上海市早教机构对0-3岁婴幼儿早期阅读活动组织和实施的现状研究

发布时间：2018-03-31 16:44

本文选题：早期阅读　切入点：0-3岁婴幼儿　出处：《华东师范大学》2010年硕士论文

【摘要】： 阅读,对一个人的发展起着至关重要的作用。学前儿童的早期阅读能力发展不仅成为成功的阅读者的基础,而且成为终身学习者的开端,因而日益受到重视。对于0-3岁的婴幼儿,他们的早期发展和经验不仅会对其学习、成功和健康产生不可磨灭的影响,而且会对今后的发展奠定基础。因而,早期阅读这一基于社会性互动的活动方式越来越受到婴幼儿家长的重视。随着家庭中早期阅读活动的不断展开与家长教育困惑的不断凸显,需要以早教机构为依托,与家庭紧密结合,为婴幼儿家庭教育提供物质及人力多方面的教育资源。辅助家庭开展婴幼儿早期教育,为家庭提供正确的早期阅读教育理念和方式,由此,早期教育机构中的早期阅读活动开展的具体情况在某种程度上不仅影响着直接参与其中的婴幼儿早期阅读能力,更影响着家庭对婴幼儿早期阅读的实施,也正因此亟待研究的关注。本研究主要采用观察法和调查法,对上海市一所公办、两所民办早教机构婴幼儿早期阅读活动的组织和实施进行了调查和观察,针对早教机构中早期阅读的课程设置与形式、早教机构中早期阅读的环境创设、早教机构中早期阅读的材料选择、师资状况、早教机构面向婴幼儿及家长的早期阅读活动实施。研究发现机构中早期阅读活动组织与实施存在以下问题：机构中早期阅读活动比重占有率较低,未形成更加完整的、有针对性的课程体系作为支撑；早期阅读环境创设呈现出非专业化特点；机构普遍缺乏对阅读材料后期的分类、整理、保管以及更新工作；对教师的培训较少,且并没有关于早期阅读方面的培训内容,教师自身学习能力和发展意识不强；对于婴幼儿及家长的指导缺乏科学性,指导服务的意识尚在逐步建立过程当中。因此,针对这些问题研究提出以下几点建议：提高早期阅读课程有效性；提升早期阅读环境创设的有效性；关注材料的投放与管理；关注教师的专业成长；深化早期阅读指导策略。让0-3岁婴幼儿早期阅读能力得到良好发展,为其终身阅读与学习奠定基础。
[Abstract]:Reading plays a vital role in a person's development. The early reading ability development of preschool children becomes not only the foundation of successful readers, but also the beginning of lifelong learners. For children aged 0-3, their early development and experience will not only have an indelible impact on their learning, success and health, but also lay the foundation for future development. Early reading, which is based on social interaction, has been paid more and more attention by parents of infants and young children. With the continuous development of early reading activities in the family and the growing confusion of parents' education, it is necessary to rely on early education institutions. Combining closely with family, providing material and human resources for family education of infants and young children, assisting families to carry out early childhood education, providing families with correct ideas and methods of early reading education, and thus providing them with correct ideas and methods of early reading education. To some extent, the specific situation of early reading activities in early education institutions not only affects the early reading ability of infants who are directly involved in it, but also affects the implementation of early reading by families. Therefore, it is urgent to pay attention to the research. In this study, the organization and implementation of the early reading activities of infants and young children in a public and two private early education institutions in Shanghai were investigated and observed by means of observation and investigation, and the curriculum and form of early reading in early education institutions were investigated and observed. The creation of the environment for early reading in early education institutions, the selection of materials for early reading in early education institutions, and the status of teachers, The study found that the organization and implementation of early reading activities in early education institutions have the following problems: the proportion of early reading activities in institutions is low and the proportion of early reading activities is not more complete. Targeted curriculum system as the support; the creation of early reading environment presents a non-professional characteristics; institutions generally lack of late reading materials classification, collation, custody and updating work; less training for teachers, And there is no training on early reading, teachers' own learning ability and development awareness is not strong; the guidance for infants and parents is lack of scientific, the awareness of guidance services is still in the process of being established. Therefore, in view of these problems, the following suggestions are put forward: to improve the effectiveness of early reading courses, to enhance the effectiveness of the creation of early reading environment, to pay attention to the placement and management of materials, to pay attention to the professional development of teachers; To deepen the early reading guidance strategy and to develop the early reading ability of 0-3 years old infants, and to lay the foundation for their lifelong reading and learning.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G613.2

【引证文献】