读读看范文

导语：如何才能写好一篇读读看，这就需要搜集整理更多的资料和文献，欢迎阅读由公务员之家整理的十篇范文，供你借鉴。

篇1

“让我挑选自己喜欢看的书”

孩子成长需要一个良好宽松的心理环境，然而在现实生活中，不少家长对孩子的期望太高，管得太死，不仅影响了孩子的全面发展，也影响了孩子的身心健康。通过调查我们发现，有40%以上的同学最喜欢家长给予他们一个自由宽松的阅读氛围。

“让我们自愿、让我们自愿！”“让我挑选自己喜欢看的书”“让我随心所欲地看，能看多少就看多少”……一句句简洁的话语道出了孩子的心声。从中我们不难看出：一些家长在要求孩子读书的时候，没有考虑孩子的个人感受，一味地将阅读作为任务强加给孩子，以致孩子产生逆反心理。例如：一些家长为了孩子能写出好作文，提高作文水平，一味地让孩子看作文范本、背优美文句等急功近利的做法，严重损害了孩子的阅读积极性。

我们要将阅读的自由还给孩子，在书的选择上尊重孩子的兴趣。

教给孩子的读书方法就有独到之处。他认为引导孩子读书，第一要读经典，第二“一书不尽，不读新书”，第三就是要培养个人的读书兴趣与方向。在第三点上，曾老先生做得特别好。老大曾纪泽不喜欢科举考试，不喜欢八股文，喜欢西方的语言学和社会学，就鼓励他按自己的兴趣方向去读书。对于老二曾纪鸿，就更是这样了，他努力培养曾纪鸿研究数学的兴趣。看来，对书的爱好因人而异，有人喜欢大江东去的豪迈，也有人喜欢小桥流水的细腻。不要逼着孩子读他不喜欢的书，否则就会适得其反，造成孩子对书的厌恶。

当然，给孩子预留充足的阅读时间也是很有必要的。英国著名青少年文学大师艾登·钱伯斯认为，在所有影响阅读的因素中，阅读时间是第一位的。所以，家里要留出固定的阅读时间。比如每次作业完成之后，每个双休日的下午，每次睡觉之前，让孩子持续、安静地阅读半个小时。这样，到时间就阅读，幼小的心灵沉浸在另一个世界里，久而久之，就会形成阅读习惯，把阅读当成乐趣。

“与爸妈一起读书的方法我最容易接受”

孩子的模仿能力是很强的，孩子和父母一起读书，甚至一起读一本书，交流感受，可以让书香洋溢整个家庭。在调查过程中，我们发现，有25%的孩子喜欢亲子共读。“爸爸拿一个小时出来，跟我一起阅读一本书，给我讲解一些我不懂的词，这种方法我最容易接受。”“与妈妈一起读书，一起思考的方法我最容易接受。”孩子们直言不讳，道出了自己的心声。令人欣喜的是：家长们也认为，亲子共读是培养孩子读书兴趣的重要方式之一，真是不谋而合。

看看孩子们描写的亲子阅读的场面吧。

幸福一刻

六（11）班 朱新桐

我一直爱看书，经常为书和爸妈进行沟通交流，我清楚地记得，就因为那次沟通，让我爱上了文言小说。

晚上，我拿出了爸爸极力推荐的《三国演义》，听说其中“温酒斩华雄”挺精彩的，欲拜读拜读。看了半天，因是文言文，所以对文章情节也只是略知一二，问题却“溢”满脑海。我找来看报的爸爸，问：“既然关云长武功了得，为何不直接写他与华雄的武打场面，这样读起来不更脍炙人口吗？”爸爸推了推眼镜，说：“这里面其实写了‘其酒尚温’，简单一个‘尚’字，就形象地把关云长的武功高强体现出来。古文的魅力就是在这简洁精练，耐人寻味上，你可要好好品味品味啊！”我恍然大悟，对老爸拥有如此渊博的知识感到敬佩，赞道：“嗯，言之有理，言之有理，小女实在佩服，佩服啊！”父女俩的欢声笑语回荡在屋内，这和谐美好的画面让我觉得快乐，幸福。

幸福一刻

五（11）班 刘菲雅

星期天的午休，是我和妈妈一小时的亲子共读书时间。

今天，我们并肩坐在柔软的沙发上。我拿起《小公主》津津有味地品读起来，有趣而富有诗意的文字紧紧吸引着我们的眼球，我的心情也随着主人公的喜怒哀乐变化着。

正当我沉浸在故事里，妈妈突然发问：“你怎么看书中的主人公？”我心里早已经有答案，不假思索脱口而出：“她是一个敢于同恶人做斗争的好女孩。”妈妈却反驳道：“我认为她是一个有同情心的女孩。”这个问题搞得我们争论不休，最后我“一锤定音”：“她是一个好女孩。”妈妈笑了。“对，我们虽然表达不一样，但有异曲同工之妙。”我有一种前所未有的胜利感。

温馨的60分钟很快就过去了，我回味着那幸福的时光，我觉得我和妈妈真是心有灵犀一点通啊！

事实证明：如果能有一位值得信赖的、很有经验的成年阅读者帮助和示范，孩子会读得更多更流畅。共同讨论可以是随机的，饭桌上，散步时，逛超市，都可以讨论。讨论作品的人物，讨论作品透露的信息，讨论作者的语言等等。实际上，孩子在跟你交流的时候，他在回忆、整理、思考。孩子读书时的体会、快乐和你分享，孩子获得了精神的愉悦，表现欲得到了满足，这对提高孩子的阅读兴趣是大有裨益的。

“入睡前轮流朗读我最容易接受”

调查中，还有些孩子提到：最喜欢的就是“听爸爸、妈妈、老师讲故事，讲到处故意‘卖关子’，制造悬念，借机向我推荐这本书”的方法。这种可以激起孩子的好奇心，求知欲，很适合低、中年级学生。

让孩子天天大声读书，家长孩子轮流读给对方听，也是孩子喜欢的方法。有16%左右的同学提出：入睡前轮流朗读我最容易接受。美国教育家杰姆·特米里斯发明了一种阅读启蒙教学法，他认为父母应从孩子很小的时候就养成为孩子朗读的习惯，每天20分钟，持之以恒，孩子对阅读的兴趣便会在父母抑扬顿挫的朗读声中渐渐产生，孩子会逐渐领悟语句结构和词意神韵，产生想读书的愿望，并能初步具备广泛阅读的基础。为了调动朗读的积极性，还可以丰富朗读的形式，比如说分角色读，配乐朗读，对大一点的孩子，也可以找他们感兴趣的内容读给爸爸妈妈听，他们会更加积极主动。

“爸爸让我做读书笔记也让我受益很多。”“不动笔墨不读书”也是一种很好的读书方法，同时也是一种良好的读书习惯。特别是阅读一些经典文学作品的时候，一定要鼓励孩子做读书笔记。

“父母用鼓励、表扬的方法，我最容易接受”

“好孩子是夸出来的”，培养孩子的读书兴趣同样需要适时温馨的表扬激励。

15%左右的孩子提出：“爸妈用了一个记录表，把我每天读书的情况记录下来，一周以后，表现好的会得到一些小奖品。”“爸妈用鼓励、表扬的方法，我最容易接受。”不要吝啬，肯定孩子的努力吧，家长的一句赞美、一支钢笔、一块橡皮……对激发孩子潜力很有效果。

篇2

最近几天，嘟嘟老是咳嗽，她的老妈心疼极了，正好她老妈今天放假，这不，一大早就向嘟嘟的班主任打电话请假了。可是，嘟嘟并不情愿。“凭什么呀，上午我还有一节音乐课呢，（嘟嘟最喜欢上音乐课。）我不去，就不去！”嘟嘟撇起了小嘴。

可他老妈不吃这一套，硬是把她“拖”到了医院。

挂完了号，到医生那去，这都是小事，可他一听说要打针，彻底“崩溃”了。“哇！我不要打针，不要！！！！！”

一番“肺腑之言”后，终于“感动”了医生和老妈，可是......

嘟嘟接过药单子后，又开始“鬼哭狼嚎”了：“妈呀，这么多药，我何年何月才能吃完哪......”

篇3

到了黄四娘家一看，他心里暗暗地赞叹：这花可真多啊！这里真可以说是花的世界、花的海洋。旁边的小路都被这密密麻麻的花给遮住了。五颜六色的花特别漂亮，白的像雪，红的像霞，黄的像金……

花大的如碗口般，把花枝都压弯了，小的花如豆粒般，正在含苞欲放。

当微风一吹，花的香气扑鼻而来。花丛中，蝴蝶正在翩翩起舞，久久不愿离去。

篇4

雪川是我的发小兼闺蜜，我们现在都在清华上大学。

十二年前，雪川的父母出了车祸，不行撒手人寰，留下八岁的雪川在世上。那时，全年级第一的雪川成绩一落千丈，变成了倒数第一，性情也不如从前般活泼，变得沉默寡言，有些木讷。

身为她最好的朋友，我没有坐视不理。我采取的方式是：让她冷静一会，然后让她重拾信心，因为——他的父母在天上看着雪川，相信他们也不希望雪川继续消极下去。

令我没有想到的是，两个月后，雪川依旧消弭。我在下课的时候，决定找她谈话。

“雪川，你不能一直一蹶不振下去，苏叔叔和刘阿姨也不希望你这样。”我苦口婆心的劝说她，她却低着头，一语不发。“雪川，你说话呀，你以前不是一直缠着我，叽叽喳喳地说个不停吗？拿出你以前的勇气来呀！不要像个胆小鬼！不要这样懦弱！”我说着说着，雪川的眼角竟泛起了泪光，我意识到自己刚才的言语太过犀利了。“雪川，我是为你好，你不能再这样下去了！”我继续说道。之后，她终于开口说话了：“我不想吗？程姐姐，我只是，做不到。以前的我，有妈妈疼，有爸爸爱，现在呢？以前的我，随随便便都可以考一百分，现在的我，就算拼尽全力也只能考不及格。。。。。”“你可以换个角度看问题，你的爸爸妈妈虽然不在这世上了，但他们化作了你最喜欢的恒星，永远守护在你身边呐！”雪川仿佛被我一语点醒，又恢复了以前的活力。

篇5

2、进入到了的搜索引擎app的界面中，点击 我的选项

3、进入到了的我的界面当中，点击列表中的 设置

4、进入到了的设置的界面当中，点击 关于我们

5、进入到了的关于我们界面中，点击 搜索引擎支付协议 的选项

篇6

关键词：网络广告；富媒体广告；发展趋势

中图分类号：J524　文献标识码：A　文章编号：1005-5312（2012）33-0286-01

一、活动提升读者忠实度

一个媒体的受众“黏性”是衡量媒体影响力的有力标尺。在互联网时代，受众面对的是成千上万的媒体，媒体间的竞争硝烟四起。如何“黏”住受众的注意力，培养他们的阅读定势，使其成为忠实受众，是当下媒体竞争中的关键要素。

2010年12月底，《南京日报》的教育类副刊《成长周刊》成立了小记者团，在南京青奥组委会大力支持下，打造成以宣传2014年南京青奥会为己任的南京日报青奥小观察员俱乐部，目前小记者已经遍布南京市近百所学校。小记者们先后开展了百余场新闻采访、社会实践活动，如零距离对话两院院士、到天生桥植青奥林等等活动，由《南京日报》资深记者全程陪同辅导，活动后小记者作品择优发表在南京日报《成长周刊》上。这类公益活动针对性强，报社与小记者、读者实现了全方位的联动，不但推动了报纸的发行量，更为《南京日报》带来了年轻的读者群体。

媒体策划优质活动可以有效地把读者关注度从媒体的内容产品延伸出去，巩固核心受众、凝聚松散受众、吸引边缘受众。①报刊举办各类公益、娱乐、服务性的活动，提高读者的参与度，为读者提供有效的“增值服务”，成为报刊凝聚忠实读者的一张“王牌”。

二、活动创造“两个效益”

报刊的读者活动，有利于塑造报纸社会形象、展示报纸个性特色，在报纸经营中也有着不可替代的作用。通过开发和挖掘，不少报刊主办的活动获得了较好的“经济效益”。“此类活动，实际上就是把经营读者落到实处：为读者找到消费对象，为厂商找到目标人群。”②一些业界专家将活动营销与报纸的卖广告、搞发行相提并论，称其为报纸的第三次售卖。

近年来，在国内一线城市的房展会上，不少海外项目吸引了众多投资者的目光，在今年北京春季房展会上来自30多个国家和地区的约130个项目成为房展会的重头戏。为了让更多的南京市民了解海外房地产项目，帮助他们实现海外置业，《南京日报》策划、主办了第一届海外房展博览会。推出美国、加拿大、澳大利亚、德国、荷兰、瑞士、西班牙、斯洛伐克、塞浦路斯、新加坡等十余个国家的近千套房地产项目，为海外楼盘和市民之间搭建了一座便捷的桥梁，为市民提供充裕的买房选择空间。

在报刊这类举办的活动，常常包含着报刊与生俱来的特殊功能——责任感和公信力。如在《南京日报》主办的“2011南京日报慈善公益行动启动仪式”暨“2010南京地产风云榜颁奖盛典”上，南京一大批房地产企业纷纷解囊，与南京日报慈善公益行动一起扶贫济困，为困难群体送去温暖。

报刊的重点活动策划将“社会效益”和“经济效益”结合在一起，增强了报刊的权威性和公信力。资深报人崔恩卿说：“社会活动是报纸营销的一个手段，可以使报纸迅速在特定人群或特定地点形成前所未有的影响，使报纸的品牌深入人心。③

三、活动创新版面优势

在自媒体环境中，人人都是记者。报刊是否能手握高质量的创作队伍，版面内容是否能“快人一步”、“高人一筹”，是其生存发展的重大问题。

2011年《金陵瞭望》杂志社发起了“南京市人文绿都城市形象摄影大赛”，活动以南京秀美的自然风光、深厚的文化底蕴、优良的人居环境为拍摄对象，用照片反映出南京充满活力的经济、社会发展面貌。通过此次大赛，杂志社获得了近3000张精美图片，全市300多位高水准的摄影师成为《金陵画报》的合作摄影师。2012年《金陵瞭望》又与南京市纪委、监察局联合主办了“一品青莲”首届南京廉政杂文暨小小说大赛征文，至6月征稿结束，共收到全国各地来稿2400余篇，为《金陵瞭望》的创作队伍建设增添了一批“新鲜血液”。在建立优质创作队伍的过程中，编辑还摸索出建立作者QQ群、休闲笔会等一系列方法，对作品、人才进行拉动。

在互联网时代，报刊不能只做版面工作，只由编辑唱主角，还需要读者的互动参与，才能让版面更加生动，更有影响力。注重报刊的读者活动，真正实现读者与媒体的双向沟通，是推进报刊版面质量、发行总量、广告增量的有效手段，为报刊建设成为新媒体环境中的强势媒体提供有力保障。

注释：

①徐建华.浅谈品牌活动对提升教育类报刊影响力的作用[J].新闻记者，2011年第04期.

篇7

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

【摘 要】 阅读能力的培养是英语教学中重要的一环。现代英语教学法认为英语阅读不是被动地接受信息，而是主动化、个人化、而且复杂化的过程。阅读能力强的人，不仅用“自下而上”的技巧去了解文章里的单词与句子，也善于用自身所具备的知识与经验，“自上而下”地推理、预测、并分析文章。相互作用模式和图式理论强调：阅读要建立背景知识，阅读中要训练推测、分析等认知技巧。因此，本文建议：注重整体性的阅读教学，鼓励学生主动认识单词，让学生读完文章后自己提出问题以及谨慎挑选阅读材料。

【关键词】 英语阅读；图式；相互作用；过程；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.

转贴于 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 Zoë 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.

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[2] 沈锦坤 任务型教学法在大学英语阅读教学中的应用[J] 中国成人教育，2005，（3）

[3] 晏微微 吴兵乐 教师在大学英语阅读策略训练中的作用[J] 四川教育学院学报， 2005（3）

[4] 同[2]

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

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[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 英语阅读论[M] 广西教育出版社 1998

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[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]

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

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[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.

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

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[24] 同[23]

篇8

关键词: 英语报刊阅读 辅助教学 教学模式

一、高中英语教学开发阅读报刊英语资源的必要性

目前,英语课堂教学主要围绕教材展开,信息量少,语言输入有限,不利于知识的扩展,也跟不上当前高考对学生词汇量的要求。从高考来看,试卷涵盖大量词汇,因此要阅读有关现代生活、社会、文化、科技的文章,提高获取信息和处理信息的能力。而制约学生阅读能力的关键就在于词汇量的不足及接近现代生活的阅读材料的匮乏。因此,多渠道扩大学生的阅读量和词汇量迫在眉睫。其次,从多方面调查来看,教师手中的阅读材料往往陈旧过时、跟不上时代的步伐,题材也较为狭窄。而《21世纪英文版中学生报》图文并茂,内容丰富多彩、富有时代气息,贴近学生的实际、贴近生活、贴近社会,符合中学生年龄、心理特征,有利于开拓学生的视野和激发学生的阅读兴趣。因此,我们将它作为课堂教学的辅助阅读材料。

二、英语报刊阅读辅助英语阅读课教学的可行性

(一)新课标的要求

《中学英语课程标准》对英语报刊阅读课提出了要求学生能阅读适合高中生的英语报刊和杂志和能阅读一般的英文报刊和杂志。现行教材中阅读课都是精读课,而泛读是对精读有力的补充。它既能激发学生的阅读兴趣,又能扩大其词汇量,使其了解英语国家的文化背景知识。两者结合起来才能真正提高学生的综合语言运用能力。

(二)高考的阅读测试对学生的要求

高考阅读体裁多样,内容丰富,且具有一定的实用性。它注重考查学生运用英语的实际能力。例如,高考文章里的长难句及一定的生词量、涉及西方文化信息的增多,这客观要求学生的综合能力。

三、利用报刊辅助阅读的模式

(一)课上活用

1.读。我们每周利用课上10分钟进行趣味阅读,同时进行限时阅读,因为它是培养学生阅读技巧和策略的土壤。(1)略读,培养学生的归纳和概括的能力。(2)跳读,使学生快速查找特定信息和细节;(3)细读,培养学生分析长难句和猜词的能力,对文章进行深层理解;(4)精读,要求学生根据背景知识对文章篇章结构有准确的把握。

2.说。设计学生讨论任务,如:上海世博会的召开对中国有何意义?从而提高学生的阅读分析能力和口语表达能力。

3.写。通过报纸材料阅读进行写作也是一个重要的手段。首先可让学生摘抄美句、美段和美文进行背诵,再要求学生仿写、改写和缩写。有时也可对热门话题自由写作。最后以小组形式评选出优质作品展出。

(二)课外巧用

英语教育的任务不仅是传授英语知识和技能,更重要的是让学生掌握学习英语的方法,培养他们的终身学习能力和习惯。课堂10分钟的报刊阅读目的在于起抛砖引玉的作用,引导学生长久地坚持自主阅读报刊的习惯。为了及时了解和督促学生报刊阅读的进展情况,我们从以下几个方面着手。

1.建立阅读档案

建立阅读档案不仅是学生个人的阅读过程记录,也是教师了解学生自主阅读的一个重要途径。如个人阅读调查(What I know about reading):每周阅读后,要求学生写出个人阅读小结,汇报阅读情况,形成对自己报刊阅读过程的形成性评价。

2.报刊内容摘抄

报刊内容摘抄包括:useful words and expressions,good sentences,key words,summary for a certain passage。

以上学生个人报刊阅读档案每周一交由老师过目,及时了解、评价并解答,提出进一步的要求,同时也为小组讨论提供了内容。

3.成立阅读学习小组

建立阅读学习小组促进学生之间互相沟通,净化学生的阅读心理环境,取长补短,形成健康的英语阅读心理机构。7人为一组,选出一组长。教师在阅读之前,提出学习目标和自学目标,每小组一周内采取组内成员轮流提问形式,小组长把各组员的问题总结起来,大家一起思考讨论,最后各小组长汇总不能解决的问题,以便在组际交流时解决这些问题。教师先让比较成熟的小组代表发言,汇报该组的总体情况并提出疑难,其他学生畅所欲言,各抒己见。这样,不仅每一位学生都可以尽情地交换各自的看法,提高自学能力和分析判断等思维能力,而且学生的语言技能提高了,学习潜能和创造力也得到了发挥。学生也从小组合作中培养了团结协作精神。

四、定期评价制度

教师根据报刊内容每两周对学生进行跟踪测试或竞赛,测试竞赛内容包括词汇检测、报刊内容填空、句子结构分析、难句翻译、文章缩写、段落中心归纳、朗读竞赛等,内容丰富多彩,多方面检测学生各种能力,并对结果认真分析,作出恰当的积极的评价,让学生意识到自己在学习过程中取得的进步和受到的激励,建立自信心和培养成就感,从而愈发提高他们的报刊阅读兴趣。我们根据学生每周上交的阅读笔记,小组阅读检查表格、检测的成绩反馈及个人平时的解决问题能力等,对每个学生进行综合评价,评出阅读超人和能手,以此促进学生更加满怀信心地投入到进一步的阅读中。

五、结语

许多教师担心,让学生进行大量的报刊阅读会影响学生的升学和毕业考试。实践证明,报刊阅读是很好的课程资源和课堂教学的延伸。如果在教学中能够增加富有时代气息的阅读材料,指导学生进行广泛阅读,那么,学生的语言综合能力和阅读能力必然会得到提高。通过一年多的报刊阅读探索和实践,我们发现,有90%以上的学生对报刊阅读发生浓厚的兴趣,分析句子能力、阅读速度、欣赏水平大大提高,学生的阅读兴趣和能力已经上升到一个比较高的档次。利用《21世纪英文报》定期阅读,一方面保证了学生的阅读量;另一方面满足了学生阅读各种题材和体裁文章的需要,同时扩大了其知识面,提高了其参与阅读训练的热情。对英语感兴趣的学生比率由原来不足50%上升到90%。我们相信,长此坚持,定将达到甚至超过新课程标准对学生阅读能力和词汇量的要求,迅速适应新高考的步伐。

参考文献:

[1]普通高级中学英语课程标准(实验稿).人民教育出版社,2003.

[2]康美华.巧用英文报刊,优化阅读教学.福州教育出版社,2003.

[3]张志远,董启明.全国中学英语报刊阅读教学论丛.北京大学出版社,2005.

篇9

摘 要 制度经济学为深入研究公司治理问题奠定了理论基础，包括契约理论、交易费用理论和现代产权理论等。本文主要从制度经济学的角度分析了影响公司治理效率的因素和我国现阶段治理效率不高的制度性原因，并尝试从中总结并给出了一些切实可行的改进建议。

关键词 公司治理效率 制度性因素 制度缺陷 交叉持股

现代企业制度核心是建立规范的公司治理机制，“公司治理”也成为近百年的主题词之一。而对于公司治理究竟是什么，现有理论研究并没有给出无可争辩的答案。而且，源于公司治理研究方法及研究对象本身都已经发生翻天覆地的变化，“股东利益至上”与“利益相关者”的争论也未曾停歇，也引发我们的思考：能否寻找新的视角来对公司治理做出更贴切的解释和整合？本文试图从制度经济角度得出一些启发。

一、公司治理机制中的制度性因素

新制度经济学有观点认为：制度是重要的且是可以进行分析的，恰当的制度安排有助于降低复杂系统中的协调成本，限制并可能消除人们之间的冲突。在复杂的社会系统中，大量的社会和经济生活是由内在制度规范的，但适当的外在制度可以更好地实现内在制度的目标，并有助于推动其向与外部政治经济环境更为协调的方向演进。高效公司治理需要的外在制度应该是设计规范、精细，有惩罚性条款，并能被强制执行的正式制度。同时，稳定性的外在制度还必须具有前瞻性，代表未来发展方向。

二、影响我国公司治理效率提高的制度缺陷

我国是在20世纪90年代提出的现代企业制度，一出现就有了“一股就灵”的倾向，各个企业争相改制上市。但低层次的简单“复制”并没有给其公司治理带来预期的深层次变化。按理说，上市公司应是企业中的佼佼者，但显然在沪深交易所挂牌交易的一千多家公司中真正的绩优股却只是凤毛麟角。

一方面，国内的公司治理相关的法律法规明显存在诸多缺陷。“刑不可知，威不可测”，自上而下的外在制度永远是正式的，对违反制度的行为必然有强制性惩罚。我国目前立法还不能将高管人员真正置于民事责任的约束之下，缺乏相关的民事赔偿制度等，仅靠行政处罚既不具威慑力，又不能给受损投资者以补偿，导致中小股东的利益得不到保障；法律法规对上市公司退市机制强制力不够，致使监管中宽容倾向泛滥。

另一方面，更为严重的是，我国市场经济发展历史较短，高效的公司治理所需的内在制度同样存在先天不足。在我国，正是缺乏这种与提高公司治理效率密切相关的文化传统的软环境，主要表现在：首先，我国缺乏强制执行和主动遵循的文化传统。这种文化传统一方面强调执法者必须强制执行已有正式制度，培育市场主体对规则的信任。另一方面强调市场经济主体对法律法规的主动服从和遵循，实现外在制度内在化，提高执行效率。其次，是我国缺乏健康的股权文化。一股独大和公司治理水平低是我国公司普遍并存现象，但是这并不意味着他们之间就有必然和内在的因果关系。再次，密切相关的是我国尚未形成有效的诚信机制。外无强制执行的文化传统，内无健康的股权文化，公司管理者很难有主动服从法律规范的压力和动力，给予了制度的具体执行者更大的相机抉择权力，也使其机会主义行为找到了滋生的土壤。

三、解决现存制度缺陷的一些建议

在今后改进公司治理效率的过程中，必须注意以下几点：

1．要健全股东会、董事会、监事会和经理层，各自职责清晰，依法运作为了让股东会、董事会和经理之间职责清晰。发达国家公司法中基本没有像我国公司法这样分别对股东大会、董事会和经理权力作出列举的。我们必须从这种“分家分权”式的思维中跳出来。

2．全流通和整体上市可以完善公司治理。通过股权分置改革实现股份全流通，在打通通过资本市场改进公司治理的通道上向前迈进了重要一步，但是全流通本身并不能直接改进公司治理。通过整体上市，消灭上市公司与其母公司之间的关联交易，来完善公司治理。保证公平交易的治理机制，关键是法律上确定控股股东、董事和高管的“公平交易义务”。

3．交叉持股可以改进公司治理。多个友好企业之间交叉持股，长期持有，目的是抵御“外敌”，加强管理层对公司的控制。从股东价值导向的现代公司治理角度来看，这种交叉持股恰恰是阻碍公司治理，而不是改进公司治理的。

通过以上分析可以看出外在制度的缺陷与内在制度的先天不足造成了我国公司治理效率的低下。从某种意义上说，只有满足了公司治理成本最小化的前提条件，才有进一步通过市场机制提高公司治理效率的可能，否则，改进公司治理效率无从谈起。

参考文献：

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

[2]柯武刚,史漫飞.制度经济学:社会秩序与公共政策.北京:商务印书馆.2000.

[3]邵东亚.公司治理的机制与绩效.管理世界.2003(12).

[4]李维安.公司治理教程.上海人民出版社.2002.

[5]刘汉民.所有制、制度环境与公司治理效率.经济研究.2002(06).

篇10

我国民众图书阅读现状

2014年，中国新闻出版研究院的《第十一次全国国民阅读调查结果》显示，2013年我国18至70周岁国民的图书阅读率为57.8%，人均纸质图书的阅读量为4.77本，仅1.2%的国民认为自已的阅读数量很多。我国每年出版的图书超过30万册，户均仅消费了1.75本图书。

我国是目前世界上最大的图书出版国，却是世界上人均图书阅读量最少的国家之.。这既造成了图书资源的浪费，又无法真正提升广大民众的综合素质。其原因在于，伴随着社会的快速发展，广大民众的知识需求、阅读心理、阅读方式、阅渎习惯发生了翻天覆地的变化，而图书出版业固守传统的图书出版模式，缺乏图书营销意识，由此造成图书出版与人众阅读之间的“断层”。

我国民众的图书阅读特征

1.越来越依赖于电子媒介的图书阅读功能。据《第十一次伞国国民阅读调查结果》，我国成年国民数字化阅读方式接触率首次超过半数，超五成的成年国民认为自己的阅读数量较少。网络在线阅读和手机阅读成为两大主要数字化阅读力式，已远远超出了纸质图书。正如英国剑桥大学社会学博士马啸所说：“社会节奏不断加快，人们生活方式也发生了明显的变化。每个人的‘碎片时间’越来越多。用户随身携带的移动终端，使他们能够随时随地利用‘碎片时间’进行阅读活动，从而为用户节省了大量时间。”

2.从“读书”到“读图”转变。面对较快的生活节奏和强大的工作压力，更多人希望从便捷、直观、轻松的图书中获取知识或者进行消遣娱乐，尽量减少逻辑推理、观点总结、抽象思索的时间。此种阅读心理使各种各样策划出来的“畅销书”大行其道，也使图书内容从单纯的文字转向了图文结合，甚至是单纯的图片图书，比如漫画、成人绘本、画报等。英国学者迈克 费瑟斯通将此种由“读书”到“读图”的转变称为话语文化向形象或影像文化的转型，并将此视为后现代主义环境中普通大众图书阅读的重要特征与主要发展趋势之一。

3.内容需求的个性化特征越来越明显。当前，我国图书出版业的蓬勃发展，尤其是新媒体的快速发展和广泛普及，逐渐激发了人们对个性化图书的关注与满足。不同年龄段、不同文化背景，甚至是不同生活环境、工作环境中的人们对于图书内容、图书形式的需求呈现出鲜明的差异，并根据个人的需求和消费心理来选择和阅读。在此情况下，出版社必须注重图书的针对性，为目标消费者“量身定做”图书，获得消费者的认可，达到图书营销与知识传播的目的。

4.容易受到大众媒体的影响。图书出版业的蓬勃发展，虽然为人们提供了丰富的、多样化的图书，但同时也为人们带来了选择的困扰，如何选择一本适合自己的高质量、高水平的图书，成为人们面临的一个重要问题。在此情况下，广大民众非常容易受到广播、电视、报纸、杂志等大众媒体的影响。这充分说明了图书营销、图书宣传在推动图书普及、提高全民阅读水平过程中的重要价值。

提高图书出版质量，带动全民阅读

图书出版作为知识的源头，决定着人们的阅读内容、阅读方式、阅读习惯，最终影响人们的文化知识素养。创新和变革图书出版思想、出版模式是推动全民阅读发展的关键。

1.推动数字出版产业的发展。当前的图书出版主体应迎合市场趋势，加快发展数字出版产业。首先，传统的图书出版主体可以通过开设图书网站的方式，以较低的价格向读者推送一点精品的电子图书作品，从而方便其在各种移动终端上的图书阅读活动。其次，传统的图书出版主体可以与门户网站进行合作，将数字图书的版权转售给_这些网站，从而利用这些网站平台丰富的读者群，实现数字图书的大量销售和广泛传播。再次，传统的图书出版主体还可以与亚马逊、汉王之类的电子书媒介制造商和运营商进行合作，从而拓展电子书籍的营销渠道，扩大其传播范围，方便广大民众的书籍下载与阅读活动，从而逐渐提高广大民众的思想文化素质。

2.加强图书策划活动。当前的图书出版活动拥有清晰的活动过程，尤其是拥有鲜明的活动目标，即实现图书的销售与传播，并据此提高广大民众的思想文化素质。而且当前的读者在图书消费过程中表现出明显的个性化特征，因此，图书出版主体应当加强策划，在深入分析目标消费者的内容需求、阅读特征、阅读习惯与阅读心理的基础上，设计图书的具体内容、图书形式等，迎合消费者的阅读需求，实现销售的增长。

3.重视图书的营销宣传。图书出版产业在策划、制作、出版经典图书时，还必须重视营销宣传活动，比如利用广播、电视、报纸、杂志、网络媒体来宣传新书；召开会、推介会，向目标读者群推荐优秀的图书，利用名人效应来宣传、推广图书等，最终扩大图书的知名度和影响力，激发读者的购买与阅读欲望，并刺激其实施最终的购买行为等。