Study on the Promotion Strategy of College Students’ Reading and Writing Ability Under the Micro Network Environment

Network media has become more and more involved in our daily life. It has become a part of modern life that cannot be stopped or rejected. Then, how to correctly face the changes in the Internet era is placed in front of everyone. Students need to “learn how to use the media to get their all-round development, effectively prevent the foreign information pollution, and actively guide students to a truly rational attitude for WeChat, blog and micro-blog”. It is a kind of media literacy being confronted with the network’s ability to consciously resist the harmful information, but also to benefit their own development and firmly grasp the information, so as to make full use of the convenience of network self promotion. “Screen reading” network plays an important role in college students’ life, and the fragmentation, the text features of the writing ability of college students also have a strong impact; this paper focuses on the influence of college students in the network reading and writing patterns on their writing ability and influence. From the perspective of media literacy education for college students, writing ability and reading ability provide a feasible way.

A comparative study on the extracurricularreading environment of urban and rural children in Chongqing Reservoir Area

Purpose: So far, there have been few studies that discussed children’s reading environment in China’s poverty-stricken areas, this study aims to explore differences existed in extracurricular reading environment between urban and rural children in Chongqing Reservoir Area with empirical evidence.Design/methodology/approach: Using a questionnaire survey, empirical data was collected from 105 participants. Then proposed hypotheses and the reliability of the observation variables were respectively examined with ANOVA and factor analysis. The statistical analysis software SPSS19.0 was used to analyze the data.Findings: Our results showed that 1) differences did exist in school and social reading environment between urban and rural children in Chongqing Reservoir Area; 2) differences in family reading environment between urban and rural children in Chongqing Reservoir Area were not obviously observed.Research limitations: The empirical data were collected from only one county of Chongqing Reservoir Area, which may have partially affected the generalization of our conclusions. In addition, the response rate of questionnaires was comparatively low due to a relatively limited research period. Practical implications: This study would provide some reference for governments, libraries, schools and families to consider how to jointly narrow the gap in the extracurricular reading circumstance between urban and rural children in Chongqing Reservoir Area.Originality value: This is one of the first studies to explore similarities and differences in extracurricular reading environment between urban and rural children in Chinese povertystricken areas, which will help research communities to gain a deeper understanding of children’s reading environment in Chinese Reservoir Area.

Teachers’ Perceptions of the Challenges and Strategies in Supporting Students with Reading Difficulties

The purpose of this study is to determine the teacher’s perceptions of the challenges and strategies in supporting students with reading difficulties.This study used qualitative method of research and descriptive approach as its research design,in addition to a set of structured interview questions administered through Google Forms to gather data from elementary teachers of Taal Central School,located at Taal Batangas.These structured interview questions were carefully designed to cover various dimensions of the study,including the types of challenges perceived by teachers,strategies employed,and possible solutions for addressing the problems encountered in the process of supporting students with reading difficulties.The results revealed that teachers faced several challenges when teaching students with reading difficulties such as emotional and motivational issues/factors,lack of resources or teaching aids,deficits in knowledge and skills,and problems with student engagement and participation.This study also showed common approaches utilized by the teachers in supporting students with reading difficulties,which were fostering a positive and supportive environment,adopting individualized and multifaceted approaches,and utilizing effective teaching tools and strategies.Lastly,teachers also concluded varied solutions in addressing the challenges perceived in teaching students with reading difficulties towards fostering reading proficiency.These include developing peer support,use of positive reinforcement,and parental involvement.Moreover,specialized resources,professional development for teachers,and specific teaching strategies are also highlighted as crucial components.By integrating these approaches,teachers concluded that it can create a supportive and effective learning environment tailored to the needs of students with reading difficulties.

Suitability Evaluation of Physical Activity Places in Urban Parks for Children's Play Activities:A Case Study of Four Urban Parks in Handan

Taking 4 urban parks in Handan City as the research objects, 41 suitability evaluation indicators are selected according to the relevant literature reading. The common factors are extracted through factor analysis and the importance questionnaire and summarized into 6 dimensions, namely children's play facilities and auxiliary facility quality factor, natural environment participation factor, children's play space convenience factor, artificial environment participation factor, space environment quality and safety factor, children's game activity facility perfection factor, and the weights of public factors and indicators are calculated. Then the index score is calculated through field measurement and satisfaction survey, and the IPA analysis method is used to draw the coordinate map of key optimization indicators for 4 parks. Finally, corresponding optimization suggestions are put forward for Handan urban parks according to the analysis and evaluation results.

营造新型阅读环境:图书馆空间再造反思

图书馆空间服务理论包括图书馆作为空间理论、第三空间理论和空间再造理论。空间再造理论推动图书馆新型空间建设,但许多新型空间脱离了图书馆阅读服务的目标,图书馆人需要运用新的阅读环境营造理论与约束空间再造理论。营造新型阅读环境的主要目标包括:营造保障与服务阅读的环境,营造引导与推广阅读的环境,营造促进与激励阅读的环境。

何为数字人文教育?——以文学教育为中心的思考

数字人文教育围绕“数字环境与数字文明建构中的人文教育”这一中心议题,是围绕数字环境中人文知识生产与传播的新形态与新问题而开展的教育教学实践,它寻求数字环境与人文价值的融合,是一种探索性和实验性的教育形式,将采取基于项目制的开展为中心的跨学科、实践性的教育路径。具体在文学教育中,数字人文教育将落实在基于数字文化经验的文学教育内容体系建设、“远读”与“细读”相结合的文学阅读方法的建构、加强数字叙事实践能力的培养三个层面。基于数字人文主义的教育宗旨,提升学生对数智技术的反思能力,以及对数字人文研究范式及其技术乐观主义立场的价值批判精神,将是数字人文教育深层次的要求。

青少年向复合阅读转向的引导策略

为探究全媒体环境下青少年向复合阅读转变过程中的阅读表现及其影响因素,并提出科学引导策略,文章运用混合方法研究收集青少年阅读的调查数据,对数据资料进行多角度多层次的深入分析。研究发现:青少年阅读整体上初显复合模式,阅读态度和家庭环境支持对青少年阅读行为表现产生显著的正向影响,阅读行为投入的内部反馈和外部结果又会影响他们的阅读态度,尤其是对个人兴趣驱动的休闲阅读态度产生显著影响;科学引导青少年向复合阅读转变的策略包括:根据阅读态度实施差异化的引导策略,加大家庭环境的支持力度,提供线上线下无缝衔接的服务体验。

家庭社会经济地位、家庭读写环境对乡村幼儿阅读理解能力的影响路径

阅读理解能力是衡量幼儿语言能力发展的重要指标。乡村幼儿的阅读理解能力与幼儿所处的家庭社会经济地位、家庭读写环境密切相关。本研究随机选取196名幼儿及其家长作为研究对象,首先采用埃德蒙顿叙事评估工具(ENNI)评估幼儿的阅读理解能力,接着借助家长问卷调查幼儿的家庭社会经济地位和家庭读写环境,最后通过中介效应和结构方程模型探究家庭社会经济地位、家庭读写环境与乡村幼儿阅读理解能力的关系。结果显示:1)家庭社会经济地位、家庭读写环境都能正向预测乡村幼儿阅读理解能力;2)家庭读写环境在家庭社会经济地位与乡村幼儿阅读理解能力之间起中介作用;3)家庭社会经济地位通过家庭读写活动和家庭读写资源间接正向影响乡村幼儿阅读理解能力。根据研究结果提出相关教育建议:1)多渠道支持低社会经济地位乡村家庭幼儿的早期阅读教育;2)增加乡村幼儿家庭读写资源和活动,提升乡村家庭读写环境。

试论融媒体环境下多模态阅读推广研究

随着互联网技术的飞速发展及融媒体时代的到来,阅读推广活动受到广泛关注与重视,阅读推广方式也更加多元化,传统的阅读推广方式已经无法满足现代人的阅读需求。多模态阅读推广作为一种新型的阅读推广方式,以其多样性和趣味性吸引了大量读者的关注。研究多模态阅读推广在融媒体环境下的应用,有助于摆脱传统阅读方式的禁锢,用身体的自然觉知引领阅读,激发读者的兴趣,提高其阅读积极性,提升阅读推广的效果。高校图书馆作为阅读推广的中坚力量承担着重要职能。该文以多模态阅读推广为视角,分析了高校图书馆多元阅读推广现状,探讨高校图书馆阅读推广工作的创新内容及模式,以期推进高校图书馆阅读推广的持续性、长久性发展。

幼儿参与阅读区环境创设

幼儿是环境创设重要参与者。幼儿参与阅读区环境创设,充分体现了“以儿童为本”的教育理念。调查发现,当前阅读区环境创设更多以成人为主,幼儿的主体地位被忽视。教师可以通过内化幼儿参与环境创设理念、运用马赛克方法倾听幼儿、提供留白的环境等策略,支持幼儿参与阅读区环境创设,促进幼儿与环境的有效互动。

家庭阅读环境对学龄儿童汉字识别、口语词汇知识与阅读理解的影响:一个发展级联模型

对149名小学一年级儿童进行3年追踪,探讨学龄儿童家庭阅读环境、汉字识别、口语词汇知识和阅读理解的发展级联。结果显示:(1)家庭阅读环境通过一年级的阅读理解扩散到二年级的汉字识别,进而影响三年级的阅读理解。(2)家庭阅读环境通过一年级的口语词汇知识扩散到二年级的阅读理解,进而影响三年级的口语词汇知识和阅读理解。(3)虽然家庭阅读环境对一年级汉字识别仅有边缘显著的直接预测效应,但一年级的汉字识别可以预测二年级的阅读理解和口语词汇知识,进而影响三年级的汉字识别、阅读理解和口语词汇知识。研究表明,学龄儿童家庭阅读环境、汉字识别、口语词汇知识和阅读理解之间存在间接的、多向的发展级联效应。

整本书阅读教学模式存在的问题及改进策略

作为一种新的教学模式,整本书阅读教学的阅读过程具有综合性,阅读评价具有开放性。目前,整本书阅读教学模式存在教学目标定位不当、阅读教学缺乏整体规划、教师缺乏阅读素养、阅读环境浮躁等问题,需要教师根据教学要求和学生实际等合理确定教学目标,做好阅读教学整体规划,提升课程开发与实施能力,营造良好的阅读环境和沉浸式的阅读氛围。

家校协同背景下家庭环境对小学生语文阅读能力的影响研究——基于阅读兴趣、阅读投入的中介作用

《义务教育语文课程标准(2022年版)》指出学生在阅读方面应达成“学会运用多种阅读方法,具有独立的阅读能力”的总目标。良好的阅读能力对提高小学生语文学习效果有重要作用,而家庭环境是影响小学生语文阅读能力的重要场域之一。本研究通过对浙江省丽水市3所小学270名学生进行问卷调查发现:良好的家庭环境对小学生阅读兴趣、阅读投入、语文阅读能力具有积极影响;并且在阅读兴趣、阅读投入的中介作用下,家庭环境对小学生语文阅读能力会产生更强的正向影响。为更好地培育和提高小学生语文阅读能力,本研究提出以下建议:学校应加强对家长的阅读指导;家长应创设良好的家庭环境;家长应充分利用社区特色阅读资源。

高校图书馆阅览室混合阅读健康光环境评价研究

高校图书馆阅览照明环境的质量对于学生的视觉感知、情绪评价、认知效率非常重要,考虑天然光变化的照明环境设计是阅览室提升光环境质量、满足健康照明要求的重要发展方向。本文以天然光环境下的人工照明对健康阅读的影响为研究目的,搭建了阅读照明环境实验室,采用主观评价、任务绩效和生理指标测量相结合的研究方法,在17:30—20:30,以0.5 h为划分的6个时段内,针对人工光环境对视觉感知、情绪感知、认知评价等3方面的影响进行主客观评价,最后用熵权法确定相关指标的权重。实验结果表明:以单一评价指标为标准,在17:30—20:30时段内,最佳人工光照度呈上升态势。对比不同评价指标,其相同时段内,最佳人工光照度存在差异。且视觉不适、主观警觉度、视觉清晰度分别在17:30—19:00、19:00—19:30、19:30—20:30时段内应为照明设计的重点考虑内容。研究结果旨在为图书馆阅览室的照明设计与优化提供依据。

高校图书馆“阅读疗愈空间”的内涵延展及创设类型

高校图书馆“阅读疗愈空间”是以阅读活动为主,辅以其他各类能够纾解情绪、抚慰心灵的公共设施而创设的具有疗愈作用的空间。文章通过对阅读疗愈内涵的理论爬梳、结合高校图书馆开设“阅读疗愈空间”的相关案例,探析从阅读疗愈的内涵延展到环境创设的逻辑可行性与实践路径。创设“阅读疗愈空间”并进行相应规划,不仅拓宽了未来高校图书馆读者服务的外延,对“阅读疗愈”领域的理论研究也提供了新的视野和方向。

生本视角下的学生课外阅读活动开展策略刍探

当前,学生课外阅读普遍存在图书的选择较为盲目和单一、阅读较为被动、缺乏阅读兴趣、阅读层次较为浅显等问题。学校应本着为学生提供可持续的、高质量的阅读项目的初心,结合海岛地域文化,从学生视角出发,通过营造良好阅读环境、个性化选择图书、多样化展开实践、进行趣味性阅读评价等,引导学生进行阅读,激发学生阅读兴趣,拓展学生知识面,让学生体验不同的思维和情感,在阅读中受益,实现个性化发展。

老旧内河船舶的实船测绘方法和应用

本文主要讲述一些早期的内河营运船舶由于原始图纸资料遗失,在修船和年检或特检中需要补充提交图纸,其绘图依据主要通过现场测量取得。本文总结了两种环境下的测量方法及步骤,以及操作过程中应注意的事项,为送审及修船项目提供参考。

家庭环境对中学生阅读能力的影响:阅读投入、阅读兴趣的中介作用

采用学生阅读能力测试卷和学生阅读状况调查问卷,对随机选取的559名中学生进行调查,并运用结构方程模型探讨了家庭环境影响阅读能力的内在机制。结果发现,家庭环境影响阅读投入的路径系数为0.18,阅读投入影响阅读兴趣的路径系数为0.51,阅读兴趣影响阅读投入的路径系数为0.80,阅读投入影响阅读能力的路径系数为0.46,各路径系数均达到显著水平(p<0.05)。结果表明,(1)家庭环境通过阅读投入的完全中介作用影响阅读兴趣;阅读兴趣通过阅读投入的完全中介作用影响阅读成绩;(2)家庭环境对阅读能力的影响是通过阅读投入和阅读兴趣的循环互动作用实现的。

家庭文化背景在儿童阅读发展中的作用

通过问卷调查和测验方法探讨了家庭文化背景与儿童阅读发展的关系。回归模型表明家庭文化背景对一、四年级儿童的阅读成就都有显著影响。路径分析进一步表明:仅父母与孩子间的文化活动对一年级儿童的阅读成就有直接影响,而家庭文化背景的四个方面相对独立地对四年级儿童的阅读发展产生影响。

小学生阅读环境、投入与习惯的调查研究

为了探究小学生阅读环境、阅读投入与阅读习惯的水平、年级差异及关系,研究者对长春市某区三所小学的900多名小学生进行了大规模的问卷调查。结果显示,首先,小学生的阅读环境、阅读投入以及阅读习惯水平均较高,但是有明显的年级差异,"四年级"学生对语文课堂环境、阅读教学环境的感知水平,以及阅读态度、动机和策略水平最低,而"六年级"学生在阅读环境、阅读投入以及阅读习惯几乎所有的方面均显著的高于其他年级的学生。其次,小学生的家庭阅读环境,尤其是家庭文化资源,对学生的阅读行为习惯有显著的积极影响,其影响显著的高于课堂环境和阅读教学环境对学生阅读习惯的影响。再次,小学生的阅读教学环境对学生的阅读行为习惯有显著的正向影响,语文课堂环境对学生的阅读投入有影响,却没有直接影响学生的阅读习惯。最后,大部分小学生同时拥有内在和外在阅读动机,深层和浅层的阅读策略。