本文選題：早期閱讀　切入點：0-3歲嬰幼兒　出處：《華東師范大學》2010年碩士論文

【摘要】： 閱讀,對一個人的發(fā)展起著至關(guān)重要的作用。學前兒童的早期閱讀能力發(fā)展不僅成為成功的閱讀者的基礎,而且成為終身學習者的開端,因而日益受到重視。對于0-3歲的嬰幼兒,他們的早期發(fā)展和經(jīng)驗不僅會對其學習、成功和健康產(chǎn)生不可磨滅的影響,而且會對今后的發(fā)展奠定基礎。因而,早期閱讀這一基于社會性互動的活動方式越來越受到嬰幼兒家長的重視。隨著家庭中早期閱讀活動的不斷展開與家長教育困惑的不斷凸顯,需要以早教機構(gòu)為依托,與家庭緊密結(jié)合,為嬰幼兒家庭教育提供物質(zhì)及人力多方面的教育資源。輔助家庭開展嬰幼兒早期教育,為家庭提供正確的早期閱讀教育理念和方式,由此,早期教育機構(gòu)中的早期閱讀活動開展的具體情況在某種程度上不僅影響著直接參與其中的嬰幼兒早期閱讀能力,更影響著家庭對嬰幼兒早期閱讀的實施,也正因此亟待研究的關(guān)注。 本研究主要采用觀察法和調(diào)查法,對上海市一所公辦、兩所民辦早教機構(gòu)嬰幼兒早期閱讀活動的組織和實施進行了調(diào)查和觀察,針對早教機構(gòu)中早期閱讀的課程設置與形式、早教機構(gòu)中早期閱讀的環(huán)境創(chuàng)設、早教機構(gòu)中早期閱讀的材料選擇、師資狀況、早教機構(gòu)面向嬰幼兒及家長的早期閱讀活動實施。研究發(fā)現(xiàn)機構(gòu)中早期閱讀活動組織與實施存在以下問題：機構(gòu)中早期閱讀活動比重占有率較低,未形成更加完整的、有針對性的課程體系作為支撐；早期閱讀環(huán)境創(chuàng)設呈現(xiàn)出非專業(yè)化特點；機構(gòu)普遍缺乏對閱讀材料后期的分類、整理、保管以及更新工作；對教師的培訓較少,且并沒有關(guān)于早期閱讀方面的培訓內(nèi)容,教師自身學習能力和發(fā)展意識不強；對于嬰幼兒及家長的指導缺乏科學性,指導服務的意識尚在逐步建立過程當中。 因此,針對這些問題研究提出以下幾點建議：提高早期閱讀課程有效性；提升早期閱讀環(huán)境創(chuàng)設的有效性；關(guān)注材料的投放與管理；關(guān)注教師的專業(yè)成長；深化早期閱讀指導策略。讓0-3歲嬰幼兒早期閱讀能力得到良好發(fā)展,為其終身閱讀與學習奠定基礎。
[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.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2010
【分類號】：G613.2

【引證文獻】

相關(guān)期刊論文 前1條

1 何彩平;;0歲～3歲幼兒家庭早期閱讀環(huán)境狀況調(diào)查——以上海市為例[J];早期教育(教科研版);2012年09期

相關(guān)碩士學位論文 前2條

1 孫方方;2-3歲嬰幼兒在成人伴讀情境下閱讀不同圖畫書眼動特征比較[D];華東師范大學;2011年

2 程芳;武漢市早教機構(gòu)開展早教活動的研究[D];華中農(nóng)業(yè)大學;2013年

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本文編號：1691574