亲子阅读中的指导方式以绘本共读为例

目       录

一．创造一个开放的阅读坏境···················································2

（一）创造一个共读群，请有经验的家长长期定时为孩子上绘本课，使孩子对阅读产生兴趣·······················································2

（二）开展绘本公开课，邀请所有家长来学习交流共读经验·························3

（三）创建班级图书馆，并由孩子任小小图书管理员，家长任辅助管理员····3

（1）创造班级图书馆的意义在于幼儿··································3

（2）创造班级图书馆的意义在于家长··································3

二．采取多种互动方式展现绘本内容··································3

（一）亲子共制绘本内容有关的作品···································3

（二）.给孩子创造演绎绘本内容的机会·································4

(三)实践指导亲子共读绘本，学会“分享”阅读························4

（1）研究对象的确定···············································4

（2）研究内容的选定···············································4

（3）研究结果的反馈···············································4

三. 让绘本融入家庭生活············································4

（一）规定每日共读时间·············································4

（二）给孩子创造一个良好的读书氛围··································5

（三）给孩子创造更多的接触绘本的条件································5

参考文献···························································5

随着社会的进步，人们越来越重视教育的发展。与此同时，越来越多的家长开始意识到亲子共读绘本的重要性。图画书的英文为illustrated books,在日本叫做绘本。绘本不同于我们平常所讲的小人书，卡通书或其他有图有字的低幼读物，它对语言、图画及两者的构成形式有着特定的规范和要求。①日本儿童文学出版专家松居直做了非常形象的注解：‘文字+图画=带插图的书，文字X图画=图画书’。”②顾名思义是一种适合低幼儿阅读的，以图画为主文字为辅。甚至完全没有文字而全是图画的书籍。③这也就意味着绘本具有贴近孩子生活，具有艺术性、文学性、文字与绘画和谐共处等必备的特点，它符合孩子的年龄特征，对幼儿的成长有着独特和不可替代的教育价值。④然而,有研究表明,如果在婴幼儿时期不及时启蒙阅读意识,激发阅读兴趣,养成阅读习惯,幼儿入学后就可能出现学习适应困难。但是对于非教育专业出身的家长们来说，如何进行科学有效的亲子阅读是我们年轻的爸妈所共同关系的一个话题，我觉得亲子共读大致上可以分成三个步骤