幼儿园后现代绘本阅读教学研究

发布时间：2018-04-09 08:30

本文选题：幼儿园　切入点：后现代绘本　出处：《山东师范大学》2016年硕士论文

【摘要】：近年来的研究结果表明,幼儿期是儿童学习早期阅读的关键期,教育者要切实把握这个发展的时机。《3-6岁儿童学习与发展指南》“阅读与书写”目标中包含:喜欢听故事,看图书,并具备初步的阅读理解能力等。绘本是幼儿期阅读的主要材料,对幼儿阅读有重要价值。后现代绘本即,运用戏仿、拼贴、元叙事等后现代文学手法,对经典童话调侃、改写,颠覆读者被动阅读的习惯,增强阅读的趣味性并丰富阅读体验的绘本。笔者在实习中发现,幼儿园里虽然有后现代绘本,但是大部分教师不了解后现代绘本也不清楚应该如何有效地进行后现代绘本阅读教学,长此以往,不利于幼儿园绘本阅读教学的顺利开展。本研究通过发现幼儿园后现代绘本阅读教学中存在的问题并提出相应的实施策略,希望对幼儿园后现代绘本阅读教学有所启示。本研究随机选取济南市三所幼儿园九名教师作为访谈对象,其中,每所幼儿园大班、中班、小班教师各一名,并对幼儿园后现代绘本阅读教学进行了观察记录。本研究主要内容如下:第一章首先对相关概念进行了界定,包括绘本、后现代绘本、后现代绘本阅读教学。并在界定概念的基础上,发掘出后现代绘本的阅读教学价值。第二章通过访谈法和观察法调查了幼儿园后现代绘本阅读教学的现状,结合现状调查结果发现幼儿园后现代绘本阅读教学中存在的问题并分析其原因。第三章幼儿园后现代绘本阅读教学的指导建议,包括促进教师多渠道了解后现代绘本、合理的教学目标定位、在幼儿了解经典童话基础上选择后现代绘本、运用灵活的绘本阅读教学的方式方法等。
[Abstract]:The results of recent studies have shown that early childhood is the key period for children to learn early reading. Educators should grasp the opportunity of this development. The goal of < 3-6 years old Children's Learning and Development Guide, "Reading and Writing", includes: love to listen to stories.Read books and have the ability to read and understand.Picture book is the main reading material for young children, and it is of great value to children's reading.The postmodern picture book is a picture book that uses parody collage meta-narrative and other postmodern literary techniques to tease and rewrite classic fairy tales subvert the readers' passive reading habits enhance the interest of reading and enrich the reading experience of picture books.In my practice, the author found that although there are post-modern picture books in kindergartens, most teachers do not understand post-modern picture books, nor do they know how to effectively carry out post-modern picture book reading teaching in the long run.It is unfavorable to the smooth development of reading teaching of picture book in kindergarten.This study finds out the problems existing in the teaching of postmodern picture book reading in kindergarten and puts forward the corresponding implementation strategies in order to enlighten the reading teaching of postmodern picture book in kindergarten.This study randomly selected nine teachers from three kindergartens in Jinan. Among them, one teacher from large class, one teacher from middle class and one teacher from small class in each kindergarten, and observed and recorded the postkindergarten modern picture book reading teaching.The main contents of this study are as follows: the first chapter defines the related concepts, including picture book, post-modern picture book, post-modern picture book reading teaching.And on the basis of defining the concept, explore the reading teaching value of postmodern picture book.The second chapter investigates the present situation of postkindergarten modern picture book reading teaching by means of interview and observation, and finds out the problems existing in the postkindergarten modern picture book reading teaching and analyzes its causes.The third chapter is about the guidance of reading teaching of postmodern picture books in kindergarten, which includes promoting teachers to understand postmodern picture books through multiple channels, reasonable orientation of teaching objectives, and choosing postmodern picture books on the basis of children's understanding of classical fairy tales.The use of flexible picture book reading teaching methods and so on.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G613.2

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