本文選題：親子共讀 + 實(shí)踐報(bào)告�。� 參考：《寧夏大學(xué)》2014年碩士論文

【摘要】：閱讀對(duì)人類的發(fā)展起著至關(guān)重要的作用。隨著社會(huì)的發(fā)展及早期教育理論研究的不斷深入,人們?cè)絹?lái)越認(rèn)識(shí)到早期閱讀對(duì)人終身發(fā)展的重要意義。對(duì)于幼兒來(lái)說,家庭是影響其發(fā)展的最重要場(chǎng)所,研究表明,父母的教育狀況能夠?qū)τ變旱某砷L(zhǎng)甚至終身發(fā)展產(chǎn)生重要的影響。親子共讀即家庭中幼兒父母與幼兒共同開展的閱讀活動(dòng),因其具有互動(dòng)性、親密性、自由性、知識(shí)性、情感性等特點(diǎn)而對(duì)幼兒的發(fā)展具有多方面的重要意義。因此,親子共讀是早期閱讀的重要組成部分,指成人和孩子共同參與的閱讀活動(dòng),對(duì)幼兒身心發(fā)展具有特殊意義。 然而,查閱相關(guān)研究資料表明,目前我國(guó)家庭開展的親子共讀活動(dòng)在不同的方面仍存在較多問題。已有研究大多集中在理論的層面,關(guān)于實(shí)踐的研究則顯得不足。本研究建立在科學(xué)的理論基礎(chǔ)上,通過查閱相關(guān)研究資料,對(duì)親子共讀的國(guó)內(nèi)外相關(guān)研究進(jìn)行了簡(jiǎn)單的梳理。研究的重點(diǎn)則放在親子共讀的實(shí)踐活動(dòng)研究上,選取某市某公立幼兒園中班開展為期三個(gè)月的親子共讀實(shí)踐指導(dǎo)活動(dòng)。以期通過本次實(shí)踐研究進(jìn)一步了解親子共讀開展的現(xiàn)狀、指導(dǎo)親子共讀的方式、親子共讀的材料選擇和環(huán)境創(chuàng)設(shè)應(yīng)該如何進(jìn)行等相關(guān)問題的解決方法。從而為他人的親子共讀活動(dòng)的開展提供一些有益的借鑒。 本研究主要采用行動(dòng)研究法、問卷法、訪談法。首先,通過問卷調(diào)查和訪談法基本明確了該班的閱讀活動(dòng)及家庭親子共讀活動(dòng)的現(xiàn)狀。調(diào)查包括家長(zhǎng)關(guān)于親子共讀的認(rèn)識(shí)、親子共讀的時(shí)間保證和環(huán)境創(chuàng)設(shè)、親子共讀的材料選擇、親子共讀的指導(dǎo)策略、幼兒在共讀中的表現(xiàn)五個(gè)維度。調(diào)查表明,關(guān)于親子共讀活動(dòng)開展主要存在以下問題：家長(zhǎng)對(duì)親子共讀的意義和本質(zhì)認(rèn)識(shí)不清、親子共讀的堅(jiān)持性計(jì)劃性不強(qiáng)、重視物質(zhì)環(huán)境輕視心理環(huán)境創(chuàng)設(shè)、對(duì)如何選擇適宜的親子共讀材料存在很多困惑、對(duì)如何正確指導(dǎo)幼兒共讀缺少必要的指導(dǎo)等。其次,針對(duì)親子共讀活動(dòng)開展的現(xiàn)狀,研究者以調(diào)查維度為標(biāo)準(zhǔn),制定了親子共讀實(shí)踐活動(dòng)的指導(dǎo)計(jì)劃,實(shí)踐過程中邀請(qǐng)幼兒教師及家長(zhǎng)參與,遵循行動(dòng)研究的范式分階段進(jìn)行,認(rèn)真總結(jié)研究實(shí)踐中出現(xiàn)的問題并調(diào)整改進(jìn)方案,再將新的方案付諸實(shí)踐。再次,通過對(duì)本次親子共讀實(shí)踐活動(dòng)前后測(cè)試結(jié)果的對(duì)比表明,幼兒、幼兒家長(zhǎng)及幼兒教師開展親子共讀活動(dòng)的各個(gè)方面的能力大都有所提高。最后,筆者反思了本研究中存在的不足,并提出親子共讀實(shí)踐活動(dòng)中存在的丞待解決的問題,以期引發(fā)更多的思考和行動(dòng)。
[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.
【學(xué)位授予單位】：寧夏大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G616

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