幼儿园阅读区的多维建构与指导研究

发布时间：2018-04-21 03:06

本文选题：早期阅读 + 幼儿园阅读区　；参考：《山东师范大学》2017年硕士论文

【摘要】：在2001年颁布的《幼儿园教育指导纲要(试行)》中,早期阅读就第一次被纳入到语言教育的目标体系,此后十几年间,早期阅读对幼儿的独特价值逐渐被大多数的家长、教师和幼儿园管理者认同。于是,阅读区作为幼儿早期阅读活动的重要场所,因为其适合幼儿的语言学习特点以及尊重幼儿语言发展的个体差异,而逐渐成为培养幼儿早期阅读能力的主要途径。但随着区域活动在幼儿园的普遍开展,阅读区活动中存在的问题也逐渐暴露出来。研究者利用观察法、问卷法和访谈法对幼儿园阅读区活动的开展现状进行调查,发现存在问题并分析原因,最后针对当前幼儿园阅读区活动存在的问题,提出多维建构对策并为教师提供相应的指导策略。本研究分为四章,主要内容如下:第一章概述主要介绍相关概念。研究者对“阅读区”、“阅读区多维建构”、“阅读区活动指导”分别作出具体的界定和阐述,并在概念界定的基础上总结幼儿园阅读区的功能价值。第二章运用文献法、访谈法以及问卷调查法分析幼儿园阅读区活动的开展现状。主要包括:阅读区活动教师指导现状、阅读区与其他区域活动整合的现状、阅读区与集体教学的互动现状以及家长参与现状。第三章提出当前幼儿园阅读区活动中存在的问题并进行了原因分析。包括:教师对阅读区活动的认识不足;阅读区活动中教师的阅读指导不足;阅读区活动与其他区域活动缺乏整合;阅读区活动与集体活动之间缺乏足够互动联系;阅读区活动中家园合作力度不够。第四章针对幼儿园阅读区活动中实际出现的问题,提出多维建构对策并为教师提供相应的指导策略,主要包括:提高教师对阅读区活动的认识和指导水平;加强阅读区与其他区域活动的整合;加强阅读区与集体教学的互动联系;建构“阅读共同体”推动家园合作。
[Abstract]:In the guidelines for Kindergarten Education (trial) issued in 2001, early reading was incorporated into the target system of language education for the first time. Teachers and kindergarten managers agree. Therefore, as an important place for early reading activities, reading area has gradually become the main way to cultivate children's early reading ability because it is suitable for children's language learning characteristics and respects the individual differences of children's language development. However, with the development of regional activities in kindergartens, the problems in reading activities are gradually exposed. Using the methods of observation, questionnaire and interview, the researcher investigated the current situation of kindergarten reading area activities, found the existing problems and analyzed the reasons, finally aimed at the problems existing in the kindergarten reading area activities. Put forward the multi-dimensional construction countermeasure and provide the corresponding guidance strategy for the teacher. This research is divided into four chapters. The main contents are as follows: the first chapter introduces the related concepts. The researchers define and expound respectively "reading area", "reading area multidimensional construction" and "reading area activity guidance", and sum up the function value of kindergarten reading area on the basis of concept definition. The second chapter analyzes the current situation of kindergarten reading area activities by literature, interview and questionnaire. It mainly includes: reading area activity teacher guidance status, reading area and other regional activities integration status, reading area and collective teaching interaction status and parents participation status. The third chapter points out the problems existing in the kindergarten reading area and analyzes the reasons. It includes: teachers' insufficient understanding of reading area activities; teachers' insufficient reading guidance in reading area activities; lack of integration between reading area activities and other regional activities; lack of sufficient interaction between reading area activities and collective activities; Reading area activities in the home cooperation is not enough. In the fourth chapter, aiming at the actual problems in kindergarten reading area activities, the author puts forward the multi-dimensional construction countermeasures and provides the corresponding guiding strategies for teachers, including: improving teachers' understanding and guiding level of reading area activities; Strengthen the integration of reading area and other regional activities, strengthen the interaction between reading area and collective teaching, and construct "reading community" to promote home cooperation.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2

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