| 万丹.幼儿园班级早期读写环境：要素、问题与对策[J].陕西学前师范学院学报,2021,37(3):24-30 |
| 幼儿园班级早期读写环境：要素、问题与对策 |
| Early Literacy Environment in Kindergarten Classrooms: Components， Challenges， and Solutions |
| 投稿时间：2021-01-15 修订日期：2021-01-24 |
| DOI：10. 11995/j. issn. 2095-770X. 2021. 03. 004 |
| 中文关键词: 幼儿园 早期读写 班级环境 |
| 英文关键词: kindergarten early literacy class environment |
| 基金项目:教育部人文社会科学研究（17YJA880025） |
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| 中文摘要: |
| 儿童早期读写能力在一定程度上能预测其后续学业成就，近三十年是学术界的研究热点。丰富可及的读写材料和教师的中介作用是早期读写环境的两大要素，对于幼儿早期读写发展意义重大。当前，幼儿园班级早期读写环境存在重结构质量、轻过程质量的问题。结合澳大利亚托幼中心早期读写环境的创设经验，我国早期读写教育可从采用持续共享思考策略、纳入信息通信技术、巧用儿童流行文化、实施一对一差异指导等途径寻找出路。 |
| 英文摘要: |
| In a certain extent children’s early literacy attainments can predict their subsequent academic achievements， which has been a hot research topic for recent 30 years. The easy access to rich-literacy materials and the teacher intermediary effect are the two components of early literacy environment， which have significant meaning to children’s early literacy development. The early literacy environment in kindergarten classrooms currently shows following problems: the tendency of overemphasizing structural quality and neglect of process quality. Based on the experience of Australia’s child care center， kindergartens in China can optimize their early literacy environment by adopting Sustained shared thinking strategies， incorporating information and communication technology， capitalizing on children’s popular culture， and implementing one-to-one differentiated instruction. |
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