Narrative Research On Preschool Teachers’ Early Reading Teaching Ability Development

Early reading is listed as one of the core experience of language in "3-6 years old children’s learning and development guide" (hereinafter referred to as the "guide"), and put forward the concept of reading comprehension. This concept that put forward to make early childhood teachers need to update the concept of early reading, and also to re-explore the education strategy of early reading. Therefore, under the guidance of our tutor we composed a 4-people-research team, and started the research of "3-6 years old children reading comprehension training". For teachers, reading comprehension ability is a new knowledge, and its operation method is currently only the education suggestions in "guide", is relatively lacking. However, teachers are the first person to practice these educational proposals, and teachers of different education background and different maturity different are different for grasp the extent of these education suggestions. So, in the research of "3-6 years old children reading comprehension training", we would explore not only the change of children’s reading comprehension ability, but also the change of teaching ability of the teachers’ early reading activities.The research conduct a one-year collaborative education narrative research with Teacher H, Z and S of X kindergarten. The three teachers are the head teacher of the experimental class of the research of "3-6 years old children reading comprehension training". Teacher H is a non-preschool education major novice teacher, Teacher Z is a preschool education major novice teacher, and Teacher S is a non-preschool education major mature teacher. We focus on the challange that the three teachers faced in the research of "3-6 years old children reading comprehension training", and show the teachers’growth stories and their doubts and gains in order of finding problem to solving problem for thinking and exploring. The three teachers are independent individuals, their growth experience are different that do not have the ability to transfer or can be copied, but have a certain ability of exploratory and thinking.Research shows that:1. During the development of the teaching ability of early reading, as a non-preschool education major novice teacher, Teacher H met the challenge of a wide range of content, and had a lot of coping method, and the development of this kind of teachers focus on establishing the correct system concept2. During the development of the teaching ability of early reading, as a preschool education major novice teacher, Teacher Z met the challenge of combination of theory and practice, and had some targeted approaches, and the development of this kind of teachers focus on the practice under the guidance of theory.3. During the development of the teaching ability of early reading, as a non-preschool education major mature teacher, Teacher S met some more focused content, and had some more targeted and more teacher autonomy approaches, and the development of this kind of teachers focus on self exploration and reflection.4. The development of teaching ability of the three teachers in the early reading not only shows progressive type, but also shows stage type, which can be divided into basic stage, the primary stage and the intermediate stage.In this regard, the education suggestions are put forward:1.The teachers in the basic stage should have a good foundation first. The most direct and effective way is to have observe teaching learning.2.The teachers in the primaty stage should get more chance to practice. "A lesson research three times" is the most able to help teachers to carry out plenty of practice.3. The teachers in the intermediate stage should explore their reflection method, such as reflection on the spot, reflection with others, narrative reflection and so on.