜取精;第三,要扎实掌握古代汉语知识,学会使用各种工具书,多读基本典籍,做到循序渐进;第四,要保持独立思想和自由精神,求真求是,做到读书得间,使古籍阅读有助于自己人生境界和专业水平的提高。 相似文献
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The purpose of this qualitative study was to describe the reading volume and book choices of fourth-grade students and how they identified as readers. Students were encouraged to read 50 books independently. The results showed that students read throughout the year. Grade-level readers described themselves as being a part of the book, while above- and below-grade-level readers identified by their rate of reading. All students increased in reading achievement as measured through assessments. 相似文献
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《校园英语(教研版)》2015,(6)
This book written by Roderick Jones is easy to read for me.It gives me a bit confidence through reading a book and this time I know a bit about how to read a book quickly.After this,I will read more books about interpreting and translating for my further study.From my perspective,every part of this book consists of three parts,that is,the theory part,the examples part and the concluding part.Through reading this book,I know something about interpreting such as simultaneous interpreting techniques and some actual examples.Anyhow,I still need a lot of practice to improve my English capability.What I have written below is the main content of the fourth part in this book,and the feelings of my reading the book. 相似文献
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范锦飘 《苏州教育学院学报》2013,30(2):106-108
为了消除传统阅读教学存在的弊端,应该做到“四个转向”,即由“教教材”转向“用教材教”、由重视教师的“教”转向重视学生的“学”、由教会知识转向教会学习、由阅读技能训练转向阅读策略教学。要建构以策略为导向的阅读教学,就要教会学生运用预测、求证、感悟、推论、提问等策略,从而帮助学生实现从“学读”到“会读”、“乐读”的转变。 相似文献
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《Early childhood research quarterly》1995,10(3):317-337
These observations indicate how the organization of book reading events differs when middle- to upper-class suburban parents read picture books to preverbal and verbal infants. Twelve parent-infant dyads for each group of 9-, 17-, and 27-month-old infants were videotaped in their homes. On each of three visits, two different books were read. The books either contained sentences describing the illustrations or did not contain any sentences. The quality of parent verbalizations changed with the age of the infant; parents reading to younger infants used more attention-recruiting verbalizations and more elaborations, whereas parents reading to older infants used more questions and more feedback. Analyses of sequential dependencies between categories of behaviors suggest that, across these age groups, parents monitor and attempt to maximize their infants' attention to the book. Parents' verbalizations expand from labeling comments, to sequences of labeling questions, to dialogues that exercise the growing linguistic competencies of the infant. Finally, interactions with books containing no sentences led to more verbal behaviors by the parent and more vocalizations by the infant. 相似文献
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《Early education and development》2013,24(3):241-252
This study was designed to assess the impact of taking a high quality picture book home from school daily on the at-home reading behaviors of young children and/or family members from middle and low SES backgrounds. Eighty children representing two study groups (treatment & no-treatment comparison) and two socioeconomic groups (Head Start & middle-class) composed the study sample. Treatment children selected picture books at school daily to take home over a 12-week period. Child and family picture book reading behaviors were assessed by weekly random telephone surveys. Findings indicate that taking a picture book home daily more than doubled the number of books read at home for both middle-class and Head Start treatment children over their no-treatment comparison counterparts and significantly increased the amount of time Head Start treatment children were involved in reading each day. The practicality of making high quality picture books available for preschool children to take home and the implications of increased at-home reading behaviors are discussed. 相似文献
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Picture Book Reading at Home: A Comparison of Head Start and Middle-class Preschoolers 总被引：1，自引：0，他引：1
This study was designed to assess the impact of taking a high quality picture book home from school daily on the at-home reading behaviors of young children and/or family members from middle and low SES backgrounds. Eighty children representing two study groups (treatment & no-treatment comparison) and two socioeconomic groups (Head Start & middle-class) composed the study sample. Treatment children selected picture books at school daily to take home over a 12-week period. Child and family picture book reading behaviors were assessed by weekly random telephone surveys. Findings indicate that taking a picture book home daily more than doubled the number of books read at home for both middle-class and Head Start treatment children over their no-treatment comparison counterparts and significantly increased the amount of time Head Start treatment children were involved in reading each day. The practicality of making high quality picture books available for preschool children to take home and the implications of increased at-home reading behaviors are discussed. 相似文献
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孙群英 《佳木斯教育学院学报》2012,(1):267-268
语言学习依赖于大量的阅读,儿童只有"培养广泛的阅读兴趣,扩大阅读面,增加阅读量,多读书,读好书,好读书,读整本的书",他们的语言能力才会得到长足的发展。目前我们儿童英语学习低效的原因也和缺少阅读、缺少语言环境有关。近年来,笔者在教学中倡导开展英文绘本阅读,扩大儿童的英语阅读量,让儿童尽可能多地接触原汁原味的英语,这无疑是提升儿童英语水平的一条有效途径。 相似文献