幼儿园亲子共读的实践报告

发布时间：2018-05-01 06:12

本文选题：亲子共读 + 实践报告　；参考：《宁夏大学》2014年硕士论文

【摘要】：阅读对人类的发展起着至关重要的作用。随着社会的发展及早期教育理论研究的不断深入,人们越来越认识到早期阅读对人终身发展的重要意义。对于幼儿来说,家庭是影响其发展的最重要场所,研究表明,父母的教育状况能够对幼儿的成长甚至终身发展产生重要的影响。亲子共读即家庭中幼儿父母与幼儿共同开展的阅读活动,因其具有互动性、亲密性、自由性、知识性、情感性等特点而对幼儿的发展具有多方面的重要意义。因此,亲子共读是早期阅读的重要组成部分,指成人和孩子共同参与的阅读活动,对幼儿身心发展具有特殊意义。然而,查阅相关研究资料表明,目前我国家庭开展的亲子共读活动在不同的方面仍存在较多问题。已有研究大多集中在理论的层面,关于实践的研究则显得不足。本研究建立在科学的理论基础上,通过查阅相关研究资料,对亲子共读的国内外相关研究进行了简单的梳理。研究的重点则放在亲子共读的实践活动研究上,选取某市某公立幼儿园中班开展为期三个月的亲子共读实践指导活动。以期通过本次实践研究进一步了解亲子共读开展的现状、指导亲子共读的方式、亲子共读的材料选择和环境创设应该如何进行等相关问题的解决方法。从而为他人的亲子共读活动的开展提供一些有益的借鉴。本研究主要采用行动研究法、问卷法、访谈法。首先,通过问卷调查和访谈法基本明确了该班的阅读活动及家庭亲子共读活动的现状。调查包括家长关于亲子共读的认识、亲子共读的时间保证和环境创设、亲子共读的材料选择、亲子共读的指导策略、幼儿在共读中的表现五个维度。调查表明,关于亲子共读活动开展主要存在以下问题：家长对亲子共读的意义和本质认识不清、亲子共读的坚持性计划性不强、重视物质环境轻视心理环境创设、对如何选择适宜的亲子共读材料存在很多困惑、对如何正确指导幼儿共读缺少必要的指导等。其次,针对亲子共读活动开展的现状,研究者以调查维度为标准,制定了亲子共读实践活动的指导计划,实践过程中邀请幼儿教师及家长参与,遵循行动研究的范式分阶段进行,认真总结研究实践中出现的问题并调整改进方案,再将新的方案付诸实践。再次,通过对本次亲子共读实践活动前后测试结果的对比表明,幼儿、幼儿家长及幼儿教师开展亲子共读活动的各个方面的能力大都有所提高。最后,笔者反思了本研究中存在的不足,并提出亲子共读实践活动中存在的丞待解决的问题,以期引发更多的思考和行动。
[Abstract]:Reading plays a vital role in human development. With the development of society and the development of early education theory, people realize the importance of early reading to the development of human life. For young children, the family is the most important place to affect their development, the research shows that parents' education can have an important impact on the growth and even lifelong development of children. Parent-child co-reading is a kind of reading activity carried out jointly by parents and children in the family. Because of its interactive, intimate, free, intellectual, affective and other characteristics, it is of great significance to the development of children. Therefore, parent-child co-reading is an important part of early reading, which refers to the reading activities in which adults and children participate together, which is of special significance to the physical and mental development of young children. However, according to the relevant research data, there are still many problems in different aspects of parent-child reading activities carried out by families in China. Most of the previous studies have focused on the theoretical level, but the research on practice is insufficient. This study is based on the scientific theory, through the reference of relevant research materials, the parent-child reading related research at home and abroad were simply combed. The focus of the study is on the practical activities of parent-child reading. A public kindergarten in a certain city is selected to carry out a three-month practical guidance activity of parent-child co-reading. The purpose of this study is to further understand the current situation of parent-child co-reading, guide the way of parent-child co-reading, how to choose the materials and how to create the environment. In order to provide some useful reference for the development of parent-child reading activities. This research mainly adopts the action research method, the questionnaire method, the interview method. First of all, the present situation of reading activities and reading activities of parents and children in this class is clarified by questionnaire and interview. The survey included parents' understanding of parent-child co-reading, time guarantee and environment creation, material selection, guidance strategy, and five dimensions of children's performance in co-reading. The investigation shows that there are the following problems in the development of parent-child co-reading activities: parents do not have a clear understanding of the meaning and nature of parent-child co-reading, the persistence of parent-child co-reading is not strong, and the importance of material environment despises the creation of psychological environment. There are many puzzles about how to choose the appropriate materials of parent-child co-reading, and lack of necessary guidance on how to correctly guide children's co-reading. Secondly, according to the current situation of parent-child reading activities, the researcher made the guidance plan of parent-child reading activities according to the survey dimension. In the process of practice, teachers and parents were invited to participate. Follow the paradigm of action research in stages, summarize the problems in research practice, adjust the improvement scheme, and then put the new scheme into practice. Thirdly, through the comparison of the results before and after the parent-child reading practice, it shows that the ability of children, parents and teachers to carry out parent-child reading activities has been improved. Finally, the author reflects on the shortcomings of this study, and puts forward the problems to be solved in the practice of parent-child reading together, in order to arouse more thinking and action.
【学位授予单位】：宁夏大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G616

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