亲亲小图书——小班幼儿阅读兴趣和能力培养的策略研究

随着学前教育理论和实践研究的不断深入,幼儿早期阅读教育开始引起人们的关注。《幼儿园教育指导纲要》中明确地把幼儿早期阅读方面的要求纳入语言教育的目标体系,早期阅读是以图画读物为主,以看、听、说有机结合为主要手段,培养幼儿阅读兴趣和能力。从小班阶段开始,教师从兴趣入手,通过选择适合幼儿的阅读资料、创设良好的环境、培养正确的阅读方法、家园合力共同培养幼儿阅读习惯等多种方式萌发幼儿热爱图书的情感,丰富幼儿阅读经验、提高阅读能力。     

如何培养良好的阅读习惯

阅读是连接幼儿思想和外部世界的桥梁,通过阅读让孩子增长知识,提高语言的表达能力,对人生的成长起着重要作用。幼儿园有义务为幼儿创设适宜的阅读环境,选择适宜的阅读材料,开展丰富的阅读活动。本文从阅读环境的创设、阅读内容的选择、阅读规则的建立、阅读活动的指导等方面阐述了如何让幼儿养成良好的阅读习惯。     

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

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。     

让孩子在适宜的早期阅读环境中成长

有关研究发现,8岁之前是儿童掌握基本阅读能力的关键期。怎样在学前期为幼儿创设适宜的早期阅读环境呢？为幼儿营造良好的早期阅读环境,主要有：突出园所的整体环境;创设专门的阅读环境;营造良好的班级环境;提供宽松开放的表达、表演环境。提供具有表意性质的、图文并茂的、丰富的、多元性的阅读材料。在对幼儿早期阅读活动指导中,注重引导幼儿体验阅读的乐趣、掌握基本的阅读技能和阅读习惯,开展整合的早期阅读活动。     

3—6岁幼儿家庭阅读环境的调查研究

阅读能力是学习能力的核心,是幼儿早期语言领域学习的重要目标,家庭阅读环境是幼儿阅读能力发展阶段非常重要的一个研究方面。文章展示了某幼儿园幼儿家庭阅读环境的现状的调查结果,发现幼儿家庭阅读时间随意性较强,家长不重视阅读空间的创设,阅读材料不适合幼儿发展,家庭中缺少阅读榜样,家庭阅读方式较为单一。针对这些状况,家长应提高对阅读的重视程度,树立良好的阅读榜样,综合运用多种阅读方式等优化家庭阅读环境的创设,促进幼儿的健康成长。     

试谈幼儿园分享阅读教育环境的创设

分享阅读不是孤立存在的,它与环境密切联系,它们是相互依存,相互促进的,是幼儿阅读发展的重要影响因素。在分享阅读教育过程中应该创设良好的阅读环境,促进幼儿阅读能力不断提高。文章立足于环境对幼儿阅读的影响,从分享阅读在幼儿园户外与幼儿园活动室的物质环境创设,幼儿园精神环境创设两个方面论述了分享阅读教育环境在幼儿园中的具体创设方法。     

图书区幼儿自主阅读现存问题及对策探析

自主阅读作为早期阅读的重要组成部分,是幼儿提高书面语言能力、形成良好学习品质的一个有效途径.为了更好地探究影响幼儿自主阅读的因素,提高幼儿的阅读兴趣和效率,文章基于调查研究,分析了三个年龄班图书区中幼儿自主阅读现存问题,从图书区的环境创设、材料投放、阅读指导等方面入手,提出促进幼儿自主阅读能力发展的若干建议.     

小班图书角阅读活动实施策略探析

班级的图书角阅读活动对于促进幼儿语言能力、社会交往能力的发展具有重要作用,而图书角阅读活动不仅是区域活动的一部分,也是早期阅读活动的起始阶段,应该引发更多关注和研究。文章结合教育实践,深入探讨了小班图书角阅读环境创设、图书选择与投放的适宜性、幼儿阅读指导的有效性等问题。     

运用环境创设激发幼儿的阅读兴趣

积极探索和挖掘环境的教育作用,通过创设丰富适宜的环境来激发幼儿的阅读兴趣对幼儿教育的意义深远。从阅读活动的物质环境创设、精神环境创设、主题墙的创设、阅读活动与幼儿一日生活的有效融合等四个方面出发,为幼儿营造良好的阅读环境,最大限度挖掘环境应有的教育功能,最终达到培养幼儿良好的阅读习惯和阅读能力的目的。     

对幼儿早期自主阅读能力的培养

幼儿的早期阅读是一种"读写萌发",引入分级阅读这一课题,目标是为儿童提供"最合适的文本"。从而树立正确的早期阅读理念,能更好地开展早期阅读活动,培养幼儿早期自主阅读能力。教师应研究开展分级阅读课题研究的背景,并创设支持性的自主阅读环境,营造良好的阅读氛围;深入挖掘分级阅读材料;采用开放式的提问,引导幼儿主动参与阅读活动;提高教师的讲读能力。同时利用亲子阅读,实现家园共育。     

Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors

This study examined preschool teachers’ (n = 59) explicit print instruction during shared reading and considered whether the benefits of this practice to children's learning (n = 379) varied as a function of the classroom environment and children's developmental characteristics. Measures of explicit print instruction and the classroom environment (global classroom quality, literacy environment) were obtained by aggregating observations taken across the 30 weeks of the study. Child outcomes were measured as spring print knowledge performance, controlling for fall. Child developmental characteristics were measured directly (language ability) and indirectly (attentional skills) in fall and winter, respectively. Findings showed that explicit print instruction contributed to children's learning, but its benefits decreased as the quality of the classroom and children's attentional skills increased. Implications for research and practice are discussed.     

Reading comprehension instruction in Irish primary classrooms: key insights into teachers' perspectives on classroom practices

Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students require effective, metacognitive reading comprehension strategies in order to succeed in a vastly expanding multi-literate textual environment. This paper will discuss a recent study, involving a survey (n=278) and interviews (n=12), which examined current beliefs and understandings regarding reading, as well as reading pedagogy and practice among teachers at primary level in Ireland. The findings revealed that current reading pedagogy, as indicated by the surveyed teachers, relies heavily on decoding instruction and an affective approach to reading while explicit comprehension instruction practice remains secondary and more the exception rather than the rule. The paper will attempt to examine possible reasons as to why current reading pedagogy remains ‘un-balanced’ in this manner while also exploring possible avenues for improvement.     

Teaching Critical Reading in Chinese EFL Classrooms

This paper aims at proposing some instructional suggestions for incorporating critical reading strategy into Chinese EFL class rooms. It analyzes the current situation of college English reading instruction and points out the possibilities and significance of teaching crit ical reading to L2 learners. It attempts to raise both English language teachers’and students’awareness in using critical reading strategy and to provide them with some feasible suggestions for applying this strategy into the real classroom practice.     

语文教学中朗读教学的现状及思考

朗读在语文教学中极为重要,朗读教学质量会直接影响学生对语文学习的兴趣。文章从目前的语文朗读教学现状入手,基于学情提出合理的优化朗读教学之策,指出教师应提供充分的朗读时间、加强朗读指导及合理进行朗读评价,切实提高学生的朗读素养。     

全阅读教育理念与儿童早期阅读

基于全语言教育的全阅读教育理念强调为幼儿早期阅读提供多重开放的阅读情境、对象与方式、途径等.遵循这一阅读理念,有助于克服当前早期阅读教育单调、枯燥,被等同于识字教育等弊端.幼儿园应在开展绘本式阅读,让儿童在阅读绘本过程中深刻体会童年意义的基础上,多组织开展环境式阅读,促进幼儿亲社会性品质的形成;在亲子共读中感受亲情的温暖与支持,形成良好的阅读习惯与浓厚的阅读兴趣;在阅读自然之书中形成亲近自然的和谐精神.     

From reading strategy instruction to student reading achievement: The mediating role of student motivational factors

This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement.     

教授阅读策略,提高阅读能力

在大学英语教学中，阅读教学一直使用英汉翻译法讲授。而阅读策略，在某种程度上对很多人来说是一个新概念。章提倡在泛读教学中教授并应用阅读策略，从而提高学生的阅读能力与学习效率。     

Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students’ Reading Skills

ABSTRACT

This experimental study directly compared the effects of two prevalent forms of classroom writing instruction, interactive writing and writing workshop, on kindergarten students’ acquisition of early reading skills. Repeated measures data was collected at four points over 16 weeks to monitor growth of 151 kindergarten students in phonological awareness, alphabet knowledge, and word reading. Results of this study showed students in both the interactive writing group and the writing workshop group demonstrated significant growth over time for each of the three outcome measures, with no statistically significant difference between groups for any of the outcome measures at any of the time points. This study provides evidence that, when consistently implemented during the first 16 weeks of kindergarten, interactive writing and writing workshop are equally effective in promoting acquisition of early reading skills.     

梁启超阅读思想摭谈

梁启超作为一代文章大师,在阅读学方面也颇有造诣。他在阅读主体、阅读客体、阅读创造、阅读技法等阅读学理论方面都有独到见解。研究他的阅读思想对推动阅读学研究和进行阅读教学都有重要的借鉴意义。     

阅读与阅读教学：心理学视角

阅读是一项复杂的认知过程,涉及整合、组织、精加工、监控等过程。阅读教学要培养学生调节和控制上述认知过程的能力,而不能仅仅停留在促进学生对课文内容的理解上。区分阅读与阅读教学,对明确阅读教学的目标至关重要。