The Status Quo And Countermeasures Of Early Reading In Rural Kindergartens

In recent years,kindergarten experts all over the world have paid much attention to early reading,believing that early reading not only plays a positive role in promoting children's cognition,including language ability,logical thinking ability,imagination and attention,but also has a very important impact on children's non-intellectual factors.The development of children's early reading ability will affect their ability and level of lifelong learning.The essence of early reading in kindergartens is to provide children with reading materials that meet their psychological development characteristics and acceptance level and can attract children,guide them to like reading,gain knowledge from reading and improve their reading ability.In terms of children's early reading,rural kindergartens have taken some feasible measures,but from the point of view of reading effect,little effect has been achieved.Exploring the reasons is closely related to the underlying problems in early reading in rural kindergartens.This paper chooses the Rural Kindergartens in Fuyang,Anhui Province as the research object,combs the problems of their early reading status after the investigation,and thinks that the problems mainly lie in: the environment is not rich and diverse,the content is solidified;there are few materials to enhance children's reading interest,and the utilization rate needs to be improved urgently;Children's interest in reading can not be effectively enhanced because of the lack of novelty and novelty in the way.There are misunderstandings in preschool teachers' understanding of reading objectives,focusing on the cultivation of explicit ability and ignoring invisible ability.With the help of the interpretation of the problems and their causes,this paper puts forward some effective measures to improve the early reading level of Rural Kindergartens from the reality of rural kindergartens.