一個教小朋友讀英文書的 BLOG

各位家長, 發現了一個 BLOG ，分享好多教小朋友讀英文書的資料(如書店地址, 推介叢書等)
作者是三子之母英語教學碩士，有15年中學及大專英語教學經驗

http://read4kids.blogspot.com/

≪教孩子成為閱讀高手≫ 擇要

Dear friends,

我近來看完由韓國作家寫的≪教孩子成為閱讀高手≫，有很著。

有興趣可看看我寫的擇要。

Benny

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書名：教孩子成為閱讀高手
作者：南美英 (韓國)
出版日期： 2006年05月20日

1. 為什麼要閱讀
a. 樂趣
b. 思考力更加發達，因閱讀是「言語性的推測遊戲」
c. 提升 EQ
d. 找到可依靠的價值觀
e. 可能內心「散散心」

2. 什麼樣的書是好書
a. 永遠且普遍的價值觀 (i.e. 十歲, 廿歲, 三十歲, 四十再看到覺得好看、很值得, 就是好書)
b. 成長的故事 (e.g. 英雄傳紀: 分離 -> 難苦 -> 成功 -> 回鄉)
c. 探索故事 (神話、偵探、科幻)
d. 上升動機 (洗滌不安, 痛苦或徬徨, 引導進入幸福世界, e.g. 醜小鴨)
e. 能傳達感動的教育 (帶出人生中需要的哲學)
f. 暗示性的開始, 與具有想像空間的結局 (e.g. Alice in the Wonderland)
g. 與眾不同的主角 (e.g. 湯姆歷險記)
h. 簡明的對等式文章 (i.e. 不是教訓式)
i. 與讀者一同參與的作品 (e.g. 「林肯他總是穿著露出腳踝的褲子」比
「林肯是個高個子，他雖然家境貧寒，但他有著不奢侈，也不會憤世嫉俗的個性。」更能給讀者聯想空間)
j. 好的插圖
k. 美麗的裝訂

3.1 閱讀的三個階段
1. 準備的階段
2. 理解/解讀的階段
3. 感想的階段

3.1.1 準備的階段 - 閱讀準備度
a. 文化方面的準備度 (e.g. 家庭及朋友對閱讀的看法)
b. 心理方面的準備度 (i.e. 對於要看的書籍的興趣與好奇心的程度)(訓練法：看書名/封面後, 試想像作家與內容; 快速翻閣書籍, 透過看到的插圖想像內容)
c. 環境方面的準備度 (e.g. 室溫, 噪音, 照明)
d. 身體方面的準備度

3.1.2 準備的階段 - 唸出聲音法 (逐隻仔逐隻仔讀 )
好處一：提昇正確的辨讀文字的初期閱讀力
好處二：協助孩子迅速進入書籍的世界

3.1.3 準備的階段 - 讀默法 (逐段逐段看 )

3.1.4 準備的階段 - 培養語彙力
(e.g. 「花」字, 初小學只會聯想到自己喜愛的花, 高小會聯想到花會讓人變得溫柔)

提昇語彙力的方法
a. 長期持續性的閱讀
b. 與很多人談話
c. 任何事都用話語來指示
d. 邊散步邊問問題
d. 把孩子的不完整句修改為完整的語句
e. 玩語言遊戲 (e.g. 文字接龍)
f. 查字典, 同時學用法, 同意字, 反意字

3.2 解讀是一種只要 訓練就可以提昇的技能。不同的資料與目的，有不同的解讀閱讀方法。

3.2.1. 解讀的方法：故事內容的讀法 (即將書中內容按時序重新排列, 簡易的理解及記取)
- 如何訓練故事內容的讀法：給小孩圖書後說出內容。如不能,
提示「什麼時候？在哪？誰？」。或讓孩子用筆記下，以連環圖方式表現。或試編一個按時序的故事。或看布偶故事後說出故事。
3.2.2. 解讀的方法：要點的讀法 (判斷要點，如內容、主題、人物個性)
- 如何訓練要點的讀法 (從故事中選出不重要的單字或字句。或選出重要的單字或字句。寫下要點講給他人聽。用重要的單字做summary)
3.2.3. 解讀的方法：簡略的讀法 (如讀報)
3.2.4. 解讀的方法：濃縮法 (將一篇內容濃縮成一句或幾句的能力)
3.2.5. 解讀的方法：分析式的讀法 (把看起來好像統一的概念或事物, 分解成不同屬性或要素後再去理解的一種思考方式)
3.2.6. 解讀的方法：關連讀法 (邊閱讀邊整理內容中心的構想，或重要概念之間的意義關係)
3.2.7. 解讀的方法：結構化讀法 (瞭解內容的想法結構)
3.2.8. 解讀的方法：文章脈絡的讀法 (由單字前後的形容/動詞來解釋字意)
3.2.9. 解讀的方法：快速讀法 (e.g. 簡略讀法, 預測法, 單字讀法, 句讀法, 跳讀法)

3.3. 感想的階段 (解讀後進一步自我思考，自動創造意義，並加以推論論、想像)
- 小二就有能力發表感想
- 提升想像力的方法 (a. 選感人肺腑的作品, b. 用言語來表達)

3.3.1. 感想階段：感覺式的讀法 (閱讀時, 感覺人物的心情, 把人物的行與與自己的經驗連接, 想像背景與場面)
3.3.2. 感想階段：想像式的讀法 (想像場面, 場景, 氣氛, 個性, 長相, 表情, 態度, 行動, 服裝, 顏色, 樣式, 大小,
觸感, 聲音, 重量, 天氣, 距離, 寬度, 未描述的一切, 發生事情前的情形)
3.3.3. 感想階段：推測式的讀法(ask Why, If not, so..)
3.3.4. 感想階段：批判式的讀法 (依據標準和基準, 判定對與錯, e.g. 是否真實, 妥當, 各章節的位置放是是否恰當, 主觀性還是客觀性的作者)
3.3.5. 感想階段：創意式的讀法 (把有疑問的地方做記錄, 找出遺漏的事項並補充, 聯想故事發展, 閱讀後想像替代方法, 只看圖畫後填上對白)
3.3.6. 解決問題的讀法 (想像自已是主角, 想想與主角的差別, 代入主角後想像自已會否同樣失敗/成功, 原因如何)

==== Part 2 ====
4.1. 認知發展階段的閱讀

3-4 歲: 圖畫書時期
- 當孩子會自己座, 就可以講一些以小朋友或動物的圖書給他聽。
- 讓孩子把內容表現出來
- 設立一個漂亮的書架

5-6 歲: 聽故事時期
- 講有道得意義的神話故事
- 讀有幻想性的書 (一到四歲：對於幻想則不會產生興致或瞭解; - 五到八歲：對於幻想可以瞭解，並能樂在其中; -
超過八歲之後，由於進入合理性的思考期，因此會對幼想抱持懷疑。), 如人魚公主, 阿拉丁, 阿里巴巴和四十大盜
- 父母指著文字來讀給小孩看 (切勿經常問懂子懂生字, 以免失去興趣)

小一至小二：幻想童話時期
- 讀童話書
- 專注閱讀時間10-30分鐘
- 父母與小孩一人一句輪流閱讀
- 與小孩子討論內容
- 試由父母提問, 逐漸轉換為由孩子提問
- 試叫小孩講故事給他人，增加功成感
- 試寫一兩行讀後感
- 小二開始喜歡獨自閱讀, 也從出聲朗讀改為默讀
- 開始尋求複雜架構的故事
- 可試：先把書名遮住, 為書取名；想象故事後主角的發展; 用筆標示重要的部份(作將來寫 Summary 的訓練)
- 開始喜歡閱讀善與惡、真實與偽善、賢明與愚笨、正義與邪惡等道德價值非常明顯的作品
- 討論價值觀，如龜兔賽跑，可以問：烏龜真正勝利嗎？

小三至小四：歷史故事時期
- 脫離自我中心期，進入容觀思考期
- 主題由魔法/公主 轉變為 天地創始，國家朝代
- 喜歡讀真實的故事 (如傳記)
- 因在交友期, 友情有關的書很適合
- 適合看四種冒險故事，
a) 描述少年真正踏上冒險之旅的故事：湯姆歷險記、頑童流浪記、金銀島
b) 無法踏上冒險之旅的孩子們的冒險故事：如尤利西斯號的密航者
c) 奇異世界的怪異小說：如吸血鬼德古拉伯爵
d) 外星人的科幻小說
- 適合讀可憐孩子的故事，閱讀這些書可給予別人同情的強者心態的表現。

小五至小六：知識與論理的時期
- 開始想知環繞著自己的世界的一切
- 如對社會有興趣，會開始看報紙雜誌
- 如對科學有興趣，會看百科全書或科學書
- 如對藝術有興趣，會看藝術家生平的書
- 會開始對歴史小說感興趣
- 處於精神方面的斷奶期，喜歡看友情為題的長篇小說
- 喜歡看偵探小說及推理小說 (但避免出現為金錢殺人，描述死亡等情節)

中學生：自我探索時期
- 因開始反叛，家長只可買適合的書放在客廳。或是買書卷作禮物以鼓勵閱讀
- 介紹淒美的愛情小說(如窄門)以抗衡低俗的談情小說及雜誌
- 可能對反抗及革命的故事感到滿足
- 對偉人的尊愛會減少至一兩個，會開始研究偉人細節
- 最適合的時期看世界文學名著

4.2 和媽媽一起閱讀
a) 在家設立精美的圖書櫃
b) 多帶孩子逛書店
c) 送書給孩子或叫孩子送書給別人
b) 觀賞與書有關的錄影帶 (e.g. 美女與野獸)
e) 父母多閱讀作榜樣
f) 讀後在家討論
g) 寄送書的介紹函
h) 製作閱讀紀錄卡
i) 自製閱讀獎勵計劃

==== Part 3 ====

5. 用閱讀來讀醫治內心裡的病

5.1 擔心外表不出眾時看的書
- 醜小鴨, 美女與野獸, 出賣笑容的孩子 (作者：雅姆仕‧克呂斯, James Kruss)

≪出賣笑容的孩子≫內容簡介 : 這是一個現代浮士德的故事。以信念交換慾望
以微笑交換財富。一位原本笑聲迷人的小男孩提姆‧塔勒，把他的笑容賣給了一位神秘的男爵。兩人簽下了一份協議，男爵可以得到提姆的笑容，而提姆從此可以贏得每一次的打賭。提姆‧塔勒變富有了，卻也失去了原本屬於他那個年紀該有的快樂，他不會笑了…….然後，他開始懷念自己的笑容。原來，笑容比財富更能使人生豐富。於是，他開始展開一項計畫，準備贏回他的笑容、他的人生……

5.2 擔心頭腦笨拙時看的書
- 愛迪生, 愛因斯坦,

5.3 開始有點討厭父母時看的書
- 安徒生的一生, 林肯, Christmas Day in the Morning - by Pearl S. Buck

5.4 與朋友吵架後想要一個人靜一靜時看的書
- 蝴蝶 Schmetterlinge (by 赫曼赫塞 Hermann Hesse) (LCSD 圖書館都有)
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+-access+top.books-page+search+open+BT+Schmetterlinge%23%23A:NONE%23NONE:NONE::%23%23

5.5 心情鬱悶想生氣時看的書
- ≪美德的書≫ ???

5.6 討厭學校想要逃課時看的書
- Jennings goes to school / by Anthony Buckeridge
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+2+search+select+++2+6

5.7 被人取笑膽小而憤怒時看的書

--------------------------------------------------------------------------------

優良圖書附錄 (only those available in LCSD library)

A. 幼兒
- 大象艾瑪 / 大衛.麥基文, 圖 ; 周逸芬譯.
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+-access+top.books-page+search+open+BT+大象艾瑪%23%23A:NONE%23NONE:NONE::%23%23

- 我變成一隻噴火龍了! / 賴馬文, 圖.
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+-access+top.books-page+search+open+BT+我變成一隻噴火龍了%23%23A:NONE%23NONE:NONE::%23%23

- 小毛找尾巴 / Michael Grejnice[即: Grejniec]文, 圖.
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+-access+top.books-page+search+open+BT+小毛找尾巴%23%23A:NONE%23NONE:NONE::%23%23

B. 低年級圖畫書

- 一片披薩一塊錢 = One pizza, one penny / 郝廣才 文 ; 朱里安諾 圖
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+2+search+select+++8+0

- 猜猜我有多愛你 / 山姆.麥克布雷尼文 ; 安妮塔.婕朗圖 ; 陳淑惠譯.
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+2+search+select+++9+0

- 小兔沙比立大功 / 陳肇宜文 ; 達姆圖.
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+-access+top.books-page+search+open+BT+小兔沙比立大功%23%23A:NONE%23NONE:NONE::%23%23

- 學不會魔法的小女巫 / 陳景聰文 ; 李長駿圖
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+-access+top.books-page+search+open+BT+學不會魔法的小女巫%23%23A:NONE%23NONE:NONE::%23%23

- 小魚散步 / 陳致元[文 圖].
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+2+search+select+++12+0

- 想念 / 陳致元作, [圖].
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+2+search+select+++13+5

- 蹺課的老鼠 / [宮西達也文.圖 ; 侯佩宜譯].
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+-access+top.books-page+search+open+BT+蹺課的老鼠%23%23A:NONE%23NONE:NONE::%23%23

- 我不怕! / 方素珍譯寫. (學研館???)
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+2+search+select+++15+3

C. 低年級童畫書類

- 十五少年漂流記 / 儒勒.凡爾納原著 ; 林惠娜撮寫 ; 黃穗中, 李祥插畫.
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+2+search+select+++16+2

D. 高年級童話書

- 小婦人 / 奧爾科特著 ; 楊玉娘譯
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111320400381750+2+search+select+++17+0

- 長腿叔叔 / 愛麗絲.珍.威伯斯特著
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111716060380664+2+search+select+++1+0

- 湯姆歷險記 / [美]馬克吐溫著 ; 林壽祿譯.
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111716060380664+2+search+select+++2+3

- 愛心樹 = The giving tree / 謝爾.希爾弗斯坦文.圖 ; 鄭小芸譯.
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111716060380664+2+search+select+++3+1

- 魯賓遜漂流記 = Robinson crusoe / 丹尼爾.笛福(Daniel Defoe)著 ; 高誠譯
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111716060380664+2+search+select+-view+LONGVIEW+4+6

- 爺爺有沒有穿西裝? / 艾蜜麗.弗利德文 ; 傑基.格萊希圖 ; 張莉莉譯
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111716060380664+-access+top.books-page+search+open+BT+爺爺有沒有穿西裝%23%23A:NONE%23NONE:NONE::%23%23
原著獲1998年德國青少年文學獎圖畫書獎, 德國「最美麗的書」獎, 德國驢耳朵雜誌「不同凡響獎」, 世界最美麗的圖畫書獎, 德國萊比錫「傑出藝術作品獎」.
好書大家讀1999年度最佳少年兒童讀物獎, 1999年開卷十大好書

- 西遊記

E. 高年級知識類

- 名偵探貓熊 : 19種驚奇的科學推理 / 柳己韻作, 繪 ; 金炫辰譯.
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111716060380664+-access+top.books-page+search+open+BT+名偵探貓熊%23%23A:NONE%23NONE:NONE::%23%23

- 我把愛迪生給賣了 / 鄧鴻吉著.
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111716060380664+-access+top.books-page+search+open+BT+我把愛迪生給賣了%23%23A:NONE%23NONE:NONE::%23%23

- 聰明是看故事學來的 = Les philo-fables / 米歇爾.皮格馬文 ; 菲力普.拉果提耶圖 ; [譚寶璇譯].
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111716060380664+-access+top.books-page+search+open+BT+聰明是看故事學來的%23%23A:NONE%23NONE:NONE::%23%23

- 因冒險而產生的發明. 2, 尋找消失的時光 / [申應燮圖, 文].
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111716060380664+2+search+select+++9+0

- 100種大發明的創意 / 金壽璟文 ; 趙賢淑圖 ; [中天翻譯股份有限公司翻譯
http://libcat.hkpl.gov.hk/webpac_eng/wgbroker.exe?200909111716060380664+-access+top.books-page+search+open+BT+100種大發明的創意%23%23A:NONE%23NONE:NONE::%23%23

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Christmas Day in the Morning - by Pearl S. Buck

Christmas Day in the Morning - by Pearl S. Buck

He waked suddenly and completely. It was four o'clock, the hour at
which his father had always called him to get up and help with the
milking. Strange how the habits of his youth clung to him still. Fifty
years ago, and his father had been dead for thirty years, and yet he
waked at four o'clock in the morning. He had trained himself to turn
over and go to sleep, but this morning, because it was Christmas, he
did not try to sleep.

He slipped back in time, as he did so easily nowadays. He was 15 years
old and still on his father's farm. He loved his father. He had not
known it until one day a few days before Christmas, when he overheard
what his father was saying to his mother.

"Mary, I hate to call Rob in the mornings. He's growing so fast and he
needs his sleep. If you could see how he sleeps when I go in to wake
him up! I wish I could manage alone."

"Well, you can't, Adam." His mother's voice was brisk. "Besides, he
isn't a child anymore. It's time he took his turn."

"Yes," his father said slowly. "But I sure do hate to wake him."

When he heard these words, something in him woke: his father loved
him! He had never thought of it before, taking for granted the tie of
their blood. Neither his father nor his mother talked about loving
their children - they had no time for such things. There was always so
much to do on a farm.

Now that he knew his father loved him, there would be no more
loitering in the mornings and having to be called again. He got up
after that, stumbling with sleep, and pulled on his clothes, his eyes
tight shut, but he got up.

And then on the night before Christmas, that year when he was 15, he
lay for a few minutes thinking about the next day. They were poor, and
most of the excitement was in the turkey they had raised themselves
and in the mince pies his mother made. His sisters sewed presents and
his mother and father always bought something he needed, not only a
warm jacket, maybe, but something more, such as a book. And he saved
and bought them each something too.

He wished, that Christmas when he was 15, he had a better present for
his father. As usual, he had gone to the ten-cent store and bought a
tie. It had seemed nice enough until he lay thinking the night before
Christmas, and then he wished that he had heard his father and mother
talking in time for him to save for something better.
He lay on his side, his head supported by his elbow, and looked out of
his attic window. The stars were bright, much brighter than he ever
remembered seeing them, and one was so bright he wondered if it were
really the star of Bethlehem.

"Dad," he had once asked when he was a little boy, "what is a stable?"

"It's just a barn," his father had replied, "like ours."

Then Jesus had been born in a barn, and to a barn the shepherds and
the Wise Men had come, bringing their Christmas gifts!

The thought stuck him like a silver dagger. Why should he not give his
father a special gift, too, out there in the barn?

He could get up early, earlier than four o'clock, and he could creep
into the barn and get all the milking done. He'd do it alone, milk and
clean up, and then when his father went in to start the milking, he'd
see it all done. And he would know who had done it.

At a quarter to three, he got up and put on his clothes. He crept
downstairs, careful of the creaky boards, and let himself out. The big
star hung lower over the barn roof, a reddish gold. The cows looked at
him, sleepy and surprised.

"So, boss," he whispered. They accepted him placidly, and he fetched
some hay for each cow and then got the milking pail and big milk cans.

He had never milked alone before, but it seemed almost easy. He kept
thinking about his father's surprise. His father would come in and
call him, saying that he would get things started while Rob was
getting dressed. He'd go to the barn, open the door, and then he'd go
to get the two big empty milk cans. But they wouldn't be waiting or
empty; they'd be standing in the milk house, filled.

The task went more easily than he had ever known it to before. Milking
for once was not a chore. It was something else, a gift to his father
who loved him. He finished, the two milk cans were full, and he
covered them and closed the milk-house door carefully, making sure of
the latch. He put the stool in its place by the door and hung up the
clean milk pail. Then he went out of the barn and barred the door
behind him.

Back in his room, he had only a minute to pull off his clothes in the
darkness and jump into bed, for he heard his father up. He put the
covers over his head to silence his quick breathing. The door opened.

"Rob!" his father called. "We have to get up, son, even if it is Christmas."

"Aw-right," he said sleepily.

"I'll go on out," his father said. "I'll get things started."

The door closed and he lay still, laughing to himself. In just a few
minutes his father would know. His dancing heart was ready to jump
from his body.

The minutes were endless - ten, fifteen, he did not know how many -
and he heard his father's footsteps again. The door opened and he lay
still.

"Rob!"

"Yes, Dad--"

His father was laughing, a queer sobbing sort of a laugh. "Thought
you'd fool me, did you?" His father was standing beside his bed,
feeling for him, pulling away the covers.

"It's Christmas, Dad!"

He found his father and clutched him in a great hug. He felt his
father's arms go around him. It was dark, and they could not see each
other's faces.

"Son, I thank you. Nobody ever did a nicer thing--"

"Oh, Dad, I want you to know -- I do want to be good!" The words broke
from him of their own will. He did not know what to say. His heart was
bursting with love.

"Well, I reckon I can go back to bed and sleep," his father said after
a moment. "No, hark-- The little ones are waked up. Come to think of
it, son, I've never seen you children when you first saw the Christmas
tree. I was always in the barn."

He got up and pulled on his clothes again, and they went down to the
Christmas tree, and soon the sun was creeping up to where the star had
been.

Oh, what a Christmas, and how his heart had nearly burst again with
shyness and pride as his father told his mother and made the younger
children listen about how he, Rob, had got up all by himself.

"The best Christmas gift I ever had, and I'll remember it, son, every
year on Christmas morning, so long as I live."

They had both remembered it, and now that his father was dead he
remembered it alone, that blessed Christmas dawn when, alone with the
cows in the barn, he had made his first gift of true love.

閱讀是生命的一部分

閱讀是生命的一部分/上官泰芙

2009-5-3

金 融海嘯來勢洶洶，已持續了半年餘，仍未見遏止，大大地打擊了家長和學子購讀課外書的意欲。網絡文字的流行，吸引了心靈如同一張白紙的小學生，也令家長們大 感「頭痛」，不知如何把他們拉回「書本閱讀」的正常軌道上來。有些專家和作家認為，課外閱讀、熱愛閱讀，是一種長期投資，也是一種長期策略，是無法「立竿 見影」的。我認為這種看法是絕對正確的。惟有對「閱讀」有著正確的認識，才可能將「閱讀」的風氣大大推動，有利於學生的成長。如果一位學子熱愛閱讀，那 麼，儘管他在學業上遇上挫折，也會憑著自修、多讀等途徑去繼續深造，完成餘下的學業；或克服困難，戰勝困難，創造奇蹟。「書」與「增值」能力極有關係，例 子不勝枚舉。 老師鼓勵 效果奇佳 05-06 年「書叢榜」標語設計比賽高級組優異獎獲得者、小六學生何姜俊設計的讀書標語水平就很高：「閱讀，是人生的起點；閱讀，是知識的根源；閱讀，是生命的一部 分；閱讀，是快樂的泉源」。其中以第三句說得最好，即：「閱讀，是生命的一部分」，惟有認識到閱讀不是可有可無，而是提到「生命的一部分」這樣的高度，才 可能在推動讀書風氣方面竭盡全力，起到事半功倍的作用。 位於西環的一間小學，迄今已有五十餘年 的歷史，雖然全校不過三百多人，但負責圖書館的一位老師，正因為站得高，看得遠，將藏書只有七千餘冊的圖書館活動，搞得蓬蓬勃勃富有生氣，而她本人除了要 教課，還要承擔全校的圖書課外活動。在07-08年度，她還榮獲「啟發潛能教育」傑出教師選舉優異獎。她是本人所見過的最努力、最富誠意關懷、推動小學生 閱讀的可愛可敬老師之一。她在校訊發表的《閱讀伴我成長路，攜手共闖新天地》、《書香滿李陞》二文，都是不可多得的總結推動讀書風氣的精采文章。本人與該 老師交談過，總括起來，她的經驗包括下列十餘個方面，值得目前經濟不景氣時期以及網絡負面作用太大的年月之中一些中小學參考： 一， 「小蜜蜂Happy Bee閱讀獎勵計劃」。主要是全校每一位學生都獲派一本《閱讀記錄冊》，將閱讀積分登記其中。一如八達通、信用卡的積分超過一定指標而獲獎品的經驗，積分 達到60分可獲「銅蜂獎」，達到100分可獲「銀蜂獎」，達到150分獲「金蜂獎」。全校最高者可獲「榮譽大獎」。此舉的效果頗好，證明有用。 多辦活動 事半功倍 二，成立讀書會。這種讀書會有點像中學的各種學會，主要是通過閱讀而為自我成長增值。成員雖然不可能很多，都是一些熱愛閱讀的發燒友組成，且一周只有一次，但利用不同方式去閱讀（如找金句、設計鼓勵卡、小組討論等），倒是非常有效。有時還為書中遇困難的主角找出路呢。 三，圖書分享。每周一次，在各班分別進行。在班上由同學每人帶一本已讀過的圖書，向同學簡要介紹內容，還與別的同學交換閱讀，最妙的是每人寫有「讀後感言」，彼此交換閱讀。 四，兩文三語Reading Mum。這是該校最為特別之經驗。主要方式是每周兩次，請家長在閱讀時間為一、二年級學生以普通話、英語和廣東話說圖書上的故事，培養學生聽取不同語言的能力。此舉反應熱烈，不少同學的家長也因而「榮任」「故事姨姨」。 五，跨級伴讀。主要源於高年級的閱讀能力比低年級的強，採取了「同步朗讀」和「獨立朗讀」的方式。伴讀可以令閱讀更為準確和流暢，也有助於對內容的理解。通常請四、五年級的學生為一年級學生伴讀中英文圖書，效果奇佳。 六，設計和閱讀壁報，此舉盡見圖書館黃老師的苦心。主要是把讀書城的有關圖書資訊下載貼上壁報讓學生了解。通過這個書海之窗，培養同學追讀好書的習慣。大約每兩個月會換一次。學生有什麼心得也可以貼上去。 七，每年舉辦主題書展至少一次。圖書館與體育科、英文科、常識科、中文科合作，配合「主題」書展，讓學生增加對有關主題的認識。比如該校就舉辦過「心繫北京．情牽奧運」的書展。 家長支持 蔚成風氣 八，家長日書展。和上述書展不同，此類書展主要邀請外面不同的展銷書商來校進行書展，是綜合性的。家長在領取成績表、參觀學校之後，就會陪同學生到展場選購圖書，效果不錯。 九，文學講座。請專家、學者、作家到學校主講各種小朋友關心的不同話題，培養他們的各種不同興趣。講座離不開閱讀、講故事和寫作、作家成長經歷等等。近日一位作家為小朋友對閱讀反應熱烈而感動，幾日之後捐贈了二十餘本圖書給該校。 十，館務家長義工。由於圖書館人手不足，負責的黃老師發動了熱心的家長，成立了館務家長義工，協助處理圖書館的工作。在協助的過程中，家長對學生的閱讀狀況有所了解，也令圖書館的書分門別類，讓學生比較容易找到所要借的書。 該 老師的經驗當然不止這些。她還是一位親切和藹、倍受同學尊敬的老師，而善於總結則是不斷鞏固經驗、進行交流的絕好方法。她的經驗證明「麻雀雖小，五臟俱 全」，該小學雖規模不大，但同學熱愛閱讀蔚成風氣，這都是有賴這類有心的老師所致。他們是一批有心、有力、愛圖書、愛學生的最可愛的人。學生的健康成長， 他們獻上了一份血汗和心力，值得我們欽佩和敬愛。 作者為資深出版人，作家

Storybooks On Paper Better For Children Than Reading Fiction On Computer Screen

http://www.sciencedaily.com/releases/2008/12/081219073049.htm

Storybooks On Paper Better For Children Than Reading Fiction On
Computer Screen, According to Expert

ScienceDaily (Dec. 22, 2008) — Clicking and scrolling interrupt our
attentional focus. Turning and touching the pages instead of clicking
on the screen influence our ability for experience and attention. The
physical manipulations we have to do with a computer, not related to
the reading itself, disturb our mental appreciation, says associate
professor Anne Mangen at the Center for Reading Research at the
University of Stavanger in Norway. She has investigated the pros and
cons of new reading devices.

Mangen maintains that reading on a screen generates a new form of
mental orientation. The reader loses both the completeness and
constituent parts of the physical appearance of the reading material.
The physical substance of a book offers tranquility. The text does not
move on the page like it does on a screen.

"Several experiments in cognitive psychology have shown how a change
of physical surroundings has a potentially negative affect on memory.
We should include this in our evaluation of digital teaching aids. The
technology provides for a number of dynamic, mobile and ephemeral
forms of learning, but we know little about how such mobility and
transience influence the effect of teaching. Learning requires time
and mental exertion and the new media do not provide for that," Mangen
believes.

"We experience to day a one-sided admiration for the potentials in the
technology. ICT is now introduced in kindergarten without much
empirical research on how it influences children's learning and
development. The whole field is characterized by an easy acceptance
and a less subtle view of the technology," the researcher says.

Would you warn against the use of digital teaching material?

"Critical perspectives on new technologies are often brushed aside as
a result of moral panic and doomsday prophecies. I will not warn
against it, but I think there is generally little reflection around
digital teaching material. What we need, is a more nuanced view on the
potentials and limitations of all technologies – even of the book.
Very often important discussions about technology and learning have a
tendency to reduce a complex field to a question about being for or
against," Mangen explains.

The development of digital media leads to a need for more
sophisticated concepts of reading and writing and a new understanding
of these activities.

"Many people say that children read less and not so well as earlier.
With which technology do they read less? What types of text do they
read less well? What conceptions of reading are we talking about,"
Anne Mangen asks.

Even if children and young people do not read as many novels in book
form any more, one may still argue that they actually read more than
before. Most of what they do on a computer or on their cell phones, is
exactly reading and writing.

"Swedish researchers believe we understand more and better when
reading on paper than when we read the same text on a screen. We avoid
navigating and the small things we don't think about, but which
subconsciously takes attention away from the reading. Also texts on a
screen are often not adapted to the screen format. The most important
difference is when the text becomes digital. Then it loses its
physical dimension, which is special to the book, and the reader loses
his feeling of totality."

Mangen has mainly been looking at hypertext stories. These stories
exploit the multimedia possibilities of a computer and use both
hypertext, video, sound, pictures and text. They are constructed in
such a way that clicking one's way around them comes close to a
literary computer game.

As a researcher, Mangen is interested in the physical aspect of
reading and applies theories from psychology and phenomenology linked
to the relationships between motor functions and attention in order to
highlight the difference between reading a novel and a hypertext
story.

"The digital hypertext technology and its use of multimedia are not
open to the experience of a fictional universe where the experience
consists of creating your own mental images. The reader gets
distracted by the opportunities for doing something else," Mangen
says.