幼儿阅读兴趣视角下中班阅读区绘本资源配置与更新研究——以信阳市浉河区A幼儿园为例

Picture Book Resource Allocation and Updating in K2 Classrooms from the Perspective of Children’s Reading Interests—A Case Study of Kindergarten A in Shihe District, Xinyang City

摘要: 为考察中班阅读区绘本资源配置、更新与幼儿阅读兴趣需求的适配情况，以A幼儿园中班阅读区为研究场域，以40名幼儿及班级教师为对象，采用自然观察、半结构化访谈和幼儿阅读兴趣测评进行研究。结果发现：幼儿对不同形式绘本的阅读兴趣存在显著差异，对图画为主和图文结合绘本的兴趣较高；阅读区绘本数量基本满足日常需要，但资源类型和呈现形式与幼儿兴趣需求存在一定程度的不匹配；资源更新主要依据教师经验、图书破损及幼儿选择情况，尚未形成稳定的动态更新机制；教师对幼儿兴趣的观察与资源调整之间缺乏有效衔接。研究认为，应以幼儿阅读兴趣和阅读表现为依据优化资源结构，建立动态更新机制，并加强教师兴趣观察与阅读支持，以提升绘本资源与幼儿发展需要的适配程度。

Abstract: This study examined the alignment between the allocation and updating of picture book resources in K2 classrooms and children’s reading interest needs. Conducted in a K2 classroom at Kindergarten A, the study involved 40 children and their two classroom teachers. Data were collected through naturalistic observation, semi-structured teacher interviews, and a teacher-rated children’s reading interest scale. The results revealed significant differences in children’s reading interests across different picture book formats, with notably stronger preferences for illustration-dominated and illustration-text combined books. Although the number of picture books in the reading area was generally sufficient to meet children’s daily needs, there was a mismatch between the types and presentation formats of available resources and children’s reading interest needs. Resource updating was driven primarily by teachers’ experience, book damage, and children’s selection, rather than by a systematic and dynamic updating mechanism. Furthermore, teachers’ observations of children’s reading interests were not effectively connected to subsequent resource adjustments. These findings suggest that picture book resources should be optimized based on children’s observed reading interests and reading behaviors, a systematic and dynamic updating mechanism should be established, and teachers’ capacity to observe children’s interests and provide reading support should be strengthened to better align picture book resources with children’s developmental needs.