教师对托班阅读教育的认识调查_学前教育.doc

摘要:本研究采用问卷调查法对南京市和镇江市5所幼儿园50名教师对托班早期阅读教育的认识情况进行了调查，采用观察法和访谈法了解教师阅读教育行为和教师阅读教育中的困难。调查结果表明：教师对托班阅读教育关注程度相对较高。教师的学历层次、教龄长短是影响教师对于托班幼儿阅读教育认识的两个重要的因素。不同学历，不同教龄的教师的对托班阅读教育的认识有显著性的差异。此外，教师指出对托班幼儿阅读教育理论的了解程度直接影响教师对托班幼儿阅读教学活动的指导行为，同时教师指出了托班早期阅读教育工作中的困难和疑惑，教师也期望能够得到关于托班早期阅读教育专业的理论和实践的培训，提高自身早期阅读教育的专业水平，更好地指导托班幼儿阅读教育。笔者又根据调查结果提出自己关于教师对托班阅读教育的相关建议，供教师参考。

关键词： 托班    早期阅读教育    教师认识   问题    建议

Abstract:This study adopts questionnaire investigation method to conduct a survey of 50 kindergarten teachers in 5 kindergartens of different quality levels in Nanjing and Zhenjiang. Using the observation and interviewing methods to understand the teacher read education behavior and teacher education and the difficulty of reading. The survey results show that: the teachers’ considerations to torre-class reading education are relatively high. Teachers’ teaching ages and educational level are the two important factors which influence the teachers’ understanding about early childhood reading education in torre-class: the teachers’ understanding of different educational levels and different teaching ages are significantly different.

In addition, the level of teachers’ understanding about early childhood reading education theory in torre-class directly affected the teachers’ behavior about teaching activity guidance. At the same time, teachers pointed out the difficulties and doubt, in early reading education work and the teacher also hopes to get professional theory and practice of training, about early reading education in torre-class to improve their education professional level of reading teaching and better guide children reading education in torre-class. The author also put forward suggestions about torre-class reading education according to the survey’s results for teachers’ reference.

Key words:  torre-class   early reading education  teachers' knowledge   question   suggestion

　　　本研究通过对托班教师对于托班幼儿前阅读教育观念的已有认识进行调查，通过观察法和访谈法，搜集托班教师在对托班幼儿进行阅读教育中出现的问题和困惑，并对搜集到的资料进行整理分析。初步探索托班教师对托班幼儿阅读教育的认识现状，发现教师认识中的问题和困惑，并对教师在指导托班幼儿阅读中的困难和疑惑给出有效的建议。