幼儿园班级阅读材料选择及使用指导.doc

幼儿园班级阅读材料的选择和使用指导

中文

在幼儿早期教育中，阅读是学习的一种重要方式，是幼儿增长知识，开阔眼界，发展想象力，思维能力及提高语言表达能力的重要途径。在2001年颁布的《幼儿园教育指导纲要（试行）》中明确指出要“培养幼儿对生活中常见的简单标记和文字符号的兴趣；利用图书、绘画和其他多种方式，引发幼儿对书籍、阅读和书写的兴趣，培养前阅读和前书写技能。”[1]而在阅读中，阅读材料起着重要作用，是幼儿直接的学习媒介，所以，关注教师对班级阅读材料的选择和使用是非常必要的。
笔者对西安市7所幼儿园中152个班级的阅读材料进行了调查研究，主要从教师对幼儿园班级阅读材料的基本情况、班级阅读环境的创设及对阅读材料的价值认识、选择及使用指导等方面进行了深入的论文分析。通过长期的观察、调查和访谈，发现目前教师对班级阅读材料的选择和使用指导方面上值得肯定的地方有：大多数教师在选择阅读材料时能够考虑到不同年龄段幼儿的不同需求，并且可以对阅读材料进行合理的处理和加工，同时在指导幼儿使用阅读材料时，积极寻求有效的阅读策略，帮助幼儿掌握阅读技巧，提高幼儿阅读能力，培养幼儿良好的阅读习惯。此外，在评价和教研方面，教师也在努力钻研，不断进取，不断提高自身的专业素质。
同时，存在的问题有：还有一部分教师对阅读材料价值的认识不够深刻；教师指导幼儿使用阅读材料的形式和方法比较单一；教师创设班级阅读环境时重视物质环境、忽视精神环境；在阅读材料的价值认识、选择和使用指导方面家园联系不够；有关阅读材料教研活动的开展流于形式，缺乏实效性；教师评价阅读材料的体系不健全。
基于此，笔者提出了下列具有针对性的建议和对策：组织教师进行培训，提高教师专业素质；教师在选择和指导幼儿使用阅读材料时，对不同年龄段幼儿所做的不同考虑；创设和谐的物质阅读环境与精神阅读环境；加强家园合作，增进教师与家长之间的沟通；提高园本教研活动的实效性；完善对阅读材料的评价体系。

译文

In the early childhood education, reading is an important way. Reading can enlarge children’s knowledge, to broaden their horizons, to develop imagination, thinking skills and to improve their language skills. Promulgated in 2001 "The Kindergarten Education Guidance Program (Trial) "clearly states that the "culture of life in children simple common interest in marks and symbols;ues of books,paintings and many other ways, leading to children on the books, reading and interest in writing ,reading and pre-training and pre-writing skills." In reading, reading materials are the direct learning medium for young children that play an important role in the children’s growing up. So, it is essential that concerned about the teachers select and use guide reading materials for children in class.
By investigating the reading materials of 152 classes of 7 kindergartens in Xi’an and deeply studying the basic situation of class reading materials, class reading environment designs and the recongnition of the value of reading materials, selection and use guidance reading materilas and so on.Through long-term observation, investigation and interviews, the positive advantages in teachers’ choosing the reading materials are as following: most teachers in selecting reading materials can take into account the different needs of different ages of young children, and they can handle and process the materials reasonably. And the majority of teachers in guiding children to use materials are actively seeking more effective reading strategies to help children master the reading skills and to improve early reading abilities and good reading habits. Besides, in the evaluation and teaching and researching aspects, teachers have worked hard to perfect and progress and constantly improve their own professional standards.

And, at the same time, there are some problems existing: teachers awareness of the value of reading materials uneven; teachers are always used single way and mean to guide children to use reading materials; teachers take into account the physical environment, ignoring the spirit of the environment in increating classroom reading environments; contacts are not enough in recognizing the value of reading materials, selection and use guidance between teachers and parents; the research activities related reading materials show out to be formality and lack of effectiveness; the evaluation system of reading materials are not perfect.
Based on the above, the author made the following targeted recommendations and measures: organize the teachers’ training, improv teachers’ qualities; consider the differences in different age groups in choices of materials and guidances; create a harmonious the physical and spirital of reading environment; strengthen and improve communication and communication between teachers and parents; improve the effectiveness of the kindergarten-based research activities; perfect the evaluation system of reading materials.