新媒体环境下智慧化阅读推广研究——以重庆第二师范学院为例

开展智慧化阅读推广,紧跟时代步伐,有效提升读者多重阅读体验和满意度,增强智慧化阅读推广的价值,促进智慧化阅读推广服务的有效化、规范化、科学化、常态化、长期化发展,已成为当前阅读推广研究中一个重要的切入点。文章基于智慧化阅读研究,结合"新媒体"高新技术环境,提出智慧化阅读推广的内容分析、具体实施、环境构建、推广评估与效果、推广改进等几个方面组成的以读者为中心的核心服务体系。本文分析了智慧化阅读基本方面,以我校图书馆实际运用推广效果,智慧化阅读存在的优、劣势及相应的对策。     

A supplemental computer-assisted intervention programme to prevent early reading difficulties in Spanish learners: A stratified random control trial

Difficulties in implementing effective instruction for at-risk students arise from two challenges: the transfer of evidence-based knowledge and the lack of economic resources. Computer-assisted programmes offer a suitable solution, providing quality instruction using low-cost resources. Thirty-two first-grade students with early learning difficulties were identified and paired based on at least three of the pre-intervention reading measures (reading efficiency of monosyllabic and disyllabic items, words, pseudowords and text reading speed). Each pair was assigned to one of two different intervention programmes: a computer-assisted intervention programme (CAIP) focused on syllables or the programme provided by the Spanish State School Assistance Services (SSAS). Every week, the CAIP participants received in pairs four 15-min training sessions on syllable decoding plus one 30-min group comprehension session. The CAIP was delivered by trainee students. The SSAS programme typically consisted of a 1-hr individual or in small groups sessions per week delivered by trained practitioners. Both programmes were administered for 11 weeks. The CAIP intervention showed better results than the SSAS intervention for both decoding and comprehension, with moderate to large effect sizes.     

The effectiveness of adaptive versus non-adaptive learning with digital educational games

For the training of academic skills, digital educational games with integrated adaptivity are promising. Adaptive games are considered superior to non-adaptive games, because they constantly assess children's performance, and accordingly adapt the difficulty of the tasks corresponding to the children's individual level. However, empirical evidence with regard to the effectivity of adaptive compared to non-adaptive games is limited. A study was conducted with 191 children from the third year of Kinder garten who were enrolled in one of three conditions, that is, playing an adaptive version of the reading game (RG), a non-adaptive version of the RG or training with pen-and-paper exercises. In all three conditions, children trained emergent reading (phonological awareness and letter knowledge) once a week for 30 min over a period of 5 weeks. Children's performance on cognitive (phonological awareness, letter knowledge, reading fluency) and non-cognitive (motivation, self-concept) factors was assessed. Results revealed a significant improvement in phonological awareness and letter knowledge in all conditions. However, no differences between the conditions were observed with respect to children's improvement on phonological awareness and letter knowledge or on their post-test scores for reading fluency. With regard to motivation and self-concept, again, no differences in these non-cognitive factors were observed across conditions.     

Effects of timing of formative feedback in computer-assisted learning environments

This study examines the effects of timing of corrective formative feedback on processing text information on question-answering. Undergraduate students read an expository text and answered questions in two attempts. Students were randomly assigned to a no feedback, immediate feedback and delayed feedback conditions. Students in the feedback conditions received feedback on the correctness of their answer after the first attempt and were informed about the right answer after the second attempt. Students were prompted to restudy the text after failing in their first attempt. However, students in the no feedback condition were just prompted to search the text. All students were tested on question-answering, corrective probability and a post-test cued-recall test. Results showed that: (a) feedback reduced the initial time reading the text; (b) feedback increased performance on question answering and cued-recall; (c) delayed feedback produced no advantages over immediate feedback. Theoretical and practical implications of these results are discussed.     

微波程序消解—加标浓度直读法测定芝麻、花生、核桃中的钙

为建立一种快速简便、准确测定食品中钙的新方法,选用坚果为样品,微波程序消解后,采用离子选择性电极加标浓度直读法测定钙含量。结果表明:钙电极的转换系数为98.61%,相对标准偏差均小于4%。该法测定简便快速、读数直观、成本低廉、样品用量少,为食品中钙的测定提供了一种全新的分析技术,有较强的创新性和推广应用价值。     

BIM技术在建筑构造和工程识图教学中的应用

利用BIM软件建立适合教学的中小型工程图纸三维立体模型,应用于对建筑构造的理解和工程图识读的教学,改革传统教学模式,逐步从以往抽象、枯燥的学习模式转变借助计算机展示、生动立体为主的学习模式,适应专业的社会需求。     

北方工业大学公共阅读光环境测量与分析

本文通过对北方工业大学教室、图书馆等环境中照度、照度均匀度等光环境参数的测量与计算,对该校公共阅读光环境进行了评价,并提出了照明改进方案．     

江南古镇空间的多重阅读与思考

对江南古镇空间进行多层面、多视角阅读，如以之作为文化遗产、作为历史体验、作为叙事场所、作为影像再现等。在此基础上对古镇的发展与保护中存在的两种价值观念进行反思，进而指出：只有理解古镇空间中的人文生活，才能理解古镇空间的价值与意义。古镇的发展与保护也应迈向人文化的道路。     

基于实践能力培养的工程识图课程教学体系优化研究

工程识图是一门实践性较强的专业基础课,也是学生从事工程施工和工程造价工作的基础。在教学过程中,应注重学生实践能力的培养,优化课程的教学体系。文章从教学内容、教学方式、考核形式等方面阐述了提高学生识图能力的措施和方法。     

Reading Through a Plan

Problem: Planners may read plans often, but the profession continues to view the interpretation of plan content as something that is either too obvious or too unimportant to require explicit discussion. Plans are seldom adequately interpreted. This is regrettable because plans contain a rich variety of content and meaning.

Purpose: This article calls for planners to “read through” plans, not just to grasp their essential ideas or the means of implementing those ideas, but also to perceive additional levels of meaning relating to a) a plan's place within a larger intellectual sphere, b) a plan's statement on the social and political values of the time, and c) a plan as a part of the history of the planning profession and the life of cities.

Methods: I propose a visual approach to plan reading descended from Panofsky's (1939 Panofsky, E. 1939. Studies in iconology: Humanistic themes in the art of the Renaissance, New York, NY: Harper and Row.  [Google Scholar]) theory of iconology and use this to examine three very different plans that describe different size cities (small, large, very large) during different periods over the past 80 years (the 1930s, 1960s, 2000s). I analyze three levels of meaning in each plan: its factual meaning, or “plain sense” (Mandelbaum, 1990 Mandelbaum, S. J. 1990. Reading plans. Journal of the American Planning Association, 56(3): 350–358. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]); its contextual meaning, or relation to political, social, economic, and physical conditions; and its temporal meaning, or setting within the scope of observations made by other plan readers in the perspective of elapsed time.

Results and conclusions: Factual readings show that information may be found in diverse aspects of a plan document, from seemingly superficial aspects like its cover to unarguably central elements such as recommendations. Factual readings depend on understanding the relationships among different elements, and reveal information about the plan and its framers that may not otherwise be readily apparent. Contextual readings show us that plan recommendations are as much a product of contemporary conditions and norms as they are of plan-specific “survey and diagnosis” (Nolen, 1936 Nolen, J. 1936. Comprehensive city plan for Dubuque, Iowa, Dubuque, IA: City Planning and Zoning Commission.  [Google Scholar]). This raises the question of whether plan quality is to be judged only in terms of skillful execution of concerns of the day or whether innovation is also important. Temporal readings reveal that plans and planning have changed dramatically over time, simultaneously confirming and questioning the conventional wisdom of planning history.

Takeaway for practice: Many planners read plans on a regular basis, and plans continue to constitute the major printed currency of the planning profession. Both plans and planning will benefit if planners become more discerning readers of the profession's principal idea vessels. Formal plan interpretation is rare, but each planner can become a better plan interpreter.

Research support: None.