| 杨金焕.幼儿园阅读区创设现状及存在问题——基于10所公立幼儿园的调查研究[J].陕西学前师范学院学报,2019,35(8):75-82 |
| 幼儿园阅读区创设现状及存在问题——基于10所公立幼儿园的调查研究 |
| Research on the Establishment of Reading Area in Kindergarten—An Investigation of Ten Public Kindergartens |
| 投稿时间：2019-04-06 修订日期：2019-04-23 |
| DOI：10.11995/j.issn.2095-770X.2019.08.014 |
| 中文关键词: 幼儿园阅读区 阅读环境 阅读材料 阅读活动 阅读指导 |
| 英文关键词: kindergarten reading area reading environment reading materials reading activities reading guidance |
| 基金项目:河南省高等教育教学改革研究与实践项目（2017SJGLX601）;河南省教育厅人文社会科学研究一般项目（2019-ZDJH-198） |
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| 中文摘要: |
| 幼儿早期阅读十分重要，而幼儿园阅读区是满足幼儿早期阅读需要的重要场所，它对儿童的阅读能力和语言能力的发展起着重要作用。本研究选取某市10所公立幼儿园，共计90个班级为研究对象，对幼儿园阅读区创设现状进行调查，得出以下结论：幼儿园阅读区物质环境创设良好，但是心理环境创设和阅读氛围营造仍需加强；材料投放方面，图书种类单一、更新周期长；活动开展分散、效率不高；教师指导被动、不够深入，不利于儿童阅读质量的提高。根据研究结论，提出相应教育建议：注重幼儿园阅读区心理环境创设，增加幼儿阅读参与和互动的机会；提供并更新丰富的、多样的阅读材料，满足不同年龄阶段幼儿阅读需求；加强对阅读时段安排的计划性和合理性，培养幼儿良好阅读习惯；加强教师对阅读区活动的指导，提高幼儿阅读质量。 |
| 英文摘要: |
| In the kindergarten,reading area is one of the special places for children,which plays a very important role in children's reading ability and language development.This study selected 10 kindergartens,a total of 90 classes as the research objects,investigated the present situation of the reading areas.On the basis of the investigation,this study draws the following conclusions: in kindergarten reading area,the physical environment is good,but the construction of psychological environment needs to be strengthened.The variety of books is not rich and update slowly,which is not conducive to cultivate children's reading interest.The activities in the reading area are decentralized and inefficient,leading to poor reading behavior and habits.The teacher's guidance in the reading area is not positive and valid,which does not benefit the children's reading quality.In view of the above research conclusions,relevant education suggestions are proposed: pay attention to the psychological environment in the reading area of kindergartens to encourage children to participate in the reading area; provide and update constantly rich and diverse reading materials to meet children's reading needs at different ages; strengthen the planning and rationality of the reading time to cultivate children's good reading habits; enhance the teacher's guidance of reading to improve children's reading quality. |
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