Jeugdliteratuur op de basisschool 1990

<p>Do pupils of the primary schools enjoy reading. pupils questionnaire ( P1133a ) : group, age, language used at home / statements about reading and books: enjoy reading, reading is boring ( after one hour ) , useless to read books, reading at school, educational value of books / aim of reading: to be at yourself, to get known something, to relax, nothing else to do / number of books and comic books / sources for books / heard of whom or where which book is nice to read / talk about read books with other people / read from a book chosen by respondent for someone / what and how often does respondent read for pleasure / time spend on reading at school and at home yesterday / facilities at school for reading for pleasure / which types of books does respondent like / if respondent likes a book: read read one more time, tell about it at school, make notes for him-her self or for other people, read from that book / preferred spending of leisure time / nicest book to read / like to read for pleasure. teachers questionnaire ( P1133b ) : school belongs to municipality of Amsterdam / number of years experience with group 7 or 8 and actual group / number of pupils in group / number of juvenile books and types of juvenile have been studied by respondent / sources to get actual information about juvenile books / documentation centre or library present at school / categorization of juvenile books at school / money spend for new books in school library / use of changing collections of the "Onderwijsmediatheekdienst" / aims for working with juvenile books / use of study method for reading juvenile books / time spend in school scheme for reading / activities to stimulate children to read / attention given to a book read by a pupil / use of juvenile books in several fields of education / structuring situation at school for working with juvenile books / assistance of institutions to stimulate children to read / activities for special for special week of juvenile books, the "Kinderboekenweek" / problems in working with juvenile literature. Background variables: basic characteristics/ readership, mass media, and 'cultural' exposure</p>本数据集围绕小学生是否喜爱阅读这一主题展开，配套两类调查问卷： 一、学生调查问卷（P1133a）：调查维度涵盖： 1. 基础信息：年级组别、年龄、家庭日常使用语言； 2. 阅读认知与态度：喜爱阅读、阅读一小时后感到乏味、阅读书籍无用、在校阅读行为、书籍的教育价值； 3. 阅读目的：取悦自我、获取新知、放松身心、无其他事务时的消遣； 4. 阅读资源：图书与漫画书的拥有量、书籍获取渠道； 5. 阅读社交与行为：听闻他人或某场所推荐的优质读物、与他人交流读过的书籍、为他人阅读自选书籍； 6. 消遣阅读情况：受访者出于消遣目的的阅读内容与频次、昨日在校与在家的阅读时长； 7. 学校阅读设施：校内用于消遣阅读的配套设施； 8. 书籍偏好：受访者喜爱的书籍类型； 9. 书籍互动行为：对喜爱的书籍反复阅读、在校内向他人分享该书内容、为自己或他人撰写读书笔记； 10. 休闲偏好：休闲时间支配偏好、最喜爱的读物、是否为消遣而阅读。 二、教师调查问卷（P1133b）：调查维度涵盖： 1. 教师与学校基础信息：所在学校隶属于阿姆斯特丹市、担任7或8年级教学的年限与现任教学组别； 2. 班级与教学资源：班级学生人数、受访者研究过的少儿读物（juvenile books）数量与类型； 3. 资讯获取渠道：获取少儿读物最新资讯的途径； 4. 学校阅读配套：校内是否设有文献中心或图书馆、少儿读物的校内分类体系、学校图书馆购置新书的预算； 5. 馆藏资源使用：使用"Onderwijsmediatheekdienst"的轮换馆藏资源； 6. 教学目标与方法：开展少儿读物教学工作的目标、使用少儿读物阅读教学方法的情况； 7. 阅读教学安排：学校课程计划内的阅读课时； 8. 阅读激励工作：激励儿童阅读的活动、对学生阅读过的书籍的关注程度； 9. 跨学科应用：在多门教育学科中应用少儿读物； 10. 教学组织与支持：学校开展少儿读物教学工作的组织架构、外部机构提供的儿童阅读激励支持； 11. 专项活动：参与少儿图书主题周——"Kinderboekenweek"（荷兰少儿图书周）相关活动； 12. 工作困境：少儿读物教学工作中面临的问题。 此外，数据集包含背景变量：基础特征、阅读受众情况、大众传媒接触情况与"文化"接触经历。