{"id":3134,"date":"2012-11-04T09:51:08","date_gmt":"2012-11-04T01:51:08","guid":{"rendered":"https:\/\/ajia.site\/blog\/2012\/11\/04\/guan_yu_da_20121104\/"},"modified":"2012-11-04T09:51:08","modified_gmt":"2012-11-04T01:51:08","slug":"guan_yu_da_20121104","status":"publish","type":"post","link":"https:\/\/ajia.site\/blog\/en\/2012\/11\/04\/guan_yu_da_20121104\/","title":{"rendered":"On Cre\u00adat\u00ading a Read\u00ading Envi\u00adron\u00adment on Cam\u00adpus (Tak\u00ading the Stone Soup Project School in Hefei as an Exam\u00adple)"},"content":{"rendered":"

 
\n  The read\u00ading envi\u00adron\u00adment used here
\nThe con\u00adcept of \u201cenvi\u00adron\u00adment\u201d main\u00adly comes from the book \u201cCre\u00adat\u00ading Chil\u00addren\u2019s Read\u00ading Envi\u00adron\u00adment\u201d by Aidan Cham\u00adbers, a British writer and schol\u00adar.
\nRead\u00ading Envi\u00adron\u00adment: How adults help chil\u00addren enjoy books,
\n1996), this author, win\u00adner of the Hans Chris\u00adt\u00adian Ander\u00adsen Award, is also a sea\u00adsoned teacher. This book is the result of near\u00adly 30 years of research by a team of teach\u00aders com\u00admis\u00adsioned by the UK School Library Asso\u00adci\u00ada\u00adtion. For more infor\u00adma\u00adtion, see Chap\u00adter 4 of Aji\u00ada\u2019s Help\u00ading Chil\u00addren Fall in Love with Read\u00ading: A Hand\u00adbook for Pro\u00admot\u00ading Chil\u00addren\u2019s Read\u00ading. The term \u201cenvi\u00adron\u00adment\u201d is also cru\u00adcial in describ\u00ading the growth of chil\u00addren and adults, per\u00adhaps refer\u00adring to the Amer\u00adi\u00adcan human\u00adis\u00adtic psy\u00adcho\u00adan\u00ada\u00adlyst Rogers in A.
\nWay of Being (Carl R.
\nRogers repeat\u00aded\u00adly uses the term \u201cenvi\u00adron\u00adment\u201d in con\u00adnec\u00adtion with growth-pro\u00admot\u00ading, because that is exact\u00adly what we use it in our read\u00ading.
\n 
\n  In order to help peo\u00adple gain a basic under\u00adstand\u00ading of the cam\u00adpus read\u00ading envi\u00adron\u00adment, the fol\u00adlow\u00ading is a brief out\u00adline.<\/span>
\n
<\/span>
\n 
\n  The read\u00ading envi\u00adron\u00adment described by Cham\u00adbers gen\u00ader\u00adal\u00adly includes:
\n 
\n  1. Book stocks;
\n 
\n  2. Book dis\u00adplays (dis\u00adplays);
\n 
\n  3. Read\u00ading area;
\n 
\n  4. Book brows\u00ading (brows\u00ading);
\n 
\n  5. Read\u00ading time;
\n 
\n  6. Keep\u00ading track
\n 
\n  7. Sto\u00adry\u00adtelling (dif\u00adfer\u00adent from item 8);
\n 
\n  8. Read\u00ading aloud to your child;
\n 
\n  9. Book own\u00ading;
\n 
\n  10. Cre\u00adator meet-and-greet (star per\u00adform\u00aders);
\n 
\n  11. Friends and peers;
\n 
\n  12. Help\u00ading chil\u00addren learn to choose;
\n 
\n  13. Read the response;
\n 
\n  14. The enabling adult
\n
\n 
\n 
\nAs can be seen from the above, cre\u00adat\u00ading a read\u00ading envi\u00adron\u00adment suit\u00adable for chil\u00addren on cam\u00adpus is a com\u00adplex and cum\u00adber\u00adsome sys\u00adtemic project. At first glance, it may seem daunt\u00ading, and the weight of var\u00adi\u00adous fac\u00adtors actu\u00adal\u00adly varies. There\u00adfore, in the book \u201cHelp\u00ading Chil\u00addren Fall in Love with Read\u00ading,\u201d Ajia pro\u00adposed the \u201cmin\u00adi\u00admal fac\u00adtors\u201d prin\u00adci\u00adple in the read\u00ading envi\u00adron\u00adment, refin\u00ading three basic points: books, time, and peo\u00adple. If we com\u00adpare it with Cham\u00adbers\u2019 descrip\u00adtion, it is rough\u00adly as fol\u00adlows:
\n 
\n  (1) Book fac\u00adtors include items 1\u20134;
\n 
\n  (2) The time fac\u00adtor includes items 4\u201313 (which actu\u00adal\u00adly also includes a vari\u00adety of read\u00ading activ\u00adi\u00adties);
\n 
\n  (3) Human fac\u00adtors include item 14, which includes not only teach\u00aders but also par\u00adents in schools.
\n
\n 
\n  (1) Books as Basic Fac\u00adtors:<\/b>
\n
<\/b>
\n 
\n 
\nWhen inspect\u00ading a school, the first thing to con\u00adsid\u00ader is the total num\u00adber of books, more impor\u00adtant\u00adly the total num\u00adber of books suit\u00adable for chil\u00addren, and then the num\u00adber per capi\u00adta. Pay spe\u00adcial atten\u00adtion to the stor\u00adage, dis\u00adplay, man\u00adage\u00adment and cir\u00adcu\u00adla\u00adtion meth\u00adods of books (Cham\u00adbers 1\u20132). Con\u00adve\u00adnient cir\u00adcu\u00adla\u00adtion can pro\u00admote the max\u00adi\u00admum pos\u00adsi\u00adble uti\u00adliza\u00adtion of books. Pay atten\u00adtion to areas where stu\u00addents can read, such as class\u00adrooms, cor\u00adri\u00addors, read\u00ading rooms, libraries\u2026 (Cham\u00adbers 3).
\n
\n 
\n 
\nSev\u00ader\u00adal schools in Hefei have been imple\u00adment\u00ading read\u00ading ini\u00adtia\u00adtives since 2006, span\u00adning over six years. With the rapid increase in books and stu\u00addents\u2019 read\u00ading needs, schools face the daunt\u00ading chal\u00adlenge of library man\u00adage\u00adment. How\u00adev\u00ader, these schools have also devel\u00adoped var\u00adi\u00adous solu\u00adtions through prac\u00adti\u00adcal expe\u00adri\u00adence, which, tak\u00aden togeth\u00ader, have formed a high\u00adly replic\u00ada\u00adble man\u00adage\u00adment mod\u00adel.
\n
\n 
\n 
\nIn the ear\u00adly read\u00ading projects, most schools that have become mod\u00adel cam\u00adpus envi\u00adron\u00adments have gen\u00ader\u00adal\u00adly regard\u00aded the entire cam\u00adpus as a library, the so-called \u201cschool in the library\u201d.
\nThe prin\u00adci\u00adpal or per\u00adson in charge of school-lev\u00adel read\u00ading man\u00adage\u00adment becomes the direc\u00adtor of this loose\u00adly defined library, respon\u00adsi\u00adble for every\u00adthing from book selec\u00adtion, stor\u00adage, dis\u00adtri\u00adb\u00adu\u00adtion, and dis\u00adplay to man\u00adage\u00adment. Sim\u00adply put, aside from gen\u00ader\u00adal admin\u00adis\u00adtra\u00adtive duties, most plan\u00adning, coor\u00addi\u00adna\u00adtion, man\u00adage\u00adment, and pro\u00admo\u00adtion work is han\u00addled as a school-lev\u00adel project. Teach\u00aders active\u00adly par\u00adtic\u00adi\u00adpat\u00ading in the read\u00ading pro\u00adgram nat\u00adu\u00adral\u00adly become assis\u00adtants. This mod\u00adel is not only high\u00adly replic\u00ada\u00adble but also par\u00adtic\u00adu\u00adlar\u00adly con\u00adducive to engag\u00ading more teach\u00aders (and even par\u00adents) in the grad\u00adual deep\u00aden\u00ading of read\u00ading activ\u00adi\u00adties.
\n
\n 
\n 
\nIn short, books, as the basic fac\u00adtor, are the premise and foun\u00adda\u00adtion of the entire read\u00ading envi\u00adron\u00adment. Prac\u00adti\u00adcal and effec\u00adtive stor\u00adage and man\u00adage\u00adment ideas can make the whole envi\u00adron\u00adment come alive.
\n
\n 
\n 
\nRegard\u00ading the selec\u00adtion and stor\u00adage of school books, a spe\u00adcial reminder is in order. While we clear\u00adly advo\u00adcate pri\u00ador\u00adi\u00adtiz\u00ading books that are suit\u00adable for chil\u00addren and that chil\u00addren enjoy read\u00ading, we must also empha\u00adsize that school col\u00adlec\u00adtions need not be lim\u00adit\u00aded to aca\u00add\u00ade\u00adm\u00adic needs. On the con\u00adtrary, read\u00ading should be an activ\u00adi\u00adty that helps chil\u00addren dis\u00adcov\u00ader and expand their inter\u00adests. There\u00adfore, the scope of school col\u00adlec\u00adtions should be as broad as pos\u00adsi\u00adble. The real\u00adi\u00adty is that the cur\u00adrent sub\u00adject set\u00adtings and knowl\u00adedge scope of domes\u00adtic schools are very nar\u00adrow. Cater\u00ading to such a nar\u00adrow range of sub\u00adjects will only lead to stu\u00addents becom\u00ading increas\u00ading\u00adly igno\u00adrant. Fur\u00adther\u00admore, for read\u00aders who tru\u00adly love read\u00ading, free\u00addom is the high\u00adest spir\u00adi\u00adtu\u00adal pur\u00adsuit. \u201cA library should be like a par\u00adadise\u201d (Borges), and this cer\u00adtain\u00adly does not mean it is filled with books relat\u00aded only to aca\u00add\u00ade\u00admics.
\n
\n 
\n  (2) Time as a basic fac\u00adtor:<\/b>
\n
\n 
\n 
\nFor schools that have just start\u00aded to imple\u00adment read\u00ading pro\u00adgrams, it\u2019s easy to inter\u00adpret read\u00ading time as: 1) time specif\u00adi\u00adcal\u00adly ded\u00adi\u00adcat\u00aded to engag\u00ading in read\u00ading activ\u00adi\u00adties to invig\u00ado\u00adrate cam\u00adpus cul\u00adture; 2) time for stu\u00addents to read after school or out\u00adside of class. These are both seri\u00adous mis\u00adun\u00adder\u00adstand\u00adings.
\n
\n 
\n  As a basic fac\u00adtor of read\u00ading envi\u00adron\u00adment, time should be accu\u00adrate\u00adly expressed as:Stu\u00addents\u2019 statu\u00adto\u00adry read\u00ading time at school.<\/b>Such times include but are not lim\u00adit\u00aded to:
\n 
\n 
\n\u2460 Write the read\u00ading class time into the timetable (espe\u00adcial\u00adly pay atten\u00adtion to dis\u00adtin\u00adguish it from the recita\u00adtion class focus\u00ading on clas\u00adsic ancient poet\u00adry);
\n 
\n  \u2461 Dai\u00adly read\u00ading time stip\u00adu\u00adlat\u00aded by the whole school (such as con\u00adtin\u00adu\u00adous silent read\u00ading time and lunch read\u00ading time);
\n 
\n  \u2462 Read\u00ading time specif\u00adi\u00adcal\u00adly required by sub\u00adject cours\u00ades (such as the des\u00adig\u00adnat\u00aded read\u00ading time in Chi\u00adnese lan\u00adguage class\u00ades);
\n 
\n  \u2463 Time specif\u00adi\u00adcal\u00adly used for bor\u00adrow\u00ading books in the library or read\u00ading room.
\n 
\n 
\nWhether it is the ini\u00adti\u00adat\u00ading school or the new\u00adly joined school, spe\u00adcial atten\u00adtion should be paid to the quan\u00adti\u00adty and qual\u00adi\u00adty of the school\u2019s actu\u00adal read\u00ading aloud to chil\u00addren activ\u00adi\u00adties (Cham\u00adbers Item 8) and con\u00adtin\u00adu\u00adous silent read\u00ading activ\u00adi\u00adties (Cham\u00adbers Item 5; strong\u00adly advo\u00adcat\u00aded by Pro\u00adfes\u00adsor Krashen, author of \u201cThe Pow\u00ader of Read\u00ading\u201d).
\n
\n 
\n  (3) Peo\u00adple as the basic fac\u00adtor:<\/b>
\n
\n 
\n  Cham\u00adbers describes the 14th item: the enabling adult read\u00ader
\nAdults are the most impor\u00adtant ele\u00adment in the Cham\u00adbers Read\u00ading Cycle, play\u00ading a cen\u00adtral role in the over\u00adall read\u00ading envi\u00adron\u00adment. Specif\u00adi\u00adcal\u00adly, with\u00adin the school read\u00ading envi\u00adron\u00adment, this pri\u00admar\u00adi\u00adly refers to teach\u00aders, includ\u00ading read\u00ading teach\u00aders, gen\u00ader\u00adal sub\u00adject teach\u00aders, librar\u00adi\u00adans, school-lev\u00adel read\u00ading pro\u00adgram lead\u00aders, and the prin\u00adci\u00adpal him\u00adself. In oth\u00ader words, it encom\u00adpass\u00ades every\u00adone, includ\u00ading, to a large extent, par\u00adents.
\n
\n 
\n 
\nThe cur\u00adrent real\u00adi\u00adty in main\u00adland Chi\u00adna is that chil\u00addren\u2019s read\u00ading edu\u00adca\u00adtion is com\u00adplete\u00adly absent from for\u00admal teacher train\u00ading, and chil\u00addren\u2019s lit\u00ader\u00ada\u00adture edu\u00adca\u00adtion is almost nonex\u00adis\u00adtent. Fur\u00adther\u00admore, relat\u00aded school library edu\u00adca\u00adtion and train\u00ading are com\u00adplete\u00adly lack\u00ading. There\u00adfore, in the field of chil\u00addren\u2019s read\u00ading, all school teach\u00aders are effec\u00adtive\u00adly start\u00ading from scratch. Becom\u00ading tru\u00adly \u201ccom\u00adpe\u00adtent adult read\u00aders\u201d requires patience and a long jour\u00adney.
\n
\n 
\n  We believe that the most fea\u00adsi\u00adble solu\u00adtion is to pro\u00admote read\u00ading clubs.
\nThe Stone Soup Pro\u00adgram is a col\u00adlab\u00ado\u00adra\u00adtive ini\u00adtia\u00adtive that fos\u00adters a shared under\u00adstand\u00ading of chil\u00addren\u2019s read\u00ading. The ini\u00adtia\u00adtive involves estab\u00adlish\u00ading read\u00ading groups, large and small, among teach\u00aders at dif\u00adfer\u00adent schools, with\u00adin the same school, and among par\u00adent groups, focus\u00ading on chil\u00addren\u2019s books (with a par\u00adtic\u00adu\u00adlar empha\u00adsis on chil\u00addren\u2019s books, not adult or edu\u00adca\u00adtion\u00adal titles). These groups are most\u00adly adults start\u00ading from scratch. Only when they them\u00adselves deeply expe\u00adri\u00adence the joy of read\u00ading chil\u00addren\u2019s books can they effec\u00adtive\u00adly par\u00adtic\u00adi\u00adpate in, guide, and appro\u00adpri\u00adate\u00adly pro\u00admote chil\u00addren\u2019s read\u00ading. This is why, over the past few years, we have been dili\u00adgent\u00adly pro\u00admot\u00ading chil\u00addren\u2019s book read\u00ading groups and cul\u00adti\u00advat\u00ading read\u00ading group lead\u00aders in our pro\u00adgram schools\u2014a key pri\u00ador\u00adi\u00adty of the Stone Soup Pro\u00adgram.
\n
\nAjia \u2026
\nIn Octo\u00adber 2012, Bei\u00adjing<\/p>","protected":false},"excerpt":{"rendered":"

\u00a0 \u00a0 \u8fd9\u91cc\u4f7f\u7528\u7684\u9605\u8bfb\u73af\u5883\uff08Reading Environment\uff09\u7684\u6982\u5ff5\u4e3b\u8981\u6765\u81ea\u82f1\u56fd\u4f5c\u5bb6\u517c\u5b66\u8005\u827e\u767b\u00b7\u94b1\u4f2f\u65af\uff08 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wp_typography_post_enhancements_disabled":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[23],"tags":[63,358,357,366,95],"class_list":["post-3134","post","type-post","status-publish","format-standard","hentry","category-timemachine","tag-63","tag-358","tag-357","tag-366","tag-95"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts\/3134","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/comments?post=3134"}],"version-history":[{"count":0,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts\/3134\/revisions"}],"wp:attachment":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/media?parent=3134"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/categories?post=3134"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/tags?post=3134"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}