導語：如何才能寫好一篇讀讀看，這就需要搜集整理更多的資料和文獻，歡迎閱讀由公務員之家整理的十篇范文，供你借鑒。

篇1

“讓我挑選自己喜歡看的書”

孩子成長需要一個良好寬松的心理環境，然而在現實生活中，不少家長對孩子的期望太高，管得太死，不僅影響了孩子的全面發展，也影響了孩子的身心健康。通過調查我們發現，有40%以上的同學最喜歡家長給予他們一個自由寬松的閱讀氛圍。

“讓我們自愿、讓我們自愿！”“讓我挑選自己喜歡看的書”“讓我隨心所欲地看，能看多少就看多少”……一句句簡潔的話語道出了孩子的心聲。從中我們不難看出：一些家長在要求孩子讀書的時候，沒有考慮孩子的個人感受，一味地將閱讀作為任務強加給孩子，以致孩子產生逆反心理。例如：一些家長為了孩子能寫出好作文，提高作文水平，一味地讓孩子看作文范本、背優美文句等急功近利的做法，嚴重損害了孩子的閱讀積極性。

我們要將閱讀的自由還給孩子，在書的選擇上尊重孩子的興趣。

教給孩子的讀書方法就有獨到之處。他認為引導孩子讀書，第一要讀經典，第二“一書不盡，不讀新書”，第三就是要培養個人的讀書興趣與方向。在第三點上，曾老先生做得特別好。老大曾紀澤不喜歡科舉考試，不喜歡八股文，喜歡西方的語言學和社會學，就鼓勵他按自己的興趣方向去讀書。對于老二曾紀鴻，就更是這樣了，他努力培養曾紀鴻研究數學的興趣。看來，對書的愛好因人而異，有人喜歡大江東去的豪邁，也有人喜歡小橋流水的細膩。不要逼著孩子讀他不喜歡的書，否則就會適得其反，造成孩子對書的厭惡。

當然，給孩子預留充足的閱讀時間也是很有必要的。英國著名青少年文學大師艾登·錢伯斯認為，在所有影響閱讀的因素中，閱讀時間是第一位的。所以，家里要留出固定的閱讀時間。比如每次作業完成之后，每個雙休日的下午，每次睡覺之前，讓孩子持續、安靜地閱讀半個小時。這樣，到時間就閱讀，幼小的心靈沉浸在另一個世界里，久而久之，就會形成閱讀習慣，把閱讀當成樂趣。

“與爸媽一起讀書的方法我最容易接受”

孩子的模仿能力是很強的，孩子和父母一起讀書，甚至一起讀一本書，交流感受，可以讓書香洋溢整個家庭。在調查過程中，我們發現，有25%的孩子喜歡親子共讀。“爸爸拿一個小時出來，跟我一起閱讀一本書，給我講解一些我不懂的詞，這種方法我最容易接受?！薄芭c媽媽一起讀書，一起思考的方法我最容易接受?！焙⒆觽冎毖圆恢M，道出了自己的心聲。令人欣喜的是：家長們也認為，親子共讀是培養孩子讀書興趣的重要方式之一，真是不謀而合。

看看孩子們描寫的親子閱讀的場面吧。

幸福一刻

六（11）班 朱新桐

我一直愛看書，經常為書和爸媽進行溝通交流，我清楚地記得，就因為那次溝通，讓我愛上了文言小說。

晚上，我拿出了爸爸極力推薦的《三國演義》，聽說其中“溫酒斬華雄”挺精彩的，欲拜讀拜讀?？戳税胩?，因是文言文，所以對文章情節也只是略知一二，問題卻“溢”滿腦海。我找來看報的爸爸，問：“既然關云長武功了得，為何不直接寫他與華雄的武打場面，這樣讀起來不更膾炙人口嗎？”爸爸推了推眼鏡，說：“這里面其實寫了‘其酒尚溫’，簡單一個‘尚’字，就形象地把關云長的武功高強體現出來。古文的魅力就是在這簡潔精練，耐人尋味上，你可要好好品味品味??！”我恍然大悟，對老爸擁有如此淵博的知識感到敬佩，贊道：“嗯，言之有理，言之有理，小女實在佩服，佩服??！”父女倆的歡聲笑語回蕩在屋內，這和諧美好的畫面讓我覺得快樂，幸福。

幸福一刻

五（11）班 劉菲雅

星期天的午休，是我和媽媽一小時的親子共讀書時間。

今天，我們并肩坐在柔軟的沙發上。我拿起《小公主》津津有味地品讀起來，有趣而富有詩意的文字緊緊吸引著我們的眼球，我的心情也隨著主人公的喜怒哀樂變化著。

正當我沉浸在故事里，媽媽突然發問：“你怎么看書中的主人公？”我心里早已經有答案，不假思索脫口而出：“她是一個敢于同惡人做斗爭的好女孩。”媽媽卻反駁道：“我認為她是一個有同情心的女孩。”這個問題搞得我們爭論不休，最后我“一錘定音”：“她是一個好女孩。”媽媽笑了?！皩?，我們雖然表達不一樣，但有異曲同工之妙。”我有一種前所未有的勝利感。

溫馨的60分鐘很快就過去了，我回味著那幸福的時光，我覺得我和媽媽真是心有靈犀一點通??！

事實證明：如果能有一位值得信賴的、很有經驗的成年閱讀者幫助和示范，孩子會讀得更多更流暢。共同討論可以是隨機的，飯桌上，散步時，逛超市，都可以討論。討論作品的人物，討論作品透露的信息，討論作者的語言等等。實際上，孩子在跟你交流的時候，他在回憶、整理、思考。孩子讀書時的體會、快樂和你分享，孩子獲得了精神的愉悅，表現欲得到了滿足，這對提高孩子的閱讀興趣是大有裨益的。

“入睡前輪流朗讀我最容易接受”

調查中，還有些孩子提到：最喜歡的就是“聽爸爸、媽媽、老師講故事，講到處故意‘賣關子’，制造懸念，借機向我推薦這本書”的方法。這種可以激起孩子的好奇心，求知欲，很適合低、中年級學生。

讓孩子天天大聲讀書，家長孩子輪流讀給對方聽，也是孩子喜歡的方法。有16%左右的同學提出：入睡前輪流朗讀我最容易接受。美國教育家杰姆·特米里斯發明了一種閱讀啟蒙教學法，他認為父母應從孩子很小的時候就養成為孩子朗讀的習慣，每天20分鐘，持之以恒，孩子對閱讀的興趣便會在父母抑揚頓挫的朗讀聲中漸漸產生，孩子會逐漸領悟語句結構和詞意神韻，產生想讀書的愿望，并能初步具備廣泛閱讀的基礎。為了調動朗讀的積極性，還可以豐富朗讀的形式，比如說分角色讀，配樂朗讀，對大一點的孩子，也可以找他們感興趣的內容讀給爸爸媽媽聽，他們會更加積極主動。

“爸爸讓我做讀書筆記也讓我受益很多?！薄安粍庸P墨不讀書”也是一種很好的讀書方法，同時也是一種良好的讀書習慣。特別是閱讀一些經典文學作品的時候，一定要鼓勵孩子做讀書筆記。

“父母用鼓勵、表揚的方法，我最容易接受”

“好孩子是夸出來的”，培養孩子的讀書興趣同樣需要適時溫馨的表揚激勵。

15%左右的孩子提出：“爸媽用了一個記錄表，把我每天讀書的情況記錄下來，一周以后，表現好的會得到一些小獎品?！薄鞍謰層霉膭?、表揚的方法，我最容易接受?！辈灰邌?，肯定孩子的努力吧，家長的一句贊美、一支鋼筆、一塊橡皮……對激發孩子潛力很有效果。

篇2

最近幾天，嘟嘟老是咳嗽，她的老媽心疼極了，正好她老媽今天放假，這不，一大早就向嘟嘟的班主任打電話請假了?？墒牵洁讲⒉磺樵??！皯{什么呀，上午我還有一節音樂課呢，（嘟嘟最喜歡上音樂課。）我不去，就不去！”嘟嘟撇起了小嘴。

可他老媽不吃這一套，硬是把她“拖”到了醫院。

掛完了號，到醫生那去，這都是小事，可他一聽說要打針，徹底“崩潰”了?！巴郏∥也灰蜥槪灰。。。?！”

一番“肺腑之言”后，終于“感動”了醫生和老媽，可是......

嘟嘟接過藥單子后，又開始“鬼哭狼嚎”了：“媽呀，這么多藥，我何年何月才能吃完哪......”

篇3

到了黃四娘家一看，他心里暗暗地贊嘆：這花可真多??！這里真可以說是花的世界、花的海洋。旁邊的小路都被這密密麻麻的花給遮住了。五顏六色的花特別漂亮，白的像雪，紅的像霞，黃的像金……

花大的如碗口般，把花枝都壓彎了，小的花如豆粒般，正在含苞欲放。

當微風一吹，花的香氣撲鼻而來。花叢中，蝴蝶正在翩翩起舞，久久不愿離去。

篇4

雪川是我的發小兼閨蜜，我們現在都在清華上大學。

十二年前，雪川的父母出了車禍，不行撒手人寰，留下八歲的雪川在世上。那時，全年級第一的雪川成績一落千丈，變成了倒數第一，性情也不如從前般活潑，變得沉默寡言，有些木訥。

身為她最好的朋友，我沒有坐視不理。我采取的方式是：讓她冷靜一會，然后讓她重拾信心，因為——他的父母在天上看著雪川，相信他們也不希望雪川繼續消極下去。

令我沒有想到的是，兩個月后，雪川依舊消弭。我在下課的時候，決定找她談話。

“雪川，你不能一直一蹶不振下去，蘇叔叔和劉阿姨也不希望你這樣?！蔽铱嗫谄判牡膭裾f她，她卻低著頭，一語不發?！把┐?，你說話呀，你以前不是一直纏著我，嘰嘰喳喳地說個不停嗎？拿出你以前的勇氣來呀！不要像個膽小鬼！不要這樣懦弱！”我說著說著，雪川的眼角竟泛起了淚光，我意識到自己剛才的言語太過犀利了?！把┐?，我是為你好，你不能再這樣下去了！”我繼續說道。之后，她終于開口說話了：“我不想嗎？程姐姐，我只是，做不到。以前的我，有媽媽疼，有爸爸愛，現在呢？以前的我，隨隨便便都可以考一百分，現在的我，就算拼盡全力也只能考不及格。。。。?！薄澳憧梢該Q個角度看問題，你的爸爸媽媽雖然不在這世上了，但他們化作了你最喜歡的恒星，永遠守護在你身邊吶！”雪川仿佛被我一語點醒，又恢復了以前的活力。

篇5

關鍵詞：語言；宗教色彩；京味

《文心雕龍.知音》篇說：“夫綴文者情動而辭發，觀文者披文以入情。沿波討源，雖幽必顯。世遠莫見其面，覘文輒見其心。”[1] 作為讀者首先接觸到的就是文學語言。因此每一個作家，在創作的過程中都視文學語言為自己的外衣，力求形成自己的語言特色?；暨_在《穆斯林的葬禮》中展現了其獨特的語言特色，下面將從宗教話語，京味語言兩方面來論述。

一、宗教話語的雜糅

在《穆斯林的葬禮》中霍達以女性所特有的敏銳，細膩的手法，以自己獨特的文化視角講述生活在漢族中的回族人，他們極力保持本民族的生活習慣，抵制外來信仰的沖擊，并以此來維護民族的獨立，這與作者自身屬于穆斯林是分不開的，巴爾扎克曾說：“小說，通常被認為是一個民族的秘史。”[2]從古至今，宗教作為一種“人性升華和放射，并客觀化，對象化而形成的社會文化體系”在社會各方面的影響是深刻而巨大的。作者在文中極力渲染出濃郁的穆斯林色彩，使全文都籠罩在一種莊嚴的宗教氛圍下，下面從意象“新月”、婚葬習俗、回民語言三方面來透視宗教話語雜糅下產生的獨特的審美效果。

（一）“新月”的獨特意蘊

回族自誕生之日起，就置身于漢文化的大海中，受其影響自不待言，但它的母族文化―伊斯蘭文化具有強烈的宗教性，它注重體悟，強調把對現實世界的感知移置在想象的心靈空間，在精神性的追求中，對現實生活作出回應。因此在《穆斯林的葬禮》中，我們看到靈動的意象世界，它充滿了別樣的審美寄寓，傳達出真實復雜的民族情懷。

“新月”可以說是全文最重要的意象。在伊斯蘭文化中，“月”這一意象更多的承載著只屬于它們的特定情懷。新月，系阿拉伯語“希拉勒”的意譯，原指上弦月，俗稱月牙。天文學上稱為“朔”，指月球運行通過太陽和地球之間時的月相，其象征含義是上升、新生、幸福、吉祥。世界穆斯林將觀測所見新月作為齋戒月封齋和開齋的時間標志，《古蘭經》中記載，新月是人事和朝覲的計時，齋月是新月出現那天開始的，開齋亦由阿訇登樓望月尋看新月而定時日，指月兩開的奇跡也和月亮息息相關。 “回族把新月作為伊斯蘭教的象征，每座清真寺的頂端，都有一彎新月，它象征著崇高，清凈和希望，這是千百年來穆斯林民族歷史發展中代代相傳的理念。在《古蘭經》中多次提到月亮，有的篇章就叫“月亮”，在看來，新月代表一種新生力量，從新月到月圓，標志著穆斯林摧枯拉朽，戰勝黑暗，圓滿功行，光明世界。”[3]“月”是神性的象征，寓意幸福美好。如：

“觀新月，彎彎的，尖尖的，不等落日余暉完全隱沒，已經出現在西南方向緋紅色的天空中了。”

“西南方向，新月升起來了，彎彎的，尖尖的，清清的，亮亮的，多么美麗的新月！”

文本中出現的“新月”正是穆斯林所追求的“崇高”“希望”“幸?！保靶略隆辈辉偈菃渭兊脑铝?，也并不只是名字的符號，而是附加了宗教文化的內蘊，成為一種神性的象征。

（二）婚葬習俗

“世上沒有哪個宗教像伊斯蘭教那樣有廣泛的民族性，也沒有哪一種宗教像伊斯蘭教那樣世俗化?！盵4]作者在小說中對悠遠的穆斯林的歷史傳統，宗教習俗，教規戒律，飲食文化，民族文化心理都做了如數家珍般的描述，特別是對兩次葬禮和婚禮都做了工筆般的細節描寫，但作者并沒有過分渲染這一特定民族宗教的“神秘感”，而是把這種展示注入生活中去，這必然使小說的人物性格，思想情感，打上民族宗教的烙印。如對葬禮的描述：

“速葬，薄葬，是穆斯林的美德，伊斯蘭教的葬禮是世界上各種族，各宗教中最簡樸的葬禮，沒有精美的棺木，沒有華貴的壽衣，沒有花里胡哨的紙車，紙轎，紙人，紙馬，沒有旗，鑼，傘，扇的儀仗，沒有吹吹打打的樂隊，也沒有漫天拋散的紙錢……一心歸主的穆斯林，不需要任何身外之物來粉飾自己?！?/p>

“黃土無情地埋下來，掩沒了“拉赫”，填平了深坑，一座四面呈梯形的新墳，出現在梁家的墓地上……

身懷絕技的梁亦清含恨而死后的薄葬，速葬，與其樸實性格相一致，他不單單是一個人，在他的身上更多的彰顯出一種民族精神，作者在文中運用大量的篇幅淋漓盡致地展現了回族人民的葬禮，使讀者深切地感受到伊斯蘭教下獨特的異域文化，使全書彌漫上神秘的宗教色彩。

（三）回民語言的運用

眾所周知，回族是一個以漢語為母語的民族，但由于其伊斯蘭信仰的特殊性，在宗教生活中使用阿拉伯語和波斯語，這就形成了在民族日常生活中還保留著一些與宗教相關的詞匯。這些詞匯在漢語中并不存在，而只以阿拉伯語和波斯語的音譯漢語表述，霍達將這些音譯詞引入寫作中，并對其進行解釋，表現出她對回族歷史的特有體驗。例如：

對非穆斯林稱“卡斐爾”，媒人稱“古瓦西”孤兒稱“耶梯目” 遺體稱“埋體”朋友同胞稱“朵斯堤”尸床稱“水溜子”等等

這些回民語言的引入，源于霍達對本民族語言的深切體悟，其對語言的恪守，正是對民族文化延續的渴望。這些特殊話語的運用，使全文更加具有宗教蘊味，在這種宗教話語的雜糅下，使讀者更深刻的了解穆斯林這一古老民族。

二、京味語言的運用

蘊含鮮明的地域特色是許多小說和作家為人銘記的原因之一，張愛玲的上海情調，沈從文的湘西風情，趙樹理的山西土俗，馮驥才的天津方言，都是如此?；暨_對北京市民語言的熟悉，使她在《穆斯林的葬禮》中創造性地運用北京市民俗白淺易的的口語，用老舍的話來說，就是“把頂平凡的話詞調動得生動有力”燒出白話的“原味兒”來，使語言講究，簡單而又精致，有力，作者成功的把語言的通俗性與文學性融合起來，使語言干凈利落，鮮活純熟，簡單卻不粗俗，在這其中不但深含著作者獨特的體味和創造而且還滲透著濃濃的北京文化。

在《穆斯林的葬禮》中作者采用方言入句，使作品呈現出鮮明的地方風土人情。如：

“北京人愛吃面，能做出許許多多的名目，炸醬面，麻醬面，熱湯面，一和湯面，汆子面……都不算什么稀奇，比較講究的就算是打鹵面了；姑媽做的打鹵面就更為講究，她把面抻得又細又長又勻溜又筋道，撈在碗里，澆上又香又濃的鹵汁，那里邊有香菇，口蘑，木耳，蝦人，黃花菜，玉蘭片，像流動的“金絞蜜”琥珀……”

一個“打鹵面”就突顯出濃郁的地方特色，又細又長的面，又香又濃的鹵汁讓人垂涎欲滴，承載著豐厚的京味文化的內蘊，使讀者在隨著故事情節波蕩起伏的同時又接受著文化的熏陶，沉醉其間。作者這種生動貼切的語言運用的自然生動而不勉強，從而使作品獲得了一種豐厚的內在藝術力量。

另外，地方語言的運用又最能表現人物的性格特征。在《穆斯林的葬禮》的人物對話中，躍動著大量的北京方言詞，如：

“外國的風俗有什么好？”韓太太面帶不悅，瞪了韓子奇一眼，“吃吧你！又顯擺你多知多懂？” （顯擺：炫耀，諷刺意味很濃）

姑媽覺得挺不落忍：“別價，哪兒能剛來了就走哇？”（別價jia:不要，別）

“回頭，我跟你韓伯伯也提提這事兒，行里的人兒他都熟，要是用得著的話，叫他言語聲兒！”（言語聲兒;說聲兒）

最有代表性的是“甭”字的使用。我們可以隨手拈來一些例子：

“甭問我，既然你們爺兒倆都商量好了，媽還敢擋你的道兒？”

“甭給我，我沒地方擱”

“大姐，您甭聽她瞎咧咧！天塌砸眾人，又不是咱們一家兒的事兒，甭怕！哪能拍屁股走人？”

幾個“甭”字的使用，不僅符合人物的身份，而且使其性格躍然紙上，更加鮮活的呈現在讀者的面前，這種京味語言的巧妙運用一方面將梁君璧作為小市民尖酸刻薄的一面暴露無疑，另一方面又暗示出她淺薄的文化根基和與至親們的格格不入?；暨_正是憑借著對人物的準確把握加之北京語言的駕馭自如，才將讀者眼前的人物形象刻畫的栩栩如生，入木三分。

以上這些地道的方言的運用，使語言更加具體化，產生了一種特殊的表達效果。同時“在樸實無華的語言中不時地，適當地插入一些方言詞語，就像是在平靜的水面上扔下幾塊小石子，激起了陣陣漣漪，形成了層層波瀾，從而大大增強了語言的感染力，表現力，產生了形象，生動，簡捷的藝術效果?！盵5]

三、結語

在《穆斯林的葬禮》中，霍達以悲情語言的獨特筆法敘述文本，與此同時宗教話語的雜糅使其蒙上了神秘的外衣，就文本自身而言產生了一種悲天憫人的氣氛，使讀者在這神秘的悲劇色彩的感召下迅速進入文本?；诖耍┪墩Z言的巧妙運用，增加了作品的真實性和質樸性，使作品更接近于“真”?；暨_以其特有的敘述話語，以宗教文化為創作底蘊，從獨特的文化視角，為我們譜寫了一首生與死，愛與恨，凄與美的挽歌。

參考文獻：

[1]汪曾w：關于小說語言（札記）。

[2]陽姣麗：略論《穆斯林的葬禮的悲劇意蘊》， 湖南科技學院學報，2007年3期。

[3]p非：《女性形象的文化解讀―比較穆斯林的葬禮和金鎖記》，語文學刊，2007年12期。

篇6

關鍵詞：網絡廣告；富媒體廣告；發展趨勢

中圖分類號：J524　文獻標識碼：A　文章編號：1005-5312（2012）33-0286-01

一、活動提升讀者忠實度

一個媒體的受眾“黏性”是衡量媒體影響力的有力標尺。在互聯網時代，受眾面對的是成千上萬的媒體，媒體間的競爭硝煙四起。如何“黏”住受眾的注意力，培養他們的閱讀定勢，使其成為忠實受眾，是當下媒體競爭中的關鍵要素。

2010年12月底，《南京日報》的教育類副刊《成長周刊》成立了小記者團，在南京青奧組委會大力支持下，打造成以宣傳2014年南京青奧會為己任的南京日報青奧小觀察員俱樂部，目前小記者已經遍布南京市近百所學校。小記者們先后開展了百余場新聞采訪、社會實踐活動，如零距離對話兩院院士、到天生橋植青奧林等等活動，由《南京日報》資深記者全程陪同輔導，活動后小記者作品擇優發表在南京日報《成長周刊》上。這類公益活動針對性強，報社與小記者、讀者實現了全方位的聯動，不但推動了報紙的發行量，更為《南京日報》帶來了年輕的讀者群體。

媒體策劃優質活動可以有效地把讀者關注度從媒體的內容產品延伸出去，鞏固核心受眾、凝聚松散受眾、吸引邊緣受眾。①報刊舉辦各類公益、娛樂、服務性的活動，提高讀者的參與度，為讀者提供有效的“增值服務”，成為報刊凝聚忠實讀者的一張“王牌”。

二、活動創造“兩個效益”

報刊的讀者活動，有利于塑造報紙社會形象、展示報紙個性特色，在報紙經營中也有著不可替代的作用。通過開發和挖掘，不少報刊主辦的活動獲得了較好的“經濟效益”?！按祟惢顒?，實際上就是把經營讀者落到實處：為讀者找到消費對象，為廠商找到目標人群?！雹谝恍I界專家將活動營銷與報紙的賣廣告、搞發行相提并論，稱其為報紙的第三次售賣。

近年來，在國內一線城市的房展會上，不少海外項目吸引了眾多投資者的目光，在今年北京春季房展會上來自30多個國家和地區的約130個項目成為房展會的重頭戲。為了讓更多的南京市民了解海外房地產項目，幫助他們實現海外置業，《南京日報》策劃、主辦了第一屆海外房展博覽會。推出美國、加拿大、澳大利亞、德國、荷蘭、瑞士、西班牙、斯洛伐克、塞浦路斯、新加坡等十余個國家的近千套房地產項目，為海外樓盤和市民之間搭建了一座便捷的橋梁，為市民提供充裕的買房選擇空間。

在報刊這類舉辦的活動，常常包含著報刊與生俱來的特殊功能——責任感和公信力。如在《南京日報》主辦的“2011南京日報慈善公益行動啟動儀式”暨“2010南京地產風云榜頒獎盛典”上，南京一大批房地產企業紛紛解囊，與南京日報慈善公益行動一起扶貧濟困，為困難群體送去溫暖。

報刊的重點活動策劃將“社會效益”和“經濟效益”結合在一起，增強了報刊的權威性和公信力。資深報人崔恩卿說：“社會活動是報紙營銷的一個手段，可以使報紙迅速在特定人群或特定地點形成前所未有的影響，使報紙的品牌深入人心。③

三、活動創新版面優勢

在自媒體環境中，人人都是記者。報刊是否能手握高質量的創作隊伍，版面內容是否能“快人一步”、“高人一籌”，是其生存發展的重大問題。

2011年《金陵瞭望》雜志社發起了“南京市人文綠都城市形象攝影大賽”，活動以南京秀美的自然風光、深厚的文化底蘊、優良的人居環境為拍攝對象，用照片反映出南京充滿活力的經濟、社會發展面貌。通過此次大賽，雜志社獲得了近3000張精美圖片，全市300多位高水準的攝影師成為《金陵畫報》的合作攝影師。2012年《金陵瞭望》又與南京市紀委、監察局聯合主辦了“一品青蓮”首屆南京廉政雜文暨小小說大賽征文，至6月征稿結束，共收到全國各地來稿2400余篇，為《金陵瞭望》的創作隊伍建設增添了一批“新鮮血液”。在建立優質創作隊伍的過程中，編輯還摸索出建立作者QQ群、休閑筆會等一系列方法，對作品、人才進行拉動。

在互聯網時代，報刊不能只做版面工作，只由編輯唱主角，還需要讀者的互動參與，才能讓版面更加生動，更有影響力。注重報刊的讀者活動，真正實現讀者與媒體的雙向溝通，是推進報刊版面質量、發行總量、廣告增量的有效手段，為報刊建設成為新媒體環境中的強勢媒體提供有力保障。

注釋：

①徐建華.淺談品牌活動對提升教育類報刊影響力的作用[J].新聞記者，2011年第04期.

篇7

【Key word】 English reading; Schema; interactive; process; model

【摘 要】 閱讀能力的培養是英語教學中重要的一環?，F代英語教學法認為英語閱讀不是被動地接受信息，而是主動化、個人化、而且復雜化的過程。閱讀能力強的人，不僅用“自下而上”的技巧去了解文章里的單詞與句子，也善于用自身所具備的知識與經驗，“自上而下”地推理、預測、并分析文章。相互作用模式和圖式理論強調：閱讀要建立背景知識，閱讀中要訓練推測、分析等認知技巧。因此，本文建議：注重整體性的閱讀教學，鼓勵學生主動認識單詞，讓學生讀完文章后自己提出問題以及謹慎挑選閱讀材料。

【關鍵詞】 英語閱讀；圖式；相互作用；過程；模式

1. Introduction

Reading skill is clearly one of the most important skills， in fact， in many instances around the world we may argue that reading is the most important foreign language skill， particularly in cases where learners have to read English material for their own specialist subject. In the case of education in China， the teaching of English is a major classroom activity not only because it is easier for non-English-speaking teachers to supply an English written text to be read than a spoken one to be understood， but because only reading skill plus a small amount of writing skill is required in the entrance exam which most learners wish to pass. That’s why this paper reviews articles on the research of theoretical and pedagogical issues in reading， hoping to get some inspiration and integrate it effectively into the English reading teaching.

The reading process has famously been described as a "psycholinguistic guessing game"[1] P142 in which efficient readers minimize dependence on visual detail by utilizing background knowledge to make predictions and check these against the text. In this paper， based on the analysis of Schema Theory， the paper will explore its origin， theory and guidance of schema， in the hope of providing some hints to the improvement of teaching and learning.

The paper begins this essay by showing the teaching problems in reading. In the second part of the essay the paper reviews some significant pedagogical and theoretical issues in reading， including Bottom-up Model， Top-down Model and Interactive Model. Then， the Schema Theory is introduced to suggest or accept that something is true so that it can be used as the basis for an argument or discussion and the methods of reading teaching are reviewed. In the third part of this essay the paper presents several recent approaches to teach reading， especially in English context. Finally， several recommendations are made for instructional practices based on what the writer has learned from the literature review.

2. Teaching problems in reading

Reading is an important curriculum. But the traditional teaching method used now does not keep up with the essence of the reading process. The teaching activity is mechanical and cannot meet different needs from learners with several levels and different personality types [2] P68.The main teaching problems in reading are listed as follows:

2.1 Many different contexts for reading instruction

Specialists often seek insight and possible approaches from well-established language theories and researches. However， our language theory may not be completely applied to foreign language reading process because of different situations， motivations and perspectives of foreign language readers.

The basic differences are: first， learners do not have a fully developed phonological system when they begin to read. Therefore， the Bottom-up Models that depend on the learner’s encoding of the text into phonological symbols or internal speech can not be applied directly to the process; second， learners are adolescent or adult learners already literate in native language. They have relatively highly developed native language vocabulary， syntactic knowledge， topical and rhetorical schemata， and varying native language reading strategies. Still for learners， the cultural differences can make the activation of appropriate schemata difficult. The complexity in contexts must lead researchers and teachers to be cautious with their results and with possible suggestions from native language reading contexts.

2.2 Few reading instruction curricula for text structure awareness

A number of studies have persuasively argued that learners’ awareness of formal aspects of language and genre structure enhances their comprehension and inferring ability; [3] P67 however， there are few reading instruction curricula focusing on text structure awareness as a consistent component. Nor is the ability to discuss and teach awareness of text structure well developed in a variety of teaching contexts.

2.3 The difficulty of developing as large a vocabulary in learners as in average

native language academic students

Although reading instructors recognize the importance of a large vocabulary， language skills， academic ability and background knowledge， they admit it is actually impossible for learners to compete with average native language academic students in the development of vocabulary by the end of the secondary school. And the instructors do not improve the method of teaching.

2.4 Reading a lot not being emphasized in most reading teaching

Although extensive reading is useful in learning to read and beneficial to many additional language learning， it is not the central component of reading instruction which stresses the grammar teaching. Teachers still translate all sentences one by one.

In traditional reading teaching， the reading process is described as the “Bottom-up” Model. And the reading activity is also regarded as the process of decoding written symbols， which reforms the author’s thought. So， the traditional reading teaching always emphasizes the grammar. Teachers usually ask learners prepare lessons before class through looking up new words， pronunciation， translation， synonym and so

on.[4] P67

2.5 Reading strategies not easy to be taught

The ability to use appropriate reading strategies and knowing when to use them according to different reading purposes and tasks are very crucial in reading comprehension. However， teaching learners to use strategies that are relevant to varying needs and contexts has been proven to be extremely difficult. Teachers have to make learners into strategic readers rather than teach them reading strategies， which is a major educational dilemma for contexts. [5] P99

Why do these teaching dilemmas exist? In the author’s opinion， both learners and teachers do not realize the essences of reading clearly. So we should review the theoretical and pedagogical issues in reading.

3. Theoretical and pedagogical issues in reading

Researches on reading in a second language， mainly in English as a foreign language， and efforts to improve reading instruction have remarkably grown in the last four decades， especially in the recent 20 years. The following section focuses on different visions of reading process， Schema Theory， and reading strategies.

3.1 Reading process

After collecting and observing the problems arising in the process of reading and understanding， experts and scholars both at home and abroad made plenty of study and demonstration. The following three are the most frequently referred to in reading processing， that is， Bottom-up Model， Top-down Model and Interactive Model.

3.1.1 Bottom- up model

Reading was traditionally viewed as a passive or receptive process in which the reader attempted to decode the intended meaning of the author via recognizing the letters and words as meaningful units. In bottom-up process， or text-based model reading is a process that the reader constructs the text from the smallest units: recogni-zing letters and words， working out sentence structures.[6]P51-52 Carroll defines the bottom-up approach as “ proceeds from the lowest level (the phonological level) to the highest level (the lexical level) of processing in such a way that all of the lower levels of processing operate without influence from the higher levels.” That is to say， the identification of phonemes is not affected by the lexical， syntactic or discourse levels; the retrieval of word is not affected by syntactic or discourse levels and so on. We have some to doubt that a strict Bottom-up Model will provide a comprehensive amount of how we understand language. [7] P53The reader was merely a recipient of information from the printed page and brought nothing to the text. No real interaction took place between the writer and the reader. In brief， it focuses on detailed linguistic forms instead of the meaning of the whole text.

3.1.2 Top-down Model

However， modern research on reading has found the reading process active rather than passive as well as inpidualized and complicated. Reading theorists have proposed many different visions of reading act. In top-down process， or reader-based model the reader makes guesses about the content of a text. Readers draw on their own intelligence and experience-the predictions they can make， based on the schemata they have acquired-to understand the text. [8]P54 In this process， comprehension must take place first and the identification of words comes second. In top-down process， readers use their background knowledge to work on meaning.

In the Top-down Model of reading， Smith and Goodman [9] P252-253 maintain that readers sample the textual cues， make use of redundancies， make hypotheses about what is coming next， activate background knowledge to make predictions about the ongoing discourse， and confirm (or reject) the predictions. However， poor readers are word-bound and unable to use context when they are reading. This reading process is called a “psycholinguistic model” of reading.

The influence of Goodman and Smith’s work led to a new era in reading theory. Research in reading has been done within the psycholinguistic framework. For example， the earliest psycholinguistic model of reading suggests that comprehension results from the interaction of conceptual abilities， background knowledge and process strategies. In addition， many pedagogical models， which advocate pre-reading activities to activate learners’ predicting skills， are also based on this “top-down” view of reading as a psycholinguistic process.

Recently， however， there is a reaction to the overemphasis on top-down view of reading and a reconsideration of low-level processing in context. Severe observations about the top-down view of reading have come from work by reading researchers. Smith， [10] P156 for instance， stresses that readers garner the information from the page rather than through the top-down process. Some studies in reading have found that less proficient readers are word-bound precisely because they are not yet efficient in bottom-up process. No amount of guessing will overcome this deficiency and lead to automatic word recognition. Experts also claim that readers， having weaker linguistic competence， need to attend more to “bottom-up” features than to read.

3.1.3 Interactive Model

Both the models mentioned above have their limitations. In the bottom-up process， if the learner focuses on words and sentences in the text and just prefers to

receive the message， he may misunderstand the writer. There are always dangers of mismatch. The top-down process neglects the importance of lower-level knowledge that the text requires of the reader. So， strict “top-down” theories of reading have recently been replaced in popularity by more “interactive” models of reading. Several reading researchers have found that efficient and effective readers use both top-down and bottom-up strategies operating interactively to aid comprehension. [11] P157-158

The interactive process， which emphasizes reading comprehension， is a disposing

process of language. Meanwhile， never should one overlook the importance of the use of background knowledge and reasoning. The whole process of reading should be a

process during which the bottom-to-top model and top-to-bottom model work alternatively and interact with each other. In this whole process successful readers continue to make use of cues at all levels， from graphphonic to schematic [12]. This Interactive Model reveals the importance of the schemata in the reading process.[13] Many experts and scholars both at home and abroad consider that this point of view balances the relationship between the former two models. Good reading is not a print-free guessing

Game.

3.2 Schema Theory

Schema Theory is a major issue in reading. Schema Theory is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of new experiences [14] P201， which has been found playing a very important role in reading comprehension.

Schema Theory， positing an Interactive Model of reading in which bottom-up process and top-down process of reading occur at the same time， describes how a learner’s knowledge is integrated in memory and used in higher-level comprehension process. [15] P201 The four-fold piding method roughly pides schemata into the following four categories: Linguistic Schema-the ability to use language， especially a foreign one; Content Schema-background knowledge and so on (culture， world knowledge， concepts);Organizational Schema-the structure of reading material and Strategy schema: monitoring behavior on reading process which relates to reading skills， speed， text predictions. What can we obtain from those analyses to the actual reading teaching activities? At word level， we know that the key factor in the process of reading is some key words that can make our learners understand the general idea of the text by using their already existing schemata. For those that learner-readers do not have， the pre-reading activity is absolutely needed. Teachers can ask some questions in relation to the background of the on-going listening text.

However， the pre-reading activity is only part of the solution to the problem of lacking relevant schema. The main problem lies in a good understanding on the target language culture and society. This may be seen as having a same tone in talking about translation theory， while this is the same function that plays in the fact that a good understanding of the cultures of the target-language is the base of fully understanding their languages. Before the differences between nations and countries becoming vague or disappearing， this factor works. One’s experience， after all， is limited. So there is a need for us to encourage our learners to read more about foreign culture (for example， extensive reading) and pay more attention to the differences between the foreign and the things and customs at home.

What is more important is how to stimulate learners’ schemata properly? This relates to the choice of reading text for our learners. Deep cultural related articles should be avoided to the preliminary learners and the process of reading is on the basis of step by step. On the other hand， reading skill at the hand of learners also plays an important role in the process of schema-stimulation. A good reader should be a good clue-seeker， who can get the writing purpose from small hints among sentences sensibly， who is easy to resonate with the text writer， and who is also a predictor in guessing the contents the text will show next. This stresses the reading process is an active activity， instead of a passive one. An active reader uses his or her own knowledge to perceive the intention of the reading text actively against his or her schemata and then finds out the proper connection between the two.

Of course， there are some disadvantages in recent researches of Schema Theory’s application. Now， what we talked most about the Schema Theory is the Content Schema， and of course， this is the common factor that affects the result of reading. However， the other three also have significant effects on our reading teaching， which we would not ignore. Linguistic Schema refers to the ability to use language. Organizational Schema stresses the logic form of a reading article and the Strategy Schema refers to the skills that a learner mastered. The four kinds of schemata are related with one another and the absent of one would cause the understanding inefficiently. With suitable instructions， the learners can develop the four kinds of schemata in a balanced way and only in this way could they reach the maximum result in the process of reading comprehension.

After learning the Schema Theory， we should get more realization about the objectives of reading instruction.

The reading instruction is designed to enable learners to develop basic comprehension skills so that they can read and understand texts of a general nature， to use reading to increase their general knowledge， to decide about their reading purpose and adapt their methods of reading according to this， and to develop the ability to read critically.

The reading instruction should teach basic reading comprehension skills， especially real-life reading skills such as reading for gist and reading for information， develop flexible reading skills(varied according to purpose)and critical reading skills， develop the learners’ knowledge of vocabulary or idiom， reinforce (or even) present certain grammatical features and act as a stimulus for oral or written work later on.

轉貼于 4. Recent approaches to teach reading

The following is recent approaches to teach reading:

4.1 Building background knowledge in the pre-reading phase

Schema Theory has shown that successful readers use prior knowledge of the content of the text to aid comprehension. Therefore， a recent approach to teach reading emphasizes pre-reading preparation of learners in a reading lesson plan. Working with learners before they begin reading a text helps them get more involved.[16] P78 First， learners learn background information to activate useful schemata. Understanding the text’s beginning， learners can then recognize textual landmarks as they meet them. Then， confident learners are more likely to take risks in guessing words’ meanings and anticipate text content. They will be better strategy users while they read. Just as Tierney and Pearson put on the top of the eight suggestions for improving classroom practices， “Be sure to find out your students’ prior knowledge of the topic and text genre before beginning to read，” intelligent selection and preparation before reading can make our students’ reading more efficient and enjoyable.

4.2 Teaching met cognitive skills while reading

The persity of the cognitive process in action as learners read， as well as learners’ awareness of them can be used during the reading act to develop comprehension. The identification of mentalistic functions through the use of self-reflection procedures can facilitate the reading process. In the study of Rod Ellis [17] P86-87， learners， after being trained to “self-observe” and to “think-aloud”， became aware of inefficient processing habits and were able to replace them with strategies that had been taught to them in class.

Teaching the skill of contextual guessing may improve reading comprehension and speed.

4.3 Using cloze to teach reading

The great value of the cloze procedure in language testing has long been recognized. Since using cloze for the teaching of reading gives learners practice in the essential skill of guessing from context， the development of the ability to guess meaning from context is seen as the key to successful reading. This context includes not only the words on the page， but also the reader’s language knowledge about the subject matter of the text being read. By deleting words from a passage on a regular basis， cloze trains learners’ guessing strategies， thus allowing learners， then teachers， and their peers a chance to help learners increase their guessing ability. This increased ability may lead to greater comprehension and also to faster reading speed. Reading speed accelerates because better guessing skill means readers need to spend less time decoding words.

Although the reading teaching has been improved recently， many learners still have difficulty in applying the reading skills while they are reading. We can find it from some examples of English text in postgraduate entrance examination.

2004 Text 2[18] P116

Over the past century， all kinds of unfairness and discrimination have been condemned or made illegal. But one insidious form continues to thrive: alphabetism. This， for those as yet unaware of such a disadvantage， refers to discrimination against those whose surnames begin with a letter in the lower half of the alphabet.

It has long been known that a taxi firm called AAAA cars has a big advantage over Zodiac cars when customers thumb through their phone directories. Less well known is the advantage that Adam Abbott has in life over Zo? Zysman. English names are fairly evenly spread between the halves of the alphabet. Yet a suspiciously large number of top people have surnames beginning with letters between A and K.

Thus the American president and vice-president have surnames starting with B and C respectively; and 26 of George Bush’s predecessors (including his father) had surnames in the first half of the alphabet against just 16 in the second half. Even more striking， six of the seven heads of government of the G7 rich countries are alphabetically advantaged (Berlusconi， Blair， Bush， Chirac， Chrétien and Koizumi). The world’s three top central bankers (Greenspan， Duisenberg and Hayami) are all close to the top of the alphabet， even if one of them really uses Japanese characters. As are the world’s five richest men (Gates， Buffett， Allen， Ellison and Albrecht).

Can this merely be coincidence? One theory， dreamt up in all the spare time enjoyed by the alphabetically disadvantaged， is that the rot sets in early. At the start of the first year in infant school， teachers seat pupils alphabetically from the front， to make it easier to remember their names. So short-sighted Zysman junior gets stuck in the back row， and is rarely asked the improving questions posed by those insensitive teachers. At the time the alphabetically disadvantaged may think they have had a lucky escape. Yet the result may be worse qualifications， because they get less inpidual attention， as well as less confidence in speaking publicly.

The humiliation continues. At university graduation ceremonies， the ABCs proudly get their awards first; by the time they reach the Zysmans most people are literally having a ZZZ. Shortlists for job interviews， election ballot papers， lists of conference speakers and attendees: all tend to be drawn up alphabetically， and their recipients lose interest as they plough through them.

The examinee can grasp the main idea of the article through the extensive reading easily.

In the first paragraph， the sentence--But one insidious form continues to thrive: alphabetism. This， for those as yet unaware of such a disadvantage， refers to discrimination against those whose surnames begin with a letter in the lower half of the alphabet- mentions the phenomenon which the author emphasizes. If readers can realize the word “But” which is stressed obviously， then it is possible to infer that the second and third paragraphs of the article surely prove the first section through massive examples. Then the second and third paragraphs can be skip-read and does not need to be examined carefully.

Comprehending the topic sentence is a good method to hold a paragraph. When readers read the following article， if readers can hold a paragraph’s general idea through utilizing the strategy-seeking the topic sentence， then it is extremely easy to see the first sentence in the fourth paragraph--Can this merely be coincidence？， as well as the last sentence--Yet the result may be worse qualifications， because they get less inpidual attention， as well as less confidence in speaking publicly-- a transitional sentence. Readers can know the fourth paragraph is for explaining the kinds of phenomenon， its origin and the consequences it creates.

In the fifth paragraph， readers also act according to the first sentence--The humiliation continues--and extrapolate that the full text will give further example to disclose the phenomenon of alphabetism lying in human society generally.

Through the above elaboration， readers may realize we cannot read effectively just by grasping sufficient glossary and grammar knowledge， because our memory is limited. We can not take note of the macro structure of the text if we pay more attention to some partial information. [19] P102-103 But we can hold the whole text by reasonably grasping the paragraph’s structure， the skip-reading， as well as advanced reading extrapolation. Then we comprehend the whole text after reading these five topic sentences.

From the above example， we can see that the design of the examination’s questions is by no means to inspect the learner’s response to the glossary. Therefore， the key point of enhancing reading lies in the fact that learners must clearly know the essence of reading process. Learners should dare to use each reading skill to solve the problem. Only daring to attempt and attempting industriously can learners have the opportunity to experience the result. So， in the author’s opinion， taking the following recommendations can help to improve reading instruction and make the instruction depend on the learners’ needs and teaching objectives.

5. Recommendations for teaching reading

5.1 Holistic reading instruction

The research by Devine， [20] P99 clearly shows that gains on discrete point grammar and vocabulary tests correlate negatively with increasing reading proficiency. That is， if language instruction is to have a positive impact on reading performance， that instruction should be holistic or integrative rather than discrete-point skills oriented. Constant close attention to details like pronunciation， vocabulary items， and grammatical points in each sentence does not reinforce skills， which are crucial to efficient reading and comprehension. In the reading classroom， the teacher should not rely on repetition and drill of pronunciation， word identification， vocabulary and grammar structures because these activities may only prepare learners for discrete point tests instead of real reading， and will not aid learners in developing reading competence.

Holistic reading instruction should be emphasized in the teaching of English reading. The teacher should design the corresponding reading curriculum in order to train the ability of holistic reading. The essential target of the trainings that enable learners to manoeuvre the scheme knowledge they have and strengthens the ability of forecast and proving. The ability of forecast is most important. Teachers should teach learner how to find out the topic word/key word in a certain sentence and the topic sentence and topic paragraph in a certain passage.

A holistic reading instruction must be communicative， too. Therefore， the teacher should provide linguistically interesting and situationally appropriate language samples. This might be accomplished through the use of tapes， dialogues， and even carefully screened reading materials which even learners with low language proficiency can follow.

Reading tests should be holistic and integrative， too. They should require learners to use a variety of linguistic and nonlinguistic information in their attempt to understand meaning. The holistic reading instruction can combine the discourse analysis， linguistic information and ability of communication together. [21]

5.2 Reader-generated questions

Questioning has long been used in reading as a tool to facilitate comprehension or after reading in an effort to test comprehension. However， “other-imposed” type of questioning used by the writer or editor of a text， or by the teacher， interferes with the reader’s own agenda as well as with his reading pleasure. David Nunan[22]P99also remarks that teacher-generated questions tend to weaken the learners’ comprehension since the learners’ course evaluation often depends more on their answers than on their comprehension. These findings suggest that the traditional question approach limits learners’ comprehension by having them comprehend only what the questions ask for， the implication being that readers comprehend in a different manner and more naturally when questions are not imposed by others.

5.3 Encouragement of the automaticity of word recognition

Automaticity of word recognition is what foreign language readers are lack of. Therefore， teachers should have learners read as much as possible to develop automaticity. The role of extensive reading is crucial in this respect.

Learners need to read extensively. Longer concentrated periods of silent reading build vocabulary and structural awareness， develop automaticity， enhance background knowledge， improve comprehension skills and promote confidence and motivation. In short， learners learn to read by reading a lot.

5.4 Careful selection of reading materials

Teachers must treat beginning and advanced learners differently as they approach reading materials. Widdowson [23] P135 advocates that preparation to read authentic materials must begin at the intermediate level. Besides， experts [24] P135 find that the more hierarchical the organization of a text， the better the comprehension， recall， and retention of readers. Therefore， teachers should select texts with a very obvious rhetorical organization to cater to learners’ need for clarity. Examples of such discourse patterns in English might be problem-soluting， comparison， and cause-effect expository formats.

Widdowson[25] P135advocates “narrow reading” as another means of selecting text. He argues that the more familiar the reader is with the text， the more comprehension is facilitated. Teachers can develop both reading comprehension and learner self-confidence by giving learners the opportunity to narrow their reading choices to several texts by the same author or dealing with the same context matter.

6. Conclusion

The instruction of reading has often been the main activity in many English contexts. Reviewing so much theoretical issues and instructional literature in reading， understanding the strength and weakness of various approaches to teach reading， and realizing some teaching problems in reading context， the author recommends the reading curriculum should become a learner-centred curriculum. The holistic reading instruction and cognitive skills should be emphasized while reading. The recommendations made here may not be sufficient to meet all the instructional needs of reading. But， it can tell us to realize that the English teacher’s responsibility is to get learners to read as much as possible effectively and enjoyably.

Bibliography

[1] 樓青 英語閱讀模式與自主閱讀能力的培養[J]。 零陵學院學報，2005，（1）

Goodman KS. Reading; A Psycholinguistic Guessing Games[J] Journal of the Reading Specialist 1967

[2] 沈錦坤 任務型教學法在大學英語閱讀教學中的應用[J] 中國成人教育，2005，（3）

[3] 晏微微 吳兵樂 教師在大學英語閱讀策略訓練中的作用[J] 四川教育學院學報， 2005（3）

[4] 同[2]

[5] Devine， J，P. The effects of rhetorical organization on ESL readers. TESOL Quarterly， 18.1984

[6] 謝徐萍 相互作用模式及其外語閱讀教學的啟示[J]。高教探索，2005（3）

[7] David W. Carroll Psychology of Language[M]. Foreign Language Teaching and Research Press Heinle ＆ Heinle/Thomson Learning Asia 2000

[8] 同[7]

[9] David Nunan Second Language Teaching and Learning [M] Foreign Language Teaching and Research Press Heinle ＆ Heinle/Thomson Learning Asia 2001

[10] 胡春洞 戴忠信 英語閱讀論[M] 廣西教育出版社 1998

[11] 同[10]

[12] 葛炳芳res.qzhi.com.cn/detail/632763173150000000/213001.html [Z]

[13] Nunan. D， Designing Tasks for the communicative classroom.[M] Cambridge University Press

[14] 同[9]

[15] 同[9]

[16] 鄔穗萍 運用圖式理論提高學生英語閱讀水平[J] 成都行政學院學報，

2005，（12）

[17] Rod Ellis Second Language Acquisition[M] 上海外語教育出版社，2005

[18] 考研命題研究組 張劍 歷年考研英語{新大綱修訂版}真題解析及復習

思路[Z] 新華出版社，2005

[19] 羅錢軍 語篇宏觀結構分析在閱讀理解中的應用[J] 祈州師范學院學報 2005，（4）

[20] Devine， J.P. Carrel， and E Eskey (eds). 1987 Research in Reading in English as a Second Language.[M] Wshington， DC; Teachers of English to Speakers of Other Languages.

[21] 同[12]

[22] David Nunan The Learner-Centred Curriculum[M] 上海外語教育出版2001

[23] 束定芳 莊智象 現代外語教學-理論，實踐與方法[M] 上海外語教育出版社 1996

[24] 同[23]

篇8

關鍵詞: 英語報刊閱讀 輔助教學 教學模式

一、高中英語教學開發閱讀報刊英語資源的必要性

目前,英語課堂教學主要圍繞教材展開,信息量少,語言輸入有限,不利于知識的擴展,也跟不上當前高考對學生詞匯量的要求。從高考來看,試卷涵蓋大量詞匯,因此要閱讀有關現代生活、社會、文化、科技的文章,提高獲取信息和處理信息的能力。而制約學生閱讀能力的關鍵就在于詞匯量的不足及接近現代生活的閱讀材料的匱乏。因此,多渠道擴大學生的閱讀量和詞匯量迫在眉睫。其次,從多方面調查來看,教師手中的閱讀材料往往陳舊過時、跟不上時代的步伐,題材也較為狹窄。而《21世紀英文版中學生報》圖文并茂,內容豐富多彩、富有時代氣息,貼近學生的實際、貼近生活、貼近社會,符合中學生年齡、心理特征,有利于開拓學生的視野和激發學生的閱讀興趣。因此,我們將它作為課堂教學的輔助閱讀材料。

二、英語報刊閱讀輔助英語閱讀課教學的可行性

(一)新課標的要求

《中學英語課程標準》對英語報刊閱讀課提出了要求學生能閱讀適合高中生的英語報刊和雜志和能閱讀一般的英文報刊和雜志。現行教材中閱讀課都是精讀課,而泛讀是對精讀有力的補充。它既能激發學生的閱讀興趣,又能擴大其詞匯量,使其了解英語國家的文化背景知識。兩者結合起來才能真正提高學生的綜合語言運用能力。

(二)高考的閱讀測試對學生的要求

高考閱讀體裁多樣,內容豐富,且具有一定的實用性。它注重考查學生運用英語的實際能力。例如,高考文章里的長難句及一定的生詞量、涉及西方文化信息的增多,這客觀要求學生的綜合能力。

三、利用報刊輔助閱讀的模式

(一)課上活用

1.讀。我們每周利用課上10分鐘進行趣味閱讀,同時進行限時閱讀,因為它是培養學生閱讀技巧和策略的土壤。(1)略讀,培養學生的歸納和概括的能力。(2)跳讀,使學生快速查找特定信息和細節;(3)細讀,培養學生分析長難句和猜詞的能力,對文章進行深層理解;(4)精讀,要求學生根據背景知識對文章篇章結構有準確的把握。

2.說。設計學生討論任務,如:上海世博會的召開對中國有何意義?從而提高學生的閱讀分析能力和口語表達能力。

3.寫。通過報紙材料閱讀進行寫作也是一個重要的手段。首先可讓學生摘抄美句、美段和美文進行背誦,再要求學生仿寫、改寫和縮寫。有時也可對熱門話題自由寫作。最后以小組形式評選出優質作品展出。

(二)課外巧用

英語教育的任務不僅是傳授英語知識和技能,更重要的是讓學生掌握學習英語的方法,培養他們的終身學習能力和習慣。課堂10分鐘的報刊閱讀目的在于起拋磚引玉的作用,引導學生長久地堅持自主閱讀報刊的習慣。為了及時了解和督促學生報刊閱讀的進展情況,我們從以下幾個方面著手。

1.建立閱讀檔案

建立閱讀檔案不僅是學生個人的閱讀過程記錄,也是教師了解學生自主閱讀的一個重要途徑。如個人閱讀調查(What I know about reading):每周閱讀后,要求學生寫出個人閱讀小結,匯報閱讀情況,形成對自己報刊閱讀過程的形成性評價。

2.報刊內容摘抄

報刊內容摘抄包括:useful words and expressions,good sentences,key words,summary for a certain passage。

以上學生個人報刊閱讀檔案每周一交由老師過目,及時了解、評價并解答,提出進一步的要求,同時也為小組討論提供了內容。

3.成立閱讀學習小組

建立閱讀學習小組促進學生之間互相溝通,凈化學生的閱讀心理環境,取長補短,形成健康的英語閱讀心理機構。7人為一組,選出一組長。教師在閱讀之前,提出學習目標和自學目標,每小組一周內采取組內成員輪流提問形式,小組長把各組員的問題總結起來,大家一起思考討論,最后各小組長匯總不能解決的問題,以便在組際交流時解決這些問題。教師先讓比較成熟的小組代表發言,匯報該組的總體情況并提出疑難,其他學生暢所欲言,各抒己見。這樣,不僅每一位學生都可以盡情地交換各自的看法,提高自學能力和分析判斷等思維能力,而且學生的語言技能提高了,學習潛能和創造力也得到了發揮。學生也從小組合作中培養了團結協作精神。

四、定期評價制度

教師根據報刊內容每兩周對學生進行跟蹤測試或競賽,測試競賽內容包括詞匯檢測、報刊內容填空、句子結構分析、難句翻譯、文章縮寫、段落中心歸納、朗讀競賽等,內容豐富多彩,多方面檢測學生各種能力,并對結果認真分析,作出恰當的積極的評價,讓學生意識到自己在學習過程中取得的進步和受到的激勵,建立自信心和培養成就感,從而愈發提高他們的報刊閱讀興趣。我們根據學生每周上交的閱讀筆記,小組閱讀檢查表格、檢測的成績反饋及個人平時的解決問題能力等,對每個學生進行綜合評價,評出閱讀超人和能手,以此促進學生更加滿懷信心地投入到進一步的閱讀中。

五、結語

許多教師擔心,讓學生進行大量的報刊閱讀會影響學生的升學和畢業考試。實踐證明,報刊閱讀是很好的課程資源和課堂教學的延伸。如果在教學中能夠增加富有時代氣息的閱讀材料,指導學生進行廣泛閱讀,那么,學生的語言綜合能力和閱讀能力必然會得到提高。通過一年多的報刊閱讀探索和實踐,我們發現,有90%以上的學生對報刊閱讀發生濃厚的興趣,分析句子能力、閱讀速度、欣賞水平大大提高,學生的閱讀興趣和能力已經上升到一個比較高的檔次。利用《21世紀英文報》定期閱讀,一方面保證了學生的閱讀量;另一方面滿足了學生閱讀各種題材和體裁文章的需要,同時擴大了其知識面,提高了其參與閱讀訓練的熱情。對英語感興趣的學生比率由原來不足50%上升到90%。我們相信,長此堅持,定將達到甚至超過新課程標準對學生閱讀能力和詞匯量的要求,迅速適應新高考的步伐。

參考文獻:

[1]普通高級中學英語課程標準(實驗稿).人民教育出版社,2003.

[2]康美華.巧用英文報刊,優化閱讀教學.福州教育出版社,2003.

[3]張志遠,董啟明.全國中學英語報刊閱讀教學論叢.北京大學出版社,2005.

篇9

摘 要 制度經濟學為深入研究公司治理問題奠定了理論基礎，包括契約理論、交易費用理論和現代產權理論等。本文主要從制度經濟學的角度分析了影響公司治理效率的因素和我國現階段治理效率不高的制度性原因，并嘗試從中總結并給出了一些切實可行的改進建議。

關鍵詞 公司治理效率 制度性因素 制度缺陷 交叉持股

現代企業制度核心是建立規范的公司治理機制，“公司治理”也成為近百年的主題詞之一。而對于公司治理究竟是什么，現有理論研究并沒有給出無可爭辯的答案。而且，源于公司治理研究方法及研究對象本身都已經發生翻天覆地的變化，“股東利益至上”與“利益相關者”的爭論也未曾停歇，也引發我們的思考：能否尋找新的視角來對公司治理做出更貼切的解釋和整合？本文試圖從制度經濟角度得出一些啟發。

一、公司治理機制中的制度性因素

新制度經濟學有觀點認為：制度是重要的且是可以進行分析的，恰當的制度安排有助于降低復雜系統中的協調成本，限制并可能消除人們之間的沖突。在復雜的社會系統中，大量的社會和經濟生活是由內在制度規范的，但適當的外在制度可以更好地實現內在制度的目標，并有助于推動其向與外部政治經濟環境更為協調的方向演進。高效公司治理需要的外在制度應該是設計規范、精細，有懲罰性條款，并能被強制執行的正式制度。同時，穩定性的外在制度還必須具有前瞻性，代表未來發展方向。

二、影響我國公司治理效率提高的制度缺陷

我國是在20世紀90年代提出的現代企業制度，一出現就有了“一股就靈”的傾向，各個企業爭相改制上市。但低層次的簡單“復制”并沒有給其公司治理帶來預期的深層次變化。按理說，上市公司應是企業中的佼佼者，但顯然在滬深交易所掛牌交易的一千多家公司中真正的績優股卻只是鳳毛麟角。

一方面，國內的公司治理相關的法律法規明顯存在諸多缺陷。“刑不可知，威不可測”，自上而下的外在制度永遠是正式的，對違反制度的行為必然有強制性懲罰。我國目前立法還不能將高管人員真正置于民事責任的約束之下，缺乏相關的民事賠償制度等，僅靠行政處罰既不具威懾力，又不能給受損投資者以補償，導致中小股東的利益得不到保障；法律法規對上市公司退市機制強制力不夠，致使監管中寬容傾向泛濫。

另一方面，更為嚴重的是，我國市場經濟發展歷史較短，高效的公司治理所需的內在制度同樣存在先天不足。在我國，正是缺乏這種與提高公司治理效率密切相關的文化傳統的軟環境，主要表現在：首先，我國缺乏強制執行和主動遵循的文化傳統。這種文化傳統一方面強調執法者必須強制執行已有正式制度，培育市場主體對規則的信任。另一方面強調市場經濟主體對法律法規的主動服從和遵循，實現外在制度內在化，提高執行效率。其次，是我國缺乏健康的股權文化。一股獨大和公司治理水平低是我國公司普遍并存現象，但是這并不意味著他們之間就有必然和內在的因果關系。再次，密切相關的是我國尚未形成有效的誠信機制。外無強制執行的文化傳統，內無健康的股權文化，公司管理者很難有主動服從法律規范的壓力和動力，給予了制度的具體執行者更大的相機抉擇權力，也使其機會主義行為找到了滋生的土壤。

三、解決現存制度缺陷的一些建議

在今后改進公司治理效率的過程中，必須注意以下幾點：

1．要健全股東會、董事會、監事會和經理層，各自職責清晰，依法運作為了讓股東會、董事會和經理之間職責清晰。發達國家公司法中基本沒有像我國公司法這樣分別對股東大會、董事會和經理權力作出列舉的。我們必須從這種“分家分權”式的思維中跳出來。

2．全流通和整體上市可以完善公司治理。通過股權分置改革實現股份全流通，在打通通過資本市場改進公司治理的通道上向前邁進了重要一步，但是全流通本身并不能直接改進公司治理。通過整體上市，消滅上市公司與其母公司之間的關聯交易，來完善公司治理。保證公平交易的治理機制，關鍵是法律上確定控股股東、董事和高管的“公平交易義務”。

3．交叉持股可以改進公司治理。多個友好企業之間交叉持股，長期持有，目的是抵御“外敵”，加強管理層對公司的控制。從股東價值導向的現代公司治理角度來看，這種交叉持股恰恰是阻礙公司治理，而不是改進公司治理的。

通過以上分析可以看出外在制度的缺陷與內在制度的先天不足造成了我國公司治理效率的低下。從某種意義上說，只有滿足了公司治理成本最小化的前提條件，才有進一步通過市場機制提高公司治理效率的可能，否則，改進公司治理效率無從談起。

參考文獻：

[1]Matthews,R. C. O. The Economics of Institutions and the Source of Economic Growth.Economic Journal.1986.96(December):903-918.

[2]柯武剛,史漫飛.制度經濟學:社會秩序與公共政策.北京:商務印書館.2000.

[3]邵東亞.公司治理的機制與績效.管理世界.2003(12).

[4]李維安.公司治理教程.上海人民出版社.2002.

[5]劉漢民.所有制、制度環境與公司治理效率.經濟研究.2002(06).

篇10

閱讀方式的演變

不同的人有不同的閱讀方式和習慣，而習慣和方式會因為環境和技術產品的變化而改變，隨著印刷業的發展和信息的海量增長，人們的閱讀方式在不斷地調整，相應的閱讀行為和閱讀場所也會隨之變化，閱讀中得到的閱讀體驗又會在一定程度上影響到閱讀方式。當前的閱讀方式呈現多元化趨勢，本文粗略將閱讀方式分為傳統閱讀、屏幕閱讀和智能化閱讀，這三種方式是并存的。

1.傳統閱讀

在電子書出現之前的閱讀方式，都是傳統的紙質書籍閱讀。在書籍缺乏的時代，信息也傳遞得慢，常用的方式是精讀。傳統閱讀一般理解為功利性閱讀、深閱讀，有助于開發沉思冥想式的思維。紙質閱讀被很多人稱之為閱讀審美享受，這種體驗遠超過其他閱讀方式。傳統閱讀方式的主要特點是紙質媒體為必要條件。

2.屏幕閱讀

隨著數字出版的發展，人們的閱讀實現逐漸從紙張轉到了屏幕，數字化閱讀大幅提升了人們的閱讀量。數字書籍容量大、易于攜帶、傳播快，給人們的閱讀帶來了方便。但數字閱讀有它的不利之處，依賴于電子書的格式和排版，受制于閱讀終端（屏幕）的選擇，同時人們也普遍認為數字化閱讀為淺閱讀，但這種觀念也在不斷變化。從傳統閱讀到數字閱讀最顯著的特點是介質的變化：從紙質到屏幕。

3.智能閱讀

能隨時隨地滿足閱讀的愿望是人們對閱讀的夢想，這種趨勢就是智能閱讀。在移動互聯網時代，時間間隔劃分越來越小，微閱讀、泛閱讀、移動閱讀等碎片化閱讀要求智能化閱讀。這種方式的最大特點是不受限：時間、地點、介質都不受限，滿足人們的閱讀享受，達到互動。

閱讀終端發展現狀

電子書信息量大、更新快、交互性強，但它的特點是依附各種電子平臺，體現在不同的閱讀終端上。當前的閱讀終端種類繁多，大體上可以歸為以下四類：

1.計算機——iPad

電子書的傳播形式很多，但最初是借助于互聯網傳播的，而計算機是數字閱讀最早的終端設備。隨著技術的提高和材料科學的發展，計算機越來越便攜，功能性的電腦逐漸出現，平板電腦特別是iPad的出現是閱讀體驗的一場革命，支持幾乎所有的數字出版物格式，支持專業的閱讀軟件，但價格較為昂貴。

2.電子閱讀器——Kindle

Kindle的出現從根本上講是一種數字內容的出版，它有自己獨特的電子書標準azw，有自己的電子書渠道，當然它支持兼容PC的閱讀軟件和iPhone的手機閱讀軟件。Kindle采用E-ink技術，不像高亮屏幕那樣傷害視力，有數字閱讀的便捷和大容量，又有傳統閱讀的質感享受，純粹用來閱讀是不錯的選擇。但E-ink的發展還有待觀察。

3.3G手機

手機閱讀將電子書的閱讀體驗帶到了移動的環境中。這種方式能夠更為精準地滿足人們的個性化閱讀需求，獲取各類信息也更為便捷。手機是當今普及最高的終端設備，作為閱讀終端也最為便攜，支持的電子書格式也越來越豐富。但手機存在續航能力不足和屏幕尺寸偏少的問題。

4.智能電視

GoogleTV和AppleTV的推出，使得電視機成為實際意義上的訪問終端和閱讀終端。語音、手勢遙控進行的人機交互體驗是智能電視最顯著的特點，三網融合的發展進一步推進了智能電視的應用，智能云電視的出現更是提供了豐富的閱讀體驗。智能電視能從網絡、AV設備、PC等多種渠道獲得節目內容，通過簡單易用的整合式操作界面，避免了其他閱讀終端操作上的復雜性。

其實，以上的分類界限如今已越來越模糊，手機在向平板電腦方向發展，平板電腦也能移動上網，智能電視擁有開放的平臺，那么在未來，最有可能的是：無論終端的形式是什么，搭載的系統是什么，運營的內容是什么，服務商是誰，都不再重要，重要的是它都能滿足人們的需要——呈現的內容符合預期和隨時隨地上網以及隨時隨地閱讀。

閱讀終端發展趨勢

媒介融合的時代，數字出版的浪潮洶涌而至，作為數字內容產業鏈的重要一環——閱讀終端，迎合了時代的潮流，它的發展走向會在很大程度上影響到數字出版的趨勢。

而未來的閱讀終端無論怎樣發展，它都應該具有以下的特征：

新媒體：符合新媒體發展的特點，滿足層出不窮的新格式的要求。

個性化：人們的個性化需求越來越突出，對閱讀終端的需求也必定是個性化的。

標準化：閱讀終端需要移動互聯，這就需要標準，比如硬件接口、閱讀軟件API。

云屏幕：目前很多廠家提供了云服務，人們所有的數據可以集中在云端，可以分發到不同的終端，不必擔心終端的升級更換帶來的數據內容的遺失。

主題閱讀：在信息泛濫的時代唯一能抓的是主題，閱讀終端要支持基于主題的檢索、歸類和劃分。

安全性：個性化的閱讀終端不僅僅是用來閱讀的內容平臺，還可能是支付、通信等終端，包含很多的個人私密信息，它本身的安全性和移動接入的安全如何保障是一個老問題，也是新問題。

此外，高聚的功能、便攜性、續航能力、開放性都應該是新的閱讀終端不可或缺的特點。

閱讀終端不僅僅是一種產品，也是一個窗口、一種渠道、一種內容平臺，通過它滿足人們隨時隨地的個性化的閱讀需求，這是發展的趨勢。各廠商的盈利模式不是單純的產品，而是硬件+內容，比如Amazon的Kindle就是以內容銷售為主要利潤來源。運營商的營銷策略也是廣做內容，像蘋果的AppStore，數據驅動的產品在不斷地吞噬人們的時間，所以人們需求的是快速精準的主題搜索和定位，內容驅動才是王道。

結 語

無論閱讀終端怎么發展，總會契合人們的閱讀方式，反過來，人們的閱讀方式的變化也總會影響閱讀終端的改變。

技術和應用日新月異，在三網融合、物聯網、云計算等新模式下，閱讀終端充當著非常重要的角色，反過來，閱讀終端也會因為新模式的應用發生很大的變化。

今天，一個芯片能裝下整個圖書館，人們的生活業已被手機、電視、電腦、閱讀器等各種屏幕所占據。當時間被碎片化后，選擇讀什么、怎么讀是每個人面臨的新問題。無論閱讀終端如何變化，人們對閱讀本身和閱讀享受的需求不會變化，在信息海洋里，當浮華過濾之后，沉淀下的優質內容依然是人們關注的焦點所在。

參考文獻：