图书馆未成年人服务的理论依据及其对实践的指导  

Theoretical Principles for Library Service for Children and Young Adults and Their Guidance to Practice

作　　者：张丽[1] 

机构地区：[1]中国人民抗日战争纪念馆,北京100165

出　　处：《图书情报研究》2015年第3期46-50,共5页Library and Information Studies

摘　　要：图书馆未成人服务的实践应该接受教育学和心理学理论的指导。多元智能理论指导馆员根据孩子擅长的领域,推荐他们参加相关活动,让他们发现自己的长处;最近发展区理论指导馆员在小读者已经达到的阅读水平和基础上提供服务和阅读指导,阅读活动设计略有难度,能够在馆员和家人的辅助下完成;操作性行为强化理论指导馆员在与未成年人读者接触的过程中,应该多给他们正面的强化,多给他们语言和行动上的鼓励;认知发展阶段理论指导馆员在馆藏资源的选择、分类、摆放,空间的设计与布局,服务的设计与开展等方面符合不同年龄段未成年人的心理和生理发展需要;关键期/敏感期理论指导馆员要抓住未成年人发展过程中的关键时期。The practice of library service for children and young adults should receive the guidance of theories of pedagogy and psychology. The theory of multiple intelligence helps librarians to discover each child＇s strengths and choose the activities that they are good at. The theory of zone of proximal development requires that librarians should offer service and reading guidance and design reading tasks which children can fulfill with the help of adults so as to help them to reach a higher level. The theory of operational behavior reinforcement requests that librarians give children more positive reinforcement and stimulation. The theory of cognitive development phase demands that librarians should make selection, classification and space design and layout as well service arrangement suitable for the needs of non- adults＇ psychological and physical development. The theory of critical period requests that librarians should not miss the critical period in the process of children＇s and young adults＇ development.

关 键 词：图书馆未成年人服务教育学心理学 多元智能理论最近发展区理论操作性行为强化理论认知发展阶段理论关键期/_敏感期理论 

分 类 号：G252[文化科学—图书馆学] G44[哲学宗教—心理学]