A Case Study Of Parenting Reading In Primary Schools

Parent-child book reading is carried out by family members, which regardreading as the main contents of the family education activities. It is particularlymeaningful for children’s physical and mental development, and is the effectivemeans to create “learning” family. Besides, it is also the trend towards the learningsociety. Home education is indispensable in individual growth. Parent-child reading isalso an important form of family education, which should not halt in elementaryschool. It should be carried out in elementary school actively, which should combinewith the age characteristics, personality psychology and reading characteristics ofchildren in elementary school. However, parent-child reading is focused on preschoolin domestic research, and is relatively weak in primary school. Accordingly, this studyis based on the results of parent-child reading at home and abroad. Parents of studentswho are in grade six of a primary school in Jinan City are the objects of the study.Primary school parent-child reading case is described by reviewing literatures,interviews, case studies, and other methods. This study mainly explores theinfluencing factors and strategies of parent-child reading in primary schools byanalysis problems found in case.The paper is divided into several parts as followed:Introduction, it explains the causes of the present study and discuss theoreticaland practical significance of the research on parent-child reading in primary schools.And the research contents and methods are obtained by analysis problems foundseparately from combing the value, influencing factors, environment, and guidingstrategies of the parent-child book reading in the literature.The first part is basic concepts, including the concepts of reading, parent-childreading, and primary school parent-child reading.The second part is case study of parent-child reading in primary school. Firstly,case selected is described in background of family, reading environment of family,parent-child interaction and own factors of children. And then the case is analysis in the philosophy, guidelines, environmental support, and other aspects of primaryparent-child reading.The third part is to identify the problems existing in parent-child reading inprimary schools. According to current situation reflecting from the case, problems inthe parent-child reading in primary schools are identified combined with the currentsituation of primary parent-child reading.In the fourth part, the factors affecting the study of parent-child reading inprimary schools are studied. Factors, such as the concept of parent-child reading,characteristics of pupil reading, family background and reading environment, whichall affect parent-child reading in primary schools, are analyses combining with thecurrent situation of the parent-child reading in the case.In the fifth part, the strategies to promote primary school parent-child reading arecome up. The strategies are come up with the concept of primary school parent-childreading, specific content, instructional methods and reading environment, which areobtained by analysis of the problems and influencing factors of parent-child reading inprimary schools.Conclusion: The shortcomings of this study are reflected on, and experiences areaccumulated for later research. I hope with the arrival of a learning society, the reachof parent-child reading in primary school, even at all stages of children, will becomemore and more refined, then the parent-child reading will have more theory supportand practical guidance.