本文旨在研究4~6岁学前儿童的阅读现状展开探讨分析,在众多影响幼儿词汇发展水平的家庭亲子阅读环境因素中,本研究选取某幼儿园中的152名4~6岁的儿童为研究对象,采用自编问卷,由幼儿园教师发放给家长进行填写,并配合访谈,目的是了解被...本文旨在研究4~6岁学前儿童的阅读现状展开探讨分析,在众多影响幼儿词汇发展水平的家庭亲子阅读环境因素中,本研究选取某幼儿园中的152名4~6岁的儿童为研究对象,采用自编问卷,由幼儿园教师发放给家长进行填写,并配合访谈,目的是了解被测儿童的家庭阅读环境现状。This article aims to explore and analyze the reading status of preschool children aged 4~6. Among the many factors that affect the vocabulary development level of young children in the family parent-child reading environment, 152 children aged 4~6 in a kindergarten were selected as the research subjects. A self-designed questionnaire was distributed by kindergarten teachers to parents for filling out, and interviews were conducted to understand the current reading environment of the tested children in their families.展开更多
文摘本文旨在研究4~6岁学前儿童的阅读现状展开探讨分析,在众多影响幼儿词汇发展水平的家庭亲子阅读环境因素中,本研究选取某幼儿园中的152名4~6岁的儿童为研究对象,采用自编问卷,由幼儿园教师发放给家长进行填写,并配合访谈,目的是了解被测儿童的家庭阅读环境现状。This article aims to explore and analyze the reading status of preschool children aged 4~6. Among the many factors that affect the vocabulary development level of young children in the family parent-child reading environment, 152 children aged 4~6 in a kindergarten were selected as the research subjects. A self-designed questionnaire was distributed by kindergarten teachers to parents for filling out, and interviews were conducted to understand the current reading environment of the tested children in their families.
