中班幼儿亲子绘本阅读的困境及纾困之策

The Dilemma and Relief Measures of Parent-Child Picture Book Reading for Preschoolers in the Middle Class

摘要: 在幼儿教育中，亲子绘本阅读对幼儿的语言、认知和情感发展至关重要。中班幼儿(4~5岁)正处于语言发展、情感认知与社会性培养的关键期，亲子绘本阅读作为家庭教育的重要形式，对他们的发展具有显著促进作用。因此，本研究立足于中班幼儿亲子绘本阅读现状，使用文献分析法、调查问卷法和访谈法对德州市中班幼儿亲子绘本阅读情况进行了调查，发现存在家长对绘本的认知不足、绘本选择片面、阅读方式单一、缺乏环境创设、缺少互动技巧等问题，提出了提高中班幼儿亲子绘本阅读效果的策略：转变家长绘本阅读认知、科学选择适龄绘本、创新亲子阅读方式、优化家庭阅读环境、完善阅读互动技巧。

Abstract: In early childhood education, parent-child picture book reading is crucial for children’s language, cognitive, and emotional development. Middle-aged children (4~5 years old) are in a critical period of language development, emotional cognition, and social cultivation. Parent-child picture book reading, as an important form of family education, has a significant promoting effect on their development. Therefore, this study is based on the current situation of parent-child picture book reading among preschool children in the middle class. Literature analysis, survey questionnaire, and interview methods were used to investigate the reading situation of parent-child picture books among preschool children in the middle class in Dezhou City, and it was found that five main difficulties: parents’ limited understanding of picture books, narrow criteria for choosing titles, monotonous reading styles, poorly designed reading environments, and a lack of interactive techniques. To raise the effectiveness of parent-child picture-book reading, the paper proposes the following strategies: transforming parents’ understanding of picture book reading, selecting age-appropriate picture books, innovating parent-child reading methods, optimizing the home reading environment, and improving reading interaction skills.