本文關鍵詞：重慶市主城區(qū)幼兒家庭親子共讀現(xiàn)狀研究　出處：《西南師范大學》2005年碩士論文　論文類型：學位論文

  更多相關文章： 幼兒家庭 親子共讀 現(xiàn)狀調查

【摘要】：閱讀是人類社會生活中不可或缺的一種實踐活動,信息化社會里閱讀能力的價值日益突顯。有關研究表明3～8歲是兒童學習基本閱讀能力的關鍵期,早期閱讀教育對學前兒童培養(yǎng)閱讀能力的發(fā)展十分重要,而親子共讀是實施早期閱讀教育的基本形式之一。本研究旨在了解重慶市主城區(qū)幼兒家庭開展親子共讀的基本情況,發(fā)現(xiàn)存在的問題,并有針對性地提出建議,以期為今后重慶市幼兒家庭教育提供依據(jù),同時,也為全國的親子共讀理論研究和實踐提供一定的參考和借鑒。 本研究采用文獻法、問卷法、訪談法和觀察法對重慶市主城區(qū)幼兒家庭親子共讀現(xiàn)狀進行了研究,得出以下結論: 重慶市主城區(qū)幼兒家庭親子共讀現(xiàn)狀中值得肯定的地方在于:大多數(shù)父母們能準確理解親子共讀這一概念,普遍肯定親子共讀對幼兒發(fā)展的價值,且多數(shù)父母對親子共讀持積極態(tài)度,為實施親子共讀創(chuàng)設了一定的條件,投入了一定的時間、精力和熱情,基本能滿足幼兒的共讀需要。 重慶市主城區(qū)幼兒家庭親子共讀存在的問題:首先父母觀念中存在嚴重誤區(qū),沒能全面科學地認識親子共讀的價值,或者完全忽視親子共讀的價值,基本不開展親子共讀,或者把親子共讀等同于早期識字教學,或者等同于早期智力開發(fā),或者等同于早期行為塑造和德育說教。其次父母在行動上,表現(xiàn)出共讀發(fā)起被動,態(tài)度不夠積極;主導共讀過程,忽視幼兒學習與發(fā)展的主體性;使用方法單一,讀物內容沒能得到充分的挖掘等不足。 筆者提出了解決以上問題的建議:重慶市政府、社區(qū)、公共圖書館、學前教育機構以及各民間組織應積極行動起來,通過家長學校、親子學苑、網(wǎng)站等,對幼兒父母開展親子共讀教育,使幼兒父母重視自身在早期閱讀教育中的作用,全面科學地認識親子共讀的價值,以及增強對共讀中幼兒學習與發(fā)展主體性的尊重意識,幫助他們形成科學的親子共讀觀念,并從低幼讀物的優(yōu)選、親子共讀的方式、親子共讀的具體方法等方面,對其親子共讀實踐進行科學的指導。
[Abstract]:Reading is a kind of practice is indispensable in the life of human society in the information society, reading ability value has become increasingly prominent. The study showed that the 3~8 year old is the critical period for children to learn the basic reading ability, reading ability of early reading education for preschool children's development of ten important points, and parent-child reading is one of the basic forms of early reading the basic situation of education. This study aims to understand the urban district of Chongqing city to carry out family parent-child reading, and find the existing problems, and puts forward some suggestions, in order to provide the basis, Chongqing city children family education in the future at the same time, also for the parent-child reading theory and practice to provide a reference and reference.
In this study, literature, questionnaire, interview and observation were used to study the status of parents and children in the main city of Chongqing, and the following conclusions were drawn:
Chongqing city children's family parent-child reading situation is certainly a place that most parents can accurately understand the concept of parent-child reading, generally positive parent-child reading on children's development value, and the majority of parents of parent-child reading in a positive attitude, for the implementation of parent-child reading in the creation of certain conditions, into the a certain amount of time, energy and enthusiasm, to meet the basic needs of the children's reading.
Chongqing city children's family parent-child reading problems: serious misunderstanding of the first parents concept, not fully scientific understanding of the value of parent-child reading, or completely ignored the value of parent-child reading, basically do not conduct parent-child reading, or parent-child reading is equivalent to early literacy teaching, or equivalent to early intellectual development, or equivalent to early shaping behavior and moral preaching. Secondly, parents in action, showing a total of passive reading initiated, attitude is not positive enough; leading reading process, ignoring main body of learning and development of children; the use of a single method, reading the content can not be lack of sufficient mining.
The author puts forward the suggestions to solve these problems: the public library of Chongqing municipal government, community, and preschool education institutions and non-governmental organizations should take positive action through the parent school, parent academy, websites, reading education for parents of children to parents, parents pay attention to their role in education of early reading, comprehensive the scientific understanding of the value of parent-child reading, and to enhance the reading in the learning and development of children's subjectivity consciousness of respect, help them form a scientific concept of parent-child reading, and preferably from preprimer, parent-child reading way, aspects of parent-child reading in specific ways, the parent-child reading practice scientific guidance.

【學位授予單位】：西南師范大學
【學位級別】：碩士
【學位授予年份】：2005
【分類號】：G616

【引證文獻】

相關期刊論文 前2條

1 張玉紅;;試論幼兒園開展親子閱讀的意義[J];教育觀察;2012年06期

2 王華;;3-6歲幼兒早期讀物現(xiàn)狀的調查與分析[J];呂梁教育學院學報;2013年02期

相關博士學位論文 前1條

1 史大勝;美國兒童早期閱讀教學研究[D];東北師范大學;2010年

相關碩士學位論文 前7條

1 趙曉茹;城市幼兒家庭文化資本與其親子閱讀活動的關系研究[D];哈爾濱師范大學;2011年

2 汪娟;親子教育中親師互動研究[D];西南大學;2012年

3 張燕子;幼兒的圖畫書閱讀特點與家庭的閱讀教育研究[D];南京師范大學;2007年

4 韓明月;延吉市朝鮮族幼兒家庭親子閱讀教育研究[D];延邊大學;2007年

5 望歡;父親參與親子分享閱讀的研究[D];山東師范大學;2013年

6 陶翠萍;城市幼兒家庭親子閱讀現(xiàn)狀及影響因素的調查研究[D];沈陽師范大學;2013年

7 劉奕昕;長沙市親子共讀經(jīng)典研究[D];廣西師范學院;2013年

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本文編號：1376524