智能化时代传统媒介新闻理念的演进与方法创新

在新闻智能化传播的环境下,传统媒介的新闻信息资源理念发生变化,智能算法成为新闻信息资源获取和开发的重要手段。智能化传播的新闻信息价值判断,建构了新闻事实信息-社会数据信息-用户需求信息三位一体的新闻信息价值确认系统,体现了智能化新闻信息价值理念的特殊追求。新闻信息生产流程中人工智能系统与新闻传播者形成特殊的生产关系,新闻信息生产理念强调人机协作与共处,由此产生新闻报道视野和新闻产品形态的变化。智能化的新闻发布机制,促进了新闻信息的多渠道推送和分散化传播,也有力推动了传统媒介新闻信息传播理念的智能化转变。     

Exploring an intervention’s impact on everyday school activities

The focus of this paper is on a group of pupils with reading and writing difficulties who have been participating in an intervention study using assistive technology. That intervention study contained supervised training sessions with reading and writing tasks using an iPad with special supportive applications. The current study is a qualitative investigation of whether there has been any transfer from the intervention, to the pupils’ everyday school activities. Interviews with pupils and their teachers and observations during classroom lectures have been used to collect data. The results show that the pupils were positive to the assistive technology (the applications on the iPads), they found the apps easy to learn how to use and they appreciated the benefits they could give. Even so, only a few of the pupils had found use for and continued to use the tools after the intervention period finished. Possible reasons are that when the novelty wore off, students reverted to their usual study habits and that older students with many teachers and different classrooms were less able to adapt to using the apps. To improve transfer, it is suggested to introduce assistive technology earlier to students, in the younger grades, before study habits have been formed and to inform teachers about the use of AT in the classroom, including what is available and how it can benefit students.     

智能手机时代高职生英语自主学习模式的探析

智能手机在资源和功能等方面为高职生利用手机自主学习英语提供了条件保障。高职生可以充分利用手机学习英语,提高兴趣,改良习惯,丰富知识,提高技能。在利用手机学习英语时要注意充分发挥自主性,自定目标,自选内容,有效自学,同时利用手机将自主学习与听课衔接起来,加强交互式协作学习。利用手机学习英语要制定切实可行的学习方案,其效果可以通过形成性评价方式进行自测。     

Children's responses to the interactivity of storybook apps in family shared reading events involving the iPad

This paper reports on some data on the effects of screen‐based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2‐year, small‐scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts.     

A Brief Investigation of Pre-reading Exercises in SEFC

As in reading teaching, schema theory has long been taking a dominant part. According to this theory, English teachers can help the students to call up their prior knowledge by placing an emphasis on a...     

初中英语过程写作法教学模式探究

在单元教学中,指导学生围绕词块、句群以及篇章结构,运用所学知识,就同一主题不同角度进行写作练习,掌握写作策略和技能,充分发挥评价的激励作用,提高学生写作水平。     

论阅读教学中“教”“学”主体的转变

在应试教育的大背景下，阅读教学已经异化为应试教学，沦落为应试教育的手段。阅读教学要做到优质高效，并对整个小学语文教学起到重要的拉动作用，必须实现由“教”到“学”的主体转变，即课堂教学要由从以教师“教”为中心转变到以学生“学”为中心。只有经历这样的转变，阅读教学才能实现质的跨越。     

普通话教学中朗读环节易见的口语语感问题及解决方法

在普通话教学中,朗读是学生最容易出现口语语感问题的环节,最常见的口语语感问题是停连不当、重音不准确、节奏把握不当。学生无法做到完全的情景再现,对内在语把握不准,情感运动不到位和过于关注细节是造成上述问题的主要原因。可以通过体验式感受、情景式教学、表演式表达以及暗示教学法帮助学生解决朗读中的口语语感问题。     

Adult EFL Learners’Motivation in Reading

In the enthusiastic trend of English learning, an abundance of work is contributing to practical assistance to adult learn-ers in contrast with the paucity of attention on the learners’psychological ba...     

文化背景知识与大学英语阅读教学

阅读能力在《大学英语教学大纲》中是第一层次的要求。掌握文章相关的文化背景知识对于学生正确理解文章内涵，提高阅读能力有很大的帮助。在大学英语阅读教学中应把文化背景知识的传播融入教学的始终。